personal recount essay introduction

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How to Write a Personal Recount

Last Updated: January 17, 2024 Fact Checked

This article was reviewed by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 127,674 times.

Writing a personal recount requires you to retell an activity or event that happened in your own life. You must structure your story in a way that makes sense while using language that matches the same purpose.

Considerations

• The first thing you need to understand is the writing prompt itself. If your teacher asks you to write about a favorite holiday memory, your recount needs to describe something that happened during a holiday. It should not describe a favorite memory that happened in school, after class on a normal school day, or during a normal weekend.
• Pay attention to requirements concerning length, as well. Your teacher may tell you how many words, pages, or paragraphs your recount needs to be. If these instructions are not included and you aren't sure about how long the piece must be, consider asking your teacher directly.

• Most recounts are meant to inform, entertain, or do some combination of the two. Personal recounts are generally written for entertainment, but if your teacher asks you to describe an event he or she was not present for—like what happened during your last sports game or during a time when a substitute teacher led class—you also need to make sure that you provide plenty of accurate information about that event.

• For classroom purposes, your recount will usually be written for either your teacher or your peers. Your teacher will want to see that you followed the instructions he or she provided. Your classmates will usually want to be entertained with a story they can enjoy or relate to.

• For example, if you need or want to write a personal recount about a fun summer memory, you probably shouldn't write about your best friend moving away. As a sad memory, describing the loss of your friend won't create the “fun” mood your recount is supposed to have.

• Choose something simple. For instance, a recount about your favorite pet might be titled, “My Favorite Pet.”

• Identify the participants. Even though a personal recount must retell a story from your own life, other people will probably be involved in your story, too. Mentioning these individuals early on will prevent the reader from being surprised or confused later.
• Explain when the activity happened and where it happened, as well. These details are crucial if you want your readers to understand the events of your story.
• For example, if you choose to write about a beach vacation spent with your family, consider starting with something like, “I spent the first week of July with my mother, father, sister, Uncle Eric, and Aunt Lydia. We stayed at a hotel on the beach.”

• For instance, if school was canceled for the day because of a major blizzard, you should mention the blizzard first, followed by the discovery that school was canceled. Write about what you did with your day off only after explaining why you had that day off.

• As a general rule, only describe events that the reader would not be able to predict. When writing a personal recount about your weekend, you could describe the games you played, the people you met with, and any special treats you may have enjoyed. You do not need to explain that you went to sleep each night or ate breakfast each morning, however, since those are things your teacher expects you to do every weekend.

• For personal recounts that cover an extended period of time, each paragraph might describe one easily separated portion of that time. A recount about your weekend might include one paragraph for Friday evening, one paragraph for Saturday, and one paragraph for Sunday. A recount about your summer might include one paragraph for May, one paragraph for June, one paragraph for July, and one paragraph for August.

• This is especially important when you are writing a personal recount about someone or something important. Personal recounts about your favorite pet should include a description of how your pet looks. Personal recounts about your grandparents should include descriptions of how your grandparents look and sound.

• Consider including a personal opinion about what happened. For instance, you might say conclude a personal recount about your Christmas with a statement like, “This past Christmas was very fun.”
• You may also need to conclude by describing the outcome of the activity. If you are telling a recount about your visit to the doctor, end with an explanation of what your doctor told you or what medicine he or she gave you. [3] X Research source

• For a personal recount, you need to describe how you felt and what you did. Doing this will be impossible if you do not tell the story from your perspective.

• The words “played,” “raced,” and “painted” describe the actions you and your cousin performed.
• It makes more sense to say that you performed these actions than to describe these events without saying anything about doing them. A description of the park you raced to won't make sense if you don't first explain that you raced to it.

• This means converting all of your verbs to the past tense. Instead of saying that you “enjoy” eating at your favorite restaurant, you will need to write that you “enjoyed” eating at your favorite restaurant.
• For most verbs, you can change them to the past tense by add “-ed” to the end of the verb. Examples include: enjoyed (enjoy), played (play), visited (visit), walked (walk)
• For some verbs, several letters within the word will change and no “-ed” is needed. A few common examples include: ran (run), ate (eat), went (go)

• Transitions describe the order of events. A few examples include: first, next, later, meanwhile, then, finally
• First , I did _________.
• Next , we went to the ______.
• Later , I decided to ______.
• Meanwhile , my parents were ______.
• Then , all of us ______.
• Finally , we ended the day by ______.

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• ↑ https://englishonline.tki.org.nz/English-Online/Planning-for-my-students-needs/Resources-research-and-professional-support/Features-of-text-forms/Recounts
• ↑ https://www.ziptales.com/pdfs/scripts/write-recount.pdf

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Personal Recount: Using FATS to Develop Dilemmas

• Posted By Randall Chew

Hi everyone, I’m Ms Atifa, an English teacher at Lil’ but Mighty. Have you ever had a tough time in a situation where making a choice seemed impossible? I’m sure that you have, and you might also know that such a situation is called a dilemma.

A dilemma refers to a situation where a difficult choice has to be made, and often, both of the choices carry some form of undesirability. For instance, imagine you and your best friend won tickets to a concert by your favourite artist. When you asked your parents if you could go, they firmly told you that you couldn’t. However, your best friend told you that you could lie to your parents in order to attend the concert without their knowledge. Your mind was fraught with the question: Do you listen to your best friend and tell a lie to your parents, or do you listen to your parents and miss an opportunity of a lifetime?

