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<p>Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised writing assessment in 2022 (NAPLAN). The analysis focused on eight figurative devices identified in the primary year levels of the <i>Australian Curriculum: English</i>, including alliteration, assonance, idiom, metaphor, personification, simile, hyperbole, and onomatopoeia. The findings revealed the extent to which the high scoring students used these devices in their narratives, as well as patterns in their use of figurative language to serve their writing purposes, enhancing the quality of their narratives by communicating themes related to the prescribed topic of bravery. The results have several implications for writing-related policies, assessment, and primary school teaching practices.</p>

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Figurative language and narrative writing: insights from high-achieving primary school students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月30日

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  • Damon P. Thomas,
  • Jack Walton,
  • Ken Tann,
  • Kelly Shoecraft,
  • Nathan Lowien,
  • Andrew Scott

摘要

Figurative language is a prominent feature of contemporary primary/elementary English curricula globally, yet little is known about how students at different stages of primary school use figurative language in the context of narrative writing. This study presents a detailed analysis of the frequencies and uses of figurative devices in narratives written by ten Australian Year 3 and Year 5 students who scored highly on Australia’s standardised writing assessment in 2022 (NAPLAN). The analysis focused on eight figurative devices identified in the primary year levels of the Australian Curriculum: English, including alliteration, assonance, idiom, metaphor, personification, simile, hyperbole, and onomatopoeia. The findings revealed the extent to which the high scoring students used these devices in their narratives, as well as patterns in their use of figurative language to serve their writing purposes, enhancing the quality of their narratives by communicating themes related to the prescribed topic of bravery. The results have several implications for writing-related policies, assessment, and primary school teaching practices.