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1
Tannen, Deborah. "“We’re never been close, we’re very different”." Narrative Inquiry 18, no. 2 (December 12, 2008): 206–29. http://dx.doi.org/10.1075/ni.18.2.03tan.
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Drawing on interviews I conducted with women about their sisters, I identify three narrative types: small-n narratives, big-N Narratives and Master Narratives. Small-n narratives are accounts of specific events or interactions that speakers said had occurred with their sisters. Big-N Narratives are the themes speakers developed in telling me about their sisters, and in support of which they told the small-n narratives. Master Narratives are culture-wide ideologies shaping the big-N Narratives. In my sister interviews, an unstated Master Narrative is the assumption that sisters are expected to be close and similar. This Master Narrative explains why nearly all the American women I interviewed organized their discourse around big-N Narratives by which they told me whether, how and why they are close to their sisters or not, and whether, how and why they and their sisters are similar or different. In exploring the interrelationship among these three narrative types, I examine closely the small-n narratives told by two women, with particular attention to the ways that the involvement strategies repetition, dialogue, and details work together to create scenes. Scenes, moreover, anchor the small-n narratives, helping them support the big-N Narratives which are motivated in turn by the culturally-driven Master Narrative.
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Pesco, Diane, and Martha Crago. ""We Went Home, Told the Whole Story to Our Friends": Narratives by Children in an Algonquin Community." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 293–321. http://dx.doi.org/10.1075/jnlh.6.4.01wew.
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Abstract Narratives of personal experience told by 18 Algonquin children ranging from 10 to 13 years old are described and discussed in this article. The narratives were collected in peer dyads or groups and told in English, the children's second language. Using a database of 93 narratives, we report the type of contributions that the children made to each other's narratives as well as the narrative content and themes. The structural properties of a subset of the narratives, determined using high point analysis, are also reported. These discoursal, thematic, and structural features are discussed in terms of how they interact with one another, and together provide insights into the social character of the children's narratives. The study also demonstrates how children's narratives reflect and contribute to cultural, community, and peer group belonging. (Communication Sciences)
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Bennett-Kastor, Tina. "The “frog story” narratives of Irish–English bilinguals." Bilingualism: Language and Cognition 5, no. 2 (August 2002): 131–46. http://dx.doi.org/10.1017/s1366728902000238.
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Four bilingual speakers of Irish (Gaelic) and English, two men and two women, were audiorecorded as they produced narratives based on pictures from the Mercer Mayer book Frog, where are you? Order of narration was counterbalanced. The narratives were analyzed according to certain features of global and local structure originally identified in Berman and Slobin (1994). Differences within and across narratives emerged in the number of components included, the number of planning components explicitly marked for purpose, the marking of tense and aspect, and the use of extended aspectual categories. These variations were attributed to 1) the order in which the narrative was told (first-told versus second-told versions), 2) the language of the narrative (Irish versus English), and 3) the particular preferences of individual narrators.
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Allen, Marybeth S., Marilyn K. Kertoy, John C. Sherblom, and John M. Pettit. "Children's narrative productions: A comparison of personal event and fictional stories." Applied Psycholinguistics 15, no. 2 (April 1994): 149–76. http://dx.doi.org/10.1017/s0142716400005300.
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ABSTRACTPersonal event narratives and fictional stories are narrative genres which emerge early and undergo further development throughout the preschool and early elementary school years. This study compares personal event and fictional narratives across two language-ability groups using episodic analysis. Thirty-six normal children (aged 4 to 8 years) were divided into high and low language-ability groups using Developmental Sentence Scoring (DSS). Three fictional stories and three personal event narratives were gathered from each subject and were scored for length in communication units, total types of structures found within the narrative, and structure of the whole narrative. Narrative genre differences significantly influenced narrative structure for both language-ability groups and narrative length for the high language-ability group. Personal events were told with more reactive sequences and complete episodes than fictional stories, while fictional stories were told with more action sequences and multiple-episode structures. Compared to the episodic story structure of fictional stories, where a prototypical ‘good” story is a multiple-episode structure, a reactive sequence and/or a single complete episode structure may be an alternate, involving mature narrative forms for relating personal events. These findings suggest that narrative structures for personal event narratives and fictional stories may follow different developmental paths. Finally, differences in productive language abilities contributed to the distinctions in narrative structure between fictional stories and personal event narratives. As compared to children in the low group, children in the high group told narratives with greater numbers of complete and multiple episodes, and their fictional stories were longer than their personal event narratives.
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Pfeifer, Hanna, and Alexander Spencer. "Once upon a time." Journal of Language and Politics 18, no. 1 (October 10, 2018): 21–39. http://dx.doi.org/10.1075/jlp.18005.spe.
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Abstract The article examines the romantic narratives told by the “Islamic State” in the propaganda online videos of foreign fighters. Employing a method of narrative analysis, based on insight from Literary Studies and Narratology, it holds that while narratives of jihad differ to “war on terror” narratives told in the West with regard to their content, narratives of jihad employ a very western romantic genre style. Focusing on the narrative elements of setting, characterisation and emplotment the article illustrates a romantic narrative of jihad which contains classical elements of a romantic story in which the everyday person is forced to become a hero in a legitimate struggle against an unjust order for the greater good and in aid of the down trodden. The article thereby aims to contribute to the debate on why such narratives of jihad have an appeal in certain parts of western society.
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MacDonald, Nathan. "Deuteronomy and Numbers." Journal of Ancient Judaism 3, no. 2 (May 6, 2012): 141–65. http://dx.doi.org/10.30965/21967954-00302003.
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The books of Numbers and Deuteronomy narrate a number of the same stories; Deut 1–3 even covers the same narrative space as the book of Numbers: the forty years or so from Sinai to the plains of Moab. This article will examine the complex relationship between these two books by considering the narratives about that time in the wilderness. These will be addressed in the following clusters: narratives told in Numbers and Deuteronomy; narratives told in Numbers and alluded to in Deuteronomy; and narratives in Numbers that are not told in Deuteronomy. These will be examined in order to shed light on the individual books of Numbers and Deuteronomy, the relationship between them, and the question of whether there was a pre-Deuteronomic narrative that retold how Israel went from the desert to the edge of the promised land. I will argue that there is no evidence for a continuous narrative tracing Israel’s journey from Sinai to Moab prior to the composition of Deut 1–3. The authors of the narratives in Numbers are indebted to this Deuteronomistic account. However, for the readers of the Pentateuch, Deut 1–3 appears as a concise summary of what has preceded, with the most important issues highlighted.