When writing a Personal Recount essay, you can use this particular literary device to add depth to the incident that you are retelling. In case you have forgotten, let’s briefly recap what a Personal Recount entails. This particular type of essay requires you to recount an incident that you have experienced which is related to the topic. When writing a Personal Recount, you can use the following structure to organise your ideas:

• Introduction – start with an interesting hook to entice your reader
• Background Information – this is where you provide important information that willhelp your reader understand the recounted experience
• Recount • Rising Action – this retells the events the lead to the climax • Climax – this represents the most exciting part • Falling Action – this part recounts the events that resulted from the climax
• Reflections – this last paragraph usually shows what you took away from the recounted experience

The Climax of the Recount would be the most important part of your entire essay. This would be where the writer encounters a problem and displays some form of struggle that needs to be overcome in the Falling Action. Hence, the Climax is a great place for you to introduce a dilemma.

When writing a dilemma, you can use the F.A.T.S. technique, which stands for:

• F acial Expressions

Let’s see how we can apply F.A.T.S. to develop a dilemma according to the following essay question:

Write about a time when you did something just to impress someone which you later regretted. (O Level 2020 Paper 1 Section C)

First, think of a dilemma you would have that is relevant to the topic. To do so, use the 5W1H questions to help you, for example: Who did I want to impress? What did I do to impress him/her? Where did this incident take place? The resulting dilemma could be something like this:

The most popular student in school dares me to steal a book. Do I listen to him or do I refuse?

Then, plan how you can develop the dilemma using F.A.T.S. Take a look at the table below. In the left column are questions for you to consider to help you think of some ideas for each part. On the right are some examples of phrases you can use when describing the above- mentioned dilemma:

The final step is to put everything together. The paragraph should look something like this:

Take note of how the final choice made by the writer relates closely to the question, i.e. since the first part of the question is about doing something to impress someone, the writer makes the final decision to steal the book in order to impress Ben the bully. Remember this when you are crafting your dilemma for the Personal Recount that you are writing.

Now, it’s your turn to try! Using F.A.T.S. , think of a dilemma you would have for the following topic, and how you can apply F.A.T.S. to develop it:

Write about a time when you disappointed someone close to you.

Remember to follow the steps I have outlined above to help you get started. First, think of a dilemma that is related to the question. Use the 5W1H questions to help you brainstorm some ideas, for instance: Who was the person that I disappointed? What action did I do that disappointed this person? When did this take place?

Here is an example of a possible response:

While sitting for my end-of-year examination, I notice my best friend cheating and looking at answers from a slip of paper under the table. Do I tell our teacher about her actions and risk disappointing my beloved friend, or do I keep quiet and carry the burden of ignoring her dishonest actions?

Next, develop the dilemma using F.A.T.S. by using the questions below to help you. Remember to jot down your ideas next to the questions:

Putting everything together, you should have written something like this:

Again, remember to show how the final choice made is closely linked to the question, i.e. the writer makes the final decision to inform the teacher about her friend’s dishonest act and in this way, disappoints her friend who would have expected the writer to cover for her.

Also, notice how S (Speech) is not present in the dilemma. This is because the situation the writer finds herself in (taking an exam) does not lend itself to the use of speech. Hence, whilst using F.A.T.S. will help you to develop your dilemma, you should also take heed to ensure that its usage fits the situation in the recount. If you find yourself being unable to use any part of F.A.T.S. , you can try to describe more of the other parts, like how in the example above I have included more descriptions for A (Actions) and T (Thoughts), to ensure that the dilemma is still well-elaborated.

I hope you give this practice a try, and remember to explore using a dilemma in your Personal Recounts if it is relevant to the topic. Don’t forget to apply the F.A.T.S. technique to develop your dilemmas as well. Happy writing!

ENGLISH COMPOSITION PLAN? WHAT’S THAT?

Good writers plan. They think through what they want to write before they actually write.

Before writing a story, some good writers may write their plans down or draw a mind map.

Sometimes, they SEEM like they are not planning but actually, they already know what is necessary for a good English Composition (due to numerous practice!) and have formed a mental plan in their minds.

It all starts with a plan. With a good plan, half the battle is won before you even start writing.

• Find Out More

In her time teaching, she has incorporated elements of drama into her classes to engage her lower primary students. She tries her best to get to know all of her students and is always keen to find out each of their interests and hobbies. She believes that each student has personalised needs, and aims to make lessons fun and helpful for all of her students.

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The Correct Techniques for Writing a Personal Recount Composition

Personal recount compositions depend on these factors.

Creativity and Style - Your ingenuity in building up a story that seems Original. (it may not be)

- And the way you interpret the Key Words.

Why do I think these are important?

1. For a personal recount essay, you really need to do STORYTELLING. The story must capture the imagination of the reader. I will share some tips below about how you can do this.

2. You need to think out of the box. Please reject those hackneyed plots. Examiners have seen too many of those. If you do want to use a common idea, make sure that you infuse it with some style. And that brings me to the next point.

3. Style is everything. You can use it to dress up an old story. You can create humour or you can make it nostalgic. Everything depends on your approach. The entire story can come to life and project different messages depending on your style.

4. The keywords are an indication of the path you should take. The question wants you to only use the ideas from the keywords and you need to expand it so that you may extract some points from it.

Let me expand on these ways of building up a composition that is attractive and follows the keywords stated in the question.

STORYTELLING

I mentioned that this is an important technique. What is that?

It is the ability to tell a story from the source point to the end. The ending should be a revelation of how the story projects morals or values. There should be wisdom to impart at the end and the way you perceive that you have changed. Of course, storytelling works best in personal recount, narrative and reflective essays. It is important to note that every composition tells a story and it is usually based on ‘you.’ You will reflect the way the wisdom is gleaned at the end.

In order to do this, you will need to start from the point where it all started. In other words, you will trace the story to the point when the entire pattern of trouble began. And the story should wind its way towards the end where the sole purpose of having told that story is revealed. It is to show that you had surpassed those obstacles to become the wiser young man or woman that you are today.

That is the entire purpose of storytelling.

