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Artículos de revistas sobre el tema "Narrative writing"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de julio de 2025

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1

Yuskar, Bobby. "Using Four Types of Narrative in Teaching Writing for University Students in Indonesia." Journal of Language Intelligence and Culture 3, no. 1 (2021): 20–31. http://dx.doi.org/10.35719/jlic.v3i1.48.

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This paper is written in a form of library research and its purpose is to search ideas in giving description of how English lecturer able to develop students’ writing skill using narrative writing. The writer selects four types of narrative to improve students’ writing skill after reading several theories from scholars and analyzing their ideas on the application of four narratives. By applying four types of narrative, university students in Indonesia will have better understanding in writing good narrative compositions. And they will also learn how to express their ideas and write them smooth

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Yuskar, Bobby. "Using Four Types of Narrative in Teaching Writing for University Students in Indonesia." Journal of Language Intelligence and Culture 2, no. 1 (2021): 20–31. http://dx.doi.org/10.35719/jlic.v2i1.48.

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This paper is written in a form of library research and its purpose is to search ideas in giving description of how English lecturer able to develop students’ writing skill using narrative writing. The writer selects four types of narrative to improve students’ writing skill after reading several theories from scholars and analyzing their ideas on the application of four narratives. By applying four types of narrative, university students in Indonesia will have better understanding in writing good narrative compositions. And they will also learn how to express their ideas and write them smooth

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3

Fan, Lai-Tze. "Writing while wandering." Convergence: The International Journal of Research into New Media Technologies 23, no. 1 (2017): 5–19. http://dx.doi.org/10.1177/1354856516679635.

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In digital writing, there is a discrepancy between the dynamicism that is associated with born-digital narratives and the rigidly encoded structures of content management that shape digital media technologies. Locative media narratives – site-specific narratives that are designed for accessing digital mobile devices – are therefore interesting because they cannot be written without reference to real space and are subject to the dynamic relationships that device users have with material space. This article reveals the ontological complexities of digital reading and digital writing for the locat

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Spigelman, Candace. "Argument and Evidence in the Case of the Personal." College English 64, no. 1 (2001): 63–87. http://dx.doi.org/10.58680/ce20011240.

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Opponents of expressivist writing pedagogy claim that encouraging the personal narrative in first-year rhetoric classis is a great disservice to students. Supporters of personal writing responded by making personal writing activities supplemental to traditional academic writings. Spigelman posits that personal narratives can actually serve the same purpose as academic writing and can accomplish serious scholarly work.

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Roth, Froma P. "Narrative Writing." Topics in Language Disorders 20, no. 4 (2000): 15–28. http://dx.doi.org/10.1097/00011363-200020040-00004.

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Harianto, Yudi Asmara. "Tahapan Pembentukan Keterampilan Penulisan Narasi Dakwah bagi Pemula." Bil Hikmah: Jurnal Komunikasi dan Penyiaran Islam 1, no. 01 (2023): 99–116. http://dx.doi.org/10.55372/hikmah.v1i1.1.

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Studi ini bertujuan mendeskripsikan tahapan pelatihan keterampilan penulisan narasi dakwah pada tingkat pemula. Topik ini didorong oleh belum banyaknya referensi tahapan penulisan narasi dalam bidang dakwah yang bisa menjadi landasan latihan bagi mereka yang ingin belajar dan berlatih dari tingkat dasar. Studi dilakukan dengan pendekatan kualitatif deskriptif. Penulis narasi dakwah pada tingkat pemula pada umumnya memiliki pengalaman narasi secara lisan, namun sangat sedikit yang memiliki pengetahuan pada bidang penulisan. Studi menghasilkan kesimpulan bahwa tahapan pelatihan penulisan narasi

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Baguing, Gilene R. "METADISCOURSE AND DISCOURSE STRUCTURE IN L2 NARRATIVE WRITING." Cognizance Journal of Multidisciplinary Studies 4, no. 5 (2024): 218–33. http://dx.doi.org/10.47760/cognizance.2024.v04i05.020.

