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Playful punctuation in primary children's narrative writing.

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Title: Playful punctuation in primary children's narrative writing.
Authors: Burrell, Andrew1, Beard, Roger1 r.beard@ucl.ac.uk
Source: Research Papers in Education. Apr2024, Vol. 39 Issue 2, p249-276. 28p.
Subject Terms: *Applied linguistics, *Primary schools, *Social networks, Linguistics, Quotation, Allusions
Abstract: Framed within the fields of applied linguistics and language play, the writing of three attainment groups of 9–11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an imaginative narrative. The scripts were from a larger repeat-design study of writing development that addressed a range of linguistic features. It became apparent that the scripts contained a range of language play features, including the use of ludic punctuation, and these were then systematically studied. A total of 71 stories were analysed to identify and categorise the playful punctuation that the children used in this writing task. A range of ludic punctuation was found, most notably in the use of quotation marks, exclamation marks and question marks. In contrast, the asterisk, interrobang, underlining, brackets and dash were used infrequently. There were clear differences between the attainment groups in the content and range of these uses. The findings indicate that 10–11 year-old children find that narrative writing offers a range of opportunities for creative and playful uses of punctuation, even though they were not prompted to do this. The findings also suggest that such uses – like language play as a whole – warrant further investigation. [ABSTRACT FROM AUTHOR]
Copyright of Research Papers in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Playful punctuation in primary children's narrative writing.
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  Data: <searchLink fieldCode="JN" term="%22Research+Papers+in+Education%22">Research Papers in Education</searchLink>. Apr2024, Vol. 39 Issue 2, p249-276. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Applied+linguistics%22">Applied linguistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Quotation%22">Quotation</searchLink><br /><searchLink fieldCode="DE" term="%22Allusions%22">Allusions</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Framed within the fields of applied linguistics and language play, the writing of three attainment groups of 9–11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an imaginative narrative. The scripts were from a larger repeat-design study of writing development that addressed a range of linguistic features. It became apparent that the scripts contained a range of language play features, including the use of ludic punctuation, and these were then systematically studied. A total of 71 stories were analysed to identify and categorise the playful punctuation that the children used in this writing task. A range of ludic punctuation was found, most notably in the use of quotation marks, exclamation marks and question marks. In contrast, the asterisk, interrobang, underlining, brackets and dash were used infrequently. There were clear differences between the attainment groups in the content and range of these uses. The findings indicate that 10–11 year-old children find that narrative writing offers a range of opportunities for creative and playful uses of punctuation, even though they were not prompted to do this. The findings also suggest that such uses – like language play as a whole – warrant further investigation. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Research Papers in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02671522.2022.2125053
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      – Code: eng
        Text: English
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      – SubjectFull: Applied linguistics
        Type: general
      – SubjectFull: Primary schools
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      – SubjectFull: Social networks
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      – SubjectFull: Linguistics
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              Text: Apr2024
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