This document provides guidance on writing a personal narrative. It discusses choosing a meaningful life experience to write about, selecting important details to include, and organizing the story with a beginning, middle, and end. The document also covers revising the narrative to improve the ideas, organization, voice, word choice, and sentence fluency. Students are instructed to edit their work for correct grammar, punctuation and spelling. The final steps include creating a polished final draft and reflecting on what they learned from the writing process.
The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
This document provides revision tips for a Rad exam, including:
1. Read questions fully before reading sources, take quotations from start, middle and end of sources, and consider question mark allocation.
2. When answering questions, focus on the key information, demonstrate understanding with relevant quotes, and explain how quotes support points.
3. For writing questions, plan responses using the 5-step method, match writing style to text type, and employ language techniques and punctuation appropriate to the purpose.
The document discusses the six traits of writing: idea, organization, voice, word choice, sentence fluency, and conventions. It provides strategies for teaching each trait, including introducing the trait, activities to teach skills related to the trait, and assessments. The strategies are based on Posner's method of organizing instruction by skills and concepts.
The document provides guidance on the process of writing, beginning with prewriting strategies such as determining the purpose, tone, point of view, topic, and audience. It discusses various prewriting techniques like brainstorming, clustering, mind mapping, outlining, free writing, and using questions. The document then covers drafting a paper, including writing an introduction with a thesis statement, developing body paragraphs with topic sentences and support, and concluding the paper by referring back to the main point without introducing new ideas.
Guide to selecting topics for a memoir, drafting, outlining, revising, and sharing student writing. Application to English classes at the high school level.
The document provides an overview of what defines a narrative essay and guidelines for writing one. A narrative essay relates a series of events in an organized way to make a point. It conveys action through details, dialogue, and description. It presents a conflict and creates tension as the story unfolds. The essay should have an introduction that sets up the conflict, a body that builds tension through events, and a conclusion that makes a final observation. When writing a narrative essay, students should gather key details of events and characters, develop a thesis, and revise the essay by analyzing its effectiveness.
This document outlines the requirements for a group speech assessment. Students must work in groups of up to 4 people to write and present an interview between a media presenter and characters from the novel "The Outsiders". Each student must speak for at least 1 minute. The presentation will be assessed on the use of oral techniques, voice, language, and coherence. The document provides guidance on roles, content, language techniques, and delivery skills to include in the presentation.
The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
This document provides revision tips for a Rad exam, including:
1. Read questions fully before reading sources, take quotations from start, middle and end of sources, and consider question mark allocation.
2. When answering questions, focus on the key information, demonstrate understanding with relevant quotes, and explain how quotes support points.
3. For writing questions, plan responses using the 5-step method, match writing style to text type, and employ language techniques and punctuation appropriate to the purpose.
The document discusses the six traits of writing: idea, organization, voice, word choice, sentence fluency, and conventions. It provides strategies for teaching each trait, including introducing the trait, activities to teach skills related to the trait, and assessments. The strategies are based on Posner's method of organizing instruction by skills and concepts.
The document provides guidance on the process of writing, beginning with prewriting strategies such as determining the purpose, tone, point of view, topic, and audience. It discusses various prewriting techniques like brainstorming, clustering, mind mapping, outlining, free writing, and using questions. The document then covers drafting a paper, including writing an introduction with a thesis statement, developing body paragraphs with topic sentences and support, and concluding the paper by referring back to the main point without introducing new ideas.
Guide to selecting topics for a memoir, drafting, outlining, revising, and sharing student writing. Application to English classes at the high school level.
The document provides an overview of what defines a narrative essay and guidelines for writing one. A narrative essay relates a series of events in an organized way to make a point. It conveys action through details, dialogue, and description. It presents a conflict and creates tension as the story unfolds. The essay should have an introduction that sets up the conflict, a body that builds tension through events, and a conclusion that makes a final observation. When writing a narrative essay, students should gather key details of events and characters, develop a thesis, and revise the essay by analyzing its effectiveness.
