NarrativesNarratives

Everybody loves a good Everybody loves a good storystory

Alfred had always been a loner. Many Alfred had always been a loner. Many students avoided him and felt that he students avoided him and felt that he was strange. Perhaps it was the way was strange. Perhaps it was the way he wore his shirt or maybe it was the he wore his shirt or maybe it was the way he walked. They just laughed at way he walked. They just laughed at him. Alfred did not like being laughed him. Alfred did not like being laughed at and he was determined to “fix” at and he was determined to “fix” things. He felt the cold metal of the things. He felt the cold metal of the blade under his shirt and thought, blade under his shirt and thought, “Now I’m going to be famous, nobody “Now I’m going to be famous, nobody is ever going laugh at me again…is ever going laugh at me again…

Tell me what you think?Tell me what you think?

Was this abstract interesting?Was this abstract interesting?

Why?Why?

How did the author achieve this?How did the author achieve this?

Warm up ActivityWarm up Activity

In a moment I will hand you a In a moment I will hand you a worksheet with just a phrase (a part of worksheet with just a phrase (a part of a sentence)…a sentence)…

Your task is to take turns to develop a Your task is to take turns to develop a narrative…together…narrative…together…

Once I call out “change” you are to pass Once I call out “change” you are to pass your ‘story’ to the next person in line…your ‘story’ to the next person in line…

I will call out end…then read out what I will call out end…then read out what we have…let’s get creativewe have…let’s get creative

FeedbackFeedbackWhat was the most challenging part of What was the most challenging part of

this activity?this activity?Coming up with the story idea?Coming up with the story idea?Joining sentences?Joining sentences?Trying to make sense out of the whole storyTrying to make sense out of the whole story

Learning points:Learning points:Need a plan (for the actions to flow)Need a plan (for the actions to flow)Need to create tension between charactersNeed to create tension between charactersNeed to write in lively, interesting manner.Need to write in lively, interesting manner.

It is the same with

writing narrative

compositions!!

A brief Intro for Text A brief Intro for Text TypesTypes

O’ Level English Paper 1 will test candidates on O’ Level English Paper 1 will test candidates on their ability to compose and write within the their ability to compose and write within the framework of the following text types:framework of the following text types:

Section A Section B

ExplanationExpositionFactual RecountProcedureNarrativePersonal Recount

Write a speechWrite a formal letterWrite an informal letterWrite a brochure

Planning before WritingPlanning before Writing

Before putting pen to paper Before putting pen to paper understand:understand:What is the purpose of your writing?What is the purpose of your writing?

Provide information? Entertain?Provide information? Entertain?Instruct? Persuade?Instruct? Persuade?

Who is your audience?Who is your audience? Senior managers, Children, Young adults???Senior managers, Children, Young adults???

Based on your purpose and audience, Based on your purpose and audience, what should be your style?what should be your style?Formal, Informal, Irreverent? Formal, Informal, Irreverent?

Now lets look at Now lets look at Narratives…Narratives…

Narrative text-type is by far the most Narrative text-type is by far the most interesting text-type you will interesting text-type you will encounter.encounter.

It “builds on” existing ideas for It “builds on” existing ideas for stories and on the structure of stories stories and on the structure of stories we have always heard.we have always heard.

Not difficult to master! Learn the Not difficult to master! Learn the structure and steps.structure and steps.

How to write a successful How to write a successful narrative?narrative?

(adapted from the Longman’s Complete Guide to Upper Secondary (adapted from the Longman’s Complete Guide to Upper Secondary Compositions, Patricia Irvin (ed.) Third Ed, Singapore:2011. p172)Compositions, Patricia Irvin (ed.) Third Ed, Singapore:2011. p172)

o Steps: Steps: o Step 1: Follow the topic (read the question)Step 1: Follow the topic (read the question)o Step 2: Plan an original story (see structure of Step 2: Plan an original story (see structure of

narratives)narratives)o Step 3: Choose lively expressions (Grammar, sentence Step 3: Choose lively expressions (Grammar, sentence

structure etc)structure etc)o Step 4: Check that your writing is sensitive and matureStep 4: Check that your writing is sensitive and mature

o Don’t make serious issues too “funny” or humorous (unless Don’t make serious issues too “funny” or humorous (unless irony)irony)

o Try to use conclusion to reflect on the event…share what you Try to use conclusion to reflect on the event…share what you have learnthave learnt

Step 1: Read the Step 1: Read the Question….Question….

Make a note of what the examiners are expectingMake a note of what the examiners are expecting

E.g. E.g. “unexpected visitor” “unexpected visitor” often conveys a often conveys a negative experience whereas negative experience whereas “unexpected “unexpected visit” visit” may refer to more than one visitor and may refer to more than one visitor and likely to be a surprise visit…”likely to be a surprise visit…”

““A Dream” A Dream” and and “Dreams” “Dreams” – first topic is – first topic is narrative (past tense used), second topic is narrative (past tense used), second topic is factual – need to provide facts about beliefs, factual – need to provide facts about beliefs, superstitions connected with dreams etc.superstitions connected with dreams etc.

Step 2: Plan an Step 2: Plan an interesting story!interesting story!

