Ge-dueatia UNIT 32 CENTRO DE OPOSICIONES CRO Oar acs Caner cas Dea cuts Pee Erica Reunite Cae ce www.e-ducalia.com Pee en Cuccun 6. Other forms of narrative. ono rpreduecn fll oor sh parte det Aen Ly to Pin? O. INTRODUCTION _ _ Topic number 32 dea's wilh: Elfexto narrative. Esuctura y caracterislicas being this cn imporiant pat of ne leachingJeoming process of English To begin with | would like 10 justify this topic in the English curriculum. The previous educative system mainly focused on grammar and lexical aspects as i! was though! thal the mastery of a language was based on the degree of proficiency at grammar level. Hence, generally students were able 10 ‘epply the grammatical rules of the language bul some of them had problems when using the language orally. they knew about the language bu! they did not know how fo use it. For this reason, the new Organic Law LOE "Ley Orgdnica de Educacién” 2/2006 on May 3 (BOE n. 106 on May 4" 2006} has proposed a communicative approach jo foreign languages. An approach which implies the consideration of not only grammatical aspects but also cultural, historical and iiteral Characteristics of the countries where the English language is spoken The new educative law puts emphasis on the acquisition of strategies for our students to face all types of texls. The objectives established consider the necessity 10 deal with continuously English texts practising the four abillies: reading, writing, speaking and listening. Moreover, texts are significant resources to transmit sociocultural and literal aspects and they are also @ tool fo transmit to our students some of the basic and indispensable competences such as competence on linguistic communication. All topics related to types of texis such os uni 29, 30, 33, 34, 25, ond 36 are interrelated and they will always be treated as a whole. | will divide this topic into six general parts: starting with @ definition of the term discourse tex!. Secondly, | will duction Continue with the usage and structure of narrative texts and its functions including some linguistic considerations. Thirdly, 10 toke into account the different types of speech and the treatment of time in Topics telat Tele: Mafana: 610 900 111 Tarde: 610 888 870 ‘woww.e-ducali.com UNIT 3277IGLESA [CENTRO DE OPOSICIONES narration. To conclude another relevant aspect to be dealt with is the voriely of narrative text models and its application in an English language classroom. : In this topic we will study one of the most outstanding linguistic speech category in a communicative process: the narrative text 1, DEFINITION When Gnalysing the different types of discourse we will bear in mind the main types of tex! Descriptive texts Argumentative texts Expository texts Dialogical texts Narrative texts eee . All of them have their own features but they could be linked by a common purpose: “To give information to the reader or istener Each of them will point out ils main objective as in the case of % Narrative texts: tells o story by a narrator which happens in a concrete fime, selting or under specific circumstances. It expresses a set of events ordered chronologically. Nevertheless the facts narrated could be defined as real or imaginary ones, bul always taking place in a temporal dimension, Here many kinds of possibilities of expressing a narrative discourse will be dealt with from th simplest one [the anecdote} fo more complicated ones such as fable or parable. Narration involves a wide range of perspectives where the role of the narrative author will be on ‘observer of the events fold, Thal is fo say, a narrative text is nat anly a succession of presented actions but also in a coherent and chronological way. Here, we will take into many useful linguistic figures from unil 29 and 30, In fact this type of text is applied in everyday life, for instance. in TV programmes, in personal debates, news, documnentary programmes, telling jokes, monologues by comic actors, Our students will practise the narration in an easy way since they tell us problems in class, when we ask them abou! the last weekend, nex! holidays, etc. Indeed the reading skil will be also a remarkable tool in the consolidation and practise of this text. However the mixture of all the communicative skills by means of the usage of a narrative text will be probably the perfect technique to acquire a complete control and understanding (On the other hand, the election of the point of view related to altitude and opinions thought by the wiiter/ reader/ listener wil depend on the position from which he tells his story. He will permit us to see. and appreciate all the aspecis he wants. He is defined as the pertect controller of the story. Linked to this specific aspect, the author will decide about the usage of lexis, syntax and other linguistic items. 