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The study aimed to explore the most used Metadiscourse Markers of the Grade 11 learners. Qualitative design was used in the analysis of the narrative writings of the respondents. Content analysis of the five Narrative Writings of each respondents with 5 different topics was done to analyze and interpret the most used metadiscourse markers. Based on the content analysis, the study revealed that in the use of markers such as self- mention, transitional markers, hedges and boosters helps achieve coherence and cohesion in writing narratives and that the self- mention, transitional markers, hedges

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Gilene, R. Baguing. "METADISCOURSE AND DISCOURSE STRUCTURE IN L2 NARRATIVE WRITING." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 5 (2024): 218–33. https://doi.org/10.47760/cognizance.2024.v04i05.020.

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The study aimed to explore the most used Metadiscourse Markers of the Grade 11 learners. Qualitative design was used in the analysis of the narrative writings of the respondents. Content analysis of the five Narrative Writings of each respondents with 5 different topics was done to analyze and interpret the most used metadiscourse markers. Based on the content analysis, the study revealed that in the use of markers such as self- mention, transitional markers, hedges and boosters helps achieve coherence and cohesion in writing narratives and that the self- mention, transitional markers, hedges

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Inayah, Ratih, and Ningtyas Orilina Argawati. "NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING." Indonesian EFL Journal 5, no. 2 (2019): 121. http://dx.doi.org/10.25134/ieflj.v5i2.1781.

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This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involve

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Walmsley, Christopher, and Jane Birkbeck. "Personal Narrative Writing." Journal of Teaching in Social Work 26, no. 1-2 (2006): 111–26. http://dx.doi.org/10.1300/j067v26n01_07.

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O'Neal, Eileen, and Jeffrey W. Hummel. "Writing A Narrative." Journal of Learning Disabilities 18, no. 2 (1985): 119–21. http://dx.doi.org/10.1177/002221948501800213.

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Mun, Mi Suk. "Critical Thinking Contents in Narrative Writing Experiences." Journal of Korean Academy of psychiatric and Mental Health Nursing 17, no. 4 (2008): 440–50. http://dx.doi.org/10.12934/jkpmhn.2008.17.4.440.

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Purpose: Critical thinking has become a focus as one of the ultimate aims of education in several disciplines.Critical thinking is also essential and plays an important part in developing qualified nurses. Narrative writing is one of many strategies to promote critical thinking. The purpose of this study was to discover critical thinking contents in narrative writing experiences. Methods: The participants were asked to write narratives about their thoughts, experiences, and questions in relation to learned content from lectures in psychiatric nursing class. They wrote 10 narratives. In additio

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Dr., Reema Chaudhary. "Writing to Heal: Exploring Narrative Therapy in Autobiographical Writings." Criterion: An International Journal in English 15, no. 3 (2024): 426–35. https://doi.org/10.5281/zenodo.12671867.

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Autobiographical writings wield a transformative power transcending recollection of past events and is a profound form of self-therapy. The paper explores how the creative process of storytelling in autobiographical writings enables individuals to heal, inspire and instil hope, thereby fostering resilience and deepening their connection with themselves and others. Autobiographical writings serve as a medium for rewriting life tales and provide a haven for analysing and expressing experiences. This practice fosters resilience and psychological well-being that helps individuals forge a

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14

Foley, Douglas E. "Making the Familiar Strange: Writing Critical Sports Narratives." Sociology of Sport Journal 9, no. 1 (1992): 36–47. http://dx.doi.org/10.1123/ssj.9.1.36.

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Ethnographies of sports are generally thought to be critical if they employ a theoretical perspective that challenges conventional, mainstream views of sports. This paper contends that what makes sports ethnographies critical also depends on the narrative devices used to make such a familiar cultural practice seem strange. Various writings of postmodern ethnographers are reviewed to suggest some promising narrative experimentation that breaks with the earlier scientific realist narrative style. Some elements of a postpositivist definition of science and interpretation are also presented as the

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15

Fila Alfia, Mutiara Alda Lekson, Lidya Arella Chaterina Manalu, Afrahul Fadhillah Parinduri, and T. Thyrhaya Zein. "Exploring Narrative Writing Skills of Indonesian 6th Graders: A Critical Genre Analysis." Journal of Applied Linguistics 4, no. 2 (2025): 278–91. https://doi.org/10.52622/joal.v4i2.350.

