Journal articles: 'Narrative text'

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Noy, Chaim. "Gestures of closure: A small stories approach to museumgoers' texts." Text & Talk 40, no. 6 (November 26, 2020): 733–53. http://dx.doi.org/10.1515/text-2020-2076.

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AbstractMuseums are familiar public institutions whose primary mode of mediation is narration. They are geared toward narrating collective stories that are authoritative, linear, and grand in scope. Yet with the historical turn museums have recently taken from collection-centered to audience-centered institutions – coupled with a participatory mode of mediation – more than ever museumgoers are now invited to participate in these grand narrations. This article examines the institutional interaction between museums and museumgoers, and the texts that the latter produce in situ. It analyzes over 3000 texts that visitors wrote at the Florida Holocaust Museum, between 2012 and 2015. It employs the “small stories” framework to explore the interactional narrative structure and features within which museumgoers' written comments are elicited and displayed in museums. The analysis highlights the narrative functions and authorial roles that museumgoers are ascribed institutionally, and whether and how they discursively occupy them. Three main narrative strategies of/for participation are discerned, through which museumgoers variously perform gestures of closure of their visit. These narrative gestures index ways, in which visitors signal the approaching end of the museum's narration, employing diverse discursive resources, while adding a coda or a resolution to the institutional narrative.

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Lubis, Rayendriani Fahmei. "NARRATIVE TEXT." English Education : English Journal for Teaching and Learning 5, no. 2 (December 30, 2017): 1. http://dx.doi.org/10.24952/ee.v5i2.1176.

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Evans, Craig. "Investigating ‘care leaver’ identity: A narrative analysis of personal experience stories." Text & Talk 39, no. 1 (December 19, 2018): 25–45. http://dx.doi.org/10.1515/text-2018-2017.

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Abstract People who spent time in public care as children are often represented as ‘care leavers’. This paper investigates how ‘care leaver’ is discursively constructed as a group identity, by analyzing 18 written personal experience stories from several charity websites by people identified or who self-identify as care leavers. Several approaches to narrative analysis are used: a clause-level analysis based on Labovʼs code scheme; the identification of turning points; an analysis of ‘identity work’; and an analysis of subject positions relative to ‘master narratives’. The findings from each of the methods are then combined to reveal how intertextual, narrative-structural, and contextual factors combine to constitute a common care leaver discourse. This forms the basis for a characterization of ‘care leaver’ group identity as ‘survivors of the system’. The findings also reveal how ‘care leaver’ as type, including stereotype, influences how identity is constructed in the personal experience narratives.

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Wilson, Ian Douglas. "Conquest and Form: Narrativity in Joshua 5–11 and Historical Discourse in Ancient Judah." Harvard Theological Review 106, no. 3 (July 2013): 309–29. http://dx.doi.org/10.1017/s0017816013000138.

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One goal of this essay is to offer an exploratory, historiographical analysis of the conquest account in the book of Joshua, an analysis that focuses upon the sociocultural milieu of ancient Judah. I propose to show how this narrative of conquest might have contributed to discourse(s) among the literate Judean community that perpetuated the text, and I will offer a few thoughts on the potential relationship between the narrative and the supposed cultic reforms of the late seventh centuryb.c.e. A number of biblical scholars have argued that the late monarchic period gave rise to the conquest story as recounted in Joshua. In this essay, I would like to pay special attention to precisely how this narrative might have functioned within the milieu of the late monarchic period, thus refining our understanding of the narrative's contribution to the discourses of this era and our knowledge of its relationship to other narratives that were probably extant at the same time. In other words, what particular features of the narrative might have had special import in this period? Specifically, I will argue that the narrative reveals certain discursive statements about Yahweh's cultic supremacy and about important cultic sites in late monarchic Judah, and that this is evident in particular narratival features that are present in the text.

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Evaldsson, Ann-Carita, and Helen Melander Bowden. "Co-constructing a child as disorderly: Moral character work in narrative accounts of upsetting experiences." Text & Talk 40, no. 5 (September 25, 2020): 599–622. http://dx.doi.org/10.1515/text-2020-2079.

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AbstractThis study explores how displays of strong emotions in narrative accounts of emotional experiences provide a context for invoking moral accountabilities, including the shaping of the teller’s character. We use a dialogical approach (i.e., ethnomethodology, linguistic anthropology) to emotions to explore how affective stances are performed, responded to and accounted for in episodes of narrative accounts. The analysis is based on a case study that centers on how a child’s walkout from a peer dispute is managed retrospectively in narrative constructions in teacher-child interaction. It is found that the targeted child uses heightened affect displays (crying, sobbing, and prosodic marking), to amplify feelings of distress and stance claims (incorporating reported speech and extreme case formulations) of being badly treated. The heightened stance claims work to justify an oppositional moral stance towards the reported events while projecting accountability to others. The child’s escalated resistance provides a ground for the teacher’s negative uptakes (negative person ascriptions, counter narratives, and third-party reports). The findings shed light on how narrative renderings of upsetting experiences easily become indexical of the teller’s moral character and adds to dispositional features of being over-reactive and disorderly, in ways that undermine a child’s social position.

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Bąk, Melania. "Accounting narratives and disclosures in reporting the case of Letters from the Management Board Presidents of selected companies in the light of narrative economics." Ekonomia i Prawo 20, no. 2 (June 30, 2021): 213–38. http://dx.doi.org/10.12775/eip.2021.013.

