Please use this identifier to cite or link to this item:
Title: Literacy: From Writing Recount to Writing in True Narrative
Contributor(s): Kigotho, Mutuota  (author)orcid 
Publication Date: 2008
Open Access: Yes
Handle Link:
Open Access Link: Access Link
Abstract: Writing a recount is much easier than writing in true narrative. However, while anyone can easily learn to write a recount, writing in true narrative is much harder and requires a much higher level of cognitive ability and has to be explicitly taught. Experienced writers make a distinction between writing a recount and writing in true narrative (Riley and Reedy, 2000; Shrubshall, 1997; O'Brien, 1992; Krause, 1997). Based on research reported elsewhere (Kigotho, 2004, 2006), I have argued in the current paper that in teaching early literacy, teachers that focus on explicit instruction on true narrative rather than on recount have a more realistic chance of enhancing the development of student writing. The demand on students' cognitive ability is much less than in other forms of writing such as procedure writing and writing explanations. Writing experts recommend recounts as a form of writing for students still in the early stages of learning how to write well. Writing in true narrative requires the writer to establish a conflict situation and show how this leads to a conflict resolution. Events are presented in a manner that shows causality. Characters are usually well-developed and contrasted. Students that write in true narrative are on the way to becoming expert writers. This paper reports writing research findings carried out among female students for whom English is a Second Language. The students were aged between fifteen and eighteen. The research was conducted in two rural schools in Central Kenya. The findings suggest that the teaching method of giving explicit instruction based on the writing of true narrative coupled with a significant amount of practice has the potential to produce texts that could independently be judged as good writing.
Publication Type: Conference Publication
Conference Details: AARE 2007: International Educational Research Conference - Research Impacts: Proving or improving?, Fremantle, Australia, 25th - 29th November, 2007
Source of Publication: AARE Conference Papers, v.2007, p. 1-19
Publisher: Australian Association for Research in Education (AARE)
Place of Publication: Melbourne, Australia
ISSN: 1324-9339
Fields of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio-Economic Objective (SEO) 2008: 950203 Languages and Literature
930201 Pedagogy
950202 Languages and Literacy
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Publisher/associated links:
Appears in Collections:Conference Publication
School of Education

Files in This Item:
3 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on Mar 9, 2023
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.