NARRATIVE WRITINGWhat you write says something about you! Colleges regard your choices as a way to evaluate your preferences, values, mental processes, creativity, sense of humor, and depth of knowledge. Your writing reflects your power of persuasion, organizational abilities, style, and mastery of standard written English.

Be careful with your topic selection. It signals your:

PreferencesValuesThought Process

NARRATIVE WRITING

DIALOGUE & COMMA RULES

YOU MUST:

• put quotation marks (“ ”) around anything that is said directly

• use a comma (,) to separate what is said from who is saying it.

• you can use a question mark (?) or exclamation mark (!) if needed as well

• start a new paragraph every time somone new starts speaking.

DIALOGUE*Put a star (*) where new paragraphs

should start.A man drives t o a gas stati on and has his tank f illed up. While doing this,

the clerk spots two pen gui ns sitt ing on t he back seat of the car . " What ' s up

with the pen gui ns in the back seat " he asks t he driver.

The man in t he car says "I f ound them. I asked myself what t o do with

them bu t, I haven' t a clue. The cler k pon der s a bit then says, "You should take

them t o t he zoo." "Yeah, that's a good idea " says the man in the car and drives

away.

The next day the man wit h the car is back at the same gas stat ion. The

cle r k sees t h e pen gui n s ar e s t i ll i n t he back seat of t he car . "Hey , t hey ' r e s t ill

h e r e ! I t hough t you wer e goi ng t o t ake t hem t o t h e z oo!" "O h , I d id " says t h e

d r ive r "a nd we h ad a gr eat t ime. T od ay I ' m t aking

t hem t o t he b ea c h .

CORRECT DIALOGUE(*NOTICE ALL OF THE PARAGRAPH

CHANGES!)

A man drives t o a gas stati on and has his tank f illed up. While doing this,

the clerk spots two pen gui ns sitt ing on t he back seat of the car . "What's up

with the pen gui ns in the back seat ?" he asks the driver.

The man in t he car says , "I f ound them. I asked myself what to do with

them bu t, I haven' t a clue. "

The cler k ponder s a bit t hen say s, "You should take them to the zoo ."

"Yeah, that' s a good idea ," says the man in t he car and drive s away.

The next day the man wit h the car is back at the same gas stat ion. The

cle r k sees t h e pen gui n s ar e s t i ll i n t he b ack seat of t h e car . "Hey , t hey ' r e s t ill

h e r e ! I t hou gh t you wer e goi n g t o t ake t h em t o t he z oo!"

"O h , I d id ," sa ys t h e d r ive r , "and we h a d a gr eat t ime. T od ay I ' m t a k ing

t h em t o t he bea c h .”

A man drives t o a gas stati on and has his tank f illed up. While doing this,

the clerk spots two pen gui ns sitt ing on t he back seat of the car . " What ' s up

with the pen gui ns in the back seat " he asks t he driver.

The man in t he car says "I f ound them. I asked myself what t o do with

them bu t, I haven' t a clue. The cler k pon der s a bit then says, "You should take

them t o t he zoo." "Yeah, that's a good idea " says the man in the car and drives

away.

The next day the man wit h the car is back at the same gas stat ion. The

cle r k sees t he pen gui n s ar e s t i ll i n t h e b ack seat of t h e car . "Hey , t h ey ' r e s t ill

h e r e ! I t hou gh t you wer e goi n g t o t ake t hem t o t h e z oo!" "O h , I d id " says t h e

d r ive r "a nd we had a gr eat t ime. T od ay I ' m t aking

t h em t o t he b ea c h .

SHOULD LOOK LIKE:

NARRATIVE WRITING

A narrative involves the recreation of an incident or event - real or imagined - in order to make a point.

PART I: RECREATION OF EVENT/TOPIC:The narrator wants the reader to relive and share the event. Show what happened, don’t just tell us. To do that, a writer should include: what people did, said, people’s thoughts/emotions, a sense of mood, characterization, etc.

NARRATIVE WRITING

A narrative involves the recreation of an incident or event - real or imagined - in order to make a point.

PART II: MAKE A POINT -This parts answers the “so what?” question. Why would you spend all of this time telling a story? This is the part where you emphasize that there is a point to the story. It might be a lesson, a moral, insight or a turning point in a writer’s life. Somehow explain why this was a meaningful event.

NARRATIVE WRITINGCHARACTERISTICS

A single narrator’s voice & point of view Setting – describe where and when in detailPlot Structure - A single event or series of events is recreated in chronological order (introduction & conflict, main events, resolution)DETAILS, DETAILS = STYLE POINTS! Details of setting, action, speech, thoughts, and emotions that make up the event. Characterization of main characters to show us personalities, emotions, looks, etc. Using dialogue is a creative way to help achieve that. You can also evoke imagery by appealing to the senses.Theme/Message – the “so what?” for the reader to understand why you are telling this story.