This document outlines the requirements for a group speech assessment. Students must work in groups of up to 4 people to write and present an interview between a media presenter and characters from the novel "The Outsiders". Each student must speak for at least 1 minute. The presentation will be assessed on the use of oral techniques, voice, language, and coherence. The document provides guidance on roles, content, language techniques, and delivery skills to include in the presentation.
The document provides tips and guidance for the English Language exam. It outlines the structure of the paper, including the number of questions in each section and the time allocation. It then provides detailed guidance for each question, emphasizing focusing answers on effects, using evidence from the text, comparing viewpoints, and crafting responses for different genres including descriptive writing.
This chapter discusses organizing, writing, and outlining presentations. It covers identifying 3-4 main points for a speech that support the thesis, using supporting subpoints and sub-subpoints, and choosing an organizational pattern like chronological or problem-solution. The chapter also provides guidance on writing an introduction that engages the audience and a conclusion that reinforces the main points and calls the audience to action. Finally, it discusses outlining a speech to confirm clear arrangement of points and assist with delivery.
This document provides guidance on writing narratives and memoirs. It discusses key features of narratives such as using vivid details and indicating significance. It offers tips for choosing topics, considering audience and purpose, generating ideas, outlining, drafting, revising, editing and getting feedback. The overall message is that narratives tell compelling stories through vivid descriptions of events and explanation of their importance.
This document provides tips for communicating confidently and effectively with the media. It discusses how to prepare for a media interview by understanding the purpose and format, knowing your key message, and anticipating challenging questions. The document emphasizes keeping answers short, painting pictures with stories, staying calm, and never lying. Building relationships with media contacts is also recommended by sending story ideas and responding promptly. The overall message is to know your topic, know your audience, and know your goals for the interview.
The document provides guidance for students in Years 5 and 6 on preparing and delivering a speech. It recommends choosing an interesting topic that the student is knowledgeable about. Students should brainstorm and plan by writing down key information, thoughts, and ways to present the content. When writing the speech, students should order their ideas and structure it with a beginning, middle, and end. The speech should be 2-3 minutes long. Students should practice their speech using cue cards and record themselves to improve. When delivering, they should make eye contact, involve the audience, and consider voice, expression, pace, and telling a story.
This document provides guidance on preparing and delivering an effective public speech. It discusses analyzing the audience, selecting a topic, gathering information, outlining the speech, writing the introduction, body, and conclusion, practicing the delivery, and evaluating the speech after presenting. The goal is to influence and engage the audience by considering their interests and needs. Effective public speaking takes planning and practice.
This document provides information about writing persuasive texts, including:
- The introduction defines persuasive text as aiming to influence readers through appealing to emotions rather than intellect, while being backed by facts.
- The basic parts of a persuasive text are outlined as an introduction to hook readers, body paragraphs to support the thesis with reasons and evidence, and a conclusion to summarize arguments and reiterate the thesis.
- Tips are given for writing effective persuasive paragraphs, such as stating your position clearly, getting organized with an outline, using passion and knowing your audience, doing research, and writing with integrity.
The document provides guidance on developing strong writing skills. It emphasizes that good writing is clear, demands no further explanation, and is the result of hard work. It recommends thinking of the reader, separating thinking from writing, allowing time for preparation and checking, and taking a systematic approach of planning, writing, and reviewing. Key tips include writing short paragraphs focused on one theme, using short sentences, active voice, concise words, and clear punctuation. It also provides guidance on letter writing with a focus on understanding the reader.
Strategies for Becoming a Better Speaker - lamoste.pptxrexhusseinlamoste1
This document provides strategies for becoming a better public speaker. It recommends researching the topic in depth, categorizing information into three parts, asking rhetorical questions, and developing a strong beginning and ending. It also suggests practicing delivery techniques like making eye contact, speaking confidently, and using hand gestures appropriately. Overall, the document emphasizes thorough preparation, clear organization of ideas, and techniques for engaging an audience.
