Abstract

BARRERA, Sylvia Domingos  and  SANTOS, Maria José dos. Written production of narratives: Requesting conditions influence. Educ. Rev. [online]. 2016, n.62, pp.69-85. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.48026.

The ability to produce narratives does not emerge suddenly, but it presents a gradual development, whose course is influenced by several factors, among which there are: age; education; previous experiences with texts; type of request, like free theme text production from drawings and illustrations of children's books, reports of facts that occurred, reproduction of listened stories, etc. There is evidence that at the beginning of schooling, narrative texts seem to present better structure when the request condition offers visual support, mainly when this support presents some kind of conflict. In this research, we investigated: (1) the performance in narrative written texts of a sample of students from the 3th and 5th degree of elementary school, under different production conditions: with visual and verbal support and with and without suggestions of conflict; (2) the effects of the educational level in writing narrative texts. Students were asked to produce stories (a particular kind of narrative) in six different conditions. The results show that although the visual support was relevant in the narrative quality of stories, this is not a determining factor. The presence of a conflictive proposition also seems to be an enhancer. Our data also indicate a positive effect of educational level in the narrative quality of the investigated students' production. We discuss the importance of teaching practices that promote learning of explicit knowledge about the structure of different types of text, in order to enhance the students' competence in writing texts.

Keywords : writing; narratives; text production; metatextual skills.

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