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Minami, Masahiko. "Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 349–73. http://dx.doi.org/10.1075/jnlh.6.4.03jap.
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Abstract This study presents empirical evidence o f Japanese preschool children's (a) narrative discourse competence and narrative structure and (b) rhetorical/expressive flexibility, compared to adults. With data on oral personal narratives told by Japanese preschoolers and adults, and with verse/stanza analysis (Gee, 1985; Hymes, 1981) and high point analysis based on the Labovian approach (Labov, 1972; Peterson & McCabe, 1983), it was discovered that children's and adults' narratives are similar in terms o f structure in that they both tend to have three verses per stanza, and that children and adults tend to tell about multiple experiences. By contrast, there are some clear differences in terms o f content and delivery. Whereas children tend to tell their stories in a sequential style, adults emphasize nonsequential information. Specifically, compared to children's narratives, adults' narratives place considerably more weight on feelings and emotions. The findings of this study strongly suggest that oral personal narratives told by Japanese preschoolers do not represent the final phase o f development. Rather, they still have a long way to go. (Narrative Development; Narrative Structure)
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Schiff, Brian, Heather Skillingstead, Olivia Archibald, Alex Arasim, and Jenny Peterson. "Consistency and change in the repeated narratives of Holocaust survivors." Narrative Inquiry 16, no. 2 (December 15, 2006): 349–77. http://dx.doi.org/10.1075/ni.16.2.07sch.
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In this article, we study the oral history interviews of eight survivors of Auschwitz-Birkenau. We give a detailed analysis of a central narrative in their life story, the “selection narrative,” the experience of being forcibly separated from family into groups for labor or death, as it is told in the late 1970s-to-early 1980s and again in the 1990s. We study patterns of structure and variation in the referential aspects of narrative, how narratives recapitulate past actions, and the evaluative aspects of narrative, how narratives are interpreted. Our analysis of these eight sets of repeated narratives focuses on four processes that help structure consistent accounts over time: the past, previous tellings, culture and the interview situation. In each set of repeated narratives, the selection narrative maintains significant portions of the complicating action and evaluations over time. At the same time, various changes are evident that alter the style or interpretation of the narrative. In other words, changes were, in large measure, observed in “how” or “why” the narrative was told but not in “what” was recounted. Our data suggests that despite changes in context, critical aspects of our identities endure over long periods of time.
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Black, Steven P. "Narrating fragile stories about HIV/AIDS in South Africa." Pragmatics and Society 4, no. 3 (October 28, 2013): 345–68. http://dx.doi.org/10.1075/ps.4.3.04bla.
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This article analyzes narratives about living with HIV/ AIDS amid stigma, using the notion of “fragile stories” to further detail the linguistic practices through which people narrate experiences in danger of not being told. The article is based on fieldwork in 2008 in Durban, South Africa with a Zulu gospel choir in which all group members are living with HIV/AIDS. Close analysis of recorded narratives demonstrates how institutional story frameworks and the normative performance of gender helped storytellers to breach boundaries drawn by stigma. The article consolidates research on narrative tellability and fragile stories, verbal art, and stigma. The article has implications for research amid stigma, advocating linguistic analysis of narrative to emphasize the relationship between stories told and life events involving stigmatization.
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Lindemann, Sandra. "As-Told-To Life Writing: Narratives of Self and Other." a/b: Auto/Biography Studies 32, no. 2 (April 25, 2017): 385–87. http://dx.doi.org/10.1080/08989575.2017.1289020.
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de la Garza, Sarah Amira. "Paradox and Paraliminality of (Im)Migration." Departures in Critical Qualitative Research 8, no. 2 (2019): 82–91. http://dx.doi.org/10.1525/dcqr.2019.8.2.82.
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To repair the injury and stifled agency caused by master narratives of migration stories, I call for narratives that specifically counter storying that reflects the master narrative. This narrative repair acknowledges narrative fatigue, embraces paradoxical tensions of migration, and assumes the paraliminality of migration (a constant overarching state of transition, which in histories of migration, often exists without the aid of supportive community). Abandoning the idea that evocative laments and critiques are enough for empowerment, I call for the embrace of difficult and contradictory narratives told simply, as the foundation for strengthening identities and providing dynamic stability.
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Thommesen, Hanne. "Master narratives and narratives as told by people with mental health and drug problems." Journal of Comparative Social Work 5, no. 1 (April 1, 2010): 5–20. http://dx.doi.org/10.31265/jcsw.v5i1.50.
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This article examines the role of master narratives in self-narratives told by people with both mental health and drug problems. It is based on stories told by people who have both mental health and drug problems. However, their substance abuse has become their most dominant characteristic in their lives. The storytellers or the interviewees attempt to describe their background, their experience and what they call churning thoughts, while their stories are also infiltrated and dominated by master narratives about the drug abuser.
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Ahmed, Anya, and Michaela Rogers. "Polly’s story: Using structural narrative analysis to understand a trans migration journey." Qualitative Social Work 16, no. 2 (September 19, 2016): 224–39. http://dx.doi.org/10.1177/1473325016664573.
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There is scant theoretical and empirical research on experiences of trans1 and its significance for social work practice. In this paper, we premise that research on trans identity and practice needs to be located in particular temporal, cultural, spatial/geographical contexts and argue that a structural narrative analytical approach centring on plot, offers the opportunity to unravel the ‘how’ and ‘why’ stories are told. We posit that attending to narrative structure facilitates a deeper understanding of trans people’s situated, lived experiences than thematic narrative analysis alone, since people organise their narratives according to a culturally available repertoire including plots. The paper focuses on the life and narrative of Polly, a male-to-female trans woman, and her gender migration journey using the plot typology ‘the Quest’. We are cognisant of the limitations to structural narrative analysis and Western conventions of storytelling, and acknowledge that our approach is subjective; however, we argue that knowledge itself is contextual and perspective ridden, shaped by researchers and participants. Our position holds that narratives are not – and cannot – be separated from the context in which they are told, and importantly the resources used to tell them, and that analysing narrative structure can contextualise individual unique biographies and give voice to less heard communities.