This document provides an overview of the narrative essay format and writing strategies. It defines narration as telling one or more related stories. A narrative essay shows an insight or "epiphany" the writer gained from an experience. Common topics include being exposed to a new culture or immigration. When writing, the author should select an event as the topic, identify the narrative conflict or point of view, and only include details that advance the narrative. A narrative essay follows a basic three-part structure of beginning, middle, and end, and can be organized chronologically, with flashbacks or flash-forwards. The assignment is to write a 3-5 page narrative essay on a topic of the writer's choice.
This document defines descriptive writing and discusses different types of descriptive writing techniques. Descriptive writing creates a picture using details that engage the five senses. There are several types of descriptive writing including using vivid details, figurative language, and active verbs. To write a descriptive essay, a writer should choose a topic to describe, create a thesis statement, introduce the topic while engaging the senses, use vivid adjectives and metaphors/similes, discuss their thoughts and emotions, and conclude by restating the thesis. The purpose of descriptive writing is to form a clear picture or image in the reader's mind.
The document provides instructions for delivering an effective speech. It discusses organizing the topic with a clear outline containing a thesis and supporting points. The introduction should grab attention and state the thesis. Speakers should use movement and vary vocal qualities to engage audiences. Research is important, and the speech should be at the audience's level and cover topics relevant to them. Main points should be backed up with references. The speech should be rewritten and practiced before being delivered with an attention-grabbing beginning and ending.
The document discusses the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as choosing a topic and determining the audience, purpose, tone, and point of view in prewriting. When writing a draft, writers should create a title and compose body paragraphs with a topic sentence and support for each point. The revision stage involves finding and correcting issues with content, and making ideas clearer and stronger.
- A diary is a personal journal where one records their daily thoughts, feelings, opinions, and plans in chronological order including the day, date, time and location.
- It should be written in the first person and express one's point of view and emotions about events rather than just describing the events factually.
- Diaries are meant to be informal and allow the writer to spontaneously record their reflections so they can look back on their experiences and memories.
The document discusses the writing and revision process. It covers prewriting, outlining, drafting, and revising. Revising involves rethinking content and ideas, editing fixes grammar, and proofreading fixes typos. When revising, writers should ensure unity by having a clear topic sentence and relevant supporting sentences, provide thorough support with examples and explanations, and maintain proper organization with chronological order and past tense verbs. Editing also involves eliminating repetition and conversational language. Peer review helps evaluate format, unity, support, organization, and proofreading.
This document provides an overview of a lesson on persuasive writing. It discusses the key components of a persuasive essay including an introduction with a thesis statement, three body paragraphs with supporting evidence, and a conclusion. It offers examples of an outline and teaches strategies for planning, drafting, revising, and publishing a persuasive essay. Students are given homework to write a one-page persuasive essay arguing they should receive a free homework pass for a day.
This document provides an overview of a lesson on persuasive writing. It discusses the key components of a persuasive essay including an introduction with a thesis statement, three body paragraphs with supporting evidence, and a conclusion. It also covers developing an outline and graphic organizer, drafting and revising the essay, and common standards for persuasive writing. Students are assigned homework to write a one-page persuasive essay arguing they should receive a free homework pass.
This document provides guidance on writing to persuade for GCSE English exams. It discusses the key aspects of persuasive writing, including understanding the audience and their perspective, establishing a clear purpose, and using an appropriate structure and persuasive methods. The document emphasizes planning effectively, catching the reader's attention, acknowledging other viewpoints tactfully, supporting arguments with evidence, and crafting the writing in a sincere, authoritative tone. Overall, the document outlines techniques for developing a well-structured, audience-focused persuasive piece.
homophones and homonyms .1024191195.pptxamrmansour55
Lesson 2.4 focuses on identifying and using different tenses. It includes two YouTube video links about tenses and a checklist for writing summaries that emphasizes having a main topic and sub-topics, using short notes and key words/phrases, clarity, proper punctuation, finger spacing, and the pope tense. Homework is also assigned.
Grammar important lesson unit five journeys second tern.pptamrmansour55
The document discusses the use of "going to" and "will" to express future actions and events in English. It provides examples of using "going to" to talk about plans and decisions made at the present time, as well as using "will" to make predictions based on present evidence, offer promises, and express willingness. It then presents some exercises for learners to practice using these future forms in sentences.
