Dollhouse

This piece is about a girl retelling a story about her mother\u27s past relationship with an abusive boyfriend

Retelling Using Different Methods

This study examines different methods of retelling and the effects of these methods on the quality of retelling produced. I claim that different methods of retelling will elicit varying quality of retellings. Data was collected through asking two first graders to retell stories that I had read to them using different methods. The study shows that confidence, memory, and cognitive demand of the retelling task, as well as visual cues and prompting play a role in retelling quality. Retelling is a strategy that is easy to use and can be easily adapted to meet the needs of different types of text

Assessing Children's Oral Storytelling in their first year of School

This paper discusses some findings from a small-scale investigation of the assessment of young children's oral narrative skills that was conducted in three primary schools in London, UK. Effective early language and literacy teaching with children from diverse backgrounds such as those in London depends on having articulated knowledge about children’s skills (McNaughton 1995). A particularly important area is that of narrative skills since the ability to narrate and report is a vital skill for future academic success and is highly correlated to later fluency in reading (Beals and DeTemple 1993; Dickenson and Snow 1987). Teachers need to have sufficiently detailed descriptions of their pupils’ language skills and this is especially important where populations are diverse. A procedure, developed and used extensively in New Zealand, exists for increasing teachers’ knowledge of their pupils’ language skills on entry to school. This story retelling activity (Tell Me) lends itself to use in the normal course of classroom teaching and is the focus of the present study

THE IMPLEMENTATION OF GRAPHIC ORGANIZER TECHNIQUE TO IMPROVE STUDENTS’ RETELLING STORY SKILL: QUALITATIVE RESEARCH AT MAN 2 CIREBON

IMROATUL AZIZAH: THE IMPLEMENTATION OF GRAPHIC 58430493 ORGANIZER TECHNIQUE TO IMPROVE STUDENTS’ RETELLING STORY SKILL: QUALITATIVE RESEARCH AT MAN 2 CIREBON Retelling story is one of the skills that must gained by the students in the second semester of first grade students in the senior high school. But retell a story is not easy, students have problems in the process of retelling story; especially they cannot organize their ideas about the story. So in the learning process, students need a tool to help them visualize and organize their thought. Story maps, one of the kinds of graphic organizer that featured areas for students to fill in the basic story element. The main goal of the usage of story map is to improve students retelling story skill. A graphic organizer technique is an outline of concepts that uses twodimensional format to illustrate connection and hierarchies between concepts. Story map is one of types of graphic organizer that can be used to help students in retelling story. It helps students to generate ideas as they develop and note their thought visually. This research investigated the implementation of Graphic Organizer Technique that is used by first grade students of MAN 2 Cirebon in relation to their monologue. Two reasons that addressed in this study are how is graphic organizer technique implemented in the class and how does it contribute to the students’ skill in retelling story. Thus, this research is conducted to identify the implementation of graphic organizer technique in the class and find out the contribution of graphic organizer technique in students’ retelling story skill. The results of this study show that the students retelling story skill can be improved. So that students can be helped and students’ learning problem can be minimized. It can be concluded that story map is constructive tool that help the students in learning process, especially in retelling story season. After analyzed the monologue, the researcher conclude that the aspect of monologue that most conspicuous from the students retelling story’s transcript is the students construction of the text. They reconstructed their ideas to make story and retell it. Finally, the researcher expects this research will be able to help the next researcher who conducts the research in the same field. It is suggested to further researchers to be able to investigate other objects which might contain graphic organizer technique and use another theory of graphic organizer technique

Опанування граматичних категорій турецької мови у контексті двомовності.

The paper presents results form a study on acquisition of Turkish grammatical categories by first grade Turkish speaking minority children in Bulgarian primary school. Two groups of children speakers of Turkish are tested: ethnic Turks and ethnic Roma. The Roma are Muslims and are also speakers of Turkish. Both groups speak the Northeast variety of Turkish, spoken in the surroundings of Varna, Bulgaria. The author examines the lexical reaches, syntax complexity and narrative knowledge of the children and predicts that the low results on mother tongue tests will be a reason for difficulties in the second language acquisition - Bulgarian. The author connects the results of mother tongue knowledge of the children with the language interdependence theory of Cummins (1991), where the level of the mother tongue is a predictor of second language acquisition.У поданій статті представлено результати проведеного дослідження, що присвячене опануванню граматичних категорій турецької мови учнями першого класу турецької мовної меншини в болгарській початковій школі. В цьому тестуванні взяли участь дві групи дітей, які спілкуються турецькою: етнічні турки та етнічні роми. Роми, котрі стали учасниками дослідження, є мусульманами та розмовляють турецькою. Обидві протестовані групи говорять на північно-східній різноманітності турецької мови, якою розмовляють на околицях м. Варна, Болгарія. Автор досліджує лексичний запас, синтаксичну складність та наративні знання дітей і робить припущення, що низькі результати під час тестування рідної мови можуть стати причиною труднощів при освоєнні другої мови болгарської. Автор пов’язує результати знань рідної мови у дітей з теорією взаємозалежності мови Кумінса (1991), згідно якої рівень володіння рідною мовою є предиктором вивчення другої мови