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This qualitative study examines the narrative writing skills of four 6th-grade students in Indonesia by analyzing four narrative texts and conducting interviews with the students about their writing processes. Using Bhatia’s Critical Genre Analysis (CGA) framework, the research investigates the interaction between textual features, professional practices, and cultural influences in shaping their narratives. The analysis reveals that students primarily use simple sentence structures and face challenges with grammar, such as inconsistent tense usage and subject-verb agreement errors. Additionall

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Sulistyowati, Titis, and Sri W. Surachmi. "INTRODUCING LOCAL WISDOM THROUGH NARRATIVE: TEACHING ENGLISH IN HIGHER EDUCATION." Indonesian EFL Journal 6, no. 1 (2020): 81. http://dx.doi.org/10.25134/ieflj.v6i1.2641.

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It is very important to introduce and continue the local narrative and their values to the next generation. This paper is part of a larger research on narrative writing for higher education level students organized in a genre writing class. In this paper, the writers focus on exploring the students� understanding of moral values in the local narratives constructed during genre writing activities. This paper also describes the teacher�s feedback on the students� writing quality. This study involved 20 students from the English Education Department of Muria Kudus University. Guided questions wer

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Dewi, Rishe Purnama, and Septina Krismawati. "An Analysis Of PBSI Students' Ability and Component Levels Of Narrative Texts." Jurnal Pendidikan Bahasa Indonesia 10, no. 2 (2022): 33. http://dx.doi.org/10.30659/jpbi.10.2.33-45.

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This research was structured with two objectives, the first, to describe the ability to write personal narrative essays of PBSI USD students with Storybird media. Second, describe what components of narrative writing need to be improved in Creative Writing lectures. This research is included in quantitative descriptive research. The population in this study were sixty-nine PBSI USD students who took the Creative Writing course. The source of the data in this study is the result of a narrative essay made by the sixty-nine PBSI USD students who took the Creative Writing course. To determine the

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Adinda Putri Hanifa, Elsa Nurdiana Putri, and Sakira Molania Jacky. "Kemampuan Menulis Narasi." Guruku: Jurnal Pendidikan dan Sosial Humaniora 2, no. 3 (2024): 138–48. http://dx.doi.org/10.59061/guruku.v2i3.701.

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Writing is a complex ability to express thoughts and ideas into written form as a means of conveying messages. Narrative text is an essay that presents a series of events chronologically with the aim of entertaining, increasing knowledge, providing insight and aesthetic experience to the reader. The characteristics of a narrative text include containing a story with a narrative language style, having a clear storyline, containing events/conflicts, as well as elements such as theme, setting, plot, characters and point of view. The linguistic elements of narrative texts include the use of figura

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19

Wuryantoro, Aris, Dwi Rohman Saleh, and Rika Prasetya Cahyaningtyas. "Error Analysis on Descriptive and Narrative Writing of The Fifth Grade Student’s Indonesian Language Lesson." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (2019): 28. http://dx.doi.org/10.20961/shes.v2i1.36170.

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This research is aimed to describe the error and its causes made by fifth grade students of SDN Bangunrejo Kidul 1 Kedunggalar, Ngawi on descriptive and narratives writing in Indonesian language lessons. The research method was descriptive qualitative to results of descriptive and narratives writing of fifth grade students of SDN Bangunrejo Kidul 1, Kedunggalar, Ngawi on Indonesian language lessons. Data obtained by using observation, interview and documentation technique. Data analyzed through reduction, presentation, and draw conclusions. Research reveals that fifth grade students still have

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Alwasilah, Senny Suzanna. "The Effect of Creative Writing Activities on the Story Writing Skill In University Curriculum." Journal of Education Research 5, no. 3 (2024): 3974–82. http://dx.doi.org/10.37985/jer.v5i3.1548.