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Wang, Ping-Hsuan. "‘Grandmas’ in debate: A first-person story told in Taiwan’s presidential debate as a rhetorical device and public reactions to its credibility." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 13. http://dx.doi.org/10.3765/plsa.v2i0.4057.
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This study examines data from a 2016 presidential debate in Taiwan to explore the use of first-person narrative in political discourse as a rhetorical device, and how public reactions to its credibility are influenced by the narrative’s context. While previous studies of political debate discourse (e.g. Kuo 2001) investigate, for example, the use of “constructed dialogue” (Tannen 2007), there is a lack of studies focusing on first-person narrative in political debates. Using three-level positioning as outlined by Bamberg (1997), I analyze a narrative featuring a grandma character told by presidential candidate Eric Chu, also comparing it to another candidate James Soong’s “grandma narrative.” I argue that the context places constraints on the effects of their narratives. Whereas Chu’s narrative, a traditional Labovian first-person story, is widely ridiculed with memes for its lack of credibility, Soong’s narrative, a habitual narrative, receives little attention.The analysis shows how Chu’s narrative serves his rhetorical purposes and suggests why the public doubts its credibility. At level 1 (characters positioned vis-à-vis one another), Chu presents himself as non-agentive with constructed dialogue, thereby excusing an earlier decision he made -- failing to keep his promise to finish his term as a mayor. At level 2 (speaker positioned to audience), he switches from Mandarin to Taiwanese, a local dialect, which can be seen as an appeal to his current audience. At level 3 (identity claims locally instantiated), the grandma character draws on the archetype of elderly women in Taiwanese culture, fundamental to national economic growth, while his description of praying at a temple casts him against the local tradition of religious practices in Taiwan. The study helps fill the knowledge gap regarding first-person narrative in political discourse, while highlighting the context in which political narratives are embedded and contributing to understanding positioning in Taiwanese public discourse.
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Cobb, Sara. "Stabilizing violence." Narrative Inquiry 20, no. 2 (December 10, 2010): 296–324. http://dx.doi.org/10.1075/ni.20.2.04cob.
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Narratives matter. They shape the social world in which they circulate, reflecting and refracting the cultural limits of what narratives can be told, in what setting, to whom. From this perspective, they structure how we make sense of ourselves, as members of a community, but they also structure how we understand right and wrong, good and evil. Nowhere is this more apparent than in capital murder trials in which the narratives that are constructed are literally life and death matters. The research on narrative processes in capital trials documents how the courtroom is a place for “story-battles” where each narrative works to disqualify the other and legitimize itself, in an effort to structure jurors’ decisions. This is accentuated in the penalty phase of the capital trial where both mitigating and aggravating narratives “thicken” the narratives told in the guilt phase; in the penalty phase jurors make the decision to sentence the defendant to either life without the possibility of parole, or to death. While some research of juror decision-making shows that jurors favor the prosecution narrative and make up their minds to give the death sentence independent of the penalty phase narratives, other research on mitigation narratives shows that contextualizing the defendant, via mitigating narratives, can overturn the power of the prosecution narrative and lead to a life, rather than a death, sentence. This research seeks to avoid efforts to associate juror cognitive processes to narrative processes and instead seeks to examine the connection between jury sentencing decisions, for life or death, as a function of narrative closure which is, in turn, defined in terms of two narrative dimensions: structural complexity and moral transparency. Using this framework, the penalty phase narratives in two capital trials are compared along these dimensions; the findings suggest that moral transparency and structural complexity provide the foundations for narrative closure in the penalty phase, as both structural simplicity and moral obtuseness are characteristic of narratives that are not adopted by the jury. While the sample size is small, the narrative data is rich, and the study, overall, is intended not to suggest a causal relation between dimensions of narrative closure and jury sentencing, but rather aims to illustrate a method for assessing narratives in relation to jury sentencing in the penalty phase of capital trials. However, at the broadest level, the paper offers a framework for examining the way that narrative works to contain violence.
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Strevy, Deborah, and Jerry Aldridge. "Personal Narrative Themes of African-American Mothers." Perceptual and Motor Skills 78, no. 3_suppl (June 1994): 1143–46. http://dx.doi.org/10.2466/pms.1994.78.3c.1143.
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African-American mothers of low income enrolled in an Even Start program were videotaped as each told a personal narrative to her child. A content analysis of the stories gave three major themes identified by Stahl. Of the 17 personal narratives, 4 were attitude stories, 5 were behavior stories, and 8 were character stories. The importance of using personal narratives is discussed and recommendations for research indicated.
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Relaño Pastor, Ana María. "Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students." Narrative Inquiry 20, no. 1 (October 11, 2010): 82–105. http://dx.doi.org/10.1075/ni.20.1.05rel.
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This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as answers to questions related to personal experiences of social exclusion in and outside school, as well as those related to group relations at school. They presented a pervasive use of ethnic categorization, which is analyzed in relation to narrators, the problematic event, and the moral order displayed in these narratives. As an interactional device, ethnic categorization served different purposes: (1) to index intragroup solidarity (‘we’ versus ‘other’); (2) to signal opposition and comparison among students with different migrant backgrounds (‘them’ versus ‘them’ or ‘them’ versus ‘us’); (3) to attribute different degrees of moral agency to narrative protagonists. All in all, these narratives display the moral order of school integration and open a window of understanding to the challenges faced by immigrant origin students in Spanish society.
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Kelly, Kimberly R. "Mother-Child Conversations and Child Memory Narratives: The Roles of Child Gender and Attachment." Psychology of Language and Communication 20, no. 1 (October 1, 2016): 48–72. http://dx.doi.org/10.1515/plc-2016-0003.
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Abstract This study examined the roles of child gender and attachment in mother-child narrative conversations and child independent narratives. Children (Mage = 56 months) told personal narratives independently and while engaged in narrative conversations with their mothers. The Attachment Story Completion Task-Revised (Verschueren & Marcoen, 1994) measured child attachment representations. Results indicated that attachment was linked to maternal conversational style and child independent narratives. Mothers with secure sons continued their topics more than mothers of secure daughters, and secure boys’ independent narratives were less elaborative than those of secure girls. However, no gender differences were found among insecure dyads. We argue that mothers of secure boys sensitively recognize their sons’ cues within the conversational context and respond to the need for further verbal assistance, thus providing more on-topic replies in narrative conversations.
