Inter-Episodic Relationshi ps in Children's Narrative


  • Ann Darnton



English Language, English


The imaginative narrative is one of the first forms of discourse which young children encounter. They meet it in the stories which they are told both at home and at school and its organisational principles underlie most of the early reading materials with which they come into contact in the course of their first years of education. Likewise, it is among the arliest types of sustained discourse organisation that they hemselves are asked to encode in the written form. It is, therefore, of considerable importance that the teachers of young children develop an awareness of the main features of narrative discourse, an understanding of the way in which those discourse features may be organised in order to create a coherent text and some knowledge of the likely evelopmental progression of the child's awareness of narrative discourse organisation. Such knowledge is essential, for example, if teachers are either to pinpoint a specific problem of ormprehension caused by a complexity of discourse organisation in a text that a child is reading or to offer truly instructive assistance to a pupil having difficulty in organising the material contained in a narrative text of his or her own creation.