Writing Narratives 9211

8/2/2019 Writing Narratives 9211

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Features ofNarrative Writing

J Munro 2007


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Unit Sequence

1. Voice Develop a Personal Voice when

Writing

2. Point of View

Point of View First and Third person3. Structure of a Narrative

Planning your Narrative Orientation Complication Resolustion Sequence of Events

Short Stories

4. Good Beginnings Opening Paragraphs Examples of Story Beginnings The Opening Sentence Active Beginnings

5. Plot Development Improve your Plot Plot Development

6. Good Endings7. Good Character Description

Characterisation

Character Profile Character Wheel

8.Good Setting Descritions Planning a Setting Create a Setting

9. Sentence Structure

Add Phrases Join Short Sentences Vary sentence length Smooth Transitions Using Conjunctions

10.Appropriate Dialogue Improve your Dialogue

11. Descriptive Language Create Similes Create Metaphors Personification Onomatopoeia Impact

Make every Word Count Create Word Pictures Focus on the Facts Replace Overworked Words Strong Verbs Dont Say


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Develop a Personal Voice when WritingVOICE shows your personality when writing. The writing has a sound differentfrom everyone else's. It has feeling and emotion so that it does not sound boring.

The reader should be able to tell if you are happy or sad. The writer should bewriting from the heart and bring the topic to life for the reader.

Funny One day my mom took me to the circus. I

LOVE the circus. There are always somevery funny clowns. My favorite clownthere came up to me and told me he hada secret for me. He got real close to me

and I thought he was going to whisper inmy ear when POW he squirted me in theface with his water flower. I neverlaughed so much. I had a great time atthe circus and will remember it for the

rest of my life.


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Serious It was the day for the big test. I studiedall week and knew I was ready. I wasstill a little bit nervous, but knew once Istarted I would be fine. The teacher

asked us to get some books out toread when we were finished so wewouldn't bother the other kids if wefinished early. The test was a

breeze. When I was done I started toread my favorite book.


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Mysterious Yesterday when I was on my way to

the grocery store I saw a very strangeman. He had on a brown trench coat,red hat and was carrying a purple

umbrella. I'm sure he was some kindof investigator. As he began walking Inoticed he was just peeking over thetop of his coat and I could only see his

eyes. He was very sneakylooking. I'm sure he was watchingsomebody, I just wonder who!


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Frightening As a baseball let me tell you I have somepretty frightening experiences. Imagine

being hit by a hard bat. OUCH, I want toscream every time someone hits me.Then for the flight through the air. Youcan't believe how scary that is. I am

always asking myself three questions.Will someone catch me? Will I fly overthe fence and land with a hard thud? Orwill I just go bouncing across the field?The next time you are frightened, stopa minute and think about how I feel.That is the true meaning of frightened!


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Have you ever seen two Martiansin a play before? Well you shouldhave been at the same show as Iwas. I never laughed so hard in my

life. These two green creatureswere trying to back to their landsafely, but came across manystrange people. They never sawhumans before. They kept trying to

act like us. Well, that is where thefun begins. You should go see theMartian's On Earth if you get achance. It is your chance to sit

back and laugh!

Look at the picture below and reading the short paragraph.Choose the voice that you think is being used in each paragraph.

Remember when writing with voice it can be:

Funny, Serious, Mysterious, Frightening


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Halloween night was finally here. Iwas very excited to trick or treatingwith my friends. There is always

one house that everyone is afraidto go to and this year we decidedwe would go. We slowly crept upthe steps and tap lightly at the doorhoping nobody would hear us and

we could get out of there quickly.Before we could turn around thereshe was. There were bats flyingaround her head, a frog in onehand, a broom in the other handand a black cat next to her leg.Before she could speak my friendsand I let out a scream and ran allthe way home. That is one house

we will NEVER go to again.


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The first day of school isalways a tough one. You arealways waiting to see who isin your class, what yourteacher will be like and howyour day will run. Usuallyeveryone is very quiet trying

to set a good example. Weall get out our books, sit inour seats nice and tall and doeverything the teacher says

with very little noise.I bet this is the teachersfavorite day of the year!