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Motivation: At the initial stage of accounting evolution it was considered an economic science, closely related to the activities performed by economic entities in economic conditions. Therefore, narratives in economics should be considered a determinant for the development of narratives in accounting. The indication of narrative economics as a reference point for narration in accounting supplements the research gap, since nowadays narratives in accounting are most often interpreted as the narratives prepared by companies and addressed to the potential stakeholders in the context of achieving specific goals by the management board and company executives. Aim: The purpose of the article is to address the phenomenon of narrative accounting in the light of narrative economics and the evolution of reporting targeting non-financial information. Results: Economic narratives facilitate the understanding of numbers, extend and supplement financial information and allow for the interpretation of economic processes. The narratives coming from economics are processed and disclosed in accounting. They are an indispensable attribute of modern accounting as well as its narration. Reporting is an important instrument allowing narration in accounting (primarily non-financial reporting). The research confirms: positive messages included in the analysed Letters from Management Board Presidents; references in the text to economic factors and the characteristic financial and social activities in specific companies; indication of the key words in the text, among which the dominant ones are those with a positive overtone and also the ones relating to non-material resources; creating narrative reporting in order to develop and strengthen relationships with potential stakeholders.

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El-Gamal, S. S., and M. M. Esmail. "Understanding clinical narrative text." Medical Informatics 20, no. 2 (January 1995): 161–73. http://dx.doi.org/10.3109/14639239509025354.

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Maki, Ruth H., and Sharon Swett. "Metamemory for narrative text." Memory & Cognition 15, no. 1 (January 1987): 72–83. http://dx.doi.org/10.3758/bf03197713.

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Wiebe, Janyce M. "References in Narrative Text." Noûs 25, no. 4 (September 1991): 457. http://dx.doi.org/10.2307/2216074.

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Zhao, Yiheng. "Narratorial frame–person duality: an analysis in general narratology." Chinese Semiotic Studies 18, no. 3 (August 1, 2022): 427–40. http://dx.doi.org/10.1515/css-2022-2074.

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Abstract There can be no narrative text without a narrator. Locating the source of narration is the starting point for an understanding of any narrative. There is no agreement among narratologists, nevertheless, on how the narrator could be located in a narrative text, in a so-called “third-person” fictional narrative, for instance, or in dramatic or cinematic narratives. The narrator should be ubiquitous in theory, yet is extremely elusive in practice. That is why there has hardly been any effort among scholars to offer a description of the general shape of the narrator. The present paper attempts to divide all narratives into a few categories in terms of narratorial transfiguration so as to reveal the narrator’s various shapes, from a fully individuated flesh-and-blood person to a fictionalized character, to an almost totally depersonalized frame. The narrator, however, consistently functions as the source of the narrative discourse, sliding in a frame–person scalar duality, but always integrating both. The narrator’s duality provides the key to a general narratology.

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Fonioková, Zuzana. "Tellers and Experiencers in Autobiographical Narratives: Focalization in “Peeling the Onion” by Günter Grass and “The Liars’ Club” by Mary Karr." Prace Filologiczne. Literaturoznawstwo, no. 8(11) cz.1 (June 28, 2019): 113–28. http://dx.doi.org/10.32798/pflit.59.

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This article examines the narrative point of view in two autobiographical texts, pointing out the diverse effects the narratives achieve by means of different focalization strategies. After a short explication of the split between the narrator and protagonist in life stories, I look at focalization techniques in Günter Grass’s Peeling the Onion (2006), where the perception of the present self continuously interferes in the depiction of the past. The superior knowledge available to the narrator at the time of narration leads to an interpretation of the depicted events that the experiencing self could not provide. I argue that although the book calls attention to the constructive nature of memory and narrative that necessarily affects retrospective accounts of the past, it also states its preference for the lens of the present by employing focalization through the narrating I. I subsequently contrast Grass’s text and its narrative strategies with Mary Karr’s childhood memoir The Liars’ Club (1995) and demonstrate how this narrative attains its realistic effect by engaging the child protagonist as the predominant focalizer. By shifting focalization between the narrating I and the experiencing I, involving either the suspension or application of the narrator’s current knowledge, Karr manipulates readers’ engagement with the narrative, such as their empathy and moral judgement. Furthermore, the text communicates a sense of identity and continuity between the experiencer and the teller, which stands in sharp contrast to the emphasis Grass’s narrative puts on the distance between these two positions. Finally, I briefly address the challenges presented by recent conceptions of identity construction to the distinction between the narrating I and the experiencing I, suggesting that these narratological concepts retain their relevance to discussions of autobiographical texts as literary works rather than stages of self-creation.

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Bolat, Nursel. "A Semiotic Approach Through Panofsky's Image Text." International Journal of Semiotics and Visual Rhetoric 4, no. 2 (July 2020): 33–46. http://dx.doi.org/10.4018/ijsvr.2020070103.