The document provides tips and guidance for the English Language exam. It outlines the structure of the paper, including the number of questions in each section and the time allocation. It then provides detailed guidance for each question, emphasizing focusing answers on effects, using evidence from the text, comparing viewpoints, and crafting responses for different genres including descriptive writing.
This chapter discusses organizing, writing, and outlining presentations. It covers identifying 3-4 main points for a speech that support the thesis, using supporting subpoints and sub-subpoints, and choosing an organizational pattern like chronological or problem-solution. The chapter also provides guidance on writing an introduction that engages the audience and a conclusion that reinforces the main points and calls the audience to action. Finally, it discusses outlining a speech to confirm clear arrangement of points and assist with delivery.
This document provides guidance on writing narratives and memoirs. It discusses key features of narratives such as using vivid details and indicating significance. It offers tips for choosing topics, considering audience and purpose, generating ideas, outlining, drafting, revising, editing and getting feedback. The overall message is that narratives tell compelling stories through vivid descriptions of events and explanation of their importance.
This document provides tips for communicating confidently and effectively with the media. It discusses how to prepare for a media interview by understanding the purpose and format, knowing your key message, and anticipating challenging questions. The document emphasizes keeping answers short, painting pictures with stories, staying calm, and never lying. Building relationships with media contacts is also recommended by sending story ideas and responding promptly. The overall message is to know your topic, know your audience, and know your goals for the interview.
The document provides guidance for students in Years 5 and 6 on preparing and delivering a speech. It recommends choosing an interesting topic that the student is knowledgeable about. Students should brainstorm and plan by writing down key information, thoughts, and ways to present the content. When writing the speech, students should order their ideas and structure it with a beginning, middle, and end. The speech should be 2-3 minutes long. Students should practice their speech using cue cards and record themselves to improve. When delivering, they should make eye contact, involve the audience, and consider voice, expression, pace, and telling a story.
This document provides guidance on preparing and delivering an effective public speech. It discusses analyzing the audience, selecting a topic, gathering information, outlining the speech, writing the introduction, body, and conclusion, practicing the delivery, and evaluating the speech after presenting. The goal is to influence and engage the audience by considering their interests and needs. Effective public speaking takes planning and practice.
This document provides information about writing persuasive texts, including:
- The introduction defines persuasive text as aiming to influence readers through appealing to emotions rather than intellect, while being backed by facts.
- The basic parts of a persuasive text are outlined as an introduction to hook readers, body paragraphs to support the thesis with reasons and evidence, and a conclusion to summarize arguments and reiterate the thesis.
- Tips are given for writing effective persuasive paragraphs, such as stating your position clearly, getting organized with an outline, using passion and knowing your audience, doing research, and writing with integrity.
The document provides guidance on developing strong writing skills. It emphasizes that good writing is clear, demands no further explanation, and is the result of hard work. It recommends thinking of the reader, separating thinking from writing, allowing time for preparation and checking, and taking a systematic approach of planning, writing, and reviewing. Key tips include writing short paragraphs focused on one theme, using short sentences, active voice, concise words, and clear punctuation. It also provides guidance on letter writing with a focus on understanding the reader.
Strategies for Becoming a Better Speaker - lamoste.pptxrexhusseinlamoste1
This document provides strategies for becoming a better public speaker. It recommends researching the topic in depth, categorizing information into three parts, asking rhetorical questions, and developing a strong beginning and ending. It also suggests practicing delivery techniques like making eye contact, speaking confidently, and using hand gestures appropriately. Overall, the document emphasizes thorough preparation, clear organization of ideas, and techniques for engaging an audience.
This document provides an overview of the narrative essay format and writing strategies. It defines narration as telling one or more related stories. A narrative essay shows an insight or "epiphany" the writer gained from an experience. Common topics include being exposed to a new culture or immigration. When writing, the author should select an event as the topic, identify the narrative conflict or point of view, and only include details that advance the narrative. A narrative essay follows a basic three-part structure of beginning, middle, and end, and can be organized chronologically, with flashbacks or flash-forwards. The assignment is to write a 3-5 page narrative essay on a topic of the writer's choice.