SCORING GUIDE

OPTION 1: True Life – Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced AND its impact on you and how it has affected your life.

OPTION 2: The Role Model – Indicate a person who has had a significant influence on you, AND describe that influence and how it is affected your life.

 

OPTION 3: The Good and the Bad - Think about an event in your life that seemed bad, but turned out to be good. Tell the story of the event that you experienced AND how an event that seemed negative turned out to have valuable consequence.

NARRATIVE PROMPT

NARRATIVE ESSAYGOALS:

- Use two examples of imagery to evoke senses

- Use dialogue appropriately

DIALOGUE RULES:- You must use dialogue.

- Use a comma to separate quote and who’s speaking.

- Start a new paragraph EVERY TIME someone new is

talking.

ESSAY SET-UP- INTRODUCTION (attention grabber & intro)

- BODY OF STORY (details of middle & end)

- “SO WHAT?” / THEME

NARRATIVE BRAINSTORM

Setting (when & where)

Characters/People Involved

Structure

Intro

Story

Theme/So what?

NARRATIVE ESSAY

Describe what is happening in this picture as vividly as you can.

QuickTime™ and a decompressor

are needed to see this picture.

NARRATIVE ESSAY IMAGERY PRACTICE:

The hot July sun beat relentlessly down, casting an orange glare over the farm buildings, the fields, the pond. Even the usually cool green willows bordering the pond hung wilted and dry. Our sun-baked backs ached for relief. We quickly pulled off our sweaty clothes and plunged into the pond, but the tepid water only stifled us and we soon climbed onto the brown, dusty bank. Our parched throats longed for something cool--a strawberry ice, a tall frosted glass of lemonade.

We pulled on our clothes, crackling underbrush, the sharp briars pulling at our damp jeans, until we reached the watermelon patch. As we began to cut open the nearest melon, we could smell the pungent skin mingling with the dusty odor of the dry earth. Suddenly, the melon gave way with a crack, revealing the deep, pink

sweetness inside.

Identify imagery that appeals to our senses.

NARRATIVE ESSAY ADD IMAGERY:

- Descriptive explanations of your setting, characters, and

events

- Appeal to our senses with descriptions

PRACTICE:

• SMELL

• TASTE

• TOUCH

• HEAR

• SIGHT

NARRATIVE ESSAY DIALOGUE RULES:

- Use quotation marks to show what is being said.

- Use a comma to separate quote and who’s speaking.

- Start a new paragraph EVERY TIME someone new is

talking.

WRITE DIALOGUE FOR YOUR NARRATIVE:• You must write dialogue that fits your story.

• The conversation must go back and forth at least 4 times. • Add descriptive words to explain how it is being said.

• For example, instead of saying he said, you could say…

TYPING NARRATIVES

In the story portion of your narrative, you must:

• As much detail about the story as possible

• Add one detail for each sense (taste, touch, smell, hear, sight)

• Include dialogue that goes back and forth at least 4 times… use varied words for “said”

• Exclaimed, yelled, whispered,told, etc.

Today, you must type the story portion of your narrative today. We will type the introduction and so what part tomorrow.

TYPING NARRATIVES

In the “introduction” of your narrative, you must:• Attention grabber - use shocking dialogue• Introduction to your story/role model• Thesis - Use your prompt!

• EX. One of the scariest days of my life had just begun

and life as I knew it would never be the same again.

In the “so what?” portion of your narrative, you must write 4-6 sentences including:

• How this person/event has impacted your life?• How you’ve grown/changed as a result of it?• What would be different about you if you had not met this person or went through this event?

Yesterday, you typed the story portion of your essay. Today, you must type your “so what?” and introduction.

NARRATIVE ESSAY DIALOGUE RULES:

- Attention Grabber must be dialogue.

- Use a comma to separate quote and who’s speaking.

- Start a new paragraph EVERY TIME someone new is talking.

SAMPLE INTRO:Bang, bang! “This is the police! Open your door.

Your roommate tried to kill herself,” grunted a deep voice. My alarm clock read 3:52am. I don’t remember saying anything, but I remember holding my breath as I looked down at the empty bottom bunk. Colleen, my college roommate and field hockey teammate, wasn’t there. How could this have happened? One of the scariest days of my life had just begun and life as I knew it would never be the same again.

