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Title: An exploration of structural relationships in narrative and argumentative writing, with particular reference to the work of Year 8 students.
Author: Andrews, Richard John.
Awarding Body: University of Hull
Current Institution: University of Hull
Date of Award: 1992
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An Exploration of Structural Relationships in Narrative and Argun entative Writing, with Particular Reference to the Work of Year 8 Students This thesis explores the relationship between narrative and argumentative structures in writing. Its principal research question is 'What are the connections between the structures and composing processes associated with narrative and argumentative writing? ', and it attempts to answer this question in two related ways: through reflective inquiry and in an empirical study of the stories and essays written by Year 8 students in three comprehensive schools in a small town in north-east England. A secondary research question is 'Might narrative act as a bridge to argument for learner-writers? '. Chapter 1 outlines the problem - one of difficulties experienced in the writing of argunent by secondary-age students - and provides a map of the rhetorical field in which the exploration of the structural relationships between narrative and argument takes place. The second chapter looks solely at narrative, focusing on attempts to define its structures but also taking into account other approaches. The third chapter describes specific difficulties encountered with the writing of argument, and then examines structures of argument as evidenced in work on narrative and argument, in rhetoric and in planning for argument. Chapters 4 to 6 present the results of the pilot and main studies. The principal result of the study is a negative one: there is found to be.. no clear-cut structural connection between narrative and argumentative writing, and indeed hardly any common patterns among the stories or essays analysed for the study. There is therefore little chance of a structural 'bridge' from narrative to argument. However, there are positive outcomes: students are more inclined to argumentative writing than is usually assumed anti show more tacility tor experimenting witch the arrangement of their arguments than with the arrangement of their narratives.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Education & training Education Psychology Literature Mass media Performing arts