This document defines descriptive writing and discusses different types of descriptive writing techniques. Descriptive writing creates a picture using details that engage the five senses. There are several types of descriptive writing including using vivid details, figurative language, and active verbs. To write a descriptive essay, a writer should choose a topic to describe, create a thesis statement, introduce the topic while engaging the senses, use vivid adjectives and metaphors/similes, discuss their thoughts and emotions, and conclude by restating the thesis. The purpose of descriptive writing is to form a clear picture or image in the reader's mind.
The document provides instructions for delivering an effective speech. It discusses organizing the topic with a clear outline containing a thesis and supporting points. The introduction should grab attention and state the thesis. Speakers should use movement and vary vocal qualities to engage audiences. Research is important, and the speech should be at the audience's level and cover topics relevant to them. Main points should be backed up with references. The speech should be rewritten and practiced before being delivered with an attention-grabbing beginning and ending.
The document discusses the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as choosing a topic and determining the audience, purpose, tone, and point of view in prewriting. When writing a draft, writers should create a title and compose body paragraphs with a topic sentence and support for each point. The revision stage involves finding and correcting issues with content, and making ideas clearer and stronger.
- A diary is a personal journal where one records their daily thoughts, feelings, opinions, and plans in chronological order including the day, date, time and location.
- It should be written in the first person and express one's point of view and emotions about events rather than just describing the events factually.
- Diaries are meant to be informal and allow the writer to spontaneously record their reflections so they can look back on their experiences and memories.
The document discusses the writing and revision process. It covers prewriting, outlining, drafting, and revising. Revising involves rethinking content and ideas, editing fixes grammar, and proofreading fixes typos. When revising, writers should ensure unity by having a clear topic sentence and relevant supporting sentences, provide thorough support with examples and explanations, and maintain proper organization with chronological order and past tense verbs. Editing also involves eliminating repetition and conversational language. Peer review helps evaluate format, unity, support, organization, and proofreading.
This document provides an overview of a lesson on persuasive writing. It discusses the key components of a persuasive essay including an introduction with a thesis statement, three body paragraphs with supporting evidence, and a conclusion. It offers examples of an outline and teaches strategies for planning, drafting, revising, and publishing a persuasive essay. Students are given homework to write a one-page persuasive essay arguing they should receive a free homework pass for a day.
This document provides an overview of a lesson on persuasive writing. It discusses the key components of a persuasive essay including an introduction with a thesis statement, three body paragraphs with supporting evidence, and a conclusion. It also covers developing an outline and graphic organizer, drafting and revising the essay, and common standards for persuasive writing. Students are assigned homework to write a one-page persuasive essay arguing they should receive a free homework pass.
This document provides guidance on writing to persuade for GCSE English exams. It discusses the key aspects of persuasive writing, including understanding the audience and their perspective, establishing a clear purpose, and using an appropriate structure and persuasive methods. The document emphasizes planning effectively, catching the reader's attention, acknowledging other viewpoints tactfully, supporting arguments with evidence, and crafting the writing in a sincere, authoritative tone. Overall, the document outlines techniques for developing a well-structured, audience-focused persuasive piece.
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Lesson 2.4 focuses on identifying and using different tenses. It includes two YouTube video links about tenses and a checklist for writing summaries that emphasizes having a main topic and sub-topics, using short notes and key words/phrases, clarity, proper punctuation, finger spacing, and the pope tense. Homework is also assigned.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. 4 Writing Purposes
• Expository – provides information
or an explanation about a topic
• Narrative – tells a story
• Descriptive – describes a subject
using sensory details
• Persuasive – attempts to change
someone’s viewpoint about a subject
3. Personal Narratives
• A personal narrative re-creates a
specific experience or event in your
life.
• To write an effective narrative, select
an experience that you feel strongly
about.
4. Be Selective with Details
• Although you are telling a story, you will
still be using sensory details to paint a
mental picture for your readers.
• It is important to include specific details.
• However, a reader doesn’t need to know
every little thing.
• Select details that are important to
retelling the story.