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While visual emerges as a concept based on seeing in a narrow sense, it defines everything that can be seen with a broader meaning. The idea of seeing is not limited to taking images only by the eye, but also includes the interpretation of images by the brain. Mansions that are used in a television series shot in Turkey are presented to the viewer as a visual narrative text. In this context, these mansions are intended to be read semiotically. In the study, the placement of the mansion building style, which has an important place in Turkish culture, as a visual space and the meanings attributed to it are examined. Based on Panofsy's method of semiotic iconographic analysis, the use of these mansions is discussed in the context of the semiotic narrative. The narratives that exist through the meaning and visual narrative in which Turkish society has positioned the traditional living environments, as well as the narratives that it tries to place in the audience, are tried to be evaluated.

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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 (July 23, 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 involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.

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Manankil-Rankin, Louela. "Moving From Field Text to Research Text in Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 3-4 (December 2016): 62–69. http://dx.doi.org/10.1177/0844562116684728.

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Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry. I draw from an inquiry on how nurses experience living their values amidst organizational change to share how I as an inquirer/researcher, moved from field texts to narrative accounts; narrative resonant threads; composite letter as the narrative of experience; personal, practical, and social justifications to construct the research text and represent it another form as a poem. These phases in the inquiry involve considerations in the analytic and interpretive process that are essential in understanding how to conduct Narrative Inquiry. Lastly and unique to my inquiry, I share how a letter can be used as an analytic device in Narrative Inquiry.

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Galatolo, Renata, and Paul Drew. "Narrative expansions as defensive practices in courtroom testimony." Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 26, no. 6 (January 19, 2006): 661–98. http://dx.doi.org/10.1515/text.2006.028.

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Babayeva, Nazrin. "Narrative text: a linguistic approach." Scientific Bulletin 4 (2020): 143–51. http://dx.doi.org/10.54414/swac9459.

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This field brings to a focus an area which is among pragmatics, text linguistics, sociolinguistics, semantics and discourse analysis. A number of theories postulate the existence of the various discourse connections which relate the elements in the text for producing a discourse model. In the central of all literary texts is the concept of time and the events which spread out from the folded position. When we read a text, furthermore to understanding other kind of aspects like the plot, goals, characters, and so on, we can understand order of the events which has already happened. The text may contain several stories; when we can understand such kind of text, we can distinguish these kind of different stories each other.

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P, Sudalaimani. "Text Creation in Novel Narrative." International Research Journal of Tamil 3, no. 4 (September 15, 2021): 83–90. http://dx.doi.org/10.34256/irjt21411.

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Exposition (SASATSGS) is a knowledge-based field used to explain the various elements and functions of story description. Morphology is the basis of exposition. The basis of exposition is the subtle units invisible to the language. The expositioners have developed some basic definitions for the creation of panual. The narrative or the story can be constructed by combining the events with the narrative. Through this, the narrator easily reaches the reader. Story programs can be integrated into time and causality. Novelists often rely on programs to build stories. Some people set up story shows in a linear manner in chronological order. Modern novelists have set up programs through causal communication. In this manner, the programmes have been dissolved. The reader with reading experience learns the causal connection and understands the story. Sundara Ramasamy, Jayamohan and Shobashakti have successfully set up the programmes of the story in a time-based series. The reader who reads their novels easily identifies the operating system of the story. In Nakulan's novel Dogs, a causal sequence has been adopted to coordinate the programmes. The reader who reads this could not immediately understand the flow of the story. They are a slightly difficult series. Charu Nivedita's novel 'Dekam' and MG Suresh's 'Spider' are in a causal sequence. Sundara Ramasamy and Shobashakti are seen in their novels in the same programme. Novels are divided into small elements based on the definition review and innovative results are available.

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Liu, Fei-wen. "Text, Practice, and Life Narrative." Modern China 37, no. 5 (June 6, 2011): 498–527. http://dx.doi.org/10.1177/0097700411407607.

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Murray, J. D., C. M. Klin, and J. L. Myers. "Forward Inferences in Narrative Text." Journal of Memory and Language 32, no. 4 (August 1993): 464–73. http://dx.doi.org/10.1006/jmla.1993.1025.

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Bellassai, Jenna, Andrew Gordon, Melissa Roemmele, Margaret Cychosz, Obiageli Odimegwu, and Olivia Connolly. "Unsupervised Text Classification for Natural Language Interactive Narratives." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 2 (June 25, 2021): 162–68. http://dx.doi.org/10.1609/aiide.v13i2.12997.

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Natural language interactive narratives are a variant of traditional branching storylines where player actions are expressed in natural language rather than by selecting among choices. Previous efforts have handled the richness of natural language input using machine learning technologies for text classification, bootstrapping supervised machine learning approaches with human-in-the-loop data acquisition or by using expected player input as fake training data. This paper explores a third alternative, where unsupervised text classifiers are used to automatically route player input to the most appropriate storyline branch. We describe the Data-driven Interactive Narrative Engine (DINE), a web-based tool for authoring and deploying natural language interactive narratives. To compare the performance of different algorithms for unsupervised text classification, we collected thousands of user inputs from hundreds of crowdsourced participants playing 25 different scenarios, and hand-annotated them to create a gold-standard test set. Through comparative evaluations, we identified an unsupervised algorithm for narrative text classification that approaches the performance of supervised text classification algorithms. We discuss how this technology supports authors in the rapid creation and deployment of interactive narrative experiences, with authorial burdens similar to that of traditional branching storylines.