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I will never forget my 5thbirthday. My mom

surprised me with aclown to entertain myfriends and I. This clownwas very funny and had

many tricks up hissleeve. When his showwas over he madeeveryone at my party aballoon animal. This wasa great day for me!


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Exercise:

You and your friends were playing a ball game outside on the top quad. You

know that you are not allowed to kick balls on the quad. When the ball waspassed to you, you kicked it back. The ball didnt go where you wanted it and

you broke Mrs. Jones office window.

Describe what happened to Mrs Jones, using a serouis

voice, and then in a funny voice described to yourfriends what happened.


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Point of ViewWhen a writer begins a new story he must decide:"Who will tell my story?"

An author can tell a story from the first-person point of view.OR

The author can use the third-person point of view

First-person Point of View

A character in the story is thenarrator. This character is tellingthe story. The narrator uses thepronouns I, me andwe.

In first-person point of view,readers learn about events as the

narrator learns aboutthem.

Third-person Point of View

The story is being told by anoutside observer - someone who isnot in the story. The author usesthe pronouns he, she, and they.

In third-person point of view, the

author can tell about the thoughts,actions, and feelings of the other

characters.


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First - Person Point of ViewI walked home from school today with my friends.We stopped for ice cream. I had vanilla. It's my

favorite. When I got up this morning I brushedmy teeth. Then I got dressed and ate mybreakfast.

Third - Person Point of View

Ted plays on a baseball team. He loves to playwith his team. He has a game next week. Hiscoach thinks he's a good baseball player.

The princess was locked in the tower. She had noway to escape. She hoped that a prince wouldrescue her. Her wish came true. He came and

took her to his castle.


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Read each group of sentences.Decide if it is written in first person or third person point of view.

The hunter had a cottage in the woods. He lived there all alone.

I ride the bus to each every day. I like to sit with my friends.

My friends and I went camping. I toasted marshmallows over the fire.

Joey likes to go swimming. Sometimes he asks his friend Sam to go withhim. He brings his ball to play with.

Frosty the snowman had a hat on his head. He also had a pipe and a carrotnose. He held a shovel in his hand.


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Point of View

The role of the narrator is vital as her or his bias can affect the way the storydevelops.

Retell Little Red Riding Hood from two of these points of view:

grandma

Red Riding Hoods mother

the wolf

the wood cutter

Use the first person I when you write your two or three paragraphs.


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Narrative Writing

In a good narrative, the reader relates closely to the story,feels involved with the plot and often identifies with thecharacters. A good story is hard to put down and the readerfeels a sense of loss when it ends. The features of a

narrative are:

the plot this is what happens

characters the people or animals in the story

the setting where the narrative takes place

theme the aurthors message


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Planning your NarrativeBrainstorm your ideas. This does not need to take to long and can beadded to.


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Plan the path your writing will take. This plan is in a flow-chart form.


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Opening Paragraphs

The opening paragraph of a narrative willoften give us an introduction to thecharacters, the setting, or both and will often

give us a hint about the plot.

Another name for this is orientation. Youorientate your readers, give them an idea,right from the start, that your text is going tobe worth reading.


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Opening SentencesThe Opening Sentence

To write an opening sentence which will grab the readers attention.

Stories can start using the following ways:

Dialogue: Hands in the air this is a stick up! he hollered roughly.

A statement: The school principal had to collect the boy from the roof.Problem: David didnt know what to do: the school bully, Ted was

expecting him to hand over five doallars and all he hadwas fifty cents.

Action: Without a moments hesitation, Maude Drinkwater lifted

the revolver and fired.Description of people: Mr Sherman looked ordinary for someone who had just

solved one of the worlds most difficult maths problems.

Description of place: The sky was the colour of dish water.

Description of time: As the clock struct twelve it echoed around the hall.


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Write an opening sentence for one of these stories using the differentways to start a story:

A mysterious stranger

An accident

An act of bravery

The arrival of a new pet

A win

A loss

Try two other ways of starting the same story.


