Comments on the previous article (CS 730 577), pointing out areas of agreement and disagreement. (FL)

Describes an exercise that introduces students to the unique characteristics of the third-person narrator and also improves skills in observation, story telling, and analysis. (PD)

Examines the parallels in the narrative framework of Mary Norton and Emily Bronte. (HOD)

Because editors generally clarify the collaborative process used to produce "as-told-to" autobiographies of Native American people in the introductory section, an understanding of the handling of the issues which usually appear in introductions can be helpful to understanding Native American bi-autobiographies. (CM)

Reviews research indicating that, on the average, students read narrative prose faster and comprehend it better than expository prose. (AEA)

Describes a literature unit in which students write stories about imaginary characters after they have heard and discussed several narratives. (DD)

Studied the gestures of blind, sighted, and blindfolded sighted 10- through 12-year olds as they engaged in narration, direction giving, or conservation tasks. Found that blind children produced gestures, though not in all contexts in which sighted children produced gestures; and that blind children's gestures resembled sighted children's gestures…

Analyzes "The Italian" (1915), an early "immigrant" film, examining its problematic relation to questions of working-class and middle-class audience composition. Shows how this film reveals that the creation of narratives suitable for diverse audiences requires continuous readjustment of an adequate mode of address. (MM)

Identifies and describes the features of spoken discourse that native speakers of English consider to be indicative of level of intellectual functioning. Discourse criteria include detail, coherence, story construction, storytelling performance, and metacomments. (SR)

Twenty language-disordered and 20 nonimpaired children, aged 9-11, performed story generation and story retelling tasks. For both groups, retold narratives were longer and contained more story grammar components and complete episode structures. Clause length differentiated story generation from story retelling for the language-disordered children…

Responds to two papers, written by Bruce E. Gronbeck and Allan Megill, which appeared in the 1987 Alta proceedings on argumentation. Questions the heavy distinction between narrative and argument which informs their positions. (MS)

Tests Walter R. Fisher's claim that all forms of discourse can be viewed as types of narrative by applying the narrative paradigm to three works that cannot traditionally be considered stories. Finds that the narrative approach is of little use when applied to discourse that does not tell a story. (SR)