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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 (December 25, 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 in writing narrative text. The findings of this study show that 87 % of the students state positive experiences in using left-right game activity in writing narrative text. They state that left-right game is a fun activity, they feel enthusiast when the teacher conduct left-right game. The students who engage through left-right game activity can find the way to equally and mutually collaborate in producing better a piece of writing.

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Tucan, Gabriela. "The Reader’s Mind Beyond the Text – The Science of Cognitive Narratology." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 302–11. http://dx.doi.org/10.2478/rjes-2013-0029.

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Abstract The paper argues that narrative functions as a valuable resource for thought and also for developing human cognition and mental work. More specifically, the paper outlines an approach to studying narratives as basic cognitive tools for thinking, and thus my contribution will continue to explore several cognitive processes that allow readers to comprehend narrative texts.

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Bokus, Barbara. "Peer Co-Narration: Changes in Structure of Preschoolers' Participation." Journal of Narrative and Life History 2, no. 3 (January 1, 1992): 253–75. http://dx.doi.org/10.1075/jnlh.2.3.05pee.

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Abstract This article represents the interactional approach to the study of child narration. The analyses reveal the process of story creation by children in the roles of narrator and co-narrator. In building a narrative text alone (solo narration) or together with another child (co-narration), the child transmits new information to the peer listener about the adventures of storybook heroes. Nine hundred and sixty children ranging in age from 3 to 7 years took part in the investigation (384 in narrator and co-narrator roles and 576 in listener roles). A modified version of Peterson and McCabe's (1983) method of narrative analysis was used. The results showed that co-constructed narratives underwent change with age in reference complexity (greater change than in solo constructed ones). Co-narrator contributions were analyzed in terms of (a) new reference content (introducing new reference situations), and (b) operations upon the partner's text (in various categories mainly confirmational and supplementary). The dominant partner in introducing new content was the initiator of the dis-course, whereas the dominant one in performing text operations was the con-tinuer. Changes across the age span were found in both types of co-narrator contribution. These results showed the changing structure of preschoolers' par-ticipation in co-narrative discourse. (Psycholinguistics)

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Howald, Blake Stephen. "A quantitative perspective on the minimal definition of narrative." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 29, no. 6 (January 2009): 705–27. http://dx.doi.org/10.1515/text.2009.036.

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Wästerfors, David. "Arrival stories: dialogical analyses of performed tolerance in narrative." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 29, no. 6 (January 2009): 775–95. http://dx.doi.org/10.1515/text.2009.039.

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Zrazhevska, Nina. "Narrative Strategies of Modern Media Text." Social Communications: Theory and PracticeS 14, no. 1 (August 30, 2022): 53–70. http://dx.doi.org/10.51423/2524-0471-2022-14-1-10.

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The aimof the study is to identify the main conceptual narrative concepts of media discourse and illustrate how narrative analysis reveals narrative strategies of media text, which in turn provides a basis for identifying hidden meanings, ideologies, myths, even in the structure of so-called non-narrative media -news journalism. Research methods and techniques. According to the theory of narrative, in our study we based the narrative analysis of the media on two leading approaches: 1) syntagmatic (based on the works of W. Propp (1928) –the sequence of narrative plot with emphasis on the chain of actions and events, themes in motives; 2)paradigmatic (ideas of K. Levi-Strauss (1963)–the choice of stylistic means that formalize the narrative and pragmatic features of the social and cultural context. Results and discussion. In the study, we consider the median narrative as a coherent narrative phenomenon associated with important influential ideas of the world. Allegations that the factsin the hard media are presented neutrally are refuted by narrative analysis and reconstruction of the media text. This approach to the media text actualizes the «hermeneutics of suspicion», which expresses distrust in the «reality» of the facts and in reality itself. We argue that the texts of mass communication and journalistic materials in particular are complex texts that seek not only to inform, teach and entertain, but also to change the perception of reality and identity in a particular cultural and historical discourse. Conclusions. The use of narrative analysis of media messages allows to reveal the narrative strategies of the proposed media texts in different media (news, TV series), and to explain how narrative levels of media represent different power discourses, how they represent the ideological plane and myths in modern sociocultural discourse. Key words: narrative, narrative strategies, focalization, media text, narrative turn, news genres, hermeneutics of suspicion.

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Warren, Amber N. "Language teachers’ narratives of professional experience in online class discussions." Text & Talk 40, no. 3 (May 27, 2020): 399–419. http://dx.doi.org/10.1515/text-2020-2063.

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AbstractLanguage teachers’ narratives of professional and personal experience have been shown to support sense-making, problem-solving, and the forging of personal connections, as well as to aid in developing their identities as language teachers. As language teacher education increasingly moves online, examining how teacher-learners engage in the sharing of professional experiences through narratives in these spaces is of paramount importance. This paper traces narratives of professional experience across 1,089 discussion posts shared by 10 Master’s students throughout one graduate-level online course, analyzing participants’ forum discussions to understand the functions of these narratives for the teacher-learners engaged in the course. Findings demonstrate how narratives of professional experience served to warrant individuals’ claims about topics related to multilingual writing pedagogy and teaching multilingual learners in general, positioning them as competent experts, often by presenting narrative events as something experienced time and again. Finally, this study considers how narratives of professional experience produce and reproduce a particular view of teachers’ role in educating language learners, collaboratively building on one another to preclude alternative stances, even when making potentially controversial claims.

