The student must determine the personal story to explore, such as a life changing event, the student's relationship with an important person or an ongoing situation that is either positive or negative. Students should seek topics that will make an impact on the reader or explain something particular about the student and his life. Students can create a list of important life moments or people, either chronologically or by theme, or create a web, with the topic in the middle and spokes, or specific ideas, coming out from it.

A good topic to choose is the most noteworthy personal event the student has brainstormed. If answering an application, the story must relate to the prompt and be specifically acceptable to the audience and their needs. For example, if the student is applying for a service oriented scholarship, writing a narrative about her mission trip to el salvdor would make a strong essay. Choosing an emotional topic that resonates in a student's memory will create stronger writing.

The student can list as many sensory details as possible to describe the event or person. These details should encompass each of the five senses so that the reader feels like he is there and experiencing the story firsthand. Describing elements such as the sights created by extreme weather, the smells of ethnic foods being cooked or the sounds of people sobbing or chuckling in a scene makes the writing more powerful. Imagery gives writing a universal quality that links the audience to the writing. The student can organize ideas effectively using a spider map, outline, or venn diagram. A personal narrative will usually feature a chronological timeline, but a flashback technique or descriptively based piece can also work. To create a flashback, the student can start in the present and then explain an important event from the past that has affected the present.

In descriptive writing, the writer concentrates more on explaining one person or event rather than a list of several events. Maintaining a steady focus throughout the outline or map will ultimately create an organized piece of writing. If you’ve ever told your students to write a narrative essay and left them to their own devices, you probably received lots of stories that started with once upon a time, ended with happily ever after, and had very little happen in between. Most students don’t intend to write boring stories, they just hear the word story, think, easy! and proceed from there.

Humorous Narrative Essay

Like anything else you want your students to learn in the classroom, you must teach your students how to write a narrative essay. explain the purpose of a narrative essay don’t just say the purpose is to tell a story. choose one event if a student chooses to write about their family vacation to disney world, tell them to pick their one favorite moment during the trip. Many times students will want to describe an entire day, starting with what they ate for breakfast and ending with dinner that evening.

When teaching them how to write a narrative essay, make sure they know their story should have a clear beginning, middle, and end. As with any other writing assignment, students should have a plan for how to write their narrative essay. Since they are moving an event through time, they need to figure out what happens when and they should complete a pre write to do this successfully. beginning, middle, and end stories should have a beginning, middle, and end. Students should determine how the story begins, what happens in the middle where the bulk of the action will take place and how the story ends. how to move an event through time one way to move an event through time is by choosing words that reflect this movement. Some words that show movement through time are meanwhile, before, after, during, and suddenly.

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rising action amp big moment the story should have a big moment, or climax, and it should have events leading up to that big moment. Students frequently make the mistake of rushing through this integral part of the story. This part needs to be slowed down as much as possible in order to build suspense. Students slow down their big moments by using sensory detail to describe what is happening. If they have a hard time slowing down their big moment, you can tell them their story must contain at least x number of sentences in their rising action and big moment. You would only do this if students continually use only one or two sentences in their big moments and you would stop this requirement as soon as students became successful with the concept.

no need to be 100% accurate many times students base narrative essays on real life events. If they do so, there is no reason they have to tell the story exactly like it happened. But should, embellish the facts in order to make their stories more interesting. As always, the more you model what you expect from your students, the more successful they will be. Keep this in mind as you are teaching them how to write a narrative essay and you will be wonderfully surprised at the entertaining stories your students create.

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Rather than just telling how a character feels, students should have the characters perform actions that imply the told feeling. ccss.ela literacy.ccra.w.3 write narratives to develop real or imagined experiences or events using effective technique, well chosen details and well structured event sequences.

ela standards: writing

ccss.ela literacy.w.k.3 use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.