Entry #11 Elements of the Narrative Genre Have a Powerful Impact on Reading Comprehension

Entering this course, I believed I had a strong foundation for the Narrative Genre. I believed narrative writing to be focused on elements such as setting, character(s), and point of view. To me, I simply thought of the setting as 'where the story takes place', character(s) as 'who is in the story', and point of view as 'who is telling the story'. As a reader, when engaging with narrative texts I asked myself the five questions of, Who, What, Where, Why,  and How. However, as I reflect upon the knowledge I have gained this semester through readings and the genre expert group my understanding of the Narrative Genre has transformed from learning to teaching. 

This semester has allowed me to change my own perspective from being the reader who is learning to actually teaching the narrative genre. Just as I once was the student learning the genre of narrative writing in my elementary education, now it is my turn to sit on the other side of the classroom as the teacher. Tompkins (2012) states that "Children's concept of story plays an important role in their ability to comprehend the stories they read" (p. 1). Story elements such as setting, character(s), and point of view are what make a story come to life. I once believed the setting to be 'where' and 'when' the story takes place. However, after reading Tompkins' text, I now recognize there are sub-features that allow a reader to take a mental picture of the story they are reading. I will be honest, this shocked me while reading because I could not stop pondering 'why' I identified the setting to be just focused on the location and time. As I reflect upon my own literacy events as a child, I believe this idea was ingrained in my mind because the narrative genre was taught through all the elements 'setting', 'character(s)', and 'point of view'. Therefore, in order to reduce confusion, I believe my educators may have just focused our attention on two sub-features of the setting rather than all. 

However, through immersing myself in the genre of narrative writing during week 12, my understanding the setting has only expanded. I now understand setting encompasses location, weather, time, and time period. These are all important sub-features that play a powerful role in helping readers comprehend what is happening in the story. 

As I reflect upon my own literacy events, I remember as a child I always loved meeting the character(s) in a story. I recall, when asked to write and draw a picture in response to a book we were reading, I spent a lot of my time drawing the character. I unconsciously played close attention to the character's appearance and action when drawing. These are two features that support a character's development in the genre of narrative writing. Appearance is the characteristics of the character and Action is what the character does throughout the story. However, there are two other features that help develop a character in a story. Monologue and Dialogue are focused on what the character says and who they talk to. Tompkins (2012) emphasizes that these writing techniques are what help a writer "bring their characters to life" (p. 185). Character traits can be physical, what a reader sees, and/or action, what a character does, feels, says, etc. These traits are what help a character develop throughout the story and support a reader's comprehension. 

Tompkins (2012) explains that “The focus of the narrator determines to a great extent, the readers’ understanding of the story” (p. 187). As a child, I remember learning about point of view through an anchor chart just like this one to the left. I once saw point of view as first, second, and third person. However, through engaging with Tompkins' text and the narrative genre I now understand the advanced terminology that allow point of view to be known while reading. However, I do believe educators use the terminology of first, second and third person to make a cognitively appropriate and purposeful impact on a student's understanding. 

As I reflect upon my own learning and the transition to teaching the narrative genre, one resource comes to mind. Mentor texts are a vital tool in supporting students' exposure and understanding of genre writing. This semester has allowed me to create a mental library of rich mentor texts to model, guide, and support my future students in building understanding of story elements such as, setting, character(s), and point of view, just as it has for me. I would like to give kiddos to my colleague, Elise, for providing a wonderful article on 'how' educators should teach the genre of narrative writing. Dymock (2007) emphasizes that “Research indicates that comprehension strategies should be explicitly taught and modeled…at all grade levels” (p. 161). Anchor charts and graphic organizers are two tools that help guide a reader in diving deep into a story. Through explicit modeling and guidance, readers can create a better understanding and appreciation for story elements. This semester has taught me that mentor texts have the power to transform a reader's comprehension of a story and understanding of genre writing. Therefore, they will always have a place in my learning environment. 

Reference

Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure 

            awareness. The Reading Teacher, 61 (2), 161–167.