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Narrative Writing

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by

Lilian Smith

on 15 September 2014

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Transcript of Narrative Writing

Have you ever felt like this or seen a student feel like this?
Difficulties for poor writers
Major difficulties at 2 levels

(Lower level)
- G
rammar
,
spelling
,
punctuation
and
handwriting

(Higher level)
-
Generating ideas
,
sequencing
content and
revising

What can teachers do?
Why is written language a difficult skill to acquire?
Involves effective coordination of many cognitive, linguistic and psycho-motor processes (Westwood, 2008)

Composing written work involves complex thinking (Strurm & Koppenhaver, 2000)
By Rebecca Baker
& Lilian Smith

Narrative Writing
Assessment for Learning
Formative Assessment of Student Tasks (FAST)


Activities that can engage
students in narrative writing
Activities:

Table 1: Pick out of the hat

Table 2: Roll-a-story

Table 3: Story Starters Fantasy

Table 4: A story about me
Overview
(Saddler, 2006)
What is
narrative
writing?
Explicit Instruction
What is narrative writing?
"Narrative involves a series of events in a time sequence, with some kind of orientation that tells us about the who, where and when of the story."
What is narrative writing?

Who are the students with writing difficulties?

What can teachers do?

Critique of this approach
Explicit instruction
Applying strategic approaches to writing

Assessment for learning

Activities that can engage students in narrative writing
Provide:
Critique of this approach in
an inclusive classroom
References
Features of Narrative Writing
POW and WWW
+ What 2 + How 2
P -
Pick
your topic or idea
O -
Organise
your thoughts and make notes
W -
Write
, and then say more

W -
Who
are the characters?
W -
When
does the story take place?
W -
Where
does the story take place?

What 2
a)
What
do the characters do?
b)
What
happens ?
How 2
a) State
how
the story ends
b)
How
did the characters feel?
Purpose:
To entertain, with a focus on people, places and events

Conceptual Features:
Characters
Setting (time and place)
Theme (s); mood
Plots

Organisational/Structural Features:
Orientation
(sets time and place; establishes character(s)
Complication
(problems or conflicts to be solved by the character(s))
Series of events
(reveals the main character(s) finding ways to solve the problem(s)
Resolution
(solutions to the complication)


Textual Features:

Use of symbolism
Figurative language
All aspects of grammar
(Emmitt et. al, 2010 adapted from Derewianka, 1990; Hill, 2006)
(Emmitt, Zbaracki, Komesaroff, Pollock, &, 2010, p. 109)
(Tompkins, Campbell & Green, 2012)
Examples of Narrative Texts
(Hill, 2006)
A story
Fairytale
Fable
Myth
Poem
Play
Historical
Biography
Legend usually written using chronological events and set in the past, present or future
Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2010). Language and learning: an introduction for teaching (5th ed.). South Melbourne, VIC: Oxford University Press.

Hill, S. (2006). Developing early literacy: assessment and teaching. Prahan, VIC: Eleanor Curtain Publishing.

Saddler, B. (2006). Increasing story writing ability through self-regulated strategy development: effects on young writers with learning disabilities. Learning disability quarterly, 29(4), 291-305. doi: 10.2307/30035555

Sturm, J., & Koppenhaver, D. (2000). Supporting writing development in adolescents with developmental disabilities. Topics in Language Disorders, 20(2), 73-92. doi: 10.1097/00011363-2000-200-20-0007

Suzuki, S. T. (2008). Explicit instruction of the narrative genre. Paper presented at JALT2008 Conference Proceedings. Retrieved from http://jalt-publications.org/recentpdf/proceedings/2008/E077.pdf

Tompkins, G., Campbell, R., Green, D. (2012). Literacy for the 21st century: a balanced approach (5th ed.). Frenchs Forest, NSW: Pearson Australia.

Westwood, P. (2008). What teachers need to know about reading and writing difficulties [EBL version]. Retrieved from http://qut.eblib.com.au.ezp01.library.qut.edu.au/patron/FullRecord.aspx?p=398435&echo=1&userid=Y8XRgEmUZghxfl2Ye0%2fqaw%3d%3d&tstamp=1409297374&id=F82F7120D9CA6A4354CF9C4875463A8A4688825A

Applying Strategic Approaches to
Narrative Writing:
POW and WWW
+ What 2 + How 2
"Explicit teaching of the narrative genre as well as other genres can assist students in identifying patterns in text, and give them a sense of control over a range of language that is used to achieve certain communicative goals."
(Suzuki, 2008, p. 500, para 1).
What are your opinions on this approach?

How would you cater for students with writing difficulties?
Reflect and discuss the following:
(Tompkins et al., 2012)
(Westwood, 2008)
Helps teachers diagnose student learning needs
Can be a form of formative assessment
Makes students responsible for their own writing
Full transcript