Narrative Essays - National Geographic Learning, Schemes and Mind Maps of English Literature

Download Narrative Essays - National Geographic Learning and more Schemes and Mind Maps English Literature in PDF only on Docsity! 38 Narrative Essays Unit 2 National Geographic explorers Beverly and Dereck Joubert are in Duba Plains, Botswana. Their accomplishments include launching the Big Cats Initiative, a global awareness program to protect lions, tigers, cheetahs, leopards, and jaguars. 94943_ch02_ptg01_hires_038-063.indd 38 8/27/13 7:03 PM Can you write a story about a person who has done something inspirational? Objectives To learn how to write a narrative essay To use connectors and time relationship words To understand adjective clauses 94943_ch02_ptg01_hires_038-063.indd 39 8/27/13 7:03 PM 42  Unit 2 • Narrative Essays The Thesis In most types of essays, the thesis states the main idea of the essay and tells what the organization of the information will be. However, in a narrative essay, the thesis introduces the action that begins in the first paragraph of the essay. Look at these example thesis statements: Now, as I watched the bus driver set my luggage on the airport sidewalk, I realized that my frustration had only just begun. I wanted my mother to watch me race down the steep hill, so I called out her name and then nudged my bike forward. Because his pride would not allow him to apologize, Ken now had to fight the bully, and he was pretty sure that he would not win. These thesis statements do not tell the reader what happens. They only introduce the action that will follow. The paragraphs in the body will develop the story. the body The body of your narrative essay contains most of the plot—the supporting information. The action in the plot can be organized in many different ways. One way is chronological or time order. In this method, each paragraph gives more information about the story as it proceeds in time—the first paragraph usually describes the first event, the second paragraph describes the second event, and so on. Transitional Sentences In an essay with chronological organization, each paragraph ends with a transitional sentence. Transitional sentences have two purposes: (1) to signal the end of the action in one paragraph, and (2) to provide a link to the action of the next paragraph. These sentences are vital because they give your story unity and allow the reader to follow the action easily. The following example is from Essay 8 on page 43, Paragraphs 2 and 3. Notice how the ideas in the last sentence of Paragraph 2 (the transitional sentence, underlined) and the first sentence of Paragraph 3 (underlined) are connected. 2 This was my first visit to the international terminal of the airport, and nothing was familiar. I could not make sense of any of the signs. Where was the check-in counter? Where should I take my luggage? I had no idea where the immigration line was. I began to panic. What time was it? Where was my plane? I had to find help because I could not be late! 3 I tried to ask a passing businessman for help, but my words all came out wrong. He just scowled and walked away. What had happened? I had been in this country for a whole semester, and I could not even remember how to ask for directions. This was awful! Another bus arrived at the terminal, and the passengers stepped off carrying all sorts of luggage. Here was my chance! I could follow them to the right place, and I would not have to say a word. the conclusion Like academic essays, narrative essays need to have concluding ideas. In the conclusion, you finish describing the action in the essay. The final sentence can have two functions: 1. It can deliver the moral of the story by telling the reader what the character(s) learned from the experience. 2. It can make a prediction or a revelation (disclosure of something that was not known before) about future actions that will happen as a result of the events in the story. 94943_ch02_ptg01_hires_038-063.indd 42 8/27/13 7:03 PM     43 Look at these examples: Moral The little boy had finally learned that telling the truth was the most important thing to do. Prediction I can only hope that one day I will be able to do the same for another traveler who is suffering through a terrible journey. Revelation Every New Year’s Eve, my wife and I return to that magical spot and remember the selfless act that saved our lives. Writer’s Note Storytelling Tip If you describe the sights, smells, and sounds of the story, you will bring the story alive for the reader. Try to include a few adjectives in your sentences. The more descriptive the information, the more the reader will connect with the story you are telling. Make readers feel that they are there with you as you experience what you are describing. In the following example, the writer uses adjectives (underlined) to add depth to the story by giving additional information. I walked into the noisy classroom and looked for a place to sit down. In the back of the well-lit room, I saw an old wooden desk and walked toward it. After a few moments, the anxious students quieted down when they observed the prim English teacher enter the room. Activity 2 studying a narrative essay Discuss the Preview Questions with a classmate. Then read the essay and answer the questions that follow. Preview Questions 1. Have you ever had trouble getting from one place to another while traveling? Where were you going? What happened that made this travel difficult? 