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Resende, Fernando. "Journalism Discourse and the narrative of resistance." Brazilian Journalism Research 1, no. 1 (June 30, 2005): 177–94. http://dx.doi.org/10.25200/bjr.v1n1.2005.39.

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This paper aims at reﬂ ecting upon journalistic narratives. The text is intended to carry out the task of reinventing the past, for the purpose of enlarging the notion one has concerning the narrative possibilities in the journalistic ﬁ eld. The relation between the process of cultural modernization and the history of formation of the journalistic discourse in Brazil somehow makes explicit the predominance of a journalistic way of narrating that has been regulated almost exclusively at a technical level. In this particular matter, learning about the journalistic discourse in its historical perspective and attempting to analyze the so-called “narratives of resistance” complement the purpose, since that aims at the identiﬁ cation and acknowledgement of the co-existence and intertwinement of narrative diversity in the contemporary journalistic discourse.

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Arigusman, Anggi. "An Analysis of Student’s Narrative Text Writing: An SFL Approach." International Journal of Languages, Literature and Linguistics 4, no. 2 (June 2018): 93–100. http://dx.doi.org/10.18178/ijlll.2018.4.2.156.

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Baden, Joel S. "From Joseph to Moses: The Narratives of Exodus 1-2." Vetus Testamentum 62, no. 2 (2012): 133–58. http://dx.doi.org/10.1163/156853312x629162.

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Abstract In this paper it is argued that the canonical text of Exodus 1-2 is a compilation of three originally independent narratives belonging to the pentateuchal sources J, E, and P. The text of Exodus 1-2 is divided source-critically, and each individual narrative analyzed on its own terms. Each of these stories contains specific narrative claims that are distinct from that of the canonical text as a whole, and each represents a continuation of the patriarchal narratives into the Exodus account.

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Wood, Diane R. "Representation and the Text: Reframing the Narrative Voice:Representation and the Text: Reframing the Narrative Voice." Anthropology Education Quarterly 30, no. 3 (September 1999): 389–91. http://dx.doi.org/10.1525/aeq.1999.30.3.389.

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Lambrou, Marina. "Narrative, text and time: Telling the same story twice in the oral narrative reporting of 7/7." Language and Literature: International Journal of Stylistics 23, no. 1 (February 2014): 32–48. http://dx.doi.org/10.1177/0963947013510649.

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The question of whether it is possible to ‘tell the same story twice’ has been explored in work on conversational narratives, which has set out to understand the existence of some kind of ‘underlying semantic structure’ and ‘script’ (Polanyi, 1981). In conversational narratives, ‘local occasioning’ and ‘recipient design’ (Sacks et al., 1974) are factors that determine the form and function of the story. Here, ongoing talk frames the narrative while other participants provide a ready made audience, all of which, form part of the storytelling process. What happens, however, when a survivor of 7/7 (the date in 2005 of the co-ordinated terrorist bomb attacks on the London transport system in the morning rush hour, which killed 52 and injured hundreds of people), whose personal narrative was reported globally on the day of the event, is again interviewed two and a half years later for their experience of that morning? Is the ‘same story’ retold? Specifically, how far does the latest story replicate the experience and events of the first and which of the prototypical features of a personal narrative – at the level of both the macrostructure and microstructure – remain constant? By comparing both interviews and using Labov and Waletzky’s (1967) narrative framework as the central model for analysis, it is possible to see whether events within the complicating action or features of evaluation remain the most memorable, that is, they are recalled in the second telling as important aspects of the experience, and may be seen to be core narrative categories. While findings show that both narratives are comparable in form, a closer investigation finds compelling differences as well as unexpected linguistic choices. Not only has the second narrative become informed by other, external narratives to become part of a broader, mediated narrative but various discourse strategies of ‘dissociation’ in both interviews have resulted in a retelling of a traumatic experience that appears to have features of an eye witness report rather than a personal narrative. Moreover, this blurring of two distinct genres of storytelling provides a true insight of how the narrator positions himself inside this terrible experience.

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Boyd, Ryan L., Kate G. Blackburn, and James W. Pennebaker. "The narrative arc: Revealing core narrative structures through text analysis." Science Advances 6, no. 32 (August 2020): eaba2196. http://dx.doi.org/10.1126/sciadv.aba2196.

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Scholars across disciplines have long debated the existence of a common structure that underlies narratives. Using computer-based language analysis methods, several structural and psychological categories of language were measured across ~40,000 traditional narratives (e.g., novels and movie scripts) and ~20,000 nontraditional narratives (science reporting in newspaper articles, TED talks, and Supreme Court opinions). Across traditional narratives, a consistent underlying story structure emerged that revealed three primary processes: staging, plot progression, and cognitive tension. No evidence emerged to indicate that adherence to normative story structures was related to the popularity of the story. Last, analysis of fact-driven texts revealed structures that differed from story-based narratives.

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Boyd, R. L., K. G. Blackburn, and J. W. Pennebaker. "The narrative arc: Revealing core narrative structures through text analysis." Current Issues in Philology and Pedagogical Linguistics, no. 4 (December 25, 2022): 17–34. http://dx.doi.org/10.29025/2079-6021-2022-4-17-34.