2. STRUCTURE From the linguistic point of view, o narrative text may be divided into the following parts: UNIT 3272a PROFESORES DE SECUNDARIA-LENGUA e-ducalia | iymeameseyetenere te gers S38 GENTRO DE OPOSICIONES @ SETTING: i! shows he context where the events take place. In this introductory part of the story ils oim wil be the introduction of the characters, situation and place, and as well as the time. Considering it as one of ihe most relevant parts because of the necessity to create an allractive background 10 motivate the listener//reader of the story. Harry Poller i inroduced: He is an orphan who lives with his undesirable aunt, uncle and cousin, He has on unhappy life Inere until he receives a letter which tells him he is a wizard who belongs to another world: Hogwards school. | © COMPLICATION: | involves all the events exposed in a conflict structure. The characters and their action wil be changing progressively, ‘At Hogwards he Wroins to be a wise wizard but his slay is complicated by a serious of actions [carried out by vilains: Draco, Professor Quil, trol ¢ RESOLUTION: The own word includes the definition. It implies the resolution of the conflicts and problems that we will deal with a back to @ balanced situation. _ in the fist book, Horry ond his friends resolved the enigma and defeal the evil wizard Voldemore This narrative structure is peculiar mong a wide range of literary writers such as Agatha Chiistie, Edgar Alan Poe, etc The components of narrative texts are the following: based on the populor novel about Harry s Potter y Author of teller: &.J. Rowling f pot Story or tale: story of a wizard called Horry Potter ey Addressee or reader: vast number of teenagers and adults all around ff the wot To octieve 0 consideroble Success fn the Usage ofthis ex! the treatment of time wal be gs Says present in our inc Finoly, fo promote ond widen the teolmen! of naations in class we wil defend the proposals of cxgoring contests of fale, 0 eloborale personal songs Fop., to nonale popuorWachions, wbOn legends and soon Invshot To wile or Tel in a narolive woy will help our studenis mprove ther language ond Vocebuiry Hote, we wl os wel propose oclniles for wing such o: eompostons Biographies ot tomovs people, pos! experiences mn joumneys holdoys. ete 3. CHARACTERISTICS Throughout this section our goal as English language teachers will be 1o lead our sludents in the election of the wide range of possibilities when telling the facts, The term narrative point of view is linked fo Ihe constant progression of the story: how, when, where the plot will be taken place, and the character's participation and contribution in the events, Hence, we should make the following distinclion: 3 groups @ The omniscient narrator © The limited point of view Tele: Mafana: 610 900 111 Tarde: 610 888 870 wow. 2-ducalla.com‘ PROFESORES DE SECUNDARIA-LENGUA INGLESA calia pmmgewessenresramresterrerst erat e-d CENTRO DE OPOSICIONES @ The combined point of view (© THE OMNISCIENT NARRATOR In fact itis the most common one used in literature. Some criics defined it as a Godlike position ‘above the characters, knowing heir thoughts and feelings at every moment. It s considered os 0 guide especially in novels where the characters reveals their opinions and experiences in an interesting way. This narrator is introduced in Ihe third person and somelimes he can adopt the fist person of plural (we): “Emma”, Jane Austen. (© THE LIMITED POINT OF VIEW Il the nartator decides to use this technique he will have to choose among the use of third person oF fist person, * The third person narrator: the narrator employs the third person but there is a lack of control by himself. He does not know the character's feelings or thoughis. He expresses everything from a privileged angle but in third person. He remains outside the narrative. Some grammarians call this type of narrator “Intrusive narrator" because the pronoun "I" is used to refer himself; however, this will create an interruption of the narration. In shor, its goal should be fo remain outside the narrative plot. © The first person narrator: here, the narrator parlicipates in the plot of the story. He expresses his own point of view by using “I” pronoun. He will adapt a role within the characters of the plot. He will clso be the main conductor of the events from his privileged position. He could manipulate and change the story. Two main aspects will be taken info account: = He originates the impression of fidelity and truth in a real life. = The author's opinion will be apart from the narrator's one, for instance it could be ‘opposite to the narrator's opinion. Here in the first person we can find it in novels such as “Princess Diono's biography’ ©THE COMBINED POINT OF VIEW It may be used