2. Can everyday people be considered heroes? What do you consider to be a heroic act? Essay 8 Frustration at the Airport 1 I had never been more anxious in my life. I had just spent the last three endless hours trying to get to the airport so that I could travel home. Now, as I watched the bus driver set my luggage on the airport sidewalk, I realized that my frustration had only just begun. 2 This was my first visit to the international terminal of the airport, and nothing was familiar. I could not make sense of any of the signs. Where was the check-in counter? Where should I take my luggage? I had no idea where the immigration line was. I began to panic. What time was it? Where was my plane? I had to find help because I could not be late! 94943_ch02_ptg01_hires_038-063.indd 43 8/27/13 7:03 PM 44  Unit 2 • Narrative Essays 3 I tried to ask a passing businessman for help, but my words all came out wrong. He just scowled and walked away. What had happened? I had been in this country for a whole semester, and I could not even remember how to ask for directions. This was awful! Another bus arrived at the terminal, and the passengers came out carrying all sorts of luggage. Here was my chance! I could follow them to the right place, and I would not have to say a word. 4 I dragged my enormous suitcase behind me and followed the group. We finally reached the elevators. Oh, no! They all fit in it, but there was not enough room for me. I watched in despair as the elevator doors closed. I had no idea what to do next. I got on the elevator when it returned and gazed at all the buttons. Which one could it be? I pressed button 3. The elevator slowly climbed up to the third floor and jerked to a stop. A high, squeaking noise announced the opening of the doors, and I looked around timidly. 5 Tears formed in my eyes as I saw the deserted lobby and realized that I would miss my plane. Just then an elderly airport employee shuffled around the corner. He saw that I was lost and asked if he could help. He gave me his handkerchief to dry my eyes as I related my predicament. He smiled kindly, and led me down a long hallway. We walked up some stairs, turned a corner, and, at last, there was customs! He led me past all the lines of people and pushed my luggage to the inspection counter. 6 When I turned to thank him for all his help, he was gone. I will never know that kind man’s name, but I will always remember his unexpected courtesy. He helped me when I needed it the most. I can only hope that one day I will be able to do the same for another traveler who is suffering through a terrible journey. to scowl: to frown a terminal: an arrival and departure point for some forms of mass transportation to despair: the condition of having no hope to gaze: to look at slowly and steadily to jerk: to move with an abrupt motion timidly: hesitantly, shyly deserted: empty elderly: older; mature to shuffle: to walk by sliding one’s feet along the ground a predicament: a troubling situation a courtesy: a kind or polite action 94943_ch02_ptg01_hires_038-063.indd 44 8/27/13 7:03 PM     47 C. Paragraph 4 (Event 3) topic sentence: I dragged my enormous suitcase behind me and followed the group. 1. 2. I got on the elevator and looked at the buttons. 3. 4. Transition sentence: D. Paragraph 5 (Event 4) topic sentence: Tears formed in my eyes as I saw the deserted lobby and realized that I would miss my airplane. 1. An airport employee offered to help. 2. 3. 4. Transition sentence: He led me past all the lines of people and pushed my luggage to the inspection counter. III. Conclusion (Paragraph 6) A. Close of the action: B. I will never know his name, but I will always remember his unexpected courtesy. C. D. Final sentence (moral, prediction, or revelation): su P P o r T su P P o r T 94943_ch02_ptg01_hires_038-063.indd 47 8/27/13 7:03 PM 48  Unit 2 • Narrative Essays Activity 4 Adding supporting information The following narrative essay is missing large parts of the story (supporting information in the body). As you read, add information that moves the story along. Be sure to write transition sentences at the end of Paragraphs 2, 3, and 4. If you need more space, use a separate piece of paper. Essay 9 superstitious: irrational, believing in things that are not based on science to trip: to stumble or fall A Bad Day 1 I should never have deleted the chain letter e-mail from my computer. The letter clearly warned me that if I did, I would have one day of bad luck. Unlike my mother, I tend not to believe these types of things bringing bad luck: breaking a mirror, someone giving me the “evil eye,” or even opening an umbrella in the house. As a result, I got rid of this superstitious e-mail with one quick click of the mouse. That night, however, as I fell asleep, I had the uncomfortable feeling that something was not quite right. 