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NARRATIVE WRITING.

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Writing the Narrative Essay

Mar 19, 2019

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Writing the Narrative Essay. DEFINITION:. A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and

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DEFINITION: A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and share your experience.

Qualities of a Good Narration Essay • Limited Focus • Thesis/Main point • Lively, Specific Details • Natural use of language • Clear Story Structure or Organization

Limit Your Focus • Decide where your story should begin and where it should end. • Limit your story. Can you narrow it down to a single event or a single day? • Fill in the blanks: The time I realized ______ all started when _________.

Good Narrative Focus? • The night I got arrested was the most harrowing night of my life. • My trip to Spain changed my life in so many ways. • The day my dog Buddy died was the day I realized that pets really are part of the family. • Being in the army was an experience I’ll never forget.

Know the Point of Your Story • The point of your story is also your thesis • Your thesis is the main idea that you wish to convey to your readers. • Your thesis should be supported with plenty of details and examples.

Winning Thesis Statements: The night I got arrested was the most harrowing night of my life. While I was sitting in my cell, I realized that my life was headed down a dangerous path and if I didn’t turn around quickly, I might lose myself forever.

Winning Thesis Statements: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it.

Winning Thesis Statements: Although the first week of boot camp was filled with discipline and suffering, I believe that I finally grew up that week—though I wouldn’t have admitted it at the time.

USE DETAILS • Describe the place --describe in “snapshots” --Use all your senses • Describe people --use dialogue, when appropriate --describe significant features and gestures Caution: Don’t go overboard! Choose details wisely.

Use Clear, Natural Language Avoid being too informal or using slang: Oh, man, let me tell you, as I got close to the top of that mountain, I looked up to the top, and I thought, “Whoa, dude…this is so awesome.” It was the coolest thing I ever saw. I knew right then that if could conquer that sucker, I could conquer any damn thing.

Avoid being too formal or too stuffy: As I labored to trudge to the pinnacle of the great mountain peak called Mount Whitney, I paused for a wondrous moment to cast my eyes upon the top of that snowy, lustrous peak, and imagined that if I could accomplish this amazing feat, I could, perhaps climb any mountain on earth.

Improved: As I approached the jagged, snow-covered peak of Mount Whitney, I felt a surge of pride—I knew if I could do this, I could do anything.

Organization Your paper will contain an Introduction, Body, and Conclusion, just like most essays, BUT --Your thesis can appear anywhere in the essay --Your Introduction may begin the story. --Your Introduction may include some background information

SAMPLE OUTLINE Thesis: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it. • Introduction: Background Information • A. Why I was in Spain • B. Who I went with • C. When this happened • My first day in Spain when I felt overwhelmed and a little • scared. • A. Finding my way around the subway • B. Getting lost • Discovering the most beautiful Church • A. Feeling closer to God • B. Admiring the beauty of the medieval church

IV. Going to the art museum in Madrid • A. Seeing that famous painting by Picasso • 1. Describe the look of agony on the man’s face • 2. I never realized how a painting can capture so • much emotion! • B. Seeing the paintings by Velasquez • 1. Describe the portrait of King Phillip and his family • 2. Explain how there is something creepy about the • picture. • Traveling by train at night to the coast • A. Staring out the window at the starry landscape • B. Realizing how the trip has changed me • VI. CONCLUSION • A. Now I would like to find a job in Spain • B. I want to travel more and be a part of the world.

Narrative Essay Assignment—Choose ONE of the prompts below and write a 2-3 page essay. All papers must follow MLA formatting. First draft due Friday 9/13 Have you or anyone you’ve ever known purchased a product because you thought it would change your life? Tell about your encounter with this product and explain whether or not this product met your expectations. 2. Tell about a time when you found school to be a sanctuary or the opposite. Be sure to describe the place and tell what people did and said there. 3. Write about a life lesson you learned in high school. Show in detail how particular Events in your experience led to these specific effects. 4. Write about the first time you ever tried a food from another country or culture. After describing the specific situation with details about when and where (and how the food tasted, of course), explain what insights –if any—you gained about the culture through its food.

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Narrative Writing - PowerPoint PPT Presentation

Narrative Writing

Narrative writing * * * * * * * * use conflict worksheet for examples. * * * * * * * * * * * * * * * * * * * what is narrative writing a narrative is a story ... – powerpoint ppt presentation.