more than one narrator in order fo introduce the plot. These narrators could use not only the fist person bul also the third person narrator technique. This technique can be found in "Canterbury ales", Chaucer where he presents a wide range of stories told by the comments of another third person narrator. Besides. another remarkable exomple of using many 1! person narrators is shown in the so- called "Chinese boxes”. This implies the possibilty of including one story inside another like a set of boxes. Some famous authors who used this technique: Emily Bronte, Browning. Another sort of narrative point of view technique is the "Eplstolary novel itis consider as a sort of interior monologue where the novel is written without any distinction in letters belween the characters involved. This technique will help the choracters express their feelings ond techniques. Finally, the "Bouncing point of view” used especially by Fosler "Howards end” where the shifting of view point from one narrator fo another is possible. Besides, this technique can be shown in Dickens "Bleak house” which is narrated from two completely different points of view: 3 person and |" person in Past tense. 4, TYPES OF SPEECH The narrator's choice of speech will be determined by the degree of neamess or remoteness in the character's actual words. A speech con relate what a person says in two main ways: Direct speech and Indirect speech @ DIRECT SPEECH: It is carried out in present tense and we report the original speaker's exact words. Besides, remarks are placed between inverted commas, and a comma or colon is placed immediately before the remark. It is found in different narrative books, plays, quotations and. has a more dramatic effect. This allow the characters to speak by themselves. A great deal of writers use this kind of speech in their novels: “Fielding, Defoe, Greene, Goldwing” when using of Direc! speech both positive and negative aspects can be found: Tele: Mahan: 610 900 111 Tarde: 610 888 870 wow o-dueatia.com Nir 3274(CENTRO BE OPGiICIONES @ To provide the character autonomy: they speak by themselves) @ To create a feeling of naturainess, proximity: use of the original register © To offer stylistic voriely of dialects and registers This implies an abrupt integration when changing from Direc! speech to Indirect speech, @ INDIRECT SPEECH: We give the exact meaning of a remark or a speech without necessarily using the speaker's words. It has no comma and “thal” can be omitied after say/iell Its used in conversations reporled verbally and some changes ore necessary. Here. we will nol appreciate a sense of naturalness and autonomy. We may find a more neutral style in the use of the register. In short, we wil be aware of the concep! of indirectness. FREE INDIRECT SPEECH: it offers us Ihe opportunity 1o mix some characteristics from the diect speech and others from indirect speech. It may be summarized as a half-woy stage belween both of them: In Harry Potter we can read: "Suddenly uncle Vemon ordered Hany fo go To his room to make no noise and fo pretend not to exis!" Or we can read” Go to your room and make no noise”, snarled uncle Veinon ‘As we all know, Harry Potter is the main characler of the novel with other principal supporting characters: Ron and Hermione, As secondary characters help fo create the development of action: Hagrid, Aunt Petunia, uncle Vernon, Draco, etc. And finally, a collective term appears when inslead ‘of narrating the story of a character tells the story of a group: a report about the victims of a terrorist attiack to foreign people in India. = fe a Mt does not include a reporting verb, each sentence is used as an independent unit, not subordination. Moreover, in the last century, this was a useful technique in the description of the “interior monologue" and the "stream of consciousness” by writers such as Virginia Woot 5. THE CONCEPT OF TIME IN NARRATION As far as time is concerned, the most and easiest order in speaking and wiiting is chronological, Time in narrative texts can vary trom caphaies ow. ‘Orlando®, Virginia Woolf lite “A Portrait of an Artist as @ young man”, _Jomes Joyce 201s “War and Peace”, Tolstol days “A Study in Scarlet”, A.C.Doyle I day orhour_ “Ullyses", James Joyce The idea of timing in a narration is an essential requirement in order to achieve a coherent tex! Narration suggests a chronological order as well as an organization of events, both real or fictional as well as the place: we can use real places “historical texts, reports and news, biographies", "most of Dickens’ works which take place in London” and “death on the Nile” by Agatha Christie” occurs in Egypt. Relerring to the fictional places we can find "Lords of the rings", “Hony Potter”, Alice in Wonderland by Louis Carol, "Gulliver's travel” by