"Story" refers to a narrative written discourse. "Grammar" usually is described as the study of words (morphology) and how they come together to form sentences (syntax). However, in reference to "story grammar", "grammar" means "elements". Therefore, "story grammar" addresses the elements of a story. These include but are not limited to: the title, author, setting, main characters, conflict and resolution, events, and conclusion. Some additional elements that may be specified under "events" are: the initiating event, internal response, attempt, consequence, and reaction.
Story grammar is a type of strategy for cognitive literacy for elementary school students. Story Grammar aims to improve students’ comprehension in reading by giving them a framework they can use when reading stories. Simple stories are reading material we most often present to young children. Those with experience in reading or whose families emphasize reading can understand the basic structure of the stories and appreciate them. Students who have little experience with stories because of their family situation and other students with physical disabilities that affect reading, including those with learning disabilities, hearing or speech deficits, may benefit from explicit instruction in story grammar.
Propp, Levi-Strauss, and Bartlett originally did research on narrative structure. In 1975, Rumelhart organized the information into story grammar and focused on cause and effect. In 1977, Mandler and Johnson used story grammar in the form of tree diagrams for a more in-depth diagram of relationships between the story elements. This approach was then simplified by Beck and McKoewn in 1981. More Related Questions & Answers...