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The Narrative

The Narrative. MN State Standard, American Literature, Tenth grade 9.7.3.3 Engage and orient reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing narrator and/or characters; create a smooth progression of experiences or events

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The Narrative

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  1. The Narrative MN State Standard, American Literature, Tenth grade 9.7.3.3 Engage and orient reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing narrator and/or characters; create a smooth progression of experiences or events Use literary narrative techniques and multiple plot lines to develop experiences, events, and/or characters Use a variety of techniques to sequence events so they build on one another to create a coherent whole Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters Provide a conclusion (when appropriate) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text

  2. Elements of a Narrative Narration Narrative techniques Organization Figurative language and detail Conclusion/reflection

  3. Organization • Use a variety of techniques to sequence events so they build on one another to create a coherent whole

  4. Organization – Ways to Sequence • Chronological • 1, 2, 3, 4, 5 • 5, 1, 2, 3, 4 • 4, 1, 2, 3, 5 • Flashback • Think of story chronologically. Bullet main components and then rearrange order to determine possible effects

  5. Figurative Language & Detail • Tools used to convey a vivid picture of experiences, events, setting, and/or characters • Precise words and phrases • Telling details • Figurative language • Simile • Metaphor • Hyperbole • Sensory language (consider all senses)

  6. Figurative Language & Detail – precise words and phrases • Avoid “very” “really” “so” • “I was fuming/irate” instead of “I was very/really/so angry” • Every adjective/adverb should relate to point being made. If action is intense – “He bolted to his car” is better than “He went to his car” • Don’t use big words just to use big words; choose the best word for your purpose.

  7. Figurative Language & Detail – Sensory Detail • When thinking of a person/place/event go through each sense. • The park • Looks like…open area, bright equipment, swings • Sounds like…laughter, giggles, children playing • Smells like…fresh breeze, clean air, grass • Feels like…childhood, freedom, joy • Tastes like…(not applicable here) • Select the senses that best support the scene you are trying to create/are important. • Turning the corner to the park she is instantly enveloped in laughter and joy; she slowly inhales the memories of her childhood, the grass tickling her toes as she skips to the swings, her body leaning back to see the enormous sky, her legs pumping, higher and higher while the breeze plays with her hair. For a moment she escapes to the freedoms of youth; for a moment she is at peace. For a moment.

  8. Figurative Language & Detail • Descriptive Detail Handout

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