14 Narrative Writing

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Narrative Writing Chapter Opener

Start-Up Activity

Ask students to share significant moments of change in their lives. To get the discussion rolling, highlight notable changes from your own life (a new job, moving to a new city, the end of a friendship, a new hair style, Taylor Swift's new album, etc.). Your examples will embolden students to share ideas about themselves. Tell a little story about one of your moments, and encourage students to do so, too. A mix of serious and goofy ideas will show students that any number of moments can hold significant meaning.

Let them know that narrative skills extend beyond literature classrooms: The best teachers, doctors, lawyers, and politicians are great storytellers because stories share ideas and connect with people in ways that purely scientific or logical communication cannot. To that point, cognitive psychologist Mark Turner says, "Narrative imagining—story—is the fundamental instrument of thought. . . . It is our chief means of looking into the future, of predicting, of planning, of explaining." In other words, our minds are made for stories. Students who can read and write narratives are equipped for success in college, career, and life.

Think About It

“Narrative is the deep structure of all good sustained writing. All good writing. We struggle with writers who dispense with narrative form and simply present information—because we are given no frame for comprehension.”

—Tom Newkirk

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Narrative Writing: Quick Guide

Narrative writing involves reawakening and recreating a memory, connecting it with the present, and reflecting on its meaning. Let students know they all have experiences that are worth sharing with others, and narrative writing can be a powerful vehicle for doing so. Then lead them through the PAST questions and traits-based overview. If time permits, share an example of strong narrative writing and have students evaluate its use of the writing traits.

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Narrative Topic Ideas

Refer students to this page when they need topic ideas for narrative writing. Point out that most narratives are about people in places with things having experiences (ideas and emotions), so any of these topics can provide an effective starting point.

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Guidelines: Writing a Personal Narrative

Lead students through the guidelines for writing personal narratives. Frame the writing task with these four recommendations:

  1. Dig deeply into the memory rather than scratching the surface. Bring a particular incident alive with details that let the reader see, hear, feel, and basically relive the experience.
  2. Choose a life-changing or an ordinary memory. Narratives about everyday experiences can be every bit as compelling as—and often more relatable than—stories about life-changing experiences.
  3. Avoid oversimplifying the memory. Relate the ambivalence or inner conflict of an experience.
  4. Focus on a memory and bring it to life for the reader.

When students are ready to draft their personal narratives, support them with this additional information about the three parts.

  • Beginning Point out that the beginning needs to grab readers' attention, orient them to the situation, and set up the problem or question. That's a lot of work for one paragraph to do, but skilled narrative writers pull it off.
  • Middle The middle should make use of the greatest storytelling tools for writers—action, sensory details, dialogue, and reflective details. Encourage students to include all of them in this draft, experimenting with different combinations. (They can always, cut, reorder, rework, or remove later.) Now's the time to lay out all of the possibilities.
  • Ending The ending needs to leave readers with a lasting impression, a feeling that they are glad they read the narrative.

Use the related minilessons and checklist to help students throughout the writing process.

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Personal Narrative

Have volunteers read each paragraph of this personal narrative. After completing it on page 149, lead a discussion (see the suggestions below).

Also share with students other examples of high school narrative writing.

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Personal Narrative (Cont.)

Continue your read-through of the sample personal narrative.

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Personal Narrative (Cont.)

Complete your read-through of the sample personal narrative. Then lead a discussion, prompting students with the "Reading for Better Writing" questions as well as these optional questions:

  • What paragraph interrupts the chronological structure of the narrative paragraph? How does the writer signal the beginning and end of her flashback? (Third full paragraph on page 148; the writer switches from the present to the past tense. She also uses a paragraph break and a transitional phrase "as we reached baggage claim" to return to the main narrative .)
  • What dialogue seemed most authentic to you?
  • What is the point of highest tension? (Seeing her baby sister for the first time .)
  • What did the writer learn from the experience? (She discovered common ground with her new adopted sister and realized the everlasting bond of family.)

If you feel that a particular class is mature enough to share deeply personal stories of this kind, you can ask if any students have gone through a similarly emotional experience with a sibling or family member. Tell the whole class that you expect respect and support for anyone who shares. Again, to get the ball rolling, you can share one of your own experiences of this type. Invite students to share their experiences with the rest of the class. As long as students don't become overwhelmed by the emotion of the situation, the experience of sharing challenging stories can help them appreciate and trust each other.

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Guidelines: Writing a Personal Essay

“There are many truths of which the full meaning cannot be realized until personal experience has brought it home.”

– John Stuart Mill

A personal essay takes a personal narrative one step further. Instead of attempting to capture a moment that is past, the personal essay analyzes a longer period of time and relates the events to the larger context of the writer’s life. Lead students through the writing guidelines.

When writing a personal essay, students should also keep the following tips in mind.

  1. Show a change in the writer. Each individual event in the experience should move the writer toward a new way of thinking, feeling, or behaving.
  2. Include only significant events. The essay should focus on the events that were most important in prompting the change during this period of time.
  3. Reflect higher-level thinking. The essay should demonstrate a mature perspective through analysis, synthesis, and so on.
  4. Aim for a universal appeal. Alice Walker once described a personal essay as “a personal account that is yet shared, in its theme and its meaning, by all of us.”