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Active BeginingsIn order to capture your readers attention, the beginning of your story must be

interesting and lively enough to make your reader want to keep reading. One way

to do this is to begin with an action.

Directions: Revise each story beginning. Put your main character in the setting,and have the character do something relevant to the story.

Example: One rainy day I went to the mall.

Revision: I splashed across the parking lot, yanked open the tall glassdoor, dripping wet, stepped into the mall.

1. Hi. My name is Kate. This is a story about the time I went to the zoo.

Put Kate at the zoo doing something

2. This is a story about the time I built a robort in my basement.

Put yourself in the basement doing something

3. I will tell you about my adventure swimming at the lake

Put yourself at the lake doing something


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Exercise 1:The Keeper

1. What is meant by unblemished?

2. What is an expedition?

3. Do you think this book is written about the past, the present or the future?

4. What were the clues that gave you the answer to question 3? Discuss thereason.

5. Does the opening paragraph make you want to read on? Why/why not?


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Exercise 2: Rocco

1. Is it daytime or night-time? How do you know?

2. Is the youth sleeping peacefully? Give reasons for your answer.

3. What do you think the story is going to be about? Making reference to thetext, give reasons for your answer.

Here is an orientation that gives a setting.


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Exercise 3: Uncles Three at KamahiThe following extract also starts with a setting.

1. Is the book set in New Zealand? Give a reason for your answer.

2. Is the setting in the past, the present or the future? Give a reason for youranswer.

3. What is meant by the clemantis was shining in start palaces in the bush?


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Exercise 4: Opening ParagraphsChoose a title and opening sentence from the list below. Use the sentence

beginnings to write an opening paragraph which will orientate a reader intoyour narrative.


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Plot

A plot starts with an introduction to the narrative. Aplot will include problems or crises and how theseare solved, and the conclusion to the narrative. If itis a good plot, there will be situayions which happen

throughout the narrative thaat will make you want toread on.

What happens in a novel has been carefully plannedby the author. Some authors use a flow chart to plantheir work. Others might write a brief overview ofevents noting each crisis, climax or problem and howeach will be resolved.


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Improve your Plot

Who are your storys main characters?

What are their main needs?(motives)

Who or what tries to stop or thwart them fromachieving their needs? (conflict)

Do the characters succeed or fail in achieving

their goals?How do they succeed or fail? (resolution)


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Exercise 1: Plot DevelopmentThe folowing extract from The Keeper is an example of a crisis in a plot.


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Plot development: The Keeper1. What is the setting in this extract?

2. Name the people who seemed to be present.

3. Where were Jean and the narrator:

a. at the beginning of the text?

b. when they saw the tiger?4. How do you think the group felt after this crisis?

This text gives a good example of the rise and fall of a crisis within theplot. There is a build up with all the action of trying to get out of the wayof the tiger and it leaping, then the feeling of relief when the animal isdead. Short quick sentences: Then it looked at me. It did not see me.

keep the feeling of excitement and suspense going.


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This is how the plot of The Keepermight look in graph form.

The plot may have many parts to it. It may have subplots within the mainplot. Whether the plot is action-packed or slow and leisurely, a good plotwill keep the reader interested.

A crisisis a turning-point, a moment of danger or suspense. A climaxisthe highest point in a series of events. There is often a build-up to a big

climax near the end of the narrative.


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CharacterisationA persons appearance, their posture and ways of walking, their hobbies, the wayin which they express their emotions, their secret wishes, fears, prejudices andreligious beliefs are all pointers to their character.

We develop character through the following:

Dialogue what the characters say and how the say it

Action what the characters do

Reactions how the characters think and feel in different situations

Relationships how the character interact with each other, and how others viewthem

Crisis a turning point in the story for the character; the way in whichthe characters respond in a crisis revaels true character


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ExerciseWrite 4-6 sentences, using the Show, dont tell method, which reveal thecharacters of the following people:

a greedy child a stressed teacher a bossy bus driver an impatient explorer a terrified airline passenger

a mother trying to get her reluctant todler to eat

Characters


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CharactersNarrative Characters may be people of animals. Although they are imaginary, theauthor may have modelled their character on people they know. A reader canusually identify with characters, either through a characters personality, actions or

experiences, or physical appearance.