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This study explores the effectiveness of structured guidance and visual stimuli in enhancing college students' creative writing skills. Following a phased approach grounded in scholarly recommendations, students were guided through narrative text structure, free topic writing, and visual prompt utilization. The introduction of structured narrative elements facilitated comprehension and provided a framework for students to build upon. Additionally, brainstorming sessions and group discussions helped students overcome initial uncertainties and generate ideas. Visual prompts proved invaluable in

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Wong, Ruth Mei Fen, and Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing." International Journal of Web-Based Learning and Teaching Technologies 5, no. 2 (2010): 1–17. http://dx.doi.org/10.4018/jwltt.2010040101.

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Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrati

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Shofia Alya Dzakiriah, Dzul Rachman, and Ibrahim. "Improving Student’s Narrative Text Writing Skills Using Short Videos." Journal of English Language Learning 9, no. 1 (2025): 854–62. https://doi.org/10.31949/jell.v9i1.13930.

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Writing narrative texts poses significant challenges for many EFL students, including difficulties in organizing ideas, using appropriate vocabulary, and applying correct grammar. This study explores the effectiveness of short videos in improving students’ narrative text writing skills, focusing on creativity, vocabulary, and writing structure. A quasi-experimental design with a one-group pre-test and post-test was used. The participants were 36 eighth-grade students from a junior high school. Data were collected using writing tests and questionnaires administered before and after the interven

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Patrisha, A/P David, and Abdul Aziz Azlina. "The Use of Digital Storytelling in Teaching Plot in Narrative Writing for Year 4 Pupils in a Primary School." International Journal of Management and Humanities (IJMH) 4, no. 8 (2020): 19–29. https://doi.org/10.35940/ijmh.H0762.044820.

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Narrative writing in ESL classrooms is usually seen as a complex process. However, the need to help the pupils to produce a narrative essay is becoming crucial as it is a part of the UPSR examination (Primary School Evaluation Test), which carries a very high weight-age of marks for that particular session. Therefore, Digital Storytelling used as a tool to help pupils to produce better narratives. This study reports quasiexperimental research on the use of Digital Storytelling in teaching plot development in narrative writing for year-4 pupils in an urban primary school. 30 pupils were chosen

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Paul, Nabanita. "Writing History, Writing Life: Re-scripting Nation through Rassundari's Words in the Autobiography Amar Jiban." Akademos: An Interdisciplinary Journal of Literary and Culture Studies II, no. ii (2022): 32–42. https://doi.org/10.5281/zenodo.7097364.

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The act of history writing has been predominantly a male prerogative for a long time. In fact, the official history is still very much preoccupied with the male narrative which has been collectively written to remove the women from history. By taking Rassundari’s autobiography Amar Jiban as a text for analysis, the paper intends to present a counter historical narrative, which is set against the 19th century traditional hegemonic narratives of the Hindu nationalists, where women folks were reduced into the repositories of the prestige of the nation. With the deployment of Annette Kolodny

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Sugesti, Ikariya. "Students’ Experiences of Left-Right Game in Writing Narrative Text: A Narrative Inquiry Study." ELLITE: Journal of English Language, Literature, and Teaching 7, no. 2 (2022): 70–75. http://dx.doi.org/10.32528/ellite.v7i2.6369.

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The present study is aimed at exploring students’ experiences of using left-right game in writing narrative text. Narrative inquiry is used to capture students’ experiences of left-right games told in their narrative frames. This study concerned one class at the tenth grade purposively determined senior high school students in Indonesian context which consist of thirty-one students. Student’s narrative frame, semi structured interview and observation are the instruments employed to collect data. Their narratives reflect positive experiences in using left right games as a strategy to help them

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Rajendra, Thusha Devi, and Surinderpal Kaur. "Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives." Studies in English Language and Education 9, no. 1 (2022): 278–98. http://dx.doi.org/10.24815/siele.v9i1.21830.