5. Writing a Narrative
Paragraph
A narrative paragraph has 3 parts:
1. The topic sentence – introduces the
experience
2. The body sentences – share details
that re-create the experience
3. The closing sentence – reflects on
the experience
6. Understanding Your Goals for
Writing a Personal Narrative
• Ideas – clear ideas that re-create life
experiences
• Organization – retell the story in
chronological order with a strong beginning,
middle, and end
• Voice – you want to sound natural,
believable, and interested in your own topic
(try to use dialogue when possible)
7. Understanding Your Goals for
Writing a Personal Narrative
(continued)
• Word Choice – choose appropriate words
based on their connotations
• Sentence Fluency – make each sentence
move smoothly into the next
• Conventions – correct any spelling,
punctuation, capitalization, and grammar
errors before turning in your final draft (use a
dictionary, spell check, and grammar
handbook)
9. Keys to Effective Prewriting
• Look for writing ideas:
– Recalling
– Freewriting
– Memoir, etc.
• Select a writing idea for public writing.
– Not every life experience is appropriate for sharing publicly.
– Make good choices at the beginning.
• List your goals for the assignment.
– What do you want to accomplish?
– How will you know if you are successful?
• Identify your audience.
– Who will be reading this?
– Do you need to adjust your way of writing to fit this audience?
10. Keys to Effective Prewriting
• Gather specific details about your chosen
life experience.
– Actions – relate what you (and others) did in a
situation.
– Sensory details – show what you saw, smelled,
heard, tasted, or touched.
– Personal thoughts – reveal what you thought
during your experience.
• Identify the key sensory details related to
this time (see the chart on p. 97 for a
strategy for gathering these details).
11. Keys to Effective Prewriting
• Organize your ideas chronologically.
– Memorable narratives are suspenseful; they make the
reader want to know what happens next.
– Start with a problem (conflict) – some type of
physical or mental obstacle in your way.
– Work in actions that respond to the problem – each
action should build suspense in the story.
– Build toward the climax or high point – this is the
most exciting part in which the writer does or does not
overcome the challenge. This should happen at the end
of the narrative.
– (see p. 98 for a diagram for plot development)
12. Keys to Effective Prewriting
• Use dialogue to add personality to
your writing.
– Dialogue should do three things:
• Show a speaker’s personality
• Keep the action moving
• Add information
– Compare the examples with and without
dialogue on p. 99 to see how dialogue
improves the personality and enjoyment
of a narrative.
13.
14. Keys to Effective Writing
• Tell the complete story – the beginning, middle, and end.
• Grab the reader’s interest in the beginning, build suspense
in the middle, and in the ending, tell how you were changed
by the experience.
• Use the details you gathered in prewriting.
• Include dialogue whenever it makes sense to do so.
• Write on every other line, leaving space for additions and
changes later on.
15. Writing the Personal
Narrative, p. 102-6
• Get the big picture.
– Have in mind how the story will begin, end, and everything in
between.
• Start your personal narrative.
– Grab the reader’s attention.
– Start in the middle of the action.
– Introduce the main problem.
– Include important background information.
– USE TRANSITIONS (see p. 103)
• Develop the middle part.
– Include the key actions.
– Add sensory details.
– Work in your personal thoughts and feelings.
– Maintain suspense.
• End your personal narrative.
– The end should reveal:
• how you overcame your problem or accomplished something.
• what you have learned from the experience.
16.
17. Revising the Personal
Narrative, p. 107-118
• Your first draft is your first look at a
developing narrative. During the revising
step, you improve your first draft by
adding to, rewriting, or reorganizing
different parts.
• Focus on these traits when you revise:
– Ideas
– Organization
– Voice
– Word Choice
– Sentence Fluency
18. Keys to Effective Revising
1. Set aside your first draft for a day or two, if possible,
before you review your writing.
2. Be sure each main part—the beginning, the middle,
and the ending—works well.
3. Revise any parts that seem confusing or incomplete.
4. Pay special attention to your writing voice. Do you
sound truly interested in the experience?
5. Use specific words that reflect your feelings about the
experience.
