Vivid elements in Dutch educational texts
Educational publishers often make their expository texts more vivid, by making them emotionally interesting,
concrete and imagery-provoking, and proximate in a sensory, temporal, or spatial way. Previous studies have found mixed results
regarding the effects of vividness on the attractiveness, comprehensibility, and memorability of educational texts. In order to be
able to account for these mixed results, we chart and describe the various ways in which educational texts can be made more vivid.
Drawing from the literature on narrativity, we define prototypical narrative elements in the educational domain (i.e.,
particularized events, experiencing character, landscape of consciousness), and demonstrate that Dutch Social Studies and Science
texts apply these elements in varying combinations. Subsequently, we illustrate how texts can be given a voice by imitating a
direct, “here and now” author-student interaction.
Article outline
- 1.Introduction
- 2.Strategies of vividness: Narratives
- 2.1What is a narrative?
- 2.2Fully narrative texts
- 2.3Expository texts with narrative characteristics
- 3.Strategies of vividness: Elements of voice
- 4.Discussion and conclusion
- Notes
-
References
References
Abbott, H. P.
(
2008)
The Cambridge introduction to narrative. New York: Cambridge University Press.
Bal, M.
(
1997)
Narratology: Introduction to the theory of narrative. Toronto: University of Toronto Press.
Beck, I. L., McKeown, M. G., & Worthy, J.
(
1995)
Giving a text voice can improve students’ understanding.
Reading Research Quarterly, 30(2), 220–238.
Best, R., Floyd, R. G., & McNamara, D. S.
(
2008)
Differential competencies contributing to children’s comprehension of narrative and expository texts.
Reading Psychology, 291, 137–164.
Bogaert, N., Devlieghere, J., Hacquebord, H., Rijkers, J., Timmermans, S., & Verhallen, M.
(
2008)
Aan het werk! Adviezen ter verbetering van functionele leesvaardigheid in het onderwijs [
Get to work! Advice for improvement of functional reading skills in education]. Den Haag: Nederlandse Taalunie.
Bruner, J.
(
1986)
Actual minds, possible worlds. Cambridge, MA/London: Harvard University Press.
Cervetti, G. N., Bravo, M. A., Hiebert, E. H., Pearson, P. D., & Jaynes, C. A.
(
2009)
Text genre and science content: Ease of reading, comprehension, and reader preference.
Reading Psychology, 301, 487–511.
Cupchik, G. C., & Laszlo, J.
(
1994)
The landscape of time in literary reception: Character experience and narrative action.
Cognition & Emotion, 8(4), 297–312.
Evers-Vermeul, J., & Holtermann, M.
(
2013)
Doorlopende leerlijnen: implicaties voor leveling van leer- en examenteksten voor het middelbaar onderwijs [Continuous learning: implications for the leveling of learning and examination texts in secondary education].
Tijdschrift voor Taalbeheersing, 35(1), 1–24.
Garner, R., Gillingham, M. G., & White, C. S.
(
1989)
Effects of “seductive details” on macroprocessing and microprocessing in adults and children.
Cognition and Instruction, 6(1), 41–57.
Genette, G.
(
1982)
Figures of literary discourse (
M.-R. Logan, Trans.). New York: Columbia University Press.
Green, M. C., & Brock, T. C.
(
2000)
The role of transportation in the persuasiveness of public narratives.
Journal of Personality and Social Psychology, 79(5), 701–721.
Fludernik, M.
(
2009)
An introduction to narratology. London/New York: Routledge.
Harp, S. F., & Mayer, R. E.
(
1998)
How seductive details do their damage: A theory of cognitive interest in science learning.
Journal of Educational Psychology, 90(3), 414–434.
Herman, D.
(
2009)
Basic elements of narrative. Malden: Wiley-Blackwell.
Hogeweg, L., & de Hoop, H.
(
2015)
Introduction: The flexibility of pronoun reference in context.
Journal of Pragmatics, 881, 133–136.
Inspectorate of Education
(
2006)
De staat van het onderwijs. Onderwijsverslag 2004–2005 [
The state of education. Educational report 2004–2005]. Den Haag: Den Haag media groep.
Inspectorate of Education
(
2017)
De staat van de leerling [
The state of the student]. Utrecht: Inspectorate of Education.
