Principles of gestalt perception in the temporal organization of narrative texts

Linguistics ◽  
1984 ◽  
Vol 22 (6) ◽  
Author(s):  
TANYA RElNHART
Keyword(s):  
Temporal Organization ◽  
Narrative Texts ◽  
Gestalt Perception

Narrative Immersion

2019 ◽  
pp. 15-35
Author(s):  
Rutger J. Allan
Keyword(s):  
Discourse Markers ◽  
Psychological Effect ◽  
Narrative Text ◽  
Temporal Organization ◽  
Narrative Texts ◽  
Embodied Simulation ◽  
Wide Range ◽  
Sensorimotor Information ◽  
The Creation ◽  
Narrative Techniques

A well-known psychological effect triggered by narrative texts is the reader’s (or listener’s) experience of being mentally drawn into the storyworld, a feeling which is often referred to as immersion. The intensity of the experience of being immersed is not only dependent on various cognitive and emotional propensities of the immersed subject but also determined by particular features of the narrative text. The more a text enables the reader to construct an embodied simulation of the described situation, the more intense the immersive experience will be. Linguistic phenomena relevant to immersion are tense-aspect, modality, deixis, discourse markers, and subjective-evaluative vocabulary. Narrative techniques contributing to immersion include descriptions rich in sensorimotor information, scenic spatial and temporal organization, character focalization, narratorial covertness, and the creation of empathy and suspense. This chapter explores the wide range of linguistic and narratological features brought into play to effect an immersive experience, discussing a number of immersive (and non-immersive) passages from Homer and Thucydides.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

The relative ease of writing narrative texts

1991 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair
Keyword(s):  
Narrative Texts ◽  
Relative Ease

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

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