Characters in a book may be built up over several chapters with the reader gettingan impression of their personality through actions, reactions and relationships toother characters.


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Character Wheels


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Planning a Setting


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Planning a Setting


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Things to think about

These settings all paint a picture for thereader. Think carefully about which styleof scene setting appeals to you.

Do you prefer to be given a cleardescription?

Do you prefer imagery where the writersuse of words lets you use yourimagination?

Do you prefer a character in the text tohelp establish the mood of the setting bytalking about it?


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Create a setting

Write a setting that vividly portrays the background to the plot.

The setting is where the action is happening and when the action occurs ie.Time of day, month, year.

Choose one of the following and write a short description of it. The descriptionshould include:

time of day,the weather,the sights,sound and smells.

The beach

Inside a restaurant

A city street

A favourite park

A swamp


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Add PhrasesPhrases add information and interest to short, dull sentences.

To add an adjectival phrase, you can ask questions like how, when, or where.

Adjectival phrases: The boy was a culprit.

The boy with a cheeky grin was a culprit.

Adverbial phrases: We skipped.

We skipped across the playground.

We skipped across the playground with great abandonafter our win in soccer.

Add phrases to:

1. The girl cried.

2. The door opened.

3. They killed his parents.

4. We worked.

J i Sh S


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Join Short SentencesSometimes short sentences can be combined to create longer, more interestingsentences.

Example

First Draft: The rosella was feeding in the tree. It was attacked byanother bird. It flew away

Revised: Attacked by another bird as it fed in the tree, the rosella

flew away.

Rewrite the following examples to turn each example into one interesting sentence.

1. It was Sunday. The cricket match was cancelled. The pitch had been ruined byrain

2. I was not pleased with my sister Natalie. She scribbled on my homework. I toldmom.

3. Ive been working all day. Im tired. I think Ill take a rest.

4. Every night for dinner we have boiled rice. I dont like boiled rice. It is my leastfavourite food.

V S L h


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Vary Sentence Length

When you vary your sentence lengths, it creates a pleasant rhythm.

A story can become boring if all the sentences are the same length.

Example

Listen to what is happening. These sentences have five words. Here areanother five words. Five more words to follow it. The sentences begin todrone. There is no variety here. Its like a stuck record. It goes on and on.

1. Write a five sentence story; the first sentence should have one word, thesecond two words, the third three words and so on.

2. Write a five sentence story with a different number of words in each

sentence.

3. Study sentence lenghts in a page from a published story.

S h T i i


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Smooth Transitions

One way an author can get the readers attention is by using pharases

that we call red flags. red flags, such as all of a suddenor the nextthing I knew, indicate a new twist in the plot. Red flags can replacepredictiable words and phrases, like next and then.

Read the sample sentences below. Create your own Red Flag Menu by filling

in the blanks.

Suddenly I manage to escape from the monster.

Just then I manage to escape from the monster.

I manage to escape from the monster.

I manage to escape from the monster.I manage to escape from the monster.





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Improve Your Dialogue

What is Dialogue?It's the conversation that takesplace between characters in astory.You can tell more about yourcharacters' thoughts and feelings

if you include dialogue in yourstories.

Let's look at a story without dialogue.


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Let's add some dialogue to that story.Sharing a room with her sister wasn't always fun. Kristi wastired of always having to clean up their room."Ashley, you've left your clothes on the floor again! I'm not

picking them up for you this time," said Kristi."I'm sorry, Kristi, I don't mean to be a slob!" joked Ashley.

"I just don't notice the mess--really! I guess it just doesn'tbother me.

"Well, it bothers me! You know it does," said Kristi."I'll try harder, I guess," sighed Ashley. "But I can't promise

anything. Neatness just isn't my thing!"

