Introduction
Writing a narrative report for a research paper requires organizing content in a format that tells a story while conveying key findings and conclusions from the research in an engaging manner. Unlike a traditional research report format which focuses more on objective findings, a narrative report uses storytelling techniques to draw the reader in and maintain their interest through the course of discussing research methods and results. This article will explore the key elements to include in a narrative report format for a research paper and provide examples and guidelines for structuring the report in a coherent story-like narrative.
Abstract
The abstract should contain a brief 200-300 word overview of the full narrative report. It should summarize the research question or problem, methods, main findings, and conclusions in an engaging way to give the reader a taste of the narrative that will follow. For example:
“This study explored how the implementation of a new literacy program impacted elementary students’ reading levels over one school year. Through interviews with teachers and analyzing test scores from 100 students, a story emerged of both successes and struggles as students and teachers alike adapted to the new methods. Overall, the findings suggest that while gains were apparent, additional support may be needed for struggling readers. The narrative report that follows tells the tale of one class’ experience with the program through the eyes of the teacher and select students to provide context around the overall results.”
Introduction
The introduction sets the scene and hooks the reader into wanting to learn more about the research story that will unfold. It should introduce the research problem or question being explored, the purpose and importance of the study, and provide just enough background context without diving into extensive literature reviews. Statistics and references can be weaved into the narrative to add credibility while advancing the story.
For example:
“As the final bell of the day rang out across Smith Elementary, Ms. Johnson anxped back to her classroom to prepare for parent-teacher conferences that evening. As she neatened stacks of students’ writing samples and test scores, she couldn’t help but feel a sense of unease bubbling in her stomach. It had been just one year since the district implemented a new literacy program aimed at improving reading levels, but Will and Jenny—two of her most struggling readers—were showing even slower progress than before. She wanted so badly for both students and administrators to feel the program’s full potential, but what if these results suggested otherwise? This report delves into how the program impacted one classroom over the year through interviews and assessment scores, offering a glimpse into both triumphs and tribulations experienced along the way to shine light on how to better support future implementations.”
Literature Review
Rather than a disconnected listing of sources, the literature review in a narrative report tells the backstory and sets the context around the research problem through a chronological, story-like format. Selected sources are used to progress the plot and build curiosity around what questions still need answering. For example:
“Decades of research has shown that early literacy skills are key to future academic success (Smith, 1999; Johnson & Brown, 2005). National assessments continued to reveal that up to 30% of students struggled to read proficiently by 4th grade, sparking efforts to improve classroom practices (U.S. Department of Education, 2013). One approach that gained momentum was balanced literacy – incorporating phonics, whole language, and comprehension strategies. Wilson’s (2015) evaluation of a local balanced program found gains for most students, yet some still fell behind… Could these mixed findings be explained by looking deeper at specific classroom experiences? This investigation aims to uncover more of the story behind the numbers.”
Methodology
While a traditional report may simply list the research design, sampling approach, data collection/analysis methods etc., a narrative format weaves this information into the storyline. For example:
“To learn more about the highs and lows of implementing the new literacy program, Ms. Johnson knew she needed to hear directly from those involved. She reached out to the district research board explaining her aim to qualitatively analyze one classroom’s journey. Upon approval, she began by conducting individual interviews with Will, Jenny, and three other students to gather a range of perspectives. She also interviewed colleagues to learn how they experienced support and challenges. Meanwhile, she compiled reading scores from district assessments to chart progress over time. After transcribing all interviews herself to fully immerse in the stories, she analyzed for recurring themes. Only then did the full plot begin to unravel before her.”
Findings
Presenting the major themes, examples, insights and evidence from the data in a story format makes the findings more engaging to read compared to a straightforward list. Weave dialogue from interviews and embed direct quotes to bring each theme to life through characters’ voices and experiences. For example:
“Jenny recalled the program’s early days: ‘Everything was so confusing with all the new strategies. I just wanted to stick with what I knew.’ Ms. Johnson noted initial bumps as students adapted. While most caught on quickly, scores showed Will and Jenny continuing to fall behind peers. Their teacher Mrs. Smith shared her own struggles: ‘I attended training but it still didn’t feel like enough. The kids needed so much more support that I wasn’t sure how to give.’ Something shifted mid-year. Will said ‘When Mrs. Smith started pulling small groups, everything made more sense. I finally felt like I was learning instead of being lost.'”
Discussion
Weaving together the findings and literature allows for lively debate around what the results mean. Direct quotes and character “perspectives” advance the discussion in a narrative format rather than a pure summary. Consider different viewpoints and implications. For example:
“Looking closely at these classroom stories, some findings from prior research took on new light. While Wilson found overall gains, this study suggested more support was still needed for struggling students. But had Mrs. Smith not found her stride with small groups by learning on the job, gains may have been fewer. As Ms. Johnson’s evaluation wound to an end, she challenged past notions that teacher training alone ensures success. ‘This program had great potential,’ she thought, ‘but only when teachers could consistently support individual student needs.’ More investigation was still warranted to help students like Will and Jenny meet their full potential.”
Conclusion
Wrap up any loose ends but also tease future areas for exploration. Leave the reader pondering next steps suggested by the research narrative. For example:
“In the end, Will and Jenny’s stories, along with their peers’, suggested both light and shadows when it comes to the new program’s influence so far. As Ms. Johnson finalized her report for the research board and packed up for a well-earned summer, her mind drifted to picturing new avenues that could build on these classroom tales. ‘Perhaps what’s really needed,’ she mused, ‘is not just the right literacy strategies, but figuring out how to individuate support so each student sees their full story of reading achievement unfold.’ She smiled thinking of the book that could still be written to learn just how.”
Andrew Stroud