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Burcu YILMAZ, Ebru. "Tales Told To Night: Function of The Surreal In Fantastic Narratives." Journal of Turkish Studies Volume 6 Issue 3, no. 6 (2011): 1315–28. http://dx.doi.org/10.7827/turkishstudies.2587.
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Gerstenberg, Annette. "Generational styles in oral storytelling." Narrative Inquiry 29, no. 1 (July 2, 2019): 1–28. http://dx.doi.org/10.1075/ni.18042.ger.
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Abstract When it comes to autobiographical narratives, the most spontaneous and natural manner is preferable. But neither individually told narratives nor those grounded in the communicative repertoire of a social group are easily comparable. A clearly identifiable tertium comparationis is mandatory. We present the results of an experimental ‘Narrative Priming’ setting with French students. A potentially underlying model of narrating from personal experience was activated via a narrative prime, and in a second step, the participants were asked to tell a narrative of their own. The analysis focuses on similarities and differences between the primes and the students’ narratives. The results give evidence for the possibility to elicit a set of comparable narratives via a prime, and to activate an underlying narrative template. Meaningful differences are discussed as generational and age related styles. The transcriptions from the participants that authorized the publication are available online.
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Lwin, Soe Marlar. "Stories of (self)-introduction for communicative effectiveness of an institutionalized storytelling performance." Narrative Inquiry 26, no. 1 (December 5, 2016): 64–87. http://dx.doi.org/10.1075/ni.26.1.04lwi.
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Over the last few decades, increasing interest in oral narratives as a point of entry into understanding self-presentation and construction of personal and social identities has led to several studies which adopt a contextualized approach to analyses of everyday conversational narratives. In this study, adopting a similar contextualized approach but focusing on a less spontaneous and more institutionalized type of oral storytelling, I examine the narrative told as an introduction to a professional storyteller before her storytelling performance, as well as the oral tale inscribed with institutional messages told during her storytelling performance. I discuss how the construction of storyteller’s identities in the narrative of introduction preceding the telling of an oral tale was an important strategy that enhanced the communicative effectiveness of the storytelling performance in disseminating the institutional messages. The study extends our understanding of the ways in which various institutions in contemporary society have been using storytelling performances by professional storytellers as a communicative, educative and meaning-making tool.
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Sabaté i Dalmau, Maria. "Exploring the interplay of narrative and ethnography: A critical sociolinguistic approach to migrant stories of dis/emplacement." International Journal of the Sociology of Language 2018, no. 250 (March 26, 2018): 35–58. http://dx.doi.org/10.1515/ijsl-2017-0054.
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AbstractIn this article I explore the benefits of interplaying narrative and ethnography for conducting a context-grounded, sociolinguistic analysis of the representational and interactional functions of migrant storytelling events concerning dis/relocation. I focus on a series of narratives of socioeconomic and geographic im/mobility told by three Ghanaians who, unsheltered, lived on a bench of a Catalan urban town. These were gathered via “go-along” narrative interviews and multi-site ethnography during six months of fieldwork. I show that the imbrications of a social-practice and social-action approach to narrative with network ethnography allow to: (1) investigate how representation and interaction in place-centered stories and storytelling acts reveal the narrators’ positionings with respect to host-society dis/emplacement, in their alternative spaces of socialization; (2) capture what gets silenced in dis/orientation narratives, like discrepancies between stories told and lived concerning identity management across migrant groups; and (3) expose the researchers’ impact on shaping the form and content of these stories by ingraining self-reflexivity activities into all analytical accounts. This offers an informant-integrative, critical view of how migrants enact transnational survival in contexts of precariousness and exclusion, which contributes to understanding how they place themselves with regard to their non-citizenship statuses, from a socially-sensitive, non-essentializing perspective.
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Blum-Kulka, Shoshana, and Catherine E. Snow. "Developing Autonomy for Tellers, Tales, and Telling in Family Narrative Events." Journal of Narrative and Life History 2, no. 3 (January 1, 1992): 187–217. http://dx.doi.org/10.1075/jnlh.2.3.02dev.
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Abstract Dinner-table conversations are contexts in which children become socialized to local cultural rules regulating storytelling and may be able to achieve autonomy in telling stories, as tellers of stories, and in the content or tale recounted. Conversations from five American and five Israeli middle-class families and five American working-class families matched on family constellation generated 33, 40, and 15 narratives, respectively. Each of the groups demonstrated a different pattern on dimensions such as who participated in telling narratives, who initi-ated narratives, and how secondary narrators participated; Israeli family narra-tives were more collaborative but with relatively little child participation, whereas American middle-class children participated more by initiating their own narratives and American working-class children narrated in response to adult elicitation. All three groups demanded fidelity to truth and coherence in the tales children told, but many more of the narratives told in Israeli families had to do with events known to all the family members, whereas American children told stories about events unfamiliar to at least some family members. (Communication)
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Chung, Simmee. "A Reflective Turn: Towards Composing a Curriculum of Lives." LEARNing Landscapes 2, no. 2 (February 2, 2009): 123–38. http://dx.doi.org/10.36510/learnland.v2i2.299.
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This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.
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Hunter, Sally V. "Beyond Surviving." Journal of Family Issues 30, no. 3 (July 1, 2008): 391–412. http://dx.doi.org/10.1177/0192513x08321493.
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The aim of this research project was to explore how men and women constructed a sense of self through narrative following an early sexual experience with an adult. Using narrative inquiry methodology, 22 in-depth interviews were conducted in New South Wales, Australia, with 13 women and 9 men ages between 25 and 70. All participants had an early sexual experience at the age of 15 or younger with someone 18 or older. Narrative analysis was used to examine the co-constructed stories that emerged. Participants told four evolving narratives about their experiences: narratives of silence, of ongoing suffering, of transformation, and of transcendence. The gender differences between these narratives have been examined in the light of the literature relating to childhood sexual abuse, the victim and survivor discourses, and the social construction of gender.
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Mustafa, Balsam. "From personal narrative to global call for action." Narrative Inquiry 28, no. 1 (September 27, 2018): 161–80. http://dx.doi.org/10.1075/ni.16058.mus.