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The article provides insights on how print-based multimodal texts can be utilized to generate ideas and help students to write narrative texts. A qualitative approach in research design was employed with a pre-test and a writing assignment. NAPLAN’s (2010) Writing-Narrative Marking Guide was adapted to evaluate the respondents’ narrative essays. Moreover, diary notes were used as instruments to gather data. The respondents were five Year 10 students from a suburban secondary school in Selangor, Malaysia. The findings indicated that the illustrated poem ‘Pond’ enabled the respondents to generat

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Sanu, La Ode. "The EFL Students' Narrative Paragraph Writing of The Second Semester Students of State Institute of Islamic Studies (IAIN) Samarinda: A Syntactic Analysis." Script Journal: Journal of Linguistic and English Teaching 1, no. 1 (2016): 36. http://dx.doi.org/10.24903/sj.v1i1.15.

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<p>Abstract</p><p>This study concerned on the EFL students' ability and analyzed the sentence patterns of syntax on the narrative paragraph writing. The QUANT-QUAL of mixed methods design was used in this study. The quantitative data gathered from the test of narrative paragraph writing by involving 30 EFL students of IAIN Samarinda. The qualitative data gathered from the 10 selected documents of narratibe paragraph writing that met the criteria. The findings shoed that the EFL students' ability of narrative paragraph was categorized excellent (80.33). The highest ablity was

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Rismayanti, Noni, Resnita Dewi, and Rita Tanduk. "Utilization of Serial Drawing Media as a Learning Tool for Narrative Writing in Elementary School." Jurnal Kependidikan Media 13, no. 3 (2024): 91–97. https://doi.org/10.26618/jkm.v13i3.17922.

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Writing is a very important language skill for elementary school students, especially in composing narrative essays. However, many students experience difficulties in writing narratives due to lack of ideas, limited vocabulary, and uninteresting learning methods. One of the alternatives to improve narrative writing skills is by utilizing serial image media as a learning tool. Serial drawing media can help students understand the storyline more systematically, increase their imagination, and enrich their vocabulary in writing. This study aims to explore the utilization of serial picture media i

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Mohammed, Suha Idress. "Suggested Strategies for Writing Narrative Essay." International Journal of Linguistics, Literature and Translation 4, no. 12 (2021): 30–39. http://dx.doi.org/10.32996/ijllt.2021.4.12.4.

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Learning strategies are many, varied, and very important, especially when it comes to expressing and narrating events. Learning to write a narrative essay in the second language is essential, and writing articles by following special strategies develops the second language for the learner and opens new horizons for him in the field of language learning. Using methods and strategies while teaching pupils makes students more intelligent and aware and not make mistakes that they may make while writing articles or narrating on any topic. The study aims at helping students to start writing and ulti

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Apreasta, Lika. "The Development of Learning Materials-Based Guided Narrative Writing Skills Writing in Elementary School." International Journal of Educational Dynamics 1, no. 1 (2019): 155–61. http://dx.doi.org/10.24036/ijeds.v1i1.48.

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Abstract___ effected by the use of materials that are less able to attract students and writing less in accordance with the process of writing (pramenulis, saatmenulis, and pascamenulis). The goals achieved in the efforts of the development of these materials is to produce learning materials to write a narrative-based Guided Writing for teachers and students of class V SD a valid, practical, and effective. This type of research is research development. This research uses a 4-D model which consists of 4 stages: stage define, design, develop, and disseminate. Test the validity of the data obtain

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Alam, Syed Aftab. "Assessing the Impact of Reading-To-Writing Strategy Instruction on Narrative Writing Proficiency of Students at Elementary Level." International Journal of Academic Research for Humanities 4, no. 2 (2024): 26–36. https://doi.org/10.5281/zenodo.11095560.

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The present study examines the effectiveness of the reading-to-writing strategy on narrative writing proficiency in elementary students. Narrative writing is an important skill of rhetorical literacy that lies at the heart of language literacy teaching and learning. Narrative writing is highly valued due to its relevance to literacy development and speaking and writing contexts. Hence, from the theoretical points of view of literacy acquisition and instructional strategies, a quasi-experimental study is adopted and conducted at an elementary level, involving a control group and an experimental

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Bowyer, Allan. "Writing and the narrative." Journal of Literary Studies 10, no. 1 (1994): 86–104. http://dx.doi.org/10.1080/02564719408530067.