2 When I woke up the next morning, I was surprised to find that I had overslept and would be late for work. As I rushed down the stairs to eat a quick breakfast, I tripped over my bag and 3 On my way to work, I decided to take a shortcut through an old part of town. 94943_ch02_ptg01_hires_038-063.indd 48 8/27/13 7:03 PM     49 4 When I arrived at work, I found a note from my boss on my desk. She wanted to see me right away. I took a deep breath and walked into her office. As I stepped inside, I noticed a scowl on her face. 5 Finally, after a long and difficult day, I returned home to find that my air conditioner was broken. I could not take it anymore! It had been the worst day ever, and I did not want anything else to happen. I rushed to my computer, opened up my e-mail, and went directly to the deleted e-mail folder. I opened up the letter and reread the words: “Send ten copies of this e-mail to your friends, and you will have good luck for a year.” I put on my reading glasses and began scrolling through my list of e-mail contacts. They could take their chances, but I was not going to have any more bad luck! Building Better Sentences: For further practice, go to Practice 9 on page 196 in Appendix 1. right away: immediately 94943_ch02_ptg01_hires_038-063.indd 49 8/27/13 7:03 PM 52  Unit 2 • Narrative Essays Building Better Sentences: For further practice, go to Practice 10 on page 197 in Appendix 1. Adjective Clauses Adjective clauses are one of the most powerful ways to combine two ideas (simple sentences) into one complex sentence. Study the following rules and examples: 1. Adjective clauses must contain a subject and a verb. 2. The subject of an adjective clause can be who (people), which (things), or that (people or things). Samir studies at a university. The university is well known for its technology programs. adjective clause Samir studies at a university that is well known for its technology programs. 3. If the information in the adjective clause is necessary to clarify the person or thing you are writing about, do not use a comma to separate the ideas. However, if the information in the adjective clause is not necessary to understand the meaning of the sentence, use a comma, or pair of commas, to separate the adjective clause from the rest of the sentence. In other words, commas indicate the information is extra. Study the examples below. Necessary Information Unnecessary Information The city that we will visit last on our trip is located in central Florida. Orlando, which we will visit last on our trip, is located in central Florida. NOTE: When the writer says the city, it is not clear which city the writer is talking about. The adjective clause (that we will visit last on our trip) is important information for readers because it tells them which city in central Florida the writer is referring to. NOTE: When the writer says Orlando, the readers know which city the writer is talking about. The information about when the writer will visit this city does not affect our ability to know that the writer is referring to Orlando. Grammar for Writing 4 I heard him call my name. I ran to the room we shared, sat down on the bed, and watched Claudio close his suitcase. He turned to me and nodded. “It’s time, brother,” he said. I thought he was referring to his time to leave the house. Actually, he went on to explain all of the important responsibilities that I would have after he was gone. Claudio meant that it was time for me to take on a bigger role in the family. that point, I understood everything. 5 then on, I took my role as the “man of the house” very seriously. With Claudio away, I would need to be available for Mom whenever she needed me. What have I learned from my brother? I have learned about family, love, and responsibility. to take on: undertake, face a role: job, function 94943_ch02_ptg01_hires_038-063.indd 52 8/27/13 7:03 PM Activity 6 Adjective clause Review Read the following narrative essay. Find and underline the nine adjective clauses in the essay. Hint: Adjective clauses tend to begin with who, that, or which. Essay 11 a driveway: an area in front of a home where people park their cars a throne: a special chair meant for nobility residential: areas where people live, not commercial Learning to Drive 1 I could not believe it. Driving laws in Ontario allowed teenagers to get their licenses at the age of sixteen! As my sixteenth birthday approached, I beamed with excitement and anticipation. What I did not know at the time was this: The driving lessons that I learned in our old sedan would stay with me for the rest of my life. 2 My father, who adored driving, was the obvious choice to be my driving instructor. The first lesson took place in the driveway. While I sat in the passenger seat, he explained the devices in the car. I was particularly frightened by the gear shift, which was sticking out of the floorboard. However, my father patiently lectured on the different floor pedals, the turn signals, and, my favorite, the car horn. 3 For the next lesson, I sat in the driver’s seat. At that time, it felt more like a throne than anything else. My father asked me to turn on the car, and then he guided me into reverse. As I let up on the clutch and pressed the gas, I felt the car starting to move backward. I was controlling this vehicle! Slowly and carefully, I backed out of the driveway and into the residential street. After a few moments of