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Abstract This paper examines personal narratives and how they change according to the context in which they are narrated. In particular, it argues that personal narratives change as they are mediated by various discourses, genres and modes, as well as by the peculiarities that emerge when speaking and writing in different languages and when undertaking translation. It uses a case-study approach to analyse the different narratives told by Islamic State’s Yezidi female survivor, and United Nations Goodwill ambassador, Nadia Murad, in different contexts in 2014 and in 2015. In 2014, when two Western mass media outlets interviewed Murad, her narrative was compacted and less detailed. This shifted in December 2015 when Murad testified about her ordeal before the Security Council. Mediated by the discourse of the latter and by the genre of testimony, Murad’s narrative became more detailed, and transformed from a description of a personal suffering into a call for action.
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Adams-Santos, Dominique. "“Something a bit more personal”: Digital storytelling and intimacy among queer Black women." Sexualities 23, no. 8 (March 4, 2020): 1434–56. http://dx.doi.org/10.1177/1363460720902720.
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Coming-out stories are important cultural texts wherein individuals articulate and interpret experiences of identifying as sexual minorities. Yet, much of the extant literature on coming-out stories examines narratives by white, middle-class gay men and lesbians. Critical inquiry into coming-out stories told by privileged queer subjects points to the formulaic and normative characteristics of their narratives, where sexual difference is downplayed or challenged. The goal of this article, then, is to ask whether and how coming-out narratives told by queer Black women conform to or depart from the “coming-out formula story.” Using an intersectional approach to narrative analysis, this article investigates the performative and discursive strategies that 50 women use in telling their coming-out stories on YouTube. Findings show that queer Black women’s use of intimate candor—the performative and discursive strategy of publicly revealing interior, often sexually explicit, aspects of the self—is a means through which women center desire and queerness; articulate a vision of queer Black womanhood; and complicate the coming-out formula.
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Hase, Johanna. "Repetition, adaptation, institutionalization—How the narratives of political communities change." Ethnicities 21, no. 4 (March 18, 2021): 684–705. http://dx.doi.org/10.1177/1468796820987311.
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At times when migration and diversity are politically salient and controversially discussed, the rhetoric of staying ‘as we are’ is widespread. But how do ‘we’ actually change and how would ‘we’ know when it happens? Based on the premise that political communities are the products of narratives of peoplehood, this paper explores how such narratives evolve over time. It conceptualizes different modes of balancing narrative continuity and change. These modes – repetition, adaptation, and institutionalization – are illustrated with reference to evolving German narratives of peoplehood centring around (not) being a country of immigration. The paper argues that all modes lead to some degree of change in narratives of peoplehood. Against the backdrop of different understandings of the core of a narrative, it further discusses when such changes fundamentally affect who ‘we’ are. Overall, the paper invites scholars, policymakers, and citizens to think critically about the essential aspects of their political communities’ narratives and to be aware of the stories that ‘we’ are told and that ‘we’ tell ourselves.
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Young, Kathryn S. "I have a student who…" Narrative Inquiry 19, no. 2 (December 16, 2009): 356–71. http://dx.doi.org/10.1075/ni.19.2.08you.
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This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.
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Wright, Lyn. "Evaluating place in orientations of narratives of internal migration." Narrative Inquiry 28, no. 1 (September 27, 2018): 198–214. http://dx.doi.org/10.1075/ni.17034.wri.
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Abstract This study examines the evaluation of place in orientation sequences of narratives of internal migration to the Southern United States. Unlike other narratives of displacement, narratives of internal migration foreground talk about the here and now in which tellers evaluate place as an important aspect of narrative meaning-making. The current study draws on five narratives of internal migration told during research interviews about growing up bilingual in the South to examine how the South (and other places) are evaluated by young bilingual adults in the region. This study demonstrates how evaluations of place provide a resource for constructing narrators’ authority, moral positions, and belonging in relation to two main stereotypical narratives of the South, i.e. as a racialized and racist place or as a moral and hospitable place. The study has implications for understanding the construction of place and self identity in narrative as well as processes of migration of immigrant families within the U.S.
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Hänninen, Vilma. "A model of narrative circulation." Narrative Inquiry 14, no. 1 (July 1, 2004): 69–85. http://dx.doi.org/10.1075/ni.14.1.04han.
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This article suggests that narrative meaning structures have different modes of existence: the “told”, the “inner” and the “lived” modes. Their definitions and mutual relationships are presented in the form of a schematic model. The inner narrative represents the experiental mode of narrative form. It is an individual's interpretation of his/her life, in which the past events, present situation and future projects are understood using cultural narrative models as resources. It is (partly) made external by told narratives, and validated/revised in that process. The lived narrative, again, refers to the real-life drama, which is shaped in the interplay between situational constraints and the inner narrative that guides one's actions in changing life situations. The article reviews narrative research focusing on the studies and discussions related to the relations between the different modes of narrativity. (Narrative Theory, Narrative Methodology, Inner Narrative, Lived Narrative)
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Brannen, Julia. "Life Story Talk: Some Reflections on Narrative in Qualitative Interviews." Sociological Research Online 18, no. 2 (May 2013): 48–58. http://dx.doi.org/10.5153/sro.2884.
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The paper draws on the author's interview experiences and interrogates the conditions in which research interviews generate narratives and storytelling; interviews that do not invite storytelling and interviews where people were asked to give a life story. First, the paper considers the question as to what provokes storytelling. It suggests that people engage with the narrative mode to some extent under the conditions of their own choosing. Second, it examines the processes by which mean making is achieved in storytelling and made sense of by the research analyst. Contrasting two cases of Irish migrants, drawn from a study of fatherhood across three generations in Polish, Irish and white British families, the paper then considers issues of analysis. The argument is made that sociological qualitative research has to engage with narrative analysis and that this involves a close examination not only of what is told and not told but also the forms in which stories are told (the structuring of stories and their linguistic nuances), and the methods by which the interviewee draws in and persuades the listener. Lastly and most importantly, the paper concludes that attention should be made to talk and context in equal measure. It considers the importance of contextualisation of interview data contemporaneously and historically and the methodological strategies through which the researchers create second order narratives in the analysis of their research.
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Budziszewska, Magdalena, and Karolina Hansen. "“Anger Detracts From Beauty”: Gender Differences in Adolescents’ Narratives About Anger." Journal of Adolescent Research 35, no. 5 (April 29, 2019): 635–64. http://dx.doi.org/10.1177/0743558419845870.