THINKING OUT OF THE BOX

Why do you do this and more importantly, HOW?

i) You need to do this as your composition will be lacking in ideas and your organisation will be ineffectual. There will not be much to organise if your story does not have enough ideas.

Ideas are like the arteries in your story. The flow of ideas will reflect how appealing your story is.

How do you actually think out of the box?

There are a few ways of doing this.

Firstly, you may turn to many sources for your story. It is rather easy. Just turn to news articles, stories from books, or even tv stories. Then try to blend it in a way that it reflects the main purpose of the question.

Secondly, you may do this by thinking of something new on your own. You may be inventive. Of course, you may choose to combine a new idea with an old one.

You may even pick a theme from a popular movie. Just make sure that it relates to the question.

Take your pick. You decide which way the story will flow.

The style you choose to use is up to you. You will need to decide if you want to project it as something whimsical, moralistic or something verging on fantasy.

Always try to inject it with your own opinions. The way you narrate is important as it reflects your style. Feel free to offer your opinions. Be subjective and dare to drift from the way you have always written.

These are the bread and butter of your essay. If you did not examine the keywords, then you will probably get it wrong.

The keywords are like the guiding light. They ‘signal’ you and tell you where to go.

You will need to understand what it means and expand it. Once you have got the big picture, you may start writing your PEEL. All PEELs are related to keywords.

Once you follow this pattern of writing, your essay will be precise.

These are the tips for today and I hope you will use them well when writing a Personal Recount composition.

Following all 4 tips will certainly ensure that your composition will reach a much higher standard for your exams.

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Instructions to Write a Personal Recount

Last Updated: Start 15, 2023

wikiHow is a “wiki,” similar to Wikipedia, which means the many of our articles are co-written by multiple authors. The create all article, 13 people, some keep, worked to edit and improve it over time. This article has have viewed 106,008 times. Learn more...

Writing a personal recount requires you to re-tell an activity or event that happened in your own life. You must structure your past by a way that manufacture sense while using choice that matches the same purpose.

Considerations

• The first thing you need to understand is the writing prompt itself. If your teach asks you until start about a favorite holiday working, your recount needs to describe something that occurred when a holiday. It should not describe a favorite memory that happened in school, after class on a normal school days, or during a normal weekend.
• Pay attention to requirements concerning size, as well. Your master may tell you how many words, pages, or paragraphs owner recount needs to be. When these user are not included and you aren't sure regarding how long the fragment must be, consider requesting your teacher directly. Story Recount Writing Frames

• Largest describes are meant to inform, entertain, or do any combination of the twos. Personen recounts have generally writing for entertainment, but if my tutors asks she to describe an event he or femme was not present for—like whichever happened during your last sports game or during a time while a spare teacher led class—you also need to make sure that him making plenty of accurate information about that event. [1] X Exploring source

• For class purposes, your recount willing mostly be written for either insert tutors or your peers. Your teacher will want to see so you succeeded the directions he or she provides. Your classmates will usually wanted to be entertained with a story them can enjoy with relate to. How to Type a Recount - Ziptales

• For example, with they needed or want to written ampere personal recount via a fun summer memory, her probably shouldn't write with get our your moving away. As ampere sad memory, describing of loss of your friend won't create one “fun” setting your recount is supposed go have. This KS1 Story Recount How Frame is a excelling tool for practising writing.  It's divided into sections that support students describe one various stages von a story.  Use these writing frames in English classes or set them as class for thine students.  Wait, there's more... Accomplish you like your story books to get with an extra challenge? Person also perform puzzle adventure books location you can look for clues and undo riddles while him read! Try outward our Twinkl Puzzled Excitement Books, including Adventure the Dragon Castle, The Theatre of Magic and The Lost Astronaut.

• Choose something simple. For instance, a recount concerning your favorite pet might be titled, “My Favorite Pet.”

• Identify an registrants. Even nonetheless a personal recount must retell an story from choose own life, select people desire probably be included at your story, too. Referring these individuals early on will prevent the reviewer from being surprised or confused later.
• Explain when the activity happened and location it happend, how well-being. Dieser details are crucial if you want your readers to understand who events for is story. Select to write a count
• For example, if you click up write about a shore vacation spent with your family, consider starting with something like, “I spent the first week starting July on my mother, daddy, sister, Kinsman Erich, and Grandma Lydia. We remaining at an hotel on the beach.”

• For instance, while school was canceled required the sun because of a major blizzard, you should please the blizzard first, traced by the discovery that school was canceled. Write about what it did with get day off only afterwards explaining conundrum you had that day off. What is adenine recount? It's a personal narrative. Here's an example: Skydiving will precarious. My friend went skydiving. It made his first jump. He was.

• Because one general rule, alone describe events that of reader would not been ably to prediction. When print a personal recount about your weekend, they could describe the games you played, the people you met with, and whatsoever special treats you may have thoroughly. You do not needed to explains that you went to sleep each night or eatable bed all morning, but, since who are articles autochthonous teacher expects you go do every week.

• For personal count that lid an extended period to time, each paragraph energy describe one easily separated portion in that time. AN recount about your end force include to paragraph for Jomaa evening, one paragraph for Saturday, and one paragraph for Sunday. A recount info your summer magisch include neat header for May, one paragraph used Jun, one clause required July, and one paragraph for August.

• This is especially important at him are writing one personal replay about someone or something vital. Personalities recounts about your favorite pet need include a narrative of how your pet looks. Personal recounts about your grandparents should include descriptions of how yours grandparents look press sound.