confusion, I had the car sputtering forward in first gear.     53 94943_ch02_ptg01_hires_038-063.indd 53 8/27/13 7:03 PM 54  Unit 2 • Narrative Essays a sedan: a type of car a spell: a state of being captivated by something to leak out: escape from one’s memory somber: serious to reprimand: scold; lecture severity: seriousness a moving violation: a traffic offense 4 Two weeks of lessons passed, and I was beginning to get bored with the scenery, which never changed. My father had me drive around the same block again and again. I was passing the same landmarks—the neighbors’ houses, the dead tree down the street, and the kids who were playing in the empty lot on the corner. When I could stand it no more, I asked to move to a street that had more action. “Tomorrow. I think you are ready,” my father replied, his eyes twinkling with pride. 5 My emotions were in overdrive the next day. I was finally on a busy street at night. I shifted from first gear to second gear with no problems. Then came third gear. When I reached the speed that I wanted, I put the car into fourth. I was flying in the old sedan! My father’s concerned voice broke my spell. He said calmly, “Honey, there’s a red light ahead.” I was traveling far above the speed limit and heading toward a red light. All the information that I had learned in the previous weeks leaked out of my brain. I did not know how to react. I blared the horn and flew through the intersection, which by pure luck was empty. 6 That night my father was somber. I was in tears. How lucky we had been not to have been hit by another car. I waited for him to reprimand me, but he did not. I was aware of the severity of my moving violation. It is now thirty years later, and I have not forgotten that day. In fact, if I accidentally drive through a red light now, I remember the emotions of a sixteen-year-old and the wisdom of a loving father who taught her to drive. Building Better Sentences: For further practice, go to Practice 11 on page 198 in Appendix 1. Activity 7 Word Associations Circle the word or phrase that is most closely related to the word or phrase on the left. If necessary, use a dictionary to check the meaning of words you do not know. A B 1. a scowl a happy face an angry face 2. a predicament good luck trouble 3. to shuffle ears feet 4. to gaze eyes mouth 5. knowledge a lot of information almost no information 6. idol celebrity violation 7. somber serious understanding Building Better Vocabulary 94943_ch02_ptg01_hires_038-063.indd 54 8/27/13 7:03 PM     57 1. Your last year in high school Your last day in high school 2. A scary airplane ride to another city A scary trip around the world 3. Guidelines for buying a car Buying your first car 4. Important academic ceremonies that you have participated in Your brother’s embarrassing wedding ceremony 5. What I did last New Year’s Eve What I did last year Activity 10 ideas for a narrative essay Take a few minutes to think about possible topics for a narrative essay. Write some ideas here. brainstorming Brainstorming is a process to help you generate ideas about essay topics. When you brainstorm, do not worry about correct grammar or spelling. Just focus on getting your ideas on paper. Here are three ways to brainstorm ideas for an essay: 1. Ask wh- questions about your topic. With this method, you begin with a general idea of the topic that you are interested in. Then ask the questions Who? What? When? Where? Why? and, in some cases, How? The answers to these questions will help clarify what you would like to write about. 94943_ch02_ptg01_hires_038-063.indd 57 8/27/13 7:03 PM 58  Unit 2 • Narrative Essays Here is an example: General topic: Celebrating Women’s Day Questions: Who celebrates Women’s Day? What is the history of this celebration? When does the celebration take place? In what parts of the world is Women’s Day celebrated? Why is it celebrated? How do people celebrate women on this day? How is it the same or different from Mother’s Day? 2. Make a list of words or phrases that describe your topic. This list can help with vocabulary choices when you write your essay. Here is a sample list on the topic of Women’s Day. Remember, this is the first step in the writing process, so many of your ideas might change. March flowers my family gifts history tradition respect candy men give to women 3. Make a visual map of your essay ideas. One kind of visual map is called clustering. To make a cluster map, write your topic in the center of a piece of paper and then circle it. Then draw lines out from the circle. At the end of those lines write words and ideas associated with the topic. Write whatever comes to mind. Connect any words that are related with lines. When you are finished, you will have many new ideas about your topic. Here is an example of clustering on the topic of Women’s Day: Women’s day FlowersCandy My family’s women’s day celebrations March/spring Gifts for women History All countries? 94943_ch02_ptg01_hires_038-063.indd 58 8/27/13 7:03 PM     59 Activity 11 Developing narrative ideas Follow the steps below to develop ideas for a narrative essay. 1. Choose a topic that is suitable for a narrative essay. You may want to look at your notes from Activity 10 to help you. Remember that in a narrative essay you tell a story. Work with other students to see if your topic is appropriate. 