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Scholars across disciplines have long debated the existence of a common structure that underlies narratives. Using computer-based language analysis methods, several structural and psychological categories of language were measured across ~40,000 traditional narratives (e.g., novels and movie scripts) and ~20,000 nontraditional narratives (science reporting in newspaper articles, TED talks, and Supreme Court opinions). Across traditional narratives, a consistent underlying story structure emerged that revealed three primary processes: staging, plot progression, and cognitive tension. No evidence emerged to indicate that adherence to normative story structures was related to the popularity of the story. Last, analysis of fact-driven texts revealed structures that differed from story-based narratives.

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Perrino, Sabina M. "Participant transposition in Senegalese oral narrative." Narrative Inquiry 15, no. 2 (December 22, 2005): 345–75. http://dx.doi.org/10.1075/ni.15.2.08per.

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This article examines a Senegalese narrative practice in which speakers make co-present individuals into denoted characters in their stories, a process I refer to as “participant transposition.” I analyze participant transposition in illness narratives recorded in Dakar, Senegal, during phases of which I am even recruited to play the part of the narrator's past self. I demonstrate how this narrative practice allows speakers to calibrate the realm of the story (the denotational text) with the storytelling event (the interactional text). (Illness narrative, Transposition, Textuality, Interaction, Senegal)

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Joo, Minjae. "Comparative analysis of composition method of text centered text and text centered text and exploring the meaning constructive strategy of text producers: Mobile media environment and focusing on the text acceptance context according to platform characteristics." Korean Association for Literacy 13, no. 5 (October 31, 2022): 159–204. http://dx.doi.org/10.37736/kjlr.2022.10.13.5.06.

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This study analyzes the characteristics of text-oriented text and image-oriented text composition methods and the differences in consumption patterns according to the main text composition styles based on the characteristics of mobile media. In this study, two blog platforms and one video platform were selected to compare the semantic construction methods of text-oriented text and image-oriented text. The subject and content of ‘specific analysis target’ were limited to two categories, ‘travel’ and ‘movie review’. ‘Travel’ and ‘movie review’ are traditionally the most talked about topics on blogs. As YouTube was recognized as a representative platform for one-person media, the number of channels dealing with travel vlogs as the main content increased significantly, and movie reviews were considered the most preferred cultural content by the public, and there are many related channels. The three analysis driftwoods extracted through continuous comparison of data analysis for the study subjects were categorized and repeated comparative analysis was performed. Among the analysis nomads, in the ‘text composition method’, character-oriented texts had very different formats depending on the characteristics of the blog platform. Vlogs, which are video-oriented texts, have a very high degree of multiplicity of forms compared to blogs. The vlog narrative has a clear overlap between mimetic narration and diegetic narration. In the ‘text consumption method’, the nature of the interface differs depending on the platform, and this has a certain effect on text consumption. Also, in the case of blogs, superficial reading and in-depth reading were selectively performed according to the characteristics of the platform. In the image-centered text, the possibility of affective and resonant reading was high through mimetic narration narrative and social object. In the ‘communication format’, as the PC-based blog entered the mobile era, the degree of interaction decreased, and in YouTube, interaction such as comments between producers and audiences was active.

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Prazeres, Alexandre De Jesus dos. "ELE NOS DEU HISTÓRIAS: EXEMPLOS DE INTERTEXTUALIDADE ENTRE A NARRATIVA BÍBLICA E A OBRA DE MACHADO DE ASSIS "He gave us stories: examples of intertextuality between the biblical narrative and the work of Machado de Assis"." PARALELLUS Revista de Estudos de Religião - UNICAP 5, no. 10 (December 30, 2014): 267. http://dx.doi.org/10.25247/paralellus.2014.v5n10.p267-284.

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O foco deste texto é despertar o interesse pelo estudo da Bíblia, não somente devido ao seu valor como texto de religião, mas principalmente pelo seu valor literário. E, para isto, o artigo demonstrará, de modo breve, algumas características da narrativa bíblica; e por meio do conceito linguístico de intertextualidade, apresentará alguns exemplos da influência das narrativas bíblicas em textos do escritor brasileiro, Machado de Assis.Palavras-chave: Bíblia. Literatura. Interface. Hermenêutica.AbstractThe focus of this text is to awaken interest in the study of the Bible, not only because of its value as text religion, but mainly for their literary value. And for this, the article will demonstrate, briefly, some features of the biblical narrative, and through the linguistic concept of intertextuality. It will show some examples of the influence of the biblical narratives in the texts of the Brazilian writer Machado de Assis.Keywords: Bible. Literature. Interface. Hermeneutics.

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McAllister, Brian J. "Narrative Disorientation and Beckett's Bureaucratic Space." Journal of Beckett Studies 29, no. 2 (September 2020): 161–78. http://dx.doi.org/10.3366/jobs.2020.0309.

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This essay investigates political implications of narrative space in Samuel Beckett's closed-space narratives, arguing for a narratological understanding of these spatial politics. It focuses on Imagination Dead Imagine, a text that radically disorients reader engagement with narrative space. In this text, Beckett collides bureaucratic narrative logic, which compartmentalises and accounts for all details of narrative space, against trenchantly anti-bureaucratic grammar, in which sentence structure disrupts and undermines spatial ordering. This dialectical relationship between bureaucratic narrative voice and unstable grammar critiques the logic that, in Giorgio Agamben's biopolitical sense, defines the bureaucratic nation-state. By associating narrative space and its inhabiting characters with the bureaucratic logic of modernity, Imagination Dead Imagine enacts and examines what Agamben calls the state of exception, inscribing politics onto the bare life of characters. While the text avoids direct reference to these historical conditions, its structure performs and resists the politics implicit in those conditions.