• Consider including a personal opinion about what happened. For instant, you might say conclude a personal recount about your Christmas with a statement like, “This past Christmas was ultra fun.”
• Thou allow additionally need to conclude through reporting the outcome of the activity. Whenever you are telling a narrate about your visit the the doctor, end with with explanation of what your doctor told you or about medicine boy or she gave you. [7] X Research sources

• For a personal recount, you needing to describe how you felt and what you did. Make this will be unable if you to not tell the story from your perspective. Counted Stories.pdf

• The words “played,” “raced,” and “painted” define that actions you and your niece performed.
• It makes moreover sense to say that thou executing these actions than to describe these events without verb anything about doing them. ONE description are who park you competed the won't make sense if you don't first explain that you raced to it. How to Write a Recount Text (And Improve your Writing Skills)

• This means converting all off your verbs to the past uptight. Instead of saying ensure she “enjoy” eating at your favorite restaurant, you wishes need to write that you “enjoyed” eating at your bookmark restaurant. Conclusions 1 - 24 of 280+ ... The Print Center activity extends a reading lesson, in whose students are asked for recount the important ...
• For most verbs, you can transform them to the past tense by add “-ed” to the end of the verb. Examples in: enjoyed (enjoy), played (play), visited (visit), marched (walk) How to Write a Individual Recount: 15 Stair (with Pictures)
• For few verbs, many letters within the word will change and no “-ed” is needed. A few common examples include: raced (run), ate (eat), proceeded (go)

• Transitions describe the order from events. A few examples include: first, next, later, meanwhile, subsequently, finally
• First , I did _________.
• Move , we went to the ______.
• Delayed , I decided to ______.
• Meanwhile , my parents were ______.
• Then , all of us ______.
• Finally , wee ended the time by ______.

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• ↑ https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/z6698xs
• ↑ https://englishonline.tki.org.nz/English-Online/Planning-for-my-students-needs/Resources-research-and-professional-support/Features-of-text-forms/Recounts
• ↑ https://www.ziptales.com/pdfs/scripts/write-recount.pdf

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5 Easy Recount Writing Lesson Plans students love.

Our students encounter recounts in many shapes and forms.

From factual recounts in the form of newspaper reports, historical documents, and biographies to imaginative A Day in the Life of- type recounts and recounts based on personal experiences, this is a very diverse text type.

 Luckily, despite the wide variety of recount categories, they each share some standard features that, once learned, our students can confidently produce their own versions of the different recount types.

 In this article, we’ll take a whirlwind trip through all the stages our students need to master to produce a well-written recount.

 You’ll take your students from defining a recount’s purpose through its planning and preparation and on to the writing and final editing process.

 So, without more ado, let’s get started on How to Master Recount Writing in a Single Week .

 RECOUNT WRITING LESSON PLANS

Day 1: the purpose of a recount.

 Before students can begin to produce their own recount texts , they’ll need to have a clear grasp in their minds on the exact purpose of that recount is. This is better demonstrated than explained.

 A fun way to demonstrate the purpose of a recount to your class is to play the game Two Truths and a Lie with them.

 To do this, ask the students to think of two fantastic things they have done. They should write these down secretly on a piece of paper.

 Now, ask the students to make up one thing they haven’t done. They should add this to their secret list too.

 The students then jumble up the order and take turns reading their list to the class. The class must attempt to identify the ‘lie’ by taking a vote a class vote.

 Play this game for a few rounds and then explain to the class that they have just been writing recounts; two are factual, and one is fictional. Inform your students that recounts retell experiences or events from the past.

The Types of Recounts

Recounts come in many different forms. Ask your students to identify as many different types of recounts as possible. If the school library is available, perhaps you could challenge them to browse the texts to identify as many distinct types of recounts as possible.

Alternatively, you could provide a selection of different recount texts for the students to sort and categorize in class. Some common recount types include:

●      Diaries

●      Biographies

●      Autobiographies

●      Letters

●      Trip Reports

●      Historical Reports

●      Newspaper Reports

●      Witness Statements

Spend some time discussing the different purposes of the various texts. Relate the purpose to the title of each text. Generally, a recount’s primary focus is encapsulated in the title, e.g. My First Day at College , An Eventful Trip to Madagascar , An Accident on Highway 6 , etc.

To get some practice at writing titles that sum up the main focus, finish today’s session by asking students to write titles for the two truths and one lie they wrote for the activity earlier. They can share and discuss these at the end.

A COMPLETE UNIT ON TEACHING RECOUNT WRITING

MASTER RECOUNT WRITING  with this complete  EDITABLE UNIT  that ensures your students learn how to retell events with accuracy and energy.   covering  PERSONAL, FACTUAL, LITERARY  and  HISTORICAL RECOUNTS.

Teach your students to write AMAZING RECOUNTS in various styles with this COMPLETE 78 PAGE UNIT . No preparation is required.

Day 2: The Structure of a Recount

Now your students have a clear sense of the purpose of recounts, they’ll need to become thoroughly familiar with the main features and foibles of this text type – and that’s where Day 2 comes in!

Though your students will be aware at this stage that there are many different types of recount, they must understand that a generic structure is underlying all of these.

Essentially, there are four questions that students will need to answer in their recount, no matter what type they’re writing. We can refer to these as The Four Pillars of a Recount . These pillars are:

• Who? Who are the main participants/characters in the recount?
• Where? Where did the events happen?
• When? When did the events happen?
• What? What happened?

One activity that can help get your students to think about these four pillars is organising them into pairs and providing them with some sample texts. They can then work together to identify the answers to the four ‘pillar’ questions. These they can then present to the class.

We can further organize recounts into three main sections:

• The Orientation
• The Conclusion

Writing The Orientation of a Recount

In the orientation or introduction, the student sets the scene for the reader regarding characters, setting, and context. The orientation will provide the reader with all the necessary background details to understand what the recount is about. It answers three of the four pillar questions, e.g., Who? Where? and When ?

Writing The Events within a Recount

In the body paragraphs of a recount, significant events are related in a chronological sequence, that is, in the order they happened. This section, usually the longest of the three sections, answers the fourth pillar question, i.e., why?