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In a mixed-design narrative study, we explore how adolescent boys and girls represent experiences of anger and how their narrations are linked to self-esteem and anxiety. Polish teens from three nonurban public schools ( N = 101, 55% female, Mage= 15.5) wrote narrative accounts of their typical anger experience. We use a thematic analysis framework to analyze the patterns in these narratives. Boys and girls told stories within school, family, and relationship contexts. However, boys provided more stories that focused on the theme of everyday incidental instances of anger, whereas girls provided more stories focused on the theme of negative inner experiences. In-depth analysis resulted in the emergence of two complex narrative patterns: Anger as Outburst and Anger as Burden. Anger as Outburst described heated anger related to difficulties in self-control and aggression and was more characteristic of boys. Anger as Burden contained stories of prolonged anger related to negative self-evaluation and was more characteristic of girls. Anger as Burden was also related to higher anxiety and lower self-esteem. We conclude that in the given cultural context, adolescents lack positive narratives to frame their anger adaptively.
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Watson, Cate. "Small stories, positioning analysis, and the doing of professional identities in learning to teach." Narrative Inquiry 17, no. 2 (December 31, 2007): 371–89. http://dx.doi.org/10.1075/ni.17.2.11wat.
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Interest in the narrative construction of identities has become widespread in social research. Much of this research focuses on the grander narratives we tell about ourselves, the big retrospectives elicited from interviews. However, if identification is conceived as an ongoing performance accomplished locally in and through everyday interactions then it is the narratives that emerge in this context that become the focus of interest. “Small stories” are the ephemeral narratives emerging in such everyday, mundane contexts, which it is argued constitute the performance of identities and the construction of self. Drawing on Bamberg’s Positioning Analysis, this paper examines the construction of identities in a “small story” told by two student teachers, showing how this enables the participants to make claims about their developing professional identities. The paper also examines positioning analysis and its ability to link these locally produced identities to wider discourses.
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De Fina, Anna. "Narratives in interview — The case of accounts." Narrative Inquiry 19, no. 2 (December 16, 2009): 233–58. http://dx.doi.org/10.1075/ni.19.2.03def.
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Narratives told in interview have become a central tool of data collection and analysis in a variety of disciplines within the social sciences. However, many researchers, particularly those who embrace a conversational analytic or ethnomethodological approach (see among others Schegloff, 1997; Goodwin, 1997), regard them as artificial and oppose them to naturally occurring stories, which they see as much richer and interesting sources of data and analysis. In this paper, I argue that the criticism against interview narratives has been justified by the lack of attention that many narrative analysts have shown towards the interview as a truly interactional context. However, I also point to some shortcomings that derive from this opposition between naturally occurring and interview narratives and to an alternative framework in which the stress is not on the kind of narrative data used for the analysis, but rather on the kind of narrative analysis that should be adopted. I argue that our methodologies of analysis cannot fail to take into account the way narratives shape and are shaped by the different contexts in which they are embedded and propose the study of narrative genres as a way of looking at the reciprocal influence of narratives and story-telling contexts. I illustrate this point looking at accounts as a genre.
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Poe, Joe Park. "Description of Action in the Narratives of Euripidean and Sophoclean Tragedy." Mnemosyne 62, no. 3 (2009): 357–77. http://dx.doi.org/10.1163/156852509x339851.
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Drama and narrative share basic constituents, such as a chronological series of actions, their agents, and a setting in time and place. Narrative, moreover, often makes use of dialogue, while dramatic dialogue is hardly conceivable without narrative. Recognition of this kinship has encouraged the notion that narrative and dialogue are naturally complementary, so that when a story is told in tragic dialogue, for instance, the dramatic illusion is maintained unaffected. This essay asserts to the contrary that, just as certain kinds of narrative are not hospitable to dialogue, certain dramatic narratives—messenger speeches in particular—do not fit well in the dialogues in which they are embedded. In support of this assertion the study attempts to examine the way in which the narratives in Sophoclean and Euripidean dialogue describe action. Assuming that dramatic narrative seeks to approximate, at least in some degree, what van Dijk calls “natural narrative”—that occurring in everyday conversation—which mentions only those actions and events that are “strictly relevant”, the study finds that in fact most narratives in tragic dialogue are sparing of extraneous detail. There is, however, a group of narratives which with some frequency make 'irrelevant' multiple references to single actions and events. Most of the Euripidean narratives spoken by anonymous messengers and three in Sophoclean tragedy belong to this group, as well as five narratives spoken by named characters, four of which closely resemble messenger speeches in form and function.
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Yelle, Maria T., Patricia E. Stevens, and Dorothy M. Lanuza. "Waiting Narratives of Lung Transplant Candidates." Nursing Research and Practice 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/794698.
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Before 2005, time accrued on the lung transplant waiting list counted towards who was next in line for a donor lung. Then in 2005 the lung allocation scoring system was implemented, which meant the higher the illness severity scores, the higher the priority on the transplant list. Little is known of the lung transplant candidates who were listed before 2005 and were caught in the transition when the lung allocation scoring system was implemented. A narrative analysis was conducted to explore the illness narratives of seven lung transplant candidates between 2006 and 2007. Arthur Kleinman’s concept of illness narratives was used as a conceptual framework for this study to give voice to the illness narratives of lung transplant candidates. Results of this study illustrate that lung transplant candidates expressed a need to tell their personal story of waiting and to be heard. Recommendation from this study calls for healthcare providers to create the time to enable illness narratives of the suffering of waiting to be told. Narrative skills of listening to stories of emotional suffering would enhance how healthcare providers could attend to patients’ stories and hear what is most meaningful in their lives.
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Kindersley, Nicki. "Southern Sudanese Narratives of Displacement, and the Ambiguity of “Voice”." History in Africa 42 (March 9, 2015): 203–37. http://dx.doi.org/10.1017/hia.2015.3.
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AbstractRefugee life stories have developed as a popular medium for attempting to portray southern Sudanese wartime experience. These narratives of war and exile have been told, edited and published in what has become an explanatory industry in refugee work worldwide. The development of this economy of life stories from the early 1980s, however, has encouraged the propagation of standardized displaced “life stories” as a discrete narrative genre. This article traces the formulation of this distinctive style of historical explanation and argues that this genre, while claiming emancipatory agency and “voice” for marginalized people, has instead become a narrative trap.
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Austin, Tricia. "Some Distinctive Features of Narrative Environments." Interiority 1, no. 2 (July 30, 2018): 153–72. http://dx.doi.org/10.7454/in.v1i2.20.