Jannidis, F.
(
2003)
Narratology and the narrative. In
T. Kindt &
H. H. Müller (Eds.),
What is narratology? Questions and answers regarding the status of a theory (pp. 35–54). Berlin: Walter de Gruyter.
Jansma, N., van Kleunen, E., & Leenders, E.
(
2011)
Lezen onder de loep: Voor docenten Nederlands en vakdocenten in het vmbo-mbo. [
Reading under the microscope: For teachers of Dutch and subject teachers in pre-vocational education – intermediate vocational education]. Enschede: SLO.
Kintsch, W.
(
1998)
Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Kintsch, W.
(
2013)
Revisiting the construction-integration model of text comprehension and its implications for instruction. In
D. E. Alvermann,
N. J. Unrau &
R. B. Ruddel (Eds.),
Theoretical models and processes of reading (6th ed., pp. 807–839). Newark, DE: International Reading Association.
Labov, W.
(
1972)
Language in the inner city: Studies in the Black English vernacular. Philadelphia: University of Pennsylvania Press.
Land, J. F. H.
(
2009)
Zwakke lezers, sterke teksten? Effecten van tekst- en lezerskenmerken op het tekstbegrip en de tekstwaardering van vmbo-leerlingen [Less skilled readers, well-built texts? Effects of text and reader characteristics on text comprehension and text appreciation of students in pre-vocational education]. (
Doctoral dissertation Utrecht University). Delft: Eburon.
Nisbett, R. & Ross, L.
(
1980)
Human inference: Strategies and shortcomings of social judgments. Englewood Cliffs, NJ: Prentice-Hall.
Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M.
(
2005)
A theoretical framework for narrative explanation in science.
Science Education, 89(4), 535–563.
Onega, S., & Landa, J. A. G.
(
1996)
Narratology: An introduction. New York: Longman Publishing.
Prince, G.
(
2003)
A dictionary of narratology (2nd ed.). Lincoln: University of Nebraska Press.
Richardson, B.
(
1997)
Unlikely stories: Causality and the nature of modern narrative. Newark/London: University of Delaware Press.
Rimmon-Kenan, S.
(
2002)
Narrative fiction: Contemporary poetics (2nd ed.). London/New York: Routledge Taylor & Francis Group.
Romero, F., Paris, S. G., & Brem, S. K.
(
2005)
Children’s comprehension and local-to-global recall of narrative and expository texts.
Current Issues in Education, 8(25), 1–11.
Rosch, E.
(
1973)
Natural categories.
Cognitive Psychology, 41, 328–350.
Ryan, M. L.
(
2007)
Toward a definition of narrative. In
D. Herman (Ed.),
The Cambridge companion to narrative (pp. 22–35). Cambridge: Cambridge University Press.
Sanford, A. J., & Emmott, C.
(
2012)
Mind, brain, and narrative. New York: Cambridge University Press.
Toolan, M.
(
2001)
Narrative: A critical linguistic introduction (2nd ed.). London: Routledge.
van Krieken, K., & Sanders, J.
(
2016)
Diachronic changes in forms and functions of reported discourse in news narratives.
Journal of Pragmatics, 911, 45–59.
van Silfhout, G.
(
2014)
Fun to read or easy to understand? Establishing effective text features for educational texts on the basis of processing and comprehension research. (Doctoral dissertation Utrecht University). Utrecht: LOT. Retrieved from:
[URL]
Zwaan, R. A., Langston, M. C., & Graesser, A. C.
(
1995a)
The construction of situation models in narrative comprehension: An event-indexing model.
Psychological Science, 6(5), 292–297.
Zwaan, R. A., Magliano, J. P., & Graesser, A. C.
(
1995b)
Dimensions of situation model construction in narrative comprehension.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 211, 386–397.
Cited by
Cited by 2 other publications
Mensink, Michael C., Panayiota Kendeou & David N. Rapp
2021.
Do different kinds of introductions influence comprehension and memory for scientific explanations?.
Discourse Processes 58:5-6
► pp. 491 ff.
van Krieken, Kobie & José Sanders
2021.
Storytelling on Oral Grounds: Viewpoint Alignment and Perspective Taking in Narrative Discourse.
Frontiers in Psychology 12
This list is based on CrossRef data as of 10 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.