Getting students to draw up timelines of recent events in their lives can be a helpful way to illustrate the concept of chronology.

Writing The Conclusion of a Recount

Explain to the students that a recount conclusion comes at the end and usually contains a final evaluative comment on the writer’s thoughts or feelings about the events or experience described. This is where the writer makes any personal comment, opinion, or interpretation of the events.

It can be helpful at this point to ask students to identify where the conclusion begins in several different recount texts by identifying the features of a conclusion as described in the previous paragraph.

You could also encourage the students to write their own brief conclusions for the Two Truths and a Lie paragraphs they wrote in the previous activity, including an evaluative comment on how they think or feel about the event – the two factual ones!

Day 3: The Features of a Recount

So far, our students have been looking at recounts in rather broad strokes. Now, it’s time to drill down in more detail and examine the genre’s specific language features .

Firstly, by its very nature, the events described in a recount have already happened, so the fact that they are written in the past tense should be evident to our students. Once students understand this, it will help them identify the correct verb form for their writing.

To reinforce this, you might give students some photocopies of recounts and ask them to work in small groups to highlight all the verbs in the past tense they can identify.

When writing recounts, verbs are what drive the action. Students should take the time to select the most suitable verb for the job at hand. Thesauruses can be handy tools to help here.

As the students begin to organise the chronology of the events in their recounts, time connectives such as first , then , next, etc., are used to help sequence the text’s body paragraphs.

There are numerous time connectives for students to familiarise themselves with. It’s worth taking the time to brainstorm as many of these as possible, working together as a class. Compile them all into a comprehensive master list of time connectives such as:

•   First
• Finally, etc.

 When the class has done this, they are now perfectly primed to write a paragraph or two relating their experiences from yesterday’s Two Truths and a Lie game in a little more detail and the form of a recount.

 To do this, have the students use the timelines they drew up yesterday and their list of connectives.

 One final language feature for students to consider is their use of nouns. To clarify their writing, students should be as specific as possible when choosing words to identify people, places, times, and events.

 This means opting for proper nouns where at all possible. For example, instead of writing ‘the ocean’, encourage the student to name the ocean, e.g., ‘the Pacific Ocean. Rather than write ‘the girl’, use her name or job title.

 Less obviously, common nouns such as ‘car’ can be replaced by the model (e.g. Ford Focus) and where substitution with particular brand names and models isn’t an option, encourage students to get more specific by adding a few well-chosen adjectives.

CLICK HERE TO SEE OUR FREE RECOUNT WRITING PROMPTS

Day 4: Planning and Preparation

The purpose, structure, and features of the recount are securely in the bag; it’s time for students to plan and prepare to write their own.

You could give your students free rein to write a recount on a topic of their choosing. However, restricting their choice in this instance will provide them with one less thing to focus their energies on, leaving the way clear to focus on the writing alone.

Trips are often a rich vein to tap when it comes to recount writing, and in recent times, virtual trips are all the rage due to the worldwide pandemic. You can find a selection of possibilities for virtual trips on this YouTube playlist here: Virtual Field Trips .

Choose a video suited to your class’s age and ability and your preference of video style – some are text-based, and most have voice-overs. You might even be able to create some cross-curricular links by choosing a topic related to your student’s work in the social sciences, geography, etc.

Students should watch the video carefully, taking lots of notes as they do so as these will form the basis of their recount.

To help students plan their writing, encourage them to use a mind map. One way to organize their mind map is to write the topic of the recount in the centre of the page and then create branches to answer the following questions:

• What happened?
• When did it happen?
• Where did it happen?
• Who was involved?
• Why did it happen?
• How did it happen?

When the students have finished their mind maps, ask a few volunteers to share their work and discuss it as a class. A mind map such as this is a fantastic planning tool that will make the writing process much smoother for the student.

 Once students have completed their mind map, they can then organise their information into the structure of a recount using a graphic organiser using the headings of:

 Now, with prep and planning in hand, it’s on to Day 5 on the road to recount mastery!

Day 5: Extended Writing

In today’s lesson, students will get stuck into writing their recounts in earnest. Make sure you have enough time set aside for them to complete their draft. For older or higher-ability students, this might mean completing the writing at home over the weekend.

To get started, have a quick question and answer session to review the features and structure of a recount orally. If time allows, this might take the form of compiling a checklist of recount criteria on the whiteboard that the students can refer to during the writing process.

 Sometimes it’s a good idea to set a specific time or length limit for the recount, particularly if you want to ensure they complete their piece within a single class. For example, you might inform students that they have 40 minutes to finish their recount or that they MUST finish their recount within a single A4 page.

 Remind students to refer to their mind maps, graphic organisers, and criteria checklist as they write their recounts.

 If they finish early, they should check their work for grammar, sentence structure , and punctuation.

Fine Tuning

On completing the activities above, your students should have a firm, comprehensive grasp of the main elements of recount writing.

 Once your students have woven these elements together to create their own recount, some opportunities should be provided to improve their initial draft. This may take the form of teacher feedback or peer assessment.

 Reinforce to your students that writing isn’t a ‘ one and done’ process. Becoming a master of recount writing will require editing and proofreading to become a crucial part of the process.

RECOUNT WRITING TASKS FOR TEENS

Personal Recount

Features of a Personal Recount

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15 Inspiring Personal Narrative Examples for Writers

Reveal a part of yourself in your essay.

Students start writing personal narratives at a young age, learning to use descriptive language to tell a story about their own experiences. Try sharing these personal narrative examples for elementary, middle, and high school to help them understand this essay form.

What is a personal narrative?

Think of a narrative essay like telling a story. Use descriptive language, and be sure you have a beginning, middle, and end. The essay should recount your personal experiences, including your thoughts, feelings, and actions.