Let s look at a story without dialogue.

Sharing a room with her sister wasn't alwaysfun. Kristi was tired of always cleaning up after hersister Ashley. Just because they shared a room, that

doesn't mean they had to share the mess! Ashley wasalways leaving dirty dishes on her desk, and therewere always dirty clothes under the bed. Kristi hadtried to talk to Ashley about cleaning up the mess, butsomehow talking didn't help.

Your audience will have a better understanding of Kristi and Ashley after


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Your audience will have a better understanding of Kristi and Ashley afterreading the conversation that takes place between them. It's moreinteresting to read...AND...it helps to understand how both Kristi andAshley FEEL .

Dialogue lets you tell so much more about your characters.It allows your readers to understand your characters more too.

Reminder When writing dialogue you must remember to:

1. Use Quotation Marks.2. Identify who is speaking.3. Indent each time the speaker changes.

4. Use commas correctly.


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Read the following story:

Paul and his dad were planning their first fishingtrip of the year. Paul wasn't sure what to bringwith him, so he asked his dad. His dad told himto bring his pole. His dad would bringeverything else. His dad also told him to dress

warmly because it's always cold in the morningnear the lake. Paul told his dad he was excitedabout going and would have trouble sleeping.

Rewrite the story adding dialogue.


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Here's a sample of what your story mightlook like.Notice the quotation marks and commas.Check your story to make sure you have the correct punctuation.

Paul and his dad were planning their first fishing trip of the year."What should I pack, Dad?" said Paul. "I don't want to forget

anything."

"Just bring your pole, Paul. I've got everything else we'll need alreadyin the car," said Dad. "Mom's already packed us a big lunch. We wantto get an early start!"

"Should I bring a sweatshirt?" questioned Paul."Oh, it's always cool in the morning near the lake. You'll need more

than a sweatshirt. You need to make sure you dress warm."

Paul headed up to bed."I don't think I'll be able to sleep, Dad. I'm too excited!"

C t Si il


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Create Similes

Complete the following:

1. The sun sank in the west like

2. The baby opened its mouth for food like

3. When he left, it was quiet

4. The shadow hung on the wall like

5. His words were as painful as

6. The sun on the water was like

7. On roller skates she looked as awkward as

8. The sky was as blue as

9. The clouds rolled across the sky like..

10.After our huge dinner of fish and chips, we felt like

LEARNING INTENTION: To liken something to something else, by usingsimiles.

Examples: My attention was as far away as love on abattlefield.Her skin is pale as eggshells.

METAPHORS


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METAPHORS

A metaphor is like a simile. That's because it is a comparison that is madebetween things, which is not always likely or obvious. We dont use like or as

in a metaphor.

We often use metaphors without realising it. For instance, when we say thatyour parents 'bark a command' at you, you are comparing them to a dog, andhence engaging in metaphor!

Other MetaphorsA heart of stoneHe has the heart of a lionYou are the sun in my skyYou are the light in my lifeShe is my East and my West, my compass.You had better pull your socks up

Love is a lemon - either bitter of sweet

Create Metaphors


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Create Metaphors

Try to write three metaphors for each of the following examples:

the sun an appleclouds cheese

a cat the oceanfog anger

LEARNING INTENTION: to understand that a metaphor is a word picture inwhich the writer replaces the thing to be described with another image. It makesa more direct and vivid comparison to a simile.

Examples: The moon is a pearl from a necklace.The moon is a cold, cheesy pizza.The moon is earths halo

Personification


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Personification

Give the following items human characteristics:

wind refugee camp

night cold

moon war

LEARNING INTENTION: to understand that in personification, the non-human is

identified with the human or given human characteristics.

Examples: The steel beam clenched its muscles.Clouds limped across the sky.The pebbles on the path were grey with grief.Cricket has been good to me.

The New Zealand dollar had a quiet month.Life dealt him a heavy blow.