6. Be sure your sentences read smoothly.
19. Revising for Ideas,
p. 108-9
• Be sure your narrative “shows” your experience,
not just “tells” it.
• Details make the narrative clear.
• Do I show rather than tell in my narrative?
– Your narrative shows if sentences contain action,
sensory details, dialogue, and your personal
thoughts and feelings.
• Have I included enough details?
– Use the 5 W’s and H — who? what? when? where? why?
and how?
20. Revising for Organization,
p. 110-11
• Be sure all parts of your narrative
work smoothly together.
• Does my beginning grab the
reader’s attention?
– It does if it does one of the following:
1. Starts in the middle of the action.
2. Creates a clear image with sensory details.
3. Opens with a personal thought.
21. Revising for Organization,
p. 110-11
• Does my ending work well?
– It does if you can answer “yes” to these 4
questions:
1.Does my essay build to my personal victory or
accomplishment?
2.Does my personal narrative end soon after the most
intense or most important moment?
3.Will my reader know why this event is important to
me?
4.Are all my reader’s questions answered?
– If any answer is “no”, revise your ending to
make it more solid and satisfying.
22. Revising for Voice,
p. 112-3
• The key is realism and consistency.
• Does my dialogue sound realistic?
– It is if it reveals the speaker’s personality.
– Do you know what your speaker’s personality
is? (see the chart on p. 112)
• Have I created a consistent narrative
voice?
– Does it sound like you throughout the entire
work?
23. Revising for Word Choice,
p. 114-5
• Use specific verbs and words with the
right connotation, or feeling.
• Have I used specific verbs?
– You have if your verbs show clear actions.
– Use the chart on p. 114 to improve your piece.
• Do my verbs have the right
connotation?
– They do if they create the feeling you want.
– Notice the difference in meaning of the verbs
in the chart on p. 115.
24. Revising for Sentence
Fluency, p. 116-7
• Check for a variety of short and long
sentences.
• When should I use long sentences?
– To express complex ideas.
• When should I use short sentences?
– To deliver especially important ideas.
– A series of short sentences can quicken the
pace like a heart beating faster.
27. Editing your Personal
Narrative, p. 119-22
• Keys to Effective Editing:
1. Use a dictionary, a thesaurus, and the “Proofreader’s
Guide” on p. 604-763 in the Write Source book to guide
your corrections.
2. Check for any words or phrases that may be confusing to
the reader.
3. Check your narrative for correct use of punctuation,
capitalization, spelling, and grammar.
4. Edit on a printed computer copy and then enter your
changes on the computer.
5. Use the editing and proofreading marks on the inside back
cover of the Write Source book to note your changes.
28. Editing for Conventions,
p. 120-21
• Have I punctuated dialogue correctly?
– Follow these rules:
1. Use a comma set off a speaker’s exact words from the
rest of the sentence.
2. Place periods and commas inside quotation marks.
3. Place an exclamation point or a question mark outside
quotation marks when it punctuates the main sentence,
and inside when it punctuates the quotation.
• Have I used pronouns correctly?
– You have if the pronouns agree with their
antecedents in all of the following:
• Number
• Gender
• Person
31. Publishing your Personal
Narrative, p. 123
• Make a neat final copy to share.
• Other ideas:
– Recording your narrative.
– Presenting it in a class blog.
– Reading it to a group of your peers.
• Focus on presentation:
– Use blue or black ink and write neatly; or type your essay.
– Write your name in the upper left-hand corner of page 1.
– Double-space your narrative.
– Indent every paragraph and leave a one-inch margin on all
four sides.
– Write your last name and the page number in the upper
right-hand corner of every page after the first one.
32. Use the Rubric for
Narrative Writing on
p. 124-5 to assess
your writing.
33. Reflecting on Your Writing,
p. 128
• You’ve worked hard on your personal narrative.
• NOW – think about your writing!
• Complete each of the following statements
about your narrative:
1. The strongest part of my personal narrative is…
2. The part that still needs work is…
3. The main thing I learned about writing a personal
narrative is…
4. In my next personal narrative, I would like to…
5. One question I still have about writing personal
narratives is…