Learn more about personal narrative essays here:

• What Is Narrative Writing, and How Do I Teach It in the Classroom?
• Engaging Personal Narrative Ideas for Kids and Teens
• Best Mentor Texts for Narrative Writing in Elementary School

Elementary School Personal Narrative Examples

In elementary school, personal narratives might be quite short, just a paragraph or two. The key is to encourage kids to embrace a personal style of writing, one that speaks in their own voice. Take a look at these elementary school personal narrative essay examples for inspiration.

The Horrible Day

“next i fell asleep in my cereal and my brother stole my toast”—anonymous student.

In this short personal narrative written by a 2nd grader, the author describes a bad day with lots of details and an informal tone. It’s a great model for your youngest writers.

Read the full essay: The Horrible Day at Thoughtful Learning

Keep an Eye on the Sky!

“as we made our way out to the field, my stomach slowly turned into a giant knot of fear.” —anonymous student.

Any student who dreads gym class will connect with this essay, which turns a challenge into a triumph. This narrative from Time for Kids is annotated, with highlighted details and tips to help kids write their own essay.

Read the full essay: Keep an Eye on the Sky! at Time for Kids

Grandpa, Chaz, and Me

“i really miss grandpa, and so does my brother, even though he never met him.” —cody, 4th grade student.

Written by a 4th grader, this essay relates the author’s loss of a grandfather at a very young age. Using simple, personal language, they tell a compelling story in a few short paragraphs.

Read the full essay: Grandpa, Chaz, and Me at Thoughtful Learning

Surviving an Embarrassing Situation

“i had made the shot in the wrong basket, giving the green shirts the win” —anonymous student.

Personal narratives tell a story, with a beginning, middle, and end. This annotated essay outlines those parts, making it easier for young writers to do the same in their own writing.

Read the full essay: Surviving an Embarrassing Situation at Sopris West Educational Services

“Do you have a friend who loves you?” —Kendra, 4th grade student

Writing about friends gives writers the chance to describe someone’s physical characteristics and personality. This 4th grade essay uses personal details to bring a beloved friend to life.

Read the full essay: Ann at Thoughtful Learning

Middle School Personal Narrative Examples

By middle school, personal narratives are longer and more involved, telling more detailed stories and experiences. These middle school personal narrative essay examples model strong writing skills for this age group.

“As thoughts of certain death run through my mind, the world appears a precious, treasured place.” —Amy, student

Describing an opportunity to overcome your worst fears makes an excellent personal narrative topic. The vivid descriptions of the landscape and the author’s feelings help the reader make a strong connection to the author.

Read the full essay: The Climb at Thoughtful Learning

The Best Friend Question

“i’ve often wondered, does not having a best friend make me defective” —blanche li, age 13, diablo vista middle school, danville, california.

When her Spanish teacher asked students for an essay describing their best friend, 13-year-old Blanche Li fell back on her standard story: that of a made-up person. Here, she explains why she made up “Haley” and wonders what having an imaginary best friend says about her.

Read the full essay: The Best Friend Question at The New York Times

The Racist Warehouse

“i didn’t know racism was still around; i thought that situation had died along with dr. king.” —alicia, 8th grade student.

Strong personal narratives often relate the way the author learned an important life lesson. Here, an 8th grader describes her first experience with racism, in an essay that will sadly ring true with many readers.

Read the full essay: The Racist Warehouse at Thoughtful Teaching

“For the first time, we realized that we didn’t know how to express our voice, and we always suppressed it.” —Jocelyn C., 7th grade student, Texas

Seventh-grader Jocelyn C. describes the unique experience of spending two years living in an RV with her family, traveling the country. She relates the ups and downs of their trip, illustrating the way her family learned to live together in close quarters and embrace the adventure.

Read the full essay: RV Journey at Write From the Heart

An Eight Pound Rival

“i’m trying to accept that he didn’t mean to dominate the center stage all the time, that’s just one of the many lovable assets of his personality.”.

A new sibling can change everything in a family, especially when you’ve always been the baby. This middle schooler explains her challenging relationship with a little brother that she loves, even when he drives her a bit crazy. (Find this essay on page 42 at the link.)

Read the full essay: An Eight Pound Rival at Teaching That Makes Sense

High School Personal Narrative Examples

High school students have more complex stories to tell, though they’re sometimes reluctant to do so. Reading personal narrative essay examples like these can encourage them to open up and get their thoughts, feelings, and ideas down on the page.

Sorry, Wrong Number

“when i received the first text, i was a playful sixth grader, always finding sly ways to be subversive in school and with friends.” —michelle ahn, high school student.

When Michelle Ahn was 11, she started getting texts for a wrong number, a man named Jared. Rather than correcting the error, she spends the next few years occasionally engaging with his texters as “Jared,” learning more about him. Though she finally comes clean, her time as “Jared” exposes her to a way of life very different from her own, and opens her eyes to the inner lives of others.

Read the full essay: Sorry, Wrong Number at The New York Times

Caught in the Net

“little does everyone else know how often i’m not doing school research or paper writing; instead i’m aimlessly writing emails or chatting with internet friends and family hundreds of miles away.” —kim, college student.

Even before social media and smartphones swept the world, internet addiction had become a problem. Here, a student shares her experiences in AOL chat rooms, meeting people from around the globe. Eventually, she realizes she’s sacrificing life in the real world for her digital friends and experiences, and works to find the right balance.

Read the full essay: Caught in the Net at Thoughtful Learning

Nothing Extraordinary

“an uneasy feeling started to settle in my chest. i tried to push it out, but once it took root it refused to be yanked up and tossed away.” —jeniffer kim, high school student.

During an ordinary shopping trip, high schooler Jenniffer Kim suddenly realizes she’s ashamed of her mother. At the same time, she recognizes all the sacrifices her mom has made for her, and gladly takes the chance to make a tiny sacrifice of her own.