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Baumeister, Roy F., and Mark R. Leary. "Writing Narrative Literature Reviews." Review of General Psychology 1, no. 3 (1997): 311–20. http://dx.doi.org/10.1037/1089-2680.1.3.311.

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Narrative literature reviews serve a vital scientific function, but few resources help people learn to write them. As compared with empirical reports, literature reviews can tackle broader and more abstract questions, can engage in more post hoc theorizing without the danger of capitalizing on chance, can make a stronger case for a null-hypothesis conclusion, and can appreciate and use methodological diversity better. Also, literature reviews can draw any of 4 conclusions: The hypothesis is correct, it has not been conclusively established but is the currently best guess, it is false, or the e

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Rizkiawan, Muhammad Alif, Abu Bakar Razali, and Mohammad Owen. "Stylistic differences in male and female undergraduate narratives: A content analysis in an EFL context." Scientific English 1, no. 1 (2025): 44–51. https://doi.org/10.58712/se.v1i1.3.

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Writing skills are important for EFL learners, especially those in tertiary education where they are required to engage in English writing throughout their studies. While most English writing in tertiary education tends to be academic in nature, there are also narrative writings that are done by these students especially those who are majoring in English education or English literature. While there are many studies done on academic writing, there are few done on narrative writing. Therein the question lies as to if there are variations between male and female EFL students’ styles in narrative

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Bönisch-Brednich, Brigitte. "Writing the Ethnographic Story: Constructing Narrative out of Narratives." Fabula 59, no. 1-2 (2018): 8–26. http://dx.doi.org/10.1515/fabula-2018-0002.

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Abstract In this article, I analyse the ways in which ethnographers are sampling and constructing stories, how they listen, what they are hearing, and how they do stories. In short, it is asking how the fieldwork process of listening is turned into read ethnography. It retraces the various steps that are taken to transform fieldwork-infused narratives into refined ethnographic storytelling for academic audiences. I argue that, by neglecting continuously to review this space, anthropology and its related disciplines will continue to struggle to define their place in the canon of the social scie

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Fitriati, Sri Wuli, Yuni Awalaturrohmah Solihah, and Tusino Tusino. "Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis." Lingua Cultura 12, no. 4 (2018): 333. http://dx.doi.org/10.21512/lc.v12i4.4789.

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This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that m

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Petryna, Brandon. "Animated Life Writing." Imaginations: Journal of Cross-Cultural Image Studies 14, no. 2 (2023): 233–59. http://dx.doi.org/10.17742/image29691.

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This paper proposes that the medium of animation enriches the narrative portrayal of lived experiences. Despite the rise in popularity of animation as a tool for storytelling on digital video sharing platforms, as of yet, little scholarship explores the impacts of animation on life writing narratives. In an encounter with animation production, I develop an original example of these animated narratives which I term animated life writing. Through the approaches of critical making and research in practice, by which I have created an accompanying animated video, the benefits and drawbacks of anima

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Sun, Lulu C. H. "The Loss of Narrative Innocence." Narrative Inquiry 8, no. 1 (1998): 203–12. http://dx.doi.org/10.1075/ni.8.1.09sun.

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This interdisciplinary study examines the loss of narrative innocence in adolescents' narratives. The study analyzes the development of narrative consciousness and narrative writing abilities by comparing and contrasting the narratives of children (ages eight to eleven) with those of adolescents (ages fifteen to eighteen) from public schools in Ann Arbor, Michigan. The methodology used is literary analysis.

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Gygax, Franziska. "Last Narratives: Life Writing Palliative Praxis." Literature and Medicine 42, no. 1 (2024): 157–73. http://dx.doi.org/10.1353/lm.2024.a935838.