Onomatopoeia


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Onomatopoeia

Write onomatopoeia for the following:

gun sound windbomb tank

planes walking in snow

LEARNING INTENTION: to understand that Onomatopoeia is found in a groupof words that attempts to replicate certain sounds.

We have words like woof-woof, or bow wow, tweet-tweet, and cock-a-doodledoo. However, these words are still the creation of the human mind.

Examples: crackle, splat, ooze, squish, boom.The tyres whirr on the road.The pitter-patter of soft rain.The mud oozed and squished through my toes.


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IMPACTShow Dont Tell

To write what is happening in the story without explicitly stating it.

Telling sentence: Joe was old.

Showing sentence: Joe creacked when he moved, his arthritic limbsbowed beneath the weight of his eighty years

Below are some telling sentenceswhich simply state facts. Transform them intoshowing sentences:

1. It was cold on the beach.

2. Dad was angry.3. My friend is a great rugby player.

4. The house needed repairs.

5. The car braked suddenly.

Make every word count


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Make every word count

Rewrite these sentences, eliminating all the unnecessary words to make eachsentence more precise.

1. He looked at Mike. Mike was his brother.

2. The people that I would like to tell you about are my father and mother.

3. He let me know that the contest the Bulldogs were in resulted in a win for theBulldogs.

4. In the vase were some daffodils. The vase of daffodils was on the table.

5. This recipe deals with and describes one method used to attain the desiredresult in the preparation of scrambled eggs.

You can improve your writing by removing unnecessary words. It is possible toeliminate unnecessary words but still retain the same information.

First Draft The idea was thought of by Jim at four oclock early inthe morning. (14 words)

Revised Jims idea came at 4 am. (6 words)

Create Word Pictures


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Create Word PicturesWe can add details to a sentence to make an image more vivid and life-like.

Bland The man had a hairy face.

Interesting The hair on Mr Twits face didnt grow smooth andmatted as it does on most hairy-faced men. It

grew in spikes that struck out straights like bristles of

a nail brush.

Rewrite these sentences using details to make the image live.

1. The room was dark

2. The girl ran

3. His dog was unwashed and smelly

4. The lady next door is a busy body.

Focus on the Facts


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Focus on the FactsWe can add on sufficient information to help the reader understand better.

Example A boat came to the island.

What kind of boat was it?

Who was aboard the boat?

What were the feelings of the passengers about rechingthe island?

When did the boat arrive?

What was the purpose of the visit?

Read the following sentences. What questions would you ask the writer toensure that all the essential information was given.

1. I dont like school.

2. My aunt is in hospital.

3. We like going out for dinner.

Select one of these sentences. Rewrite them with sufficient information.

Replace Overworked Words


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Replace Overworked Words

For my birthday I got lots ofpresents.

It was a lovelyday.

We got offthe train at Wellington.

My sister gotfifty dollars a week.

In the war, lots ofmen got injured.

Feeling annoyed, the teacher wentout of the room.

We had a niceholiday in Dunedin where we met many nicepeople.

LEARNING INTENTION: To think of as many different ways as you can to

express the same idea.

Example: Mary is a goodperson.Mary is a lovelyperson.Mary is a wonderfulperson.Mary is a superbperson.

Mary is a delightfulperson.

St V b


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Strong VerbsBy using strong verbs we can express movement and help to create a picture inthe readers mind.

Well-chosen verbs can give writing power.

With throttles open all the way, big bad bruce and his gang charge down thehighway on their Harleys. Bruce blasts along the highway at top speed. Icywind whacks into his face. He whacks it back, twice as hard. He zooms around

corners and shoots up the straight. He pushes his bike to the max.from Big Bad Bruce by Dianne Bates

Write a description of the action in each of thes pharases using strong verbs.

a man kicking a door

a lion stalking prey

a rabbit digging a hole

a getaway car speeding around a corner

a dog chasing a cat

Using a Thesaurus


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Using a ThesaurusA thesaurus extend your word power.

declared

exclaimedquestionedrepliedrepeatedbellowed

shouted

respondedwhispered

Writing Narratives 9211

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