Read the full essay: Nothing Extraordinary at The New York Times

The Pot Calling the Kettle Black

“at this point in life, i had not yet learned to be gentle with myself, or others.” —anonymous student.

A teen who lives with bipolar disorder recounts a difficult conversation with her parents, in which her mother dismisses her as “crazy.” A few years later, this same teen finds herself in the emergency room, where her mother has just tried to die by suicide. “Crazy!” the daughter thinks. After her mother also receives a bipolar disorder diagnosis, the author concludes, “‘Crazy’ is a term devised to dismiss people.”

Read the full essay: The Pot Calling the Kettle Black at Pressbooks

What a Black Woman Wishes Her Adoptive White Parents Knew

“i know that i am different, but do not have the words to understand how.” —mariama lockington.

Though not written by a high schooler, this essay by Mariama Lockington makes an excellent mentor text for this age group. Lockington dives deep into her feelings about being adopted by parents of a different race, and shares her challenges in poignant language that speaks directly to the reader.

Read the full essay: What a Black Woman Wishes Her Adoptive White Parents Knew at Buzzfeed News

Do you use personal narrative examples as mentor texts in your classroom? Come share your experiences and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, strong persuasive writing examples (essays, speeches, ads, and more) ..

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65 Engaging Personal Narrative Ideas for Kids and Teens

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Types of composition essays tested at o level / g3 english.

by LearningGems.sg | Nov 27, 2023 | 0 comments

1. Introduction | Types of Composition Essays Tested at O Level / G3 English

Unlike the PSLE where students are exposed primarily to writing stories , the O Level / G3 English syllabus at secondary school expects students to be proficient in various text types or text genres. Text types refer to different styles of presenting information, classified based on the intent or purpose of the communicator. O Level / G3 English assesses a range of text types, including personal recounts, descriptive essays, expositions  ( argumentative and discursive essays), reflective essays, as well as hybrid or mixed genres.

2. Text Types Tested at O Level / G3 English Exam Essay Writing

2.1 personal recount.

A personal recount is a storytelling form where writers share real-life experiences they have personally lived through. It involves the chronological retelling of a series of events, adopting a first-person perspective and using past tense. Show not tell is also used to craft a vivid, sensory experience for the reader.

A personal recount also delves into the writer’s emotions, thoughts, and reflections throughout the experience. This introspective element adds depth to the storytelling, allowing readers to connect on a personal level and gain insights into the writer’s perspective. Ultimately, a personal recount is more than just a recollection of events. It is an invitation for readers to join the writer on a journey through his memories and emotions.

Examples of Past Year O Level English Exam Essay Questions:

• ‘As I looked back, I realised I had made the right decision.’ What about a time when you felt like this. [O Level 2023]
• ‘I realised that I was much stronger than I had previously thought.’ Write about a time when you felt like this. [O Level 2022]
• Write about a time when you did something just to impress someone which you later regretted. [O Level 2020]

2.2 Descriptive

A descriptive essay is a literary composition that engages the reader’s senses by vividly portraying a person, place, object, or experience. This form of writing intricately weaves together details that appeal to our five senses – sight, smell, hearing, taste, touch. The primary aim is to create vivid mental images in the reader’s mind, transporting them to the depicted scene or experience.

A descriptive essay does not necessarily require a fixed structure. Instead, it focuses primarily on capturing the essence of the topic through a wide array of descriptive language techniques. Examples of descriptive language techniques include the use of adjectives, adverbs, metaphors, similes, personification, and other literary devices to evoke specific sensory experiences. These descriptions can be organised logically or chronologically, depending on the writer’s intent. The result is a vivid, immersive portrayal that captivates the reader’s imagination.

Descriptive essays in the O Level / G3 English exam also quite commonly come in the form of hybrids .

• What is your idea of a perfect afternoon? Describe what you like to do and how it makes you feel. [O Level 2023]
• Some people enjoy being in a crowded place, while others prefer somewhere quieter with fewer people. Describe your perfect place where you want to relax. [O Level 2022]
• Describe the sights and sounds at a busy shopping mall. Remember to describe some of the people there as well. [O Level 2021]

2.3 Exposition

An expository essay is a type of writing which explains, illustrates, or clarifies a topic such that it becomes clear for the readers. It requires the writer to explain an idea, evaluate evidence, or set forth an argument concerning an idea in a clear and concise manner.

There are two primary sub-types of expository texts: argumentative and discursive.

2.3.1 Argumentative

Argumentative essays are designed to persuade or convince the reader to adopt a specific viewpoint or take a particular course of action. They present a clear argument or thesis, supported by compelling evidence, reasoning, and persuasive language.

The structure of an argumentative essay typically includes an introduction that states the thesis, followed by a presentation of supporting evidence and a conclusion that reinforces the author’s position. It may also provide counter arguments and offer rebuttals to refute these opposing arguments.

• ‘Schools should teach practical skills such as cooking and managing our finances.’ Do you agree? Why or why not? [O Level 2023]
• ‘People today are far too easily persuaded to spend money on things they don’t need.’ Do you agree that advertising has made us wasteful? [O Level 2022]
• ‘A happy person is a healthy person.’ How far would you agree? [O Level 2021]

2.3.2 Discursive

Discursive essays are characterised by their neutral and balanced presentation of information. Unlike an argumentative essay, a discursive piece presents different perspectives on a given topic without necessarily taking a clear stance or arguing for a specific point of view. These texts aim to provide a comprehensive overview by presenting various arguments or ideas related to the subject.

Discursive essays use logical reasoning, evidence, and facts to support each perspective without any criticism or persuasion. They allow readers to develop their own opinions due to its objectivity.

