scholarly journals PETER ŽIAK: Estetika naratívnych textov [Aesthetics of narrative texts]

2021 ◽  
Vol 13 (4) ◽  
pp. 156-158
Author(s):  
Silvia Rybárová
Keyword(s):  
2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo

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.


Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair

Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar

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.


Author(s):  
Anisya Hardianti Daulay And Sumarsih

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.


Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono

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.


2015 ◽  
pp. 23-32
Author(s):  
Nadège Langbour

In the 18th century, the paintings of Greuze had much success. The literature took against these paintings. It transposed them in narrative texts. Diderot and Aubert, described paintings of Greuze by using the literary kind of the moral tale. Thus, they respected moral spirit of the painting of Greuze. But when paintings of Greuze were transposed in the novels, this moral spirit had been perverted : the novels respected stating of Greuze, but they used it to produce a different statement.


Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 370-372
Author(s):  
Bernard S. Bachrach

In 1988 Walter Goffart demonstrated conclusively that the authors of early medieval narrative texts had to be taken seriously as people of intellectual substance capable of sustaining sophisticated arguments. Their works, Goffart warns us, were not to be treated, as previously had been the case, as mere naive receptecals of fact and fantasy to be plundered by historians in search of accurate information. In the wake of Goffart’s work, it has become a cliché that text must be treated as text before it is treated as evidence if, in fact, it ever is to be used for the latter purpose. In the generation that has passed since Goffart’s paradigm has taken hold it is rare to find anyone who will read early medieval narrative works, such as those of Gregory of Tours (d. 594), as plain text.


Author(s):  
Andrew Gillett

While some letters from Merovingian-era Gaul are well known—for example, Remigius’s letters to Clovis or Radegund’s letters founding her monastery—the scale and scope of extant and attested letters tell us more about the period than the sum of data from individual documents. The cumulative range of known epistolary communications indicates that Merovingian Gaul, like the late Roman Empire of the previous centuries, hosted multiple, entangled networks of social and political interconnections. This chapter considers how we can set about contemplating both the limitations and value of the evidence we have. Comparison with contemporary Egypt, from which letters are preserved both in manuscript tradition (as with Gaul) and as papyri originals, evokes the possibility of envisaging Merovingian Gaul quite differently from our received image. The extant evidence for letters is surveyed, including “literary” collections of letters, letters preserved in other types of texts, and the extensive number of descriptions of letter exchange in narrative texts. The chapter includes the first checklist of more than 500 extant letters and a list of narrative sources, including the first complete list of references to letters in the works of Gregory of Tours.


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