Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox

By R. Berman, Bracha Nir-sagiv. 2007

297 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/aa081188914cac02fec37c6b35c2f5979e004b78

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In Experimental and Cognitive Psychology

In Language and Linguistics

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Citations in the corpus

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “In contrast to narrative organization skill which is well-achieved by age 9 to 10, knowledge of how to structure expository discourse constitutes a later development that seems to consolidate only around high school age (Berman & Nir-Sagiv, 2007).”
Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, methodology): “[175_TD$DIFF]b) Abstract nouns: using a four-level semantic abstractness scale (Berman & Nir-Sagiv, 2007; Ravid, 2006), nouns used in students’writingwere categorized into: concrete objects or proper names (e.g., bike,Mary); categorical and generic nouns (e.g., people, doctor); abstract but…”
Developing Noun Phrase Complexity at School Age: A Text-Embedded Cross-Linguistic Analysis (2010, background): “…colloquial, personalized, and interactive, while written language represents a depersonalized ‘discourse stance’ (Berman, 2005), one that is more formal and detached (Biber, 1998; Ravid & Tolchinsky, 2002) and better planned and more organized (Berman & Nir-Sagiv, 2007; Ravid & Berman, 2006).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “Additionally, given that different textual genres have distinct requirements in terms of both organizational principles and linguistic expression (Berman & Nir-Sagiv, 2007), it cannot not be assumed that the proposed model generalizes across genres.”
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, unknown): “Taken together, the longer pauses and slower writing fluency in opinion essays compared to stories corroborates the assumption that expository writing is cognitively more challenging than narrative writing (Berman & Nir-Sagiv, 2007; Olive, 2004).”
The Extended Transportation-Imagery Model: A Meta-Analysis of the Antecedents and Consequences of Consumers' Narrative Transportation (2014, unknown): “Third, young children develop narrative processing abilities before analytical processing abilities (Berman and Nir-sagiv 2007).”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, background): “Expository and narrative texts are two distinct genres of text structure that differ with regard to the “underlying principles of organization—schema-based in narratives and category-based in exposition” (Berman, 2007, p. 79).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “Previous research suggests that narrative organization is well achieved by age 9 to 10, whereas knowledge of the global structure of expository discourse progresses gradually and consolidates only around high school age (Berman & Nir-Sagiv, 2007, p. 96).”
Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation (2011, methodology): “For example, in their influential series of cross-linguistic developmental studies comparing the linguistic features of student writing in two genres, Berman and her colleagues (see Berman & Nir-Sagiv, 2007; Berman & Verhoeven, 2002; Jisa, Reilly, Verhoeven, Baurch, & Rosado, 2002; Tolchinsky & Ro”