The Narrative Essay When writing a narrative essay, one might think of it as telling a story. These essays are often anecdotal, experiential, and personal allowing you to express yourself in a creative way. Here are some guidelines for writing a narrative essay: If written as a story, the essay should include all the parts of a story. This means that you must include an introduction, plot, characters, setting, climax, and conclusion. Narrative essays are effective when the language is carefully, particularly, and artfully chosen. Use specific language to evoke specific emotions and senses in the reader. The use of the first person pronoun I is welcomed. Do not abuse this guideline! Though it is welcomed it is not necessary nor should it be overused for lack of clearer diction. Make a point! The essay should have a purpose. Think of this as the thesis of your story. If there is not point to what you are narrating, why narrate it at all? >Have a clear introduction that sets the tone for the remainder of the essay. Do not leave the reader guessing about the purpose of your narrative. Remember, you are in control of the essay, so guide it where you desire (just make sure your audience can follow your lead). Choose one of the two options listed below: A. Gather information from your parents and/or other relatives and write the story of their immigration to this country. B. Write a story about an experience you had as a newcomer to a school, neighborhood, or class. Getting Started: A. Choose option A or option B B. Complete the graphic organizer C. Organize events along a timeline. D. Pay close attention to cause- and- effect relationships Include sequencing clue words: Finally At the end Next From that day on After At the beginning Challenge: Try to incorporate multicultural vocabulary, but only if it is a natural fit.
Teacher Name: Student Name: English 9A: Narrative Essay Date Hour CATEGORY 5 Exceptional 4 Skilled 3 Proficient 2 Developing First paragraph has a First paragraph has a A catchy beginning "grabber" or catchy weak "grabber". The was attempted but was beginning. The writer writer provides some confusing rather than provides all crucial information to set the catchy. The writer information to set the stage and states or omits crucial stage and states or hints at his/her focused information to set the hints at his/her focused message. stage, and/or attempts message. to state the focused message, but is too Introduction/ Exposition Organization/ Sequencing Style/Concrete Detail Conclusion English Usage: grammar, punctuation, and spelling, Format seamless progression of events using logical time cues to create a coherent whole. One idea or scene follows another in a logical sequence with clear transitions. The text uses eloquent words and phrases, using sensory details and vivid action verbs to create a realistic picture of the experience, events, setting, and characters. The text moves to a conclusion that artfully follows from and thoughtfully reflects on what is experienced, observed, or resolved over the course of the narrative. There are no spelling or punctuation errors in the final draft. The writer has eliminated all English usage errors from the writing. Correct format is consistently used. using logical time cues to create a coherent whole. One idea or scene follows another in a logical order with clear transitions. The text uses precise words and phrases, using showing sensory details and vivid action verbs to create a realistic picture of the experience, events, setting, and characters. The text builds to a conclusion that logically follows from and thoughtfully reflects on what is experienced, observed, or resolved over the course of the narrative. There are several spelling or punctuation errors that do not interfere with meaning. The writer has eliminated most English usage errors from the writing. Some format errors. general or unclear. sometimes using logical time cues to create a whole. One idea or scene follows another in a logical order. Clear transitions are sometimes missing. The text uses some showing words and phrases, using details and action verbs to create a picture of the experience, but at times lapses into telling rather than showing with vague or general statements. Some diction errors may be present. The text provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. There are many spelling and punctuation errors that sometimes interfere with meaning. The writer has somewhat reduced English usage errors from the writing. Format is not consistent with rubric. No attempt was made to catch the reader's attention in the first paragraph. The writer begins telling the story without setting the stage with background information and/or suggesting a focused message. The text lacks a clear and /or time cues that guide the reader. Logical steps in the sequence of events may be missing or out of order. The text uses very few showing words and phrases, lacks detail and action verbs that create a picture of the experience for the reader. Diction errors hinder understanding. The text may provide a concluding paragraph or statement that briefly reflects upon the experience. The final draft has numerous spelling, punctuation, and usage errors that interfere with meaning. Numerous formatting errors. Score earned will be multiplied by 2 for a possible total of 50 points.
Narrative Essay Graphic Organizer Prewriting: Topic Brainstorming Paragraph 1- Thesis statement that includes three events. Paragraph 2- Event #1: bullet point what happened Paragraph 3- Event #2: bullet point what happened Paragraph 4- Event #3: bullet point what happened
Topic of survey: (eg. Grandparents coming to America from Iraq) Age/time: Place/setting: People Involved: Problem/Conflict: Resolution: Sequence of Events & the Details Event #1
Event #2 Event #3