NARRATIVE EDITING Read Mrs. Spence’s narrative. Write down at least

10 questions on the essay in places you would like

to know more information. You may also make any

other comments that you want on the paper.

SAMPLE QUESTIONS: - How did you feel?

- How did it look?

- What did you say?

- Why did you do that?

- Could you add detail on senses?

Ban g, b ang! “ Thi s is the po lice! Open y our door. Your roo mmate t ried to kil l h erself ,”

grun ted a deep v o ice. My alarm clock sai d 3:52 am. I don’ t rem ember saying an ything, but I

rem ember holding my breat h as I loo ked do wn at t he empty botto m bun k. Co lleen , my co llege

roommate an d teamm ate, wasn’ t t here . On e o f t he scari est day s of my lif e was just b eginn ing.

I quickly jumped out o f bed an d o pen ed t he doo r to see two fully un if ormed co ps. On e co p

demanded, “Wh ere’ s h er desk? Sh e took a lot o f pi lls.”

“Th ere,” I po inted, n ow st an ding o n the co ld tile floo r. At fi rst, I co uldn’t t hink of an ything

else to say o r ask. I was st ill pro cessi ng wh at he had said earli er. As I wat ched t hem rifl e

through Co lleen’ s drawers and desk, I saw the note. I hadn’ t even read it yet, but I could feel

myself gett ing angry. I could hear my other dorm-mates cryi ng and panicking out in the other

room. I knew someone had to take charge and figure things out.

“Where is she?” I pleaded. “How can I get i n touch wi th her? She’s from New York and

none o f her famil y lives close by. We’re all we have down here.”

The cop felt sorry for me at this point. “I can’ t tell you since you’re not technically

rel ated,” he said. “But, you can listen to my radi o. Maybe you can hear where she is if you’re

quiet.” I heard a lot of static at first, but then he asked the man on the other end to repeat which

hospital they were taking her t o. I smil ed and thanked him. At least i t was a start.

After the cops left, I explained every thing to the rest of our roommates in an ef fort to cal m

them down. I reassured them that Co lleen was o kay, but that they had to give her charcoal and

pump her stomach. When they sett led down, I decided I had to cal l our coach. I fill ed her i n on

what had happened so that she could cal l Colleen’ s paren ts and so that I had an adult to talk to

at the hospital. Together, we made sure that Colleen’s was comfortable and recovering.

While it was one o f the most stressf ul moments of my life, I learn ed a l ot from Co lleen that

night. Colleen and I didn’t get along well and I hated hav ing to room with her . What I didn’t

know was how hard Colleen’ s life was growi ng up. She had been through a lot for being so

young. I’v e learned it’s important to take the t ime to get to know others in order to really

understand a person. I’v e also learn ed that it’s important to speak up and acknowl edge a

person’s problems. Throughout the months leadi ng up to her attempted suicide, I watched her

do a lot of destructive things to herself . I had never said a word and brushed it off , but, in the

end, I know I should’ve done something. This who le thing could’ve been av oided if I had.

PEER EDITING - Partner Read your partner’s narrative. While you’re reading, write

down at least:• 10 questions on the essay in places you would like to know

more information. • Make any other comments that you want on the paper

(grammar, spelling, punctuation). • Look for dialogue and check for appropriate punctuation.• Circle any words that could use better word choice. For

example, instead of saying “said,” try exclaimed, screamed,

lectured, fumed, etc.

SAMPLE QUESTIONS: - How did you feel?

- How did it look? Sound? Taste? Smell?

- What did you say?

- Why did you do that?

PEER EDITING - You STYLE: One way to evoke style in your writing is to

use imagery. The easiest way to paint a picture for

your reader is to evoke the senses.

• SEE

• HEAR

• TASTE

• SMELL

• FEEL

*Now, you do the same thing for your paper. Write down the five

senses and write two examples of each.

PEER EDITING - You SO WHAT? POINT: The final paragraph is arguably the

most important part of the narrative. It’s more than just

giving a basic impact or lesson learned. Without

sounding too cliché, you have to stress how it’s made

you grow as a person and changed you. Consider:

• Why was it significant to your life?

• How has it changed you for the better?

• Why are you better off having gone through this?

• How would your life be different if you didn’t have

this experience?

NARRATIVE FINAL DRAFT

TYPE FINAL DRAFTDouble space, heading at topYour name must be TYPED on the essay!

General LayoutIntro (dialogue, intro story, thesis)Story itself with details & sense“So what?” Point - valuable/memorable

You must include:Dialogue used twice (with correct grammar)Answer all questions from your peer edit.2 details on EACH sense (sight, touch, smell, sound, taste), which should be underlined