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Ratnasari, Nova, Linda Mayasari, and Sulton Dedi Wijaya. "The Effectiveness of Webtoon to Develop Students’ Writing Skill in Narrative Text Of Tenth Grader In SMK PGRI 13 Surabaya." Tell : Teaching of English Language and Literature Journal 6, no. 2 (November 9, 2018): 88. http://dx.doi.org/10.30651/tell.v6i2.2135.

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There are four main skills in learning English, writing, listening, reading, and speaking. In this research, the researcher focused on writing narrative text for tenth grader students of SMK PGRI 13 Surabaya. The medium that is used in this research is webtoon. It is kind of comic series which has picture and narration so it can be make the students learn how to write narrative text easier. The purpose of this research is to find out the effectiveness of webtoon in developing students’ writing skill in narrative text. The researcher used quantitative method and the data were collected through pre-test, post-test, and questionnaire. The researcher used two classes, experimental class and control class to do this research. After the data were collected and calculated, the result showed that the average of score got an increasing. Before getting treatment, the average score of experimental class was 55 and after getting treatment, the average score was becoming 69. Furthermore, based on the students’ response, it showed that mostly the students agreed that webtoon is useful to use in learning English, especially writing skill so webtoon can be effective to develop students’ writing skill in narrative text.

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Oktoma, Erwin. "PROCESS TYPES IN STUDENTS� NARRATIVE TEXT." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 69. http://dx.doi.org/10.25134/ieflj.v3i1.655.

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This study aims to investigate the process type in students� narrative text. It involves 20 first grader of Department of English Education, University of Kuningan. The title of narrative text given to all respondents is �Rabbit and Twenty Crocodiles.� This study raises two problems: the process types appear in students narrative texts and the errors of the process types occur in students� narrative texts. This research used a descriptive qualitative method to describe the data. As result, by using Derewianka (2002), the process types found in students� narrative texts were material, mental, verbal, and relational process. Material process was the dominant type found in students� narrative texts in which there were 232 material processes from 371 data with percentage 62.53%. It means that, in the text telling about a sequence of happenings and experiences, the characters did many material activities than the other process types. Besides, this research also found three process type errors occurred in students� narrative texts, namely material, verbal, and relational process. Material process is the dominant error occurred in students� narrative texts in which 100 errors occurred in 157 data with percentage 63,7%. In conclusion, considering that students face diffuculties mostly in material process, teacher should deal with its teaching more cautiously. �Keywords: narrative text, transitivity and error, process types

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Ganzha, Anhelina. "Polyphonizm of narrative in documentary film (On the case of films about P. Tychyna, M. Rylskyi, V. Sosiura)." Culture of the Word, no. 90 (2019): 150–64. http://dx.doi.org/10.37919/0201-419x-2019.90.13.

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Narratives in cinema text are seen as narratives of interrelated events occurring within specific space-time frames involving the author, narrator and characters. The intermedical nature of documentary filmmaking complicates its analysis in the coordinates of any research paradigm. However, among the universal categories of reception of film narratives, polyphonicism should be singled out as a means of creating a holistic view of a cultural product. The article offers the authorʼs vision of realization of the polyphonism of the film narrative in the documentaries “I Call You” (2006), “Poeta Maximus” (2008), “So No One Loved” (2008) from the series “Game of Fate”. It is concluded that there is a certain plot-compositional scheme of organization of audiovisual polyphonic narrative in the series. Among the specific figures of the screen narration in the analyzed documentary tapes we see transposition (eg, transition from the direct speech of the presenter to a voice-over commentary on a movie quote), overlay (simultaneous use of the “chronicle of the epoch” with the off-screen reading of an excerpt from an artistic text), photos and video snippets).

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Baikadi, Alok, Julius Goth, Christopher Mitchell, Eun Ha, Bradford Mott, and James Lester. "Towards a Computational Model of Narrative Visualization." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 7, no. 2 (October 9, 2011): 2–9. http://dx.doi.org/10.1609/aiide.v7i2.12470.

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The task of narrative visualization has been the subject of increasing interest in recent years. Much like data visualization, narrative visualization offers users an informative and aesthetically pleasing perspective on “storydata.” Automatically creating visual representations ofnarratives poses significant computational challenges due to the complex affective and causal elements, among other things, that must be realized in visualizations. In addition, narratives that are composed by novice writers pose additional challenges due to the disfluencies stemming from ungrammatical text. In this paper, we introduce the NARRATIVE THEATRE, a narrative visualization system under development in our laboratory that generates narrative visualizations from middle school writers’ text. The NARRATIVE THEATRE consists of a rich writing interface, a robust natural language processor, a narrative reasoner, and a storyboard generator. We discuss design issues bearing on narrative visualization, introduce the NARRATIVE THEATRE, and describe narrative corpora that have been collected to study narrative visualization. We conclude with a discussion of a narrative visualization research agenda.

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Kolysheva, Olga N. "The Narrative as a Mnemonic Text (Based on “Children of War” Narratives)." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 2 (December 15, 2020): 398–411. http://dx.doi.org/10.22363/2313-2299-2020-11-2-398-411.