• ‘Young people are changing the world for the better.’ What is your opinion? [O Level 2021]
• ‘People should always tell the truth.’ Do you think there are any situations in which this might not be the best thing to do? Explain your views. [O Level 2017]
• ‘Shoppers have too much choice, from chocolate bars to jeans.’ What, in your opinion, are the advantages and disadvantages of having many things to choose from? [O Level 2015]

2.4 Reflective

A reflective essay is a form of writing where the writer examines his thoughts, feelings, and experiences. Writers adopt a contemplative and introspective tone, aiming to provide insights into their personal growth, learning, and self-discovery. The structure of a reflective essay typically involves the presentation of an event or experience, an examination of its significance, and a reflection on what was learned or gained from it.

Reflective writing encourages self-awareness and personal development, allowing both the writer and the reader to gain a deeper understanding of the writer’s inner world. This can be a powerful form of self-expression and a means to convey valuable life lessons.

In writing reflective pieces, always aim for a personal voice. Share experiences with a unique personal touch. Aim not only to recount experiences but to infuse them with personal perspectives, emotions, and insights.

• ‘There is no place like home.’ How true is this for you? [O Level 2020]
• Some people like to stand out from the crowd, others just want to be part of it. Which do you prefer and why? [O Level 2018]
• Which person has the greatest influence on your life at the present time, and why? [O Level 2014]

2.5 Hybrid / Mixed Genre

Hybrid essays, also known as mixed genre, are a creative blend of two different text types within a single composition. They combine elements of personal recount, descriptive, reflective, or expository essay to create a versatile piece of writing. The structure of a hybrid text varies depending on the specific blend of text types used. Depending on the question requirements, students may use storytelling to illustrate concepts or mix personal reflections with informative content. There is freedom to adapt and experiment with the structure and style, and there is no right or wrong as long as the question requirements are fulfilled.

In answering hybrid questions in the exam, it is important to ensure that all parts of the question have been addressed in detail. This, however, does not mean that equal weight needs to be given to both parts. Students just need to ensure there is a somewhat even ratio of both parts so as not to lose marks in content.

• Describe the things that you do to relax after you have been very busy. Explain why you find them enjoyable. [O Level 2020]
• Which person has had the most positive impact on your life? Describe this individual’s personality and in what ways he or she has influenced you. [O Level 2019]
• Which modern invention is essential for you and your family and which one could you and your family live without? Explain your views. [O Level 2018]

3. Conclusion | Types of Composition Essays Tested at O Level / G3 English

It is important to be able to identify the correct text type because different genres have different structures and therefore require different approaches in writing. Just as a carpenter selects different tools for specific tasks, understanding text genres allows you as the writer to choose the right approach to tackle various exam questions.

At Learning Gems, our experienced MOE-trained teachers are well-equipped to guide you towards exam success, be it through our weekly online classes or ad hoc booster workshops . Beyond the exams, we also aim to nurture your ability to wield the power of words in your unique way. Join us on this journey of language mastery and self-expression!

Learning Gems  is a premium tuition centre that provides quality English tuition to PSLE and GCE ‘O’ Level students in Singapore. Our teachers are well-versed with the latest MOE syllabus and have taught at various schools in Singapore. Be it the primary or secondary level, we possess the relevant experience and are fully qualified to help your child.

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• Aug 26, 2023

Personal recount Reflective model essay Secondary

Personal recount/reflective model essay secondary, topic: write about a time when you did something to impress someone which you later regretted.

This is a common topic for secondary school students. Below you will find a Personal recount/Reflective model essay sample for secondary school students. You can use this as inspiration for your writing. Also, do not forget to download the FREE SAMPLE to our O'Level & Secondary Essay Writing Cheat Sheet.

I can never forgive myself for this. Till today I regret this and the memory haunts me. I was in Primary 5. It was the first day of school when Deaven waltzed into class. Her hair was unkempt, the buttons from her uniform were missing and nobody liked her. Despite that, out of the kindness of my heart, I was drawn to her. She was lonely and often sat alone in the canteen. Soon, I would join her and a friendship blossomed between us.

Fast forward a few months later, things did not improve with Deaven. The bullying got out of hand, Deaven was often the last one to be picked when it came to group projects. When she was finally 'forced' to join a group, she would be greeted with looks of disdain. Despite all that happened, I chose to hang out with Deaven until late August.

I was contesting for class president and the support of my fellow classmates was important. I was pretty popular and doing well. However, one late Friday afternoon, things changed. As I was grooming myself in the bathroom, I was approached by a group of 'popular' girls from my class.

"Are you Deaven's friend?" Pricilia, the 'ringmaster' of the group inquired.

"Yes!" I replied.

"Ew! I thought you were cool. If you are friends with her, I guess I'll just have to tell everyone not to vote for you!" Priscillia sneered at me. Soon after, they left. I did not think much about it. However, what happened the following Monday made me reconsider my friendship with Deaven.

The following Monday, I was given the cold shoulder by almost everyone in class. Whatever Priscillia was doing was succeeding. I was not popular and I witnessed my votes dwindling. Feeling afraid, I would not be well-liked by everyone, I did something that I would regret.

During recess, when Deaven approached to sit beside me. I did something awful. Before, she could sit down, I pulled her chair away and Deaven crashed onto the floor. While everyone started laughing, I joined in the laughter. To add fuel to the fire, I pretended to drop my soda on her by 'accident.' Soon, the canteen was filled with hoots of laughter but Deaven's face cascaded with tears. Eventually, I won the favour of my classmates back. I became the class president. I never really engaged with Deaven again. Months later, she left for another school and I never saw her again. Though I became class president, my conscience pricked me. I can never forget the look of betrayal on her face when I pulled the chair from her. Years later, I am combing through different social media platforms to get a glimpse of Deaven so I can just tell her how much I regret hurting her. This is one regret I may have to carry for the rest of my life.

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