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Abstract: Research on palliative care emphasizes the crucial role of narratives in the encounter with suffering and dying patients because we need to learn from the dying in order to improve care for them. Autobiographical narratives by terminally ill writers contribute to a more encompassing understanding of what it means to be dying as they often thematize dying and death, besides theorizing all kinds of implications of terminal illness. Among such autothanatographers are well-known writers such as Gillian Rose, Jenny Diski, and Tom Lubbock. The process of writing about the last stage of the

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Mohammed AlMulla, Arwa. "Architecture of Narrative Writing in Saudi Novels Literature and Criticism." Al-Dad Journal 7, no. 2 (2023): 75–101. http://dx.doi.org/10.22452/aldad.vol7no2.5.

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Via a systematic and architectural narrative vision through which the narrative movement is trace, this research is about architecture of Saudi novels, denoting contextual patterns from the first threshold (title), symbols, signs, and icons, from the preface and chapters to the distribution of the black ink and areas, to the architecture of horizontal and vertical writing, and punctuation and pauses as well as the elements of advertising, presentation, and focalization. Saudi novels are classified into tense narrative architecture, empirical narrative architecture, and artistic narrative archi

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Gunas, Tobias. "COHESION AND COHERENCE ASPECTS IN THE STUDENTS’ WRITING PERFORMANCE AT SENIOR HIGH SCHOOLS." JOEEL: Journal of English Education and Literature 1, no. 2 (2020): 67. http://dx.doi.org/10.38114/joeel.v1i2.77.

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Cohesion and coherence aspects are the essential components of writing, including descriptive and narrative texts. Those writing components are inevitably required to build a readable written text. This research mainly attempts to investigate the aspects of cohesion and coherence in the students’ writing tasks on descriptive and narrative text genres. 390 students were randomly selected as the subjects from thirteen senior high schools in Langke Rembong district. The students were assigned to write both descriptive and narrative text genres concerning the given prepared topics. The topics were

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Cho, Mi-Haeng. "Analysis of Error Type and Feedback Efficacy on Genre-Based Writing: Narrative Writing*." English Teachers Association in Korea 28, no. 4 (2022): 1–21. http://dx.doi.org/10.35828/etak.2022.28.4.1.

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The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and er

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Strong-Wilson, Teresa. "Becoming ethically preoccupied through Currere: W.G. Sebald, Franz Kafka and narrative self-representation." Currere and Praxis 1, no. 1 (2024): 7–23. http://dx.doi.org/10.70116/3065457236.

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Within education, we can learn a great deal from others’ uses of narrative as a site of praxis from which to work through difficult psychic processes. The narratives published by W.G. Sebald and Franz Kafka—as well as what we know about these authors’ narrative processes—hold important insights for the kind of narrative writing that can happen in currere. Born in Germany near the end of WWII and inheriting the heavy burden of the Holocaust, Sebald was concerned with the social implications of writing as a form of witness, even as he was persuaded that a narrative approach was more powerful tha

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Widiastuti, Tri. "EFEKTIVITAS PENGGUNAAN MEDIA SCRAPBOOK PADA KETERAMPILAN MENULIS NARASI SISWA KELAS VI SEKOLAH DASAR." INOPENDAS: Jurnal Ilmiah Kependidikan 6, no. 1 (2023): 1–9. http://dx.doi.org/10.24176/jino.v6i1.7725.

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This research is motivated by the low skills of students in writing narratives. This study aimed to describe the effectiveness of using Scrapbook media on the narrative writing skills of sixth-grade elementary school students. This research uses a descriptive qualitative research method. This study’s subjects were sixth-grade elementary school students of SD 1 Jepang. The sampling technique used is purposive sampling, which uses the entire sixth grade, which consists of 32 students. Data collection techniques using observation, interviews, and documentation. Data analysis techniques in researc

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Webster, Linda, and Paul Ammon. "Linking Written Language to Cognitive Development: Reading, Writing, and Concrete Operations." Research in the Teaching of English 28, no. 1 (1994): 89–109. http://dx.doi.org/10.58680/rte199415390.