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The article is focuses on the consideration of "children of war" narratives as mnemonic texts united by a common theme and containing memories of the Great Patriotic War in Russia (1941- 1945). The interdisciplinary approach to the analysis of such texts makes it possible to describe the nature of representation of the war in the minds of its eyewitnesses, to trace its rethinking and changing nature of memories. The research material illustrates the distinctive features of the narrative as a mnemonic text, namely the retrospective nature of the narrative, structural and semantic heterogeneity of the texts, linguistic expression of the authenticity of the event series, the interaction of the narrator with the interviewer in the narration, temporal postponement of memories expressed in evaluative judgments, self-examination of the events, reflexion, as well as cognitive "symbiosis" of the past and present, expressed in the using of past and present tenses of verbs in a sentence. The article introduces the notion of mnemonic situation and describes its structure and types: situations of information presence, situations of information loss, situations of information absence and situations of information recovery. In the course of the research, we found examples of interaction of several types of mnemical situation in a sentence or a thematic fragment.

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Koilara, Manisha, Four Satria Tambunan, Diana Romaito Hutabarat, and Sri Ninta Tarigan. "STUDENTS’ DIFFICULTIES IN WRITING NARRATIVE TEXT." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (January 16, 2020): 157–67. http://dx.doi.org/10.32520/eji.v4i1.906.

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This research aims to describe students' difficulties in writing narrative texts, the students' more dominant problems and to know English teacher action to solve the problem. The researchers used qualitative research and a descriptive case study. This study tries to observe students' mistakes in writing narrative texts. The data collected based on the students' answer sheet. The categories made based on the students' answer sheets in writing Narrative texts. The things that recorded by the researchers for giving scores are the four generic structures: Orientation, Complication, Resolution, and Re-Orientation/Coda. And the researchers found that the students still had difficulties in writing narrative texts with the generic structures. Based on the findings, from 26 students only 3 students can distinguish between parts of generic structures and the rest must practice at home and ask the teacher to make improvements.

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Ochilova, Gulnoza, and Nigina Ashurova. "Semantic features of English narrative text." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 279–83. http://dx.doi.org/10.5958/2249-7137.2022.00412.8.

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Yani, Sri, Ely Ezir, Irma Khoirot Daulay, and M. Manugeren. "TEACHING NARRATIVE TEXT THROUGHMIND MAPPING TECHNIQUE." JOURNAL OF LANGUAGE 4, no. 1 (May 29, 2022): 73–82. http://dx.doi.org/10.30743/jol.v4i1.5273.

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This research focused on teaching narrative text through mind mapping technique. The objectives of this research were to know and describe the process of teaching narrative writing using mind mapping. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing the teaching-learning process during the implementation of the actions and interviewing the students and the collaborator about the implemented actions. The qualitative data were in the forms of field notes and interview transcripts. Meanwhile, the quantitative data were gained by assessing the students’ writing skill through the pre-test and the post-test. Therefore, the quantitative data were in the form of students’ writing scores in the pre-test and the post-test. The results of this study showed that the use of the mind mapping was effective to improve the students’ writing skill. The use of colorful pictures of mind mapping in the BKOF and MOT stages was effective to make the students more enthusiastic in the writing activities. The writers found that the student’s problems in writing were that the students were confused to develop their ideas because they did not have many vocabularies. Furthermore, the students had problems in matters of capitalization, punctuation, grammatical error, and organization. They also needed too much time to finish their writing.

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Strizoye, Alexander. "Historical text as a scientific narrative." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (November 2012): 172–78. http://dx.doi.org/10.15688/jvolsu4.2012.2.26.

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Khoirunnisa, Aulia, and Estu Widodo. "Students’ Difficulties in Comprehending Narrative Text." Tell : Teaching of English Language and Literature Journal 7, no. 2 (September 18, 2019): 65. http://dx.doi.org/10.30651/tell.v7i2.3441.

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Reading skill has been found to be one of difficult skills to achieve for many learners of English as a Foreign Language (EFL). Importantly, based on the preliminary study, narrative texts are deemed to be difficult. This study was conducted to investigate the students’ difficulties in reading text at a private primary school in Batu, involving 29 ninth grade students in the academic year of 2018-2019 as the samples. Employing the purposive sampling method by which the best class was selected, the researcher used10-items of a closed-ended questionnaire to collect the data. In the analysis, some aspects of the narrative text such as words, structure, language feature, character, setting, plot, moral value, and point of view were highlighted. Consistently, narrative texts were found to be the most difficult text faced by students at school. According to the English teacher, students got the difficulties because of lack of vocabulary, the use of simple past tense, and the instruction to make sense of the moral values. Further, difficulties pertain to the effort to comprehend the structure, point of view, and the words.

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Torode, Brian. "Narrative Analysis Using Code-a-Text." Qualitative Health Research 8, no. 3 (May 1998): 414–32. http://dx.doi.org/10.1177/104973239800800312.

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KOZIMA, H. "Segmenting Narrative Text into Coherent Scenes." Literary and Linguistic Computing 9, no. 1 (January 1, 1994): 13–19. http://dx.doi.org/10.1093/llc/9.1.13.

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Journal articles on the topic 'Narrative text'

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