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This paper explores key characteristics of spatial narratives, which are called narrative environments here. Narrative environments can take the form of exhibitions, brand experiences and certain city quarters where stories are deliberately being told in, and through, the space. It is argued that narrative environments can be conceived as being located on a spectrum of narrative practice between media-based narratives and personal life narratives. While watching a screen or reading a book, you are, although often deeply emotionally immersed in a story, always physically ‘outside’ the story. By contrast, you can walk right into a narrative environment, becoming emotionally, intellectually and bodily surrounded by, and implicated in, the narrative. An experience in a narrative environment is, nonetheless, different from everyday experience, where the world, although designed, is not deliberately constituted by others intentionally to imbed and communicate specific stories. The paper proposes a theoretical framework for space as a narrative medium and offers a critical analysis of two case studies of exhibitions, one in a museum and one in the public realm, to support the positioning of narrative environments in the centre of the spectrum of narrative practice.
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Hughes, Diana L., Ann Ratcliff, and Mark E. Lehman. "Effects of Preparation Time for Two Quantitative Measures of Narrative Production." Perceptual and Motor Skills 87, no. 1 (August 1998): 343–52. http://dx.doi.org/10.2466/pms.1998.87.1.343.
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Narratives are important for language assessment at the level of discourse. To investigate the effect of preparation time narratives were collected from 19 third graders, 19 eighth graders, and 19 college students. In one condition, all subjects saw a picture and told a story; in a second one they saw a picture and were instructed to wait for 1 min. before telling a story. Students also generated a story without a picture and with no instructions to wait. Measures of narrative length and mean length of communication unit were analyzed to assess the effects of preparation time. Narratives produced under the Instructions to Wait condition were longer and their mean length of communication unit was longer than narratives produced under the No Instructions to Wait condition, for all 3 age groups. Narratives generated without picture stimuli, however, were longer than those produced under either picture condition. Clinical implications for those who work with children with language and learning disabilities are discussed.
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Pederson, Joshua R. "Disruptions of individual and cultural identities." Narrative Inquiry 23, no. 2 (December 31, 2013): 302–22. http://dx.doi.org/10.1075/ni.23.2.05ped.
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For many Americans work plays a prominent role in the construction of one’s identity. However, experiencing job loss or unemployment disrupts a normal progress to living a successful life as outlined by the master narrative of the American Dream. In the present study I explore disruptions to personal identities and cultural narratives by conducting a narrative thematic analysis of stories told by unemployed individuals in online settings. The findings reveal five prominent identities including: (a) victim, (b) redeemed, (c) hopeless, (d) bitter, and (e) entitled and dumbfounded. The individuals performed these identities through telling stories of their disruptions that worked to reflect, construct, disrupt, and counter the master narrative of the American Dream. In this analysis I discuss avenues for exploring how constructions of individual identities disrupt cultural narratives, and the resulting implications for narrative theory.
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De Pinho Santoro Lopes, Carolina. "A STORY OF HER OWN: MEMORY AND NARRATIVE IN SHORT FICTION BY MARGARET LAURENCE, ALICE MUNRO AND MARGARET ATWOOD." Cadernos de Letras da UFF 31, no. 61 (December 15, 2020): 408–28. http://dx.doi.org/10.22409/cadletrasuff.v31i61.44143.
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The objective of this paper is to analyze the interplay of narrative, memory, and identity in short stories by Canadian authors Margaret Laurence, Alice Munro and Margaret Atwood. The three works explored in the article are narratives told from the perspective of characters who delve into their own past to make sense of their present, thereby revealing the strong bond between the act of remembering and the construction of one’s self.
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Oppermann, Kai, and Alexander Spencer. "Narrating success and failure: Congressional debates on the ‘Iran nuclear deal’." European Journal of International Relations 24, no. 2 (December 4, 2017): 268–92. http://dx.doi.org/10.1177/1354066117743561.
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This article applies a method of narrative analysis to investigate the discursive contestation over the ‘Iran nuclear deal’ in the US. Specifically, it explores the struggle in the US Congress between narratives constituting the deal as a US foreign policy success or failure. The article argues that foreign policy successes and failures are socially constructed through narratives and suggests how narrative analysis as a discourse-analytical method can be employed to trace discursive contests about such constructions. Based on insights from literary studies and narratology, it shows that stories of failures and successes follow similar structures and include a number of key elements, including: a particular setting; a negative/positive characterization of individual and collective decision-makers; and an emplotment of success or failure through the attribution of credit/blame and responsibility. The article foregrounds the importance of how stories are told as an explanation for the dominance or marginality of narratives in political discourse.
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Vasquez, Camilla. "Examining the role of face work in a workplace complaint narrative." Narrative Inquiry 19, no. 2 (December 16, 2009): 259–79. http://dx.doi.org/10.1075/ni.19.2.04vas.
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In recent years, interest in examining the diverse functions and features of oral narratives told in workplace contexts has grown alongside the body of research investigating the role of language in enacting politeness in the workplace. Yet, to date, there has been little integration of these two strands of inquiry. This paper forges a link between linguistic politeness and some social functions of institutional narratives. Specifically, the micro-analysis of one narrative taken from a corpus of teacher/supervisor feedback sessions demonstrates how the narrator, a novice teacher, negotiates the telling of a complaint narrative to her supervisor along with the politeness demands embedded in the local context of telling. I argue that the speaker’s contradictory evaluation of her situation interacts with linguistic politeness (i.e., the need to mitigate a “face-threatening act”) in the situated telling of this narrative. Finally, in the spirit of recent work on narrative, which calls for increased attention to context in narrative activities, this paper highlights the importance of considering the interrelationships among factors such as face work, recipient design, production circumstances, and institutional roles and relationships among speakers, in the analysis of institutional narratives.
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Dollinger, Bernd. "Subjects in criminality discourse: On the narrative positioning of young defendants." Punishment & Society 20, no. 4 (June 2, 2017): 477–97. http://dx.doi.org/10.1177/1462474517712977.
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This essay locates itself in the context of “narrative criminology”. By means of analyses of the categorization work performed by young defendants in interviews, it is reconstructed how they conceptualize themselves interactively as subjects and/or “perpetrators”. This categorization not only performs a location within the, respectively, told story and the interactive situation of the interview; the interviewees also position themselves in cultural criminal discourse. The analysis of corresponding narrations can therefore contribute to understanding the connection of individual and public narratives on criminality. This is described on the basis of three case examples. With a “sad story”, a heroic story and references to individual cases that received particularly great public attention, the interviewees each develop context-specific categorizations and cultural positionings of “their” criminality and biography.
