Back to Basics. REED Study Day June 22, 2010 10 Tammuz 5770 Dr. Debbie Lifschitz. Issues with Narrative Language. Students sometimes lack narrative schemata Students sometimes have difficulty translating the linguistic cues into mental visualizations.
REED Study Day
June 22, 2010
10 Tammuz 5770
Dr. Debbie Lifschitz
I Chunking the text
In relation to the story “The Countess and the Impossible”:
Questions which focus on recall:
Sequence of events are either micro or macro.
Write a significant sequencing question for the story “The Countess and the Impossible”.
Questions about setting are applicable when the setting is significant, or when there are several settings involved.
Write a question about the countess, and another one either about the narrator, or about the connection between the narrator and the countess.
Questions about actions and situations.
Questions about explicit causality.
Questions about explicit motives.
Write a question on an aspect of plot.
Spoke precise English, was American, was not rich, liked having guests, hit the kids with her cane if they didn’t behave
The narratee is sometimes anonymous/ amorphous/ anyone or a specific person or group of people.
The narratee may also be the reader, whether s/he is addressed (explicit) or not (implicit).
Narrators and Narratee
(his name was Shahryar)