Gonzalo Aranda Faúndez y Carmen Díaz Oyarce, 2017: "La presencia de elementos de conexión y de
progresión temporal en narraciones escritas:
una mirada a la realidad escolar nacional",
Onomázein 38, 233-262.
The narrative text is the highest unit of communication whose length varies and whose principal
objective is communication (Pérez & Vega, 2001). When constructing a narrative text,
students principally go about constructing and linking ideas (Shiro, 2001). This type of text
is a complex and deeply heterogeneous unit (Adam & Lorda, 1999). It is noteworthy that a
narrative text must always have a series of logical events, connected in such a way that they
will be able to follow a development of ideas that will necessarily explain some other event.
The present study examines the performance of children in their fourth year of schooling in
municipal, subsidised, and private schools, with respect to their use of connective elements and temporal progression in the production of written narratives. The sample consists of
300 narrations extracted from the corpus of the national applied writing exam (SIMCE, 2009).
On this basis, connective and verbal structures present in the written narratives were analysed
in light of linguistic structures that were validated in accordance with the theoretical
framework of the study. The results obtained indicate that textual connectives and elements
of temporal progression present in the written narrations of the children studied are determined
by the type of school that the children attend. In particular, the subsidised establishments
are characterized by a greater use of verbal structures while municipal schools present
a greater use of connectors linked to the central development of the story.