Swill, etc. The use of Tels Mantana: 610 900 111 Tarde: 610 888 870 wow e-ducalia.com UNIT 32/5[CENTRO DE OPOSICIONES. temporal adverbs and expressions is also possible in order fo help in the organization of the narrative texts: when, afterwards, before, then. later. Furthermore, the authors can also use ellipsis choosing the moments thal the author considers interesting for instance: Hany's story when he is a baby and rapialy the story is unfolded fo the time when he is 11 years old, acceleration, deceleration, repetitive and interactive techniques, Thus the extent of lime thal evens are supposed to presenting those events is offen not the The verbal tense used in this lype of fexis is normally the Pos! tense but sometimes the Present lense could be used Io give o sense of vividness, Moreover, other varieties of past tenses wil be available in such structure: past continuous, past perfect, etc. (On the other hand, talking about time, another temporal item to be dealt with will be the Anachrony: this means the lack of a chronological order. Nevertheless, when norrating the evenis in a retrospective way (from fulure lo pas!) we are talking about Analepsis. and on the contrary. when talking or writing from preseni to fulure: giving information about events that have not happened yell the facis in a prospective way we will called this process Prolepsis, Finally, referring to time features, we do nol finish this point without mentioning the Flashback technique, which would permil the narrator fo go back emphasizing the parts of the story he/she wished. 6. OTHER FORMS OF NARRATIVE In narrative texts a set of varieties may be found ‘ANECDOTE: a very brief story where all ihe elements are brought fogeiherin a very short space of time. Itis considered as the most popular and simplest. H ind PARABLE: they hove in common a moral sense in their plots. They could be known: {ds expository narratives. Their main purpose will be to ilustrate. They can be found in the Bible (Old Testaments."The hare and the tortoise” by Aesop. SATIRE: Tt is 0 Soff way of a direct attack, a way of expressing negative opinions or feelings: "Gulliver's Travel” by Swift IRONY: an indirect way of telling @ slory, always mixing the reallly and fiction FACTUAL NARRATIVE: is a record of aciual events, hisforical events, biographies and news slory. FICTIONAL NARRATIVE: story which although we have no record of ils actually having happened, it is told as if it were true: simple narrative, story and novel. For instance: “The Quixole" by Cervantes: Once there lived in la Mancha a man called Quixote, ‘ele: Mafana: 610 900 111 Tarde: 610 888 870, wn e-duealiacom UNIT 3276= : -ROFESORES DE SECUNDARIA-LENGUA INGLESA SSe-cducalia ewes rere are CENTRO DE OPOSICIONES 7. CONCLUSION (0 Conclude | wil highligh! the ideo that leaming English is not just learning @ second language, but discovering a practical usage of il. In this way itis very useful for our students to be aware of the most important of having a communicative competence in foreign language. in this case English language making use of all the grammatical aspects which can be suilable for our students In this study we have attempled lo take o faith view of the dislinction among the different types of fexls since we can see a connection between ils learning ond the communicative process. Het wh we will present our sludenls the narralive models in English Language regardin: their form. function and usage of their parts. To teach them implies nol only to widen their academic knowledge bul clo fo deal with Phonology, grammar, lexicon, and semantics in order to achieve a successiul level of communicative competence. This grammatical information wil be taken info practice in our everyday speech ond This must encourage our students fo have the bes! monagement of i We must no! forge! thal it will be present in the teaching leaming process from Ihe lowest levels in the fist cycle of CSE since second of Bachilleralo where our sludenls will be completing their knowledge in a progressive way. Therefore, this topic is of great importance in the language cannol be separated trom its speakers, aspects that our students will be able to understand ar| accuracy of the language. Tels: Matana: 610 900 111 Tarde: 610 688 870 8, BIBLIOGRAPHY: BIBLIOGRAPH HATCH, Discourse and Language Learning HALLIDAY AND HASSAN. Language, Contex! and Text VAN DUK, Handbook of Discourse Analysis, VAN DUK. Tex! and Context QUIRK. // LEECH, G. & Grammai of Contemporary English. Longman, london, 1972 THOMSON, A.J AND MARTINET, A.V. A, practical English Grammar, Oxford University Press, 1968. Dictionaries: FOWLER, H.W. A dictionary of Modern English Usage. Oxford 1927. The Oxford English Dictionary www wikipedia.org www brilannica.org la bl UNIT S27