• A narrative is a story containing specific elements that work together to create interest for not only the author but also the reader.
• This type of writing makes the reader feel as if her or she were part of the story, as if it was being told directly to him or her.
• The who, what, where, when, why, and how outline that gives the narrative direction.
• What is the story about?
• Events unfold as they happen.
• The frame of the narrative.
• Enticing opening to capture readers interest.
• Setting revealed.
• Main characters introduced.
• Conflict presented.
• Characters attempt to resolve conflicts or problems.
• Action progresses sequentially, step by step.
• The turning point of the narrative.
• Reveals the process involved for solving the conflicts.
• Tells how the resolution of the conflicts have affected the characters.
• No new characters or plot ideas introduced.
• Theme or message understood by reader.
• The people, animals, or inanimate objects who are affected by the actions of the plot or who are the cause of certain events.
• Characters, real or imaginative, should be brought to life through the narrative.
• If a character is not described well, the story will not be believable.
• Where and when the narrative takes place.
• Allows the readers to visualize the scenes and the characters in those scenes.
• Although the setting may be clear for the author, he/she must create a picture for the readers.
• The figurative language (similes, metaphors, etc.), sensory imagery, vivid verbs, strong sentences, dialogue, and point of view that makes each author unique.
• Every student has his/her own style and technique. Although we have the same topic, everyone will write differently.
• The problem that must be overcome or resolved so that the readers will not be left hanging.
• Types of Conflict
• Person versus Self
• Person versus Person
• Person versus Society
• Person versus Machine/Technology
• Person versus Nature
• One month ago, Abby was assigned a book to read for a book report. Upon sitting at the computer to work on it, Abby struggled with the decision to do the reading or to surf the web instead. She felt guilty, knowing she should do the work, but was really motivated by her desire to look up new information about her favorite rock band.
• Abby and her best friend Megan are working together on a group project. Abby did not do any work, leaving it all for Megan to do. When the girls get together to do the project, Megan finds out Abby did not do any work. She becomes angry, yells at Abby, and storms out of the room.
• Abby needs to go to the library to begin working on her project. When she arrives, she finds out that juveniles under the age of eighteen cannot enter the library without a parent. Her mom is at work. Abby is mad about this thing, totally out of her control. She writes a letter to the library, expressing her disgust.
• Abby begins her report, finally! All of the sudden, there is a power surge and her computer crashes. She loses all of the information that she has been working on for four hours.
• Abby tries to remember exactly where she left her book for the report. She remembers that she was sitting on a bench outside of her house, so she returns to that spot. She finds it, however, it had rained the night before and the book is in shambles.
• A theme is a message revealed in the story.
• It may be directly stated, like in a fable where the moral is told at the conclusion.
• It may be indirect, leaving the reader to decide the storys message.
• There can be more than one theme for a narrative.
• Who is telling the story?
• First Person point of view
• I as the narrator
• Good for personal accounts.
• Example I will never forget the day that my hamster died
• Third Person point of view Limited
• He, she, it, they perspective
• Written as if the story is observed from outside of the characters.
• Reader must guess the feelings of the characters by their actions and words.
• Example He pounded his fist against the wall and screamed, Let me out!
• Third Person point of view Omniscient
• Narrator can write about the thoughts and feelings of all the characters.
• Example She called him a liar, though she knew he was telling the truth.
• Answering the 5 W and H questions provides the basic info needed to begin a story.
• WHO will be in the narrative?
• WHERE will the narrative take place?
• WHY will the characters do what they do?
• WHAT is the narrative about?
• WHEN will the events happen?
• HOW will the conflict be resolved?
• Using the five senses when writing a narrative helps the reader picture and feel what is going on.
• Describe what you see, hear, taste, touch, and smell to make your reader become involved in the story.
• Figurative Language is the use of descriptive words that bring your reader into the story.
• A simile is a comparison between two unlike things, using like or as.
• Examples Her smile was so wide it looked like a piano keyboard.
• He was as sick as a dog.
• A metaphor directly compares two unlike things without using like or as.
• Example The boy was a golden knight, protecting his little sister from the fire-breathing dragon that lives in the sandbox.
• PERSONIFICATION
• Personification assigns human characteristics and traits to non-human objects.
• Example The pencil fought furiously with the eraser, battling over question number three.
• Hyperbole is the use of gross exaggeration to describe something that could never happen in real life.
• Example The teachers voice was so loud the astronauts orbiting Earth could hear her lecture.
• ALLITERATION
• Alliteration is the repetition of two or more sounds.
• Example The witchs washed-out, withered lips whispered, Watch what awaits you at the bewitching hour! (Alliteration of the W sound)
• ONOMATOPOEIA
• Onomatopoeia is a word that imitates a sound.
• Example The cow moos in the pasture. (Moo is the onomatopoeia.)
• A Final Copy Should Be FLAWLESS!

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Narrative Writing - PPT

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

18 January 2024

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Embark on a comprehensive journey through narrative writing with this Cambridge IGCSE Writing Guide. This resource offers a scaffolded approach, expertly designed to guide students in mastering the curriculum requirements. Aligned with Bloom’s Taxonomy and Common Core Standards for Writing, it encompasses a variety of objectives and success criteria across cognitive domains, ensuring a well-rounded development of writing skills.

Objectives:

This guide aims to achieve various objectives, fostering a deep understanding of narrative writing. Students will recall and identify key elements, demonstrate comprehension of narrative principles, apply skills in creating cohesive stories, analyse narratives for effectiveness, assess writing quality, and ultimately generate original and impactful narrative pieces.

Scaffolders:

To facilitate the learning process, this resource provides essential scaffolders. These include a writing prompt focusing on story content, a planning frame emphasising story structure, and a plot diagram highlighting narrative plot development.

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