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This study investigated Piagetian measures of concrete operations in relation to specific school-type tasks in an attempt to link cognitive development and school learning. We predicted that the ability to sequence (seriation) would make a unique contributiont o gradef ive childrens’ comprehensiono f a narrativec ompositiont hey read and to the organization of a narrative they wrote. We also predicted that the ability to classify would make a unique contribution to childrens’ comprehension of a comparative exposition and to the organization of their own written comparisons. Two group sessions

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Arnilah, Arnilah, and Nana Meilida Astari. "Improving Students’ Narrative Text Writing through Narrative Endings and Story Mountain." Journal of English Language Teaching and Cultural Studies 5, no. 1 (2022): 1–11. http://dx.doi.org/10.48181/jelts.v5i1.14106.

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Writing skills are an essential part of communication. Good writing skills enable people to deliver their message clearly and efficiently. However, writing in a foreign language is considered the most difficult skill among other skills. Thus, the students face many challenges in writing. Hence, this study aims to investigate narrative ending and story mountain templates in improving students' ability to write narrative text. The study was conducted in SMA Islam Nurul Fikri Boarding School Serang. The participants were grade X Science 4 consists of 27 female students. The method used was classr

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Pratiwi, Nurul, H. Sudirman, and Sitti Jauhar. "PENGARUH MEDIA FILM ANIMASI TERHADAP KEMAMPUAN MENULIS NARASI: STUDI EKSPERIMEN PADA SISWA KELAS V SD NEGERI 13 BIRU KECAMATAN TANETE RIATTANG KABUPATEN BONE." Jurnal Muassis Pendidikan Dasar 1, no. 2 (2022): 97–108. http://dx.doi.org/10.55732/jmpd.v1i2.12.

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This research is a quantitative research by quasi research design quasi-experimental that aims to determine whether or not there is a significant effect of using animated film media on the ability to write narratives of fifth grade students of SD Negeri 13 Biru. The variables in this study were animated film media and the students' narrative writing skills. The research population is all fifth grade students of SD Negeri 13 Biru totaling 76 students. Saturated samples have been used, namely class VA for the experimental class and VB for the control class. The research data were obtained by giv

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Sumah, Nurma. "The Use of Comic Strips To Improve Students' Ability in Write Narrative Text: A Literature Review." Conference on English Language Teaching 1 (June 19, 2021): 257–69. http://dx.doi.org/10.24090/celti.v1.23.

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There is a fourth skill while teaching English. One of the important skills is writing skill. In the term writing skill is a productive skill that shows the students ability to inbuilt ideas the write in a sentence, paragraph, the become a writing text. One of the necessary genres in writing text is narrative text because it teaches in each grade on JHS or SHS. There are fourth components of the comic (panels, balloon, gutter, captions). Indeed, this study focuses define the term of writing skill, narrative text, the use, and the steps to make narrative text by used comic strips. The comic str

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Adero, Mak’obila Laban, Lona Wafula, and Agumba Ndalo. "Deconstructing Learners’ Choices in Composing the Narrative Essay in Secondary Schools." European Journal of Education and Pedagogy 2, no. 2 (2021): 49–54. http://dx.doi.org/10.24018/ejedu.2021.2.2.54.

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This paper evaluated narrative essay writing practices in secondary schools. The major question the paper sought to answer was what choices did secondary school learners make in writing narratives based on their writing skills and competence? This was done through qualitative data in which learners’ narrative essays were evaluated to determine how faithful the learners were in sticking to the elements of the narrative. The compositions chosen were solicited from a group of students who had finished their secondary education and were waiting to join tertiary institutions. These students had att

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Chen, Shu-Chuan, and Chih-Hui Fang. "Narrative Writing on New Immigrant Women: Perspective on Cultural Identity and Mother-Daughter Relationship." PAROLE: Journal of Linguistics and Education 8, no. 2 (2018): 72. http://dx.doi.org/10.14710/parole.v8i2.72-80.

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Three different types of narrative writings from women who have recently immigrated to Taiwan are discussed here: oral/confessional narrative, textual narrative, and documentary films. The first is the primary kind of narrative writing produced while immigrant women are still struggling with the acquirement of a new language, and relies on help from local people to deliver the new immigrants’ voice. The textual narrative illustrates the mother figures in terms of madness or absence from home; emphasizing the conflict of mother-daughter relationships. The last type of narrative writing produced

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