NARRATIVE
A spoken or written account of connected events; a story.
One of the dilemmas when it comes to teaching students how to craft a text is that they cannot see whole the picture. The lack of perspective and attention to detail - whether it is through creative or formal writing - and understanding of the 'who, what, where, when and why' in a narrative can suffocate student's in their writing. I am certain that all English Literature/Language teachers can relate and understand this. Assessment feedback is usually marked by repetitive guiding questions, highlighting grammatical errors - it can seem like an endless and tedious list of 'corrections to be made.' But without this (correction and order), students would not be able learn and amend what needs to be corrected.
An assessment that I am currently marking is AS 91480 (Close Viewing) for Level 3 English. At times I feel like I am rehashing the same feedback and it can be draining going through the same content BUT there is a silver lining in all of this. The dialogue online and in person with my students around the feedback has helped to improve their narrative writing, their opinion and take on the assessment. For some the result is immediate and for others it takes time to sink in, nonetheless this conversation around the correction needed with their narrative is important. Without it the students would not have the right tools to make the improvement that is required. It isn't rocket science, this is a give-in with all teachers. Constructive feedback results in better learning outcomes.
Students would not be able to develop and build on their argument without the guiding questions. Students would not be able to understand that their perspective is needed and important in understanding their topic without the questioning or challenging their opinion. When crafting a text conversational teaching and learning is important to nurture the narrative. This is all part of a healthy discourse in a teacher/student relationship that ultimately is geared towards providing a favorable outcome for the student. In order for the desired outcome to come to light (to be more engaged with writing, to be more critical when analyzing a text - just to name a few) - constructive feedback, correction and order is needed from teachers. It needs to be authentic and specific to the student's needs and ability. The students need to be able to understand the expectation and the teacher needs to communicate this effectively.
This lack of perspective and awareness of 'who, what, when, where and why' is not just an isolated issue in the English literature classroom. This is an issue and concern that is ingrained in behavioral issues outside of the classroom. Our youth live in a world where the culture around them (no I am not referencing their heritage) but the youth culture - is a space where the need to prove and publicize every move and every event is as teenagers say 'Bible'. The urbanized definition of 'Bible' is not associated with the stories of God and faith but is a term where it is 'used to express ultimate honesty, or to show that you are not playing around. Derived from the act of swearing on the Bible.' Our young people are impressionable and influenced by behavior and attitudes that at most times can have a negative impact on their perspective and understanding of the world and their place in it. Their ability to make sound decisions - decisions that show a degree of compassion towards others - is measured by this culture that dictates otherwise. When they are corrected or reminded that this attitude is unacceptable, they struggle to understand 'how' or 'who' they have affected.
The narrative that our young people write for themselves can be incredibly frustrating especially when educators, mentors and the community are trying to push them to drive a new narrative. With my students the gaps in their written narrative are gaps that have been addressed before but the 'correction' provided does not seem to stick. From the classroom to world, this gap is often seen in the poor behavior and choices that our young people fall for time and time again. The narrative at some point becomes a resurgence of the same story, same plot, same antagonist, same protagonist, same villain and the ending - well, much of the same. What will it take to change the narrative?
ALTERNATE ENDING
An alternate ending is an ending of a story that was considered or even written
Changing the narrative for the behavior of our young people is a process. It is an ever evolving process that requires patience, vision and leadership. It is an undertaking but like constructive feedback with writing, young people need constructive feedback with their behavior. They need to understand that there are consequences for their actions. Correction and order is needed in order for the change in the narrative to be effective. If we aspire of an alternate ending, the road to getting there may require hard truth and consequences to be implemented. In the written narrative, the power of WORDS can influence the shift in the plot and in the development of the character. How we correct and speak to our young people can have a lasting impression on how they see themselves. With writing it is easy to accelerate the outcome and to see the end the result. In dealing with young people, I cannot say that this result will act immediately. However WORDS do have power and it is important that not just teachers but all those in influential roles and those who are responsible for young people, that they use their words well to correct what needs to be corrected. To help alternate the ending and change the narrative.
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