2004
Volume 41, Issue 3
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236

Abstract

Abstract

This study aims to gain more insight into narrativity in the educational domain. Based on earlier research, we define three prototypical narrative elements (i.e., the presence of particularized events, an experiencing character, and a landscape of consciousness), and present an analytic model that illustrates how varying combinations of these elements occur in Dutch educational materials for Social Studies and Science. Using this model, we then analyze experimental texts from previous studies on the effects of narrativity on text comprehension and recall. We demonstrate that experimental narrative texts nearly always exhibit all prototypical narrative elements, while their expository counterparts also contain some narrative elements and thus are not purely expository. In addition, we show that no consistent patterns can be found in the results of the selected experimental studies, and that the data at hand therefore do not allow for strong conclusions about the effects of narrativity in educational texts. Finally, we discuss the limitations of previous as well as the present research and the implications for future research.

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2019-11-01
2021-09-24
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  • Article Type: Research Article
Keyword(s): comprehensibility; corpus study; educational texts; expository; narrativity; recall
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