Follow the structure below: Follow the structure below: OrientationOrientation

Where is the action happeningWhere is the action happening Who are the charactersWho are the characters Hint at what could happen – don’t reveal Hint at what could happen – don’t reveal

Problem or complicationProblem or complication Something unexpected is going to happenSomething unexpected is going to happen How the characters react How the characters react

Some kind of resolutionSome kind of resolution (although not always) (although not always) How do the characters react at the endHow do the characters react at the end How have their lives changed?How have their lives changed?

Step 2: SHOW not TellStep 2: SHOW not Tell

TellingTelling means: Simply providing a means: Simply providing a description about the character and what description about the character and what he or she is doing.he or she is doing.

ShowingShowing means: Providing more than means: Providing more than basic information, it allows for the reader basic information, it allows for the reader to be present during the event.to be present during the event. Develop the character’s reasons for actionsDevelop the character’s reasons for actions Develop the sequence of events towards a high Develop the sequence of events towards a high

point (climax)point (climax) Resolution: They all lived happily ever after…? Resolution: They all lived happily ever after…?

In Class Practice 1: In Class Practice 1: A Simple StoryA Simple Story

Examine the story: Examine the story: The Boy who The Boy who cried Wolf! cried Wolf! Orientation: Orientation:

Where: The hill country, quiet, still, nothing interesting happening

Who: The shepherd boy and his father, villagers, the wolf (the villain)

Any other details about the orientation: ?

Simple StorySimple Story

Problem or complication:Problem or complication:Father told him to look after sheep…but Father told him to look after sheep…but

very boring…no excitement. Comes up very boring…no excitement. Comes up with a plan to trick villagers to come up with a plan to trick villagers to come up the mountain to ‘rescue’ him. Loves to the mountain to ‘rescue’ him. Loves to see the reactionsee the reaction

Tries two times…he is warned…but can’t Tries two times…he is warned…but can’t resist the temptationresist the temptation

Problem: The wolf really comes…calls for Problem: The wolf really comes…calls for help but villagers come…too late. All help but villagers come…too late. All sheep are killed.sheep are killed.

Simple StorySimple Story

Resolution (or closure): Resolution (or closure):

Father is very angry and admonishes shepherd boyPunishment – needs to look after the sheep to look after the sheep

of the other villagers for the rest of the of the other villagers for the rest of the season.season.

Can you think of another conclusion?Can you think of another conclusion?

In-Class Practice 2:In-Class Practice 2:A NarrativeA Narrative

Let’s try to identify the parts of the Let’s try to identify the parts of the narratives:narratives:

Read the sample story: “The Climb”Read the sample story: “The Climb”

Jot down the parts of the story that Jot down the parts of the story that follow the structure of the narrative.follow the structure of the narrative.

Step 3: Choose lively Step 3: Choose lively expressionsexpressions

Choose appropriate Grammar :Choose appropriate Grammar :Check Tenses – past tenseCheck Tenses – past tenseUse of adverbs, adverbial clauses etc to Use of adverbs, adverbial clauses etc to

enhance action. (e.g. describe actions in enhance action. (e.g. describe actions in detail)detail)

Involves the reader’s senses for Involves the reader’s senses for descriptive descriptive power.power.

Devices UsedDevices Used:: SimilesSimiles MetaphorsMetaphors Personification - Personification -

Step 4: Are you sensitive Step 4: Are you sensitive enough?enough?

Check whether you are handling the Check whether you are handling the issues and action of the essay issues and action of the essay properly:properly:Are you making something too funny? Are you making something too funny?

(death, injury, etc)(death, injury, etc)Are you making the action to serious?Are you making the action to serious?Look at what is the purpose and audience Look at what is the purpose and audience

that is required of your essaythat is required of your essayChildren’s narrative?Children’s narrative?General audiencesGeneral audiences

Good NarrativesGood Narratives

Get the reader interested in what Get the reader interested in what you are reading.you are reading.

Help the reader “enter” into the Help the reader “enter” into the world of the character.world of the character.

Do not allow poor grammar to spoil Do not allow poor grammar to spoil the story. In other wordsthe story. In other words…they …they follow the rules of grammar.follow the rules of grammar.

Personal Recount or Personal Recount or Narrative?Narrative?

Personal Recount

(A day at the zoo)

Narrative

(The zoo…)

- A recount tells, describes what happened. - An experience that you have

lived through

- Events are more complicated - Describe problems that have to

be resolved

- There are participants and a background to the recount

- Events that also link the activities described in the recount

- Feelings of the characters or narrator expressed

- Thoughts and reflections also described

- Sometimes, several short stories (sub-plots) are introduced

Key PointsKey Points

What must you identify before What must you identify before writing?writing? P________ and A______P________ and A______

What are the 4 steps to Narrative writing:What are the 4 steps to Narrative writing:Step 1: Read the __________Step 1: Read the __________Step 2: Plan an interesting story Step 2: Plan an interesting story (what is the (what is the

structure) structure)

Step 3: Choose _____________Step 3: Choose _____________Step 4: Are you __________enough?Step 4: Are you __________enough?

Does your tone match with the question Does your tone match with the question expectation?expectation?