STORY STRUCTURE ANALYSIS

PURPOSE OF THE STRATEGY

Story mapping (Beck, McKeown, & McCaslin, 1979) is a planning tool. Beck et al. have suggested that this activity should be undertaken by teachers before teaching a story. The structure of a story has been described as a story grammar. A narrative is centered on three basic elements of setting, plot, and theme but underlying these elements is an intricate chain of events: the initiating event, an internal response, an attempt, an outcome, a resolution, and a reaction. As each of these events leads to the next, a causal chain is formed. When a teacher analyzes the structure of a story, informed decisions can be made about what, when, and how to teach. The story grammar also allows students to identify how the general framework of a story. This identification leads to deeper understanding of the text as students explore both explicit and implicit elements in the story. Comprehension and retention of information are enhanced.

DIRECTIONS:

STEP 1

Have students choose a favorite text or one that they have recently read. Ask them to think of the characters and actions that occur in the story. Allow opportunities for students to share these episodes or characters with the rest of the class.

STEP 2

Show students a sample story grammar on an overhead. Discuss the terminology, asking students to clarify terms that are difficult.

The initiating event: An idea of an action that sets further events in motion.

An internal response: The protagonist's inner reaction to the initiating event, in which the protagonist sets a goal or attempts to solve a problem.

An attempt: The protagonist's efforts to achieve the goal or alleviate the problem. Several attempts, some failed, may be evident in an episode.

An outcome: The success or failure of the protagonist's attempts.

A resolution: An action or state of affairs that evolves from the protagonist's success or failure to achieve the goal or alleviate the problem.

A reaction: An idea, an emotion, or a further event that expresses the protagonist's feelings about the success or failure of goal attainment/problem resolution or that relates the events in the story to some broader set of concerns.

From: Vacca & Vacca text, p. 257

STEP 3

Distribute the story grammar handout to each student. Have them read a short story that you have chosen and fill out the sheet, including the specific details. Allow about 20 minutes for this activity. When students have finished the activity, have them discuss their answers in pairs or groups.

STEP 4 Return to a blank overhead of the story grammar and fill in results together. Discuss answers. Allow for variable answers, realizing how each student's previous experiences and background knowledge may color their interpretations.

STEP 5

Have students complete individual analyses of short stories or novels that you are studying in class. Allow these to be finished as homework. These will be handed in to check for comprehension.

ASSESSMENT

The story grammar allows the teacher to assess his/her own understanding of a given text, to prepare to teach the text in a more meaningful way, and also to discover how much students understand about the story. It encourages broader thinking and questioning about motives and intentions of the main characters as well as examination of underlying themes and conflicts within the text.