2. After you have a suitable topic, brainstorm some ideas about your topic. Use a separate piece of paper. 3. Now it is time to begin organizing your ideas. Remember that it is not necessary to tell every detail of the story. Include only the most important actions or events that move the story forward. a. Introduction (beginning of the story): theme, setting, and characters. What is the basic idea of the story? Where does the story take place? When does the story take place? Who is in the story? b. Body (middle of the story): mood and plot What feeling or atmosphere do you want to create in your story? What will happen in the story? c. Conclusion (end of the story): end of the action, moral, prediction, or revelation What will happen last in your story? How will you wrap up the action of the story? Will your narrative essay have a moral, make a prediction, or provide a revelation? If you need ideas for words and phrases, see the useful Vocabulary for Better Writing on pages 185–188. Activity 12 Planning with an Outline Use the outline on pages 60 and 61 as a guide to help you make a more detailed plan for your narrative essay. You may need to use either more or fewer points under each heading. Include your ideas from Activity 11. Where possible, write in complete sentences. Original Student Writing: Narrative Essay 94943_ch02_ptg01_hires_038-063.indd 59 8/27/13 7:03 PM 62  Unit 2 • Narrative Essays Activity 13 Peer editing your Outline Exchange books with a partner and look at Activity 12. Read your partner’s outline. Then use Peer Editing Sheet 1 on page NGL.Cengage.com/GW4 to help you comment on your partner’s outline. There is a sample Peer Editing Sheet in Appendix 2. Use your partner’s feedback to revise your outline. Make sure you have enough information to develop your supporting sentences. Activity 14 Writing a narrative essay Write a narrative essay based on your revised outline from Activity 13. Use at least two of the vocabulary words or phrases presented in Activities 7 and 8. Underline these words and phrases in your essay. Be sure to refer to the seven steps in the writing process in the Brief Writer’s Handbook with Activities on pages 157–163. If you need ideas for words and phrases, see the useful Vocabulary for Better Writing on pages 185–188. Activity 15 Peer editing your essay Exchange papers from Activity 14 with a partner. Read your partner’s essay. Then use Peer Editing Sheet 2 on pages NGL.Cengage.com/GW4 to help you comment on your partner’s writing. Be sure to offer positive suggestions and comments that will help your partner improve his or her writing. Consider your partner’s comments as you revise your own essay. Additional topics for Writing Here are more ideas for topics for a narrative essay. Before you write, be sure to refer to the seven steps in the writing process in the Brief Writer’s Handbook with Activities, pages 157–163. PHOTO TOPIC: Look at the photograph on pages 38–39. Write a story about a person who inspires you. What does this person do? Why is it important? How does this person influence you and others? TOPIC 2: Think of a person that you know well. Be sure that you feel comfortable writing about him or her. Tell a story about this person. What unusual or exciting experience has this person had? How did he or she influence you? TOPIC 3: Write about an important event in history from the point of view of someone who lived at that time. TOPIC 4: Choose a piece of music and listen to it. When you hear the music, what do you imagine is happening? Create a story that describes what is happening in the music. TOPIC 5: Think back to your childhood and a time when you were punished for doing something wrong. Write a narrative about that event, including what you did, who you were with, and how you were punished. 94943_ch02_ptg01_hires_038-063.indd 62 8/27/13 7:03 PM     63 Timed Writing How quickly can you write in English? There are many times when you must write quickly, such as on a test. It is important to feel comfortable during those times. Timed-writing practice can make you feel better about writing quickly in English. 1. Take out a piece of paper. 2. Read the essay guidelines and the writing prompt. 3. Write a basic outline, including the thesis and your three main points. 4. Write a five-paragraph essay. 5. You have 40 minutes to write your essay. Narrative Essay Guidelines • Remember to give your essay a title. • Double-space your essay. • Write as legibly as possible (if you are not using a computer). • Select an appropriate principle of organization for your topic. • Include a short introduction that serves as background information, three body paragraphs that tell the narrative, and an appropriate conclusion. • Try to give yourself a few minutes before the end of the activity to review your work. Check for spelling, verb tense, and subject-verb agreement mistakes. Narrate a story about a disagreement you had with a friend (or family member) and how the disagreement was resolved. For more practice with the grammar, vocabulary, and writing found in this unit, go to NGL.Cengage.com/GW4. 94943_ch02_ptg01_hires_038-063.indd 63 8/27/13 7:03 PM