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L’habileté à raconter est importante à acquérir chez l’enfant. Qu’est-ce que cet apprentissage nécessite et comment se déroule-t-il? Et que peut faire l’adulte pour soutenir l’enfant? 
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The influence of the Mind Mapping model on the narrative essay writing skills of experimental studies in seventh grade students of SMP 11 Kota Jambi. This research is an experimental research that aims to: (1) describe the value of narrative essay writing skills of students who learn to use...
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It’s no secret that storytelling is powerful, but crafting a compelling story is hard work. Here's how to weave your next narrative, using mind mapping.
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Shawn recently blogged an interesting post on how to develop your narrative competence. The value of a developed sense of narrative competence is well recognised in the …
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Gale Academic OneFile includes Developing Story Writing Skills with Fourth Grade Stude by Humeyra Uysal and Sabri Sidekli. Click to explore. The aim of this study is to develop story-writing skills by using the mind map method of fourth grade primary school students. In this respect, the study was designed as a mixed-method research in which quantitative and qualitative research is used together. Quantitative dimension of the study pre-test the post-test was designed as qualitative dimension action study with semi-experimental model. The sample of the study is composed of three classes at the fourth-grade level of two equal state schools in Mentese district of Mugla province during the fall semester of 2016-2017 academic year. One of the three groups was chosen as the experimental group and two were selected as the control group. Studies have been made to experiment group; writing story with mind map method, to first control group; story-writing-work with homework, to second control group; the study was carried out in line with the Turkish Course curriculum. In the workshop carried out with experimental group, students were given a mind map study during 1 course, story maps and story writing studies during 1 course. The workshop lasted 10 weeks. In the workshop made with the first control group, students were asked to write stories by using the given subjects. No intervention was taken into the second control group. As a result of the study, it was concluded that the mind map method applied to the experiment group was more effective than other workshops. Keywords Writing Story writing Mind map Story writing-work Mixed method
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This study aimed at investigating the impact of picture storytelling and Mind Maps as pre-writing tools for cochlear implanted student. Action research was conducted to improve cochlear implanted learner’s narrative writing skills with the aid of picture storytelling and mind maps.
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Conclusion The overall findings show that picture storytelling and Mind Maps proved to be an effective tool used to aid cochlear implanted learners’ progress in their writing. Picture storytelling and Mind Maps are effective because the components used to create them i.e. organisation, easy recall, making associations and breaking information in suitable paragraphs compliment a cochlear implanted learner’s strengths while attending to their weakness.
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