Consider these selecting activities to help students identify a topic for their essay:

  • Collaborative Activity Have students list what they consider to be strong feelings. Then have them connect different periods of time or extended experiences (events, people, places, objects) with these feelings. Finally, ask these questions: (1) What caused these feelings and what are their effects? (2) Have these feelings changed or remained the same?
  • Freewriting Get students to explore intense feelings through a writing prompt in this format: “I’ve been frustrated (or angry, joyful, and so on) because . . . . ”
  • Focused Assignment Suggest one of the following subjects: styles or fashions, gender relationships, work and play, an experience of injustice.
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Personal Essay

Introduce the two personal essay models. Note that the model topics juxtapose an ordinary, extended phase of one writer's life versus a surprising, life-altering phase for another writer. Both topic choices are effective, and students should be encouraged to mine both ordinary and extraordinary life events. Recommend that students interact with the model essays in the following ways:

  1. Have students study how the writers blend the narrative with the analysis. Where do the writers narrate and describe? Where do they explain and analyze? Where do they evaluate and synthesize?
  2. Ask students to explore the depth of the experience. Have them identify the overall tone of the piece as well as separate emotions expressed in different spots.
  3. Ask students to find the universal component of the essays. What is the essay about on the surface? What does it describe on a deeper level?
  4. Encourage students to model aspects of the sample essays to add depth, honesty, and energy to their own writing.

Provide students time to read the essay silently, or have volunteers read each paragraph out loud.  

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Personal Essay (Cont.)

Complete your read-through of "Working Cattle—We'd Hate to Love It." Then lead a discussion based on the "Reading for Better Writing" questions.

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Personal Essay

Review the second personal essay in a similar manner as "Working Cattle." Let students know they will need to answer discussion questions upon completing the reading.

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Personal Essay (Cont.)

Complete your read-through of the sample personal essay. Then lead a discussion, prompting students with questions like the following:

  • How does the writer grab your interest in the first paragraph? (The paragraph foreshadows bad news by juxtaposing expectations with reality, particularly in the final sentence.)
  • What is the overall tone of the selection? What emotions does the writer express? (The tone is raw and honest but also hopeful.)
  • What is the point of highest tension? (Finding out what was wrong with Adam.)
  • What did the writer learn from the experience? (The writer grew knowledgeable about his son's disorder and discovered a special connection with his son.)
  • What is the essay about on the surface? What does it describe on a deeper level? (Answers will vary. Surface: A parent coming to grips with a child's cognitive disorder. Deeper: The fits and starts of enlightenment and the unwavering commitment of a parent)
  • What writing techniques used by the writer could you model to improve your personal essay?
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Guidelines: Writing a College-Entrance Essay

Writing a college-entrance essay involves responding to a prompt as part of a college application. This type of writing helps an admissions officer determine whether or not the applicant is a good match for the institution. In college-entrance essays, students should speak sincerely and honestly to the reader. Discuss these points:

  1. Analyze the prompt. An effective response essay answers the prompt and follows any specific guidelines, including word count.
  2. Put forth your best effort like an audition on paper. The writer should work very hard to make a sincere, personal connection with the reader. Heed the advice of instructor Verne Meyer: "Be honest with yourself and your reader. Don't try to write only what you think the reader wants to hear."
  3. Engage the reader. Admissions officers read hundreds of application essays; the ones that grab their attention contain original ideas and interesting details.
  4. Reveal mastery of basic writing skills. The essay should demonstrate that the writer has the skills to handle college-level writing.

Lead students through the prewriting guidelines for writing the essay. When considering a topic, students should ask: What experience (belief, goal) could I write about? What does this experience really say about me? Can I write effectively about this experience given the specified word count?

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Writing a College-Entrance Essay (Cont.)

The beginning of a college-entrance essay is crucial. It must grab the reader's attention and introduce the topic. Have students experiment with different beginnings, using the opening strategies on this page. Afterward, encourage them to share their sample beginnings with a partner for feedback. Which beginning is most compelling?

Make sure students know college-entrance essays are part narrative, part argument. Like any good argument, the essay needs to include reasons and evidence to support the author's case for admittance. However, students must present those details in a personal way. To do so, recommend they include personal anecdotes that demonstrate their exemplary qualities and unique fit with the school to which they are applying. Repeat the oft-cited writing advice: show, don't tell.

Finally, note that their essay will likely require multiple drafts to complete, including intensive revision and editing. There's a lot riding on the essay; they should take the time to get it right. Make sure they know you're there to support them throughout the process.

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College-Entrance Essay

Provide time for students to read the sample essay, examining the techniques used by the writer. Have them answer these evaluation essays:

  • Did the writer make a compelling case for admittance?
  • What technique did the writer use to begin the essay?
  • Did the writer include any sensory details? What about reflective details?
  • Is the voice engaging?
  • What part is strongest? What part is weakest?
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Sample College-Entrance Prompts

Consider assigning a practice college-entrance essay based on one of the prompts on this page.

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Using Graphic Organizers

Ideally, refer students to the sample graphic organizers when they are gathering details for their narratives. The same organizers can also help students pick out key details in the narratives they read. 

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Evaluating Narratives

Provide students this rubric when it comes time to evaluate their writing. (Actually, it would be best to point students to this rubric before they even begin, so that they understand how their work will be graded.)

Give them a rating scale, perhaps 1 (Not at all) to 6 (Completely). You can use this 6-point score in different ways:

  • Adding up the scores and dividing by 6 gives an overall grade (6 = A+, 5 = A, 4 = B, 3 = C, 2 = D, 1 = F).
  • Adding up the scores and multiplying by 3 gives a percentage (with the possibility of 108 points, which is an A+ or 8 points of extra credit.)

Download and distribute the Assessment Rubric for Narratives, which uses the traits of effective writing.

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