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Bradford Wainwright, Angela. "Gender Differences in the Narrative Productions of African American Adults." American Journal of Speech-Language Pathology 28, no. 2 (May 27, 2019): 623–38. http://dx.doi.org/10.1044/2018_ajslp-18-0153.
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Purpose The narrative is an important component of cognitive–linguistic assessment of nonmainstream populations and provides a valuable basis on which to conduct cross-ethnic/cultural comparisons. Given that there is limited information on the narrative characteristics of African American adults, this study was designed to describe the nature of narrative productions among African American men and women and to determine if gender differences exist in those productions. Method Seventy-six African American adults—40 women (ages 46–86 years) and 36 men (ages 45–87 years)—recruited from Washington, DC, and the Metropolitan area took part in the study. Participants produced a complex story retelling and a personal narrative of their choosing. All narratives were transcribed orthographically, parsed into T-units, and analyzed for narrative superstructure. Narratives were then examined by establishing the quantity of information, distribution of information, and African American English (AAE) density and usage. Results The results of the study demonstrated that women produced more information across all measures of quantity and narrative conditions. Gender differences were observed where men produced narratives that were brief and succinct whereas women produced longer, more elaborative narratives. Moreover, women produced more information across constituent units of the narratives. Although the use of AAE and its effect on quantity and distribution of information were negligible, the results demonstrated that men produced more occurrences of AAE than women. Conclusions This study demonstrated that women were more talkative, produced more information, took more time to produce their narratives, and told stories that were more descriptive, evaluative, and reflective than those of their male counterparts. This study also suggests that personal narratives may be more robust in characterizing the process of African American adult narrative production whereas story retelling may be a good contrastive element in further describing narrativization. Supplemental Material https://doi.org/10.23641/asha.7905377
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Höykinpuro, Ritva, and Arja Ropo. "Visual narratives on organizational space." Journal of Organizational Change Management 27, no. 5 (August 11, 2014): 780–92. http://dx.doi.org/10.1108/jocm-09-2014-0174.
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Purpose – The purpose of this paper is to develop a visual perspective to the narrative management research by exploring the potential of drawings to construct organizational space. This study is explorative in nature and aims to open up a discussion on the importance of visuality within the narrative research. Visual narratives combined with written ones are constructed and analyzed in the paper. Design/methodology/approach – The empirical illustrations of visual narratives outline students’ first-time encounters of the university campus. Their drawings and stories are used to describe and analyze their personal and subjective experiences of how they relate to the campus space. The students were asked to recall the moment they encountered the university campus for the first time and to draw their memories on a paper. Furthermore, they were asked to describe the drawings in a written narrative. Following that, the storyline was identified through a content analysis of both the drawings and the written narratives. This participatory research approach considers informants as co-researchers in producing data and emphasizes the inter-subjective nature of the study. Findings – The study points out valuable aspects in visual narrative organization research. The drawings and written narratives were found to complement each other revealing different things of the experiences. The drawings were very rich and detailed. They captured and revealed emotions, symbolic meanings and interpretations that were not explicated in the written stories. Finally, categories of visual narratives on organizational space were developed. Originality/value – This study contributes to the development of visual methodology in narrative management research. Moreover, this paper provides a methodological contribution to study organizational space. It sheds light on the potential of using visual narrative materials, especially self-produced drawings to construct organizational space. The study develops and illustrates a visual research method that combines written narratives with drawings. The study points out the importance to involve the informants as co-creators of a narrative study to capture the emotional richness of visual narratives. The authors envision that visual aspects of narratives will be a future direction in the narrative research, because visuality may capture hidden emotional aspects, symbols and artifacts that are not easily revealed in the told or written stories.
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Štubňa, Pavol. "Sociálne a vzdelávacie funkcie (literárnych) naratív." Poznańskie Studia Slawistyczne, no. 19 (February 22, 2021): 363–77. http://dx.doi.org/10.14746/pss.2020.19.18.
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The study deals with social and educational functions of (literary) narratives – both oral and written – in everyday life of a socially grounded individual. Narratives (or stories told or read) play an essential role in building and strengthening social bonds within a community (by spending time together, informing its members of preferred social values and behaviour patterns, etc.) The author sustains that narratives circulating within a particular community (or ethnic group, nation) should be viewed and analyzed from the perspective of cultural anthropology. As an educational tool, stories are utilized not only in families and schools, but also in penitentiary and correctional institutions or in public reading courses. The author also pays attention to particular structural components of “captivating” narratives (such as novelty, surprise, cognitive and/or emotional relevance to the reader, etc.) and so-called narrative universals – themes, types of characters, plots and settings that are common to all cultures worldwide (such as romantic love, human desires and needs, sacrifice, etc.).
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Oliveira, Miguel. "The Function of Self-Aggrandizement in Storytelling." Narrative Inquiry 9, no. 1 (January 1, 1999): 25–47. http://dx.doi.org/10.1075/ni.9.1.03oli.
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It has often been pointed out that narratives (of personal experience, specifically) are ordinarily told with the prime intent of revealing the narrator's meritous qualities (Labov & Waletzky, 1967; Labov, 1972; Møler, 1996; Quasthoff & Nikolaus, 1982). Although this claim has often been criticized, the debate on this issue is still remarkably peripheral. The hypothesis of this paper is that the function of self-aggrandizement is always at work in the process of storytelling, even if this doesn't seem to be the case. In an attempt to test this hypothesis, two narratives told in Portuguese by different Brazilian speakers are analyzed using a discourse analytic approach.
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Govier, Trudy, and Lowell Ayers. "Logic and Parables: Do These Narratives Provide Arguments?" Informal Logic 32, no. 2 (June 13, 2012): 161. http://dx.doi.org/10.22329/il.v32i2.3457.
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We explore the relationship between argument and narrative with reference to parables. Parables are typically thought to convey a message. In examining a parable, we can ask what that message is, whether the story told provides reasons for the message, and whether those reasons are good reasons. In exploring these questions, we employ as an inves-tigative technique the strategy of reconstructing parables as argu-ments. We then proceed to con-sider the cogency of those argu-ments. One can offer arguments through narratives and, in particu-lar, through parables, but that do-ing so likely brings more risks than benefits, from an epistemic point of view.