The influence of television stories on narrative abilities in children

This research explores the narrative abilities demonstrated by children aged between 8 and 12 in the production of television stories. The results reveal that not all television stories viewed by children foster the informal education process. One type of story, termed narrativizing, enables children to produce coherent stories which clearly articulate the causal, temporal and motivational relations, as well as the means-end structures, the proximal relations of the intrigue and the distal relations of the plot. Other television stories, denarrativizing stories, tend to induce disarrangements and incoherence at all structural levels of the stories produced by children. This in turn hampers the development of their narrative abilities, which are necessary to the correct development of narrative thought. These results indicate the need to exercise social control over this latter type of fictional television narrative, to which children are exposed throughout their development within the framework of informal education.University of the Basque Country (UPV/EHU), EHU 13/65 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), GIU 15/14 Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), UFI 11/04 MINECO. Ministerio de Economía y Competitividad, BES-2015-071923 Fondo Social Europeo, BES-2015-07192

МЕТОДИЧНІ ВКАЗІВКИ З АУДІЮВАННЯ АНГЛІЙСЬКОЮ МОВОЮ для самостійної роботи студентів першого курсу напрям підготовки 0305 Філологія

Подано методичні вказівки з аудіювання англійською мовою для самостійної роботи студентів першого курсу напряму підготовки 0305 Філологія

Continuity and change in the treatment of frightening subject matter: contemporary retellings of classical mythology for children in the Low Countries

Ever since its origins, children's literature has dealt with frightening subject matter. The forms of such frightening fiction for children are, however, continuously changing. Retellings of classical mythology are a case in point as myths contain subjects that might be considered a threat to the romantic notion of the innocent child. As such, a focus upon the way authors deal with sex, death and violence in retellings of classical mythology reveals how the paradoxical impulses that govern the act of retelling that is, a desire for preserving and challenging cultural tradition alter under the influence of society's changing ideas about children and their literature. This paper concentrates on the rich and vivid tradition of retelling classical myths in the Low Countries. Shifts in the choice of pretext and in the age of the intended audience reveal a change of attitude towards frightening subjects in classical myths during the last decades. A closer look at retellings of the creation myths, dealing with sexual and lethal violence between parents and children, and the subject of death in the myth of Orpheus shows how the retellings of frightening myths range from unequivocal presentations as cautionary tales to demanding narratives generating unfixed meanings

Retelling Orpheus: Orpheus in the Renaissance

This paper examines the importance of the Orpheus myth during the English Renaissance. The Orpheus myth was one of the most common mythic intertexts of the period due to the fact that we could see the very story of Orpheus as being imbedded within the idea of the Renaissance itself. The main ambition of the Renaissance humanist was to bring the literature of the ancients back to life via the means of education. In other words, they attempted to bring the dead back to life and Orpheus serves as an embodiment of this ambition due to his ability to bring inanimate objects to life and in his journey to the underworld to rescue Eurydice. We find many different aspects of the Orpheus myth dealt with in Renaissance writing, for example Orpheus as poet, Orpheus as lover and the death of Orpheus being some of the key focal points. This paper, however, will focus specifically on the role of Orpheus as Poet as, due to the Renaissance love for art, rhetoric and eloquence, this seems to be the most popular dimension of the Orpheus myth at that time. We will see how Renaissance writers reinterpret the story of Orpheus, as originally told by Ovid and Virgil, in the Metamorphoses and the Georgics respectively, to show Orpheus as not only as being an archetypal poet but in fact the very first poet whose art is not only responsible for the civilisation of man, but also for the creation of a “Golden Age” in Renaissance England

МЕТОДИЧНІ ВКАЗІВКИ З АУДІЮВАННЯ АНГЛІЙСЬКОЮ МОВОЮ для самостійної роботи студентів першого курсу напрям підготовки 0305 Філологія

Подано методичні вказівки з аудіювання англійською мовою для самостійної роботи студентів першого курсу напряму підготовки 0305 Філологія