Students are apt to encounter many "plotless" stories--those of Chekhov, Kafka, or Merwin, for example--that the phenomenon of the plotless story must be reckoned with by any teacher. Author attempted to describe how to deal both with the plotted story and the poltless one, to make the transition from one to the other and explain the difference…

Author commented on the textbook editions of this extremely ancient narrative about a hero who wanted to conquer death. He remarked on the difficulties in the text, differences between the 1964 and 1972 Sandars versions, similarities to Shelley, various literary strategies, and the persistent problem of translation itself. (Editor/RK)

Describes "impersonal narration," an approach that defends the concept of the cinematic narrator as a logical and pragmatic necessity. Compares this approach with existing theories of the cinematic narrator, addressing disagreements in the field of film narrative theory. (MM)

Offers a personal narrative which focuses on the grief process and links personal, literary, and clinical elements. (SR)

Many students perform extraction experiments without connecting relevant molecular features to corresponding macroscopic features. Two versions of an Organic Extraction Simulation, one with text "captions" and the other with "narration" accompanying the animation, were developed based on a cognitive view of multimedia learning.…

This article compares the Beehive Collective's "Plan Colombia" to a museum exhibition representing the official U.S. position on Plan Colombia. Through a dialectical (Kellner & Share, 2007; Greene, 1988) reading of "Plan Colombia" and "Target America," I examine how each uses visual narrative to promote a…

This study examines how the use of narrative research methods can serve as pedagogical strategies in preservice teacher education. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner. This study examines data…

Readers often think of nonfiction as an information experience and not as a story experience, and indeed many nonfiction titles are task oriented, teaching readers how to knit or outlining the process of building a fence. But there is a huge body of nonfiction that is both informative and story-based. New nonfiction classics like Jon Krakauer's…

This study was intended to determine whether or not the genre of a reading text affects the incidental vocabulary acquisition of L2 learners while reading. To this aim, 40 Iranian EFL students whose vocabulary knowledge was within a limited range (already determined by Nation's Vocabulary Levels Test) were divided into two groups of 20 each for…

Carl Augusto, currently president and executive director of the American Foundation for the Blind (AFB), describes his personal and professional experience with the National Library Service (NLS) for the Blind and Physically Handicapped and the talking books program. Topics discussed include AFB's history with its own talking book program founded…

The author presents his opinion that educational evaluation has much similarity to the nonfiction narrative, (defined as a series of events ordered in time), particularly as it relates a current situation to future possibilities. He refers to Stake's statement that evaluation is concerned not only with outcomes but also with antecedents and with…

Investigation of learning-disabled elementary school students' (N=29) ability to comprehend narrative text when important information was systematically dispersed or centralized within the text revealed no significant effect for input mode on measures of comprehension and recall. (Author/CB)

Comparison of referential first mentions in narrative reports by 40 mildly mentally retarded adults and 20 nonretarded adults indicated that mentally retarded speakers made significantly fewer first mentions and significantly more errors in the form of first mentions than did nonretarded speakers. (Author/DB)

The article examines issues in the narrative evaluation of language disordered children. First, it is pointed out that the many types of stories and contexts affect narrative form and, second, that structural systems which contribute to narrative meaning are found both within and across utterance boundaries. (Author/DB)

The article discusses cultural variation in narrative genres, use, and learning. The ethnocentricity of many current approaches to the study of narratives is pointed out. Four universal types of narrative are identified (recounts, eventcasts, accounts, and stories). Teachers should not assume a common cultural background in children's access to…