Abstract:
The field of writing narrative texts requires language skills characterized by logical-semantic relationships between functions and actors. Research indicates differences in the narrative quality due to the offered stimulus to production. In this study, we investigate the performance in writing stories of 26 students of the 5th. year of elementary school, under different growing conditions: (1) theme suggesting conflict; (2) Following figures making up a story; and (3) single figure. The results suggest that the conditions in which the existence of a conflict is explained either by the subject or, above all, by the figures, the narratives tend to be more elaborate. Some children, however, have been less sensitive to application conditions, producing good stories, regardless of the offered stimulus. It discusses the possibility that such children have more developed metatextual knowledge, consisting of the construction and internalization of a narrative scheme. This hypothesis has important pedagogical implications and deserves to be further investigated in future research.
Keywords:
Narrative; written language; Skills for writing
