Narrative Writing LO: TO - PowerPoint Presentation

Slide1

Narrative Writing

LO: TO

analyse

a model answer and understand how to meet the examiners requirementsSlide2

An example

She

realised

it was a mistake as soon as she turned the corner and could barely catch her breath. The sun slanted across one side of her face, warm and inviting, while the wind whistled as it pushed the hair out of her eyes. The city seemed to hold its breath, momentarily stopping,

emphathising

with her agony before the hurried rush of passers by nearly knocked her over.

Sophie stood, heart pounding and waited. It had been two weeks, two weeks of pain and two weeks of isolation. She couldn’t wait another day. They had warned her she wasn’t ready, that her body needed time, but she had given up too much already and the thought of another day, or another hour, or another minute was overwhelming. Slide3

As a child Sophie had been happy. She would run around the garden with her siblings, playing in the sprinkler, her tight ringlets clinging together as the tiny beads of water glistened in the sun. In those days laughter was a regular occurrence, her brothers and sister protected her from the harsh realities of the world outside and she existed in the repetitive fantasies of a child.

It hadn’t been until years later that bit by bit her life would become restricted. First, it was her inability to run, then to be out in the garden, her mother so terrified that the elements would cause an asthma attack. Later it had been just walking; the mere rigmarole of an everyday activity would leave her gasping for air. Slide4

When she was thirteen doctors had finally admitted she needed new lungs. At the time, Sophie hadn’t understood the implications, she imagined it would be like anything else she wanted, she would go to the supermarket, select something from the shelf and pay for it. Only life hadn’t turned out that way, you couldn’t just buy a new pair of lungs, at least not in this country. It wasn’t for at least two years that Sophie had really understood someone had to die in order for her to survive.

As she stood on the street, clutching the metal handle of the disabled ramp, the sky becoming greyer by the second, air returned to her lungs and she felt as though she could breath. He had been fifteen, hit by a drunk driver; they said he wouldn’t have been in any pain. Slide5

She had come to distrust doctors, and as her body shook, perhaps in sympathy, she

realised

a part of him would forever remain inside of her. His parents had wanted to meet her, to meet each of the twelve children who had received a part of their son. She had accepted the request, feeling as though it was the least she could do, but as Janice and Simon had sat telling her the dreams they would now never see

realised

, she had felt the urge and desire to escape.

As the rain began to fall, gently hitting her cheek, her father appeared beside her. He didn’t shout, he didn’t speak, he merely picked her up in his arms and carried her back to the ward. Freedom it would seem was going to have to wait just a little longer. Slide6

Did this student…

Develop writing with imagination and originality?

Effectively construct and sustain plot and character?

Select and

prioritise

material to interest the reader?

Purposefully

organise

, sequence and pace?

Use paragraphs of varying length for effect?

Use connectives and other linking devices?

Use particular effects consciously and effectively?

Use a wide range of ambitious vocabulary to convey and create meaning?

Write a confident narrative which engages and holds the reader’s interest?Slide7

Did this student…

Use appropriate and effective variation of sentence structures?

Use sophisticated simple, compound and complex sentences for effect?

Use accurate punctuation to vary pace, clarify meaning and create deliberate effects?

Use correct spelling, including that or irregular words?

Use tense changes confidently and purposefully?Slide8

What grade would you have given this student?

In pairs discuss what grade you think this student would have gained for their narrative writing.

Write down three reasons that justify the grade.

Be prepared to feedback to the class. Slide9

Let’s have a look

She

realised

it was a mistake as soon as she turned the corner and could barely catch her breath. The

sun slanted

across one side of her face,

warm and inviting

, while the

wind whistled

as it pushed the hair out of her eyes. The city seemed to hold its breath,

momentarily stopping

,

emphathising

with her agony before the hurried rush of passers by nearly knocked her over.

Uses devices to achieve particular effects

A wide range of ambitious vocabulary

Range of sentence structuresSlide10

Sophie stood, heart pounding and waited

. It had been

two weeks

,

two weeks

of pain and

two weeks

of isolation. She couldn’t wait another day. They had warned her she wasn’t ready, that her body needed time, but she had given up too much already and the thought of

another day, or another hour, or another minute

was overwhelming.

Material is selected to maintain interest.

Narrative is purposefully

organised

, sequenced and well paced.

Accurate punctuation is used to vary pace, clarify meaning and create deliberate effects. Slide11

As a child Sophie had been happy

. She would run around the garden with her siblings, playing in the sprinkler, her tight ringlets clinging together as the tiny beads of water glistened in the sun.

In those days

laughter was a regular occurrence, her brothers and sister protected her from the harsh realities of the world outside and she existed in the

repetitive fantasies of a child

.

Plot and

characterisation

is constructed and maintained.

Cohesion is reinforced using connectives and linking devices.

Confident tense change used purposefully.

Ambitious vocabulary. Slide12

It hadn’t been until years later that bit by bit her life would become restricted.

First, it was her inability to run, then to be out in the garden, her mother so terrified that the elements would cause an asthma attack. Later it had been just walking;

the mere rigmarole of an everyday activity would leave her gasping for air.

Writing is developed with imagination.

Material is selected carefully.

Paragraphs are effectively varied in length to control detail and progression.

Devices to achieve particular effects are used consciously and effectively.

Punctuation creates deliberate effects. Slide13

When she was thirteen doctors had finally admitted she needed new lungs

. At the time, Sophie hadn’t understood the implications, she imagined it would be like anything else she wanted,

she would go to the supermarket, select something from the shelf and pay for it.

Only life hadn’t turned out that way, you couldn’t just buy a new pair of lungs, at least not in this country.

It wasn’t for at least two years that Sophie had really understood someone had to die in order for her to survive.

The writing is developed with originality and imagination.

Narrative is purposefully

organised

and sequenced.

Material is selected to maintain interest.

Appropriate and effective variation of sentence structures. Slide14

As she stood on the street, clutching the metal handle of the disabled ramp, the sky becoming greyer by the second, air returned to her lungs and she felt as though she could breath.

He had been fifteen, hit by a drunk driver; they said he wouldn’t have been in any pain.

Variation of paragraph lengths

Sophisticated use of sentence structure to achieve effect.

Material selected and

prioritised

to maintain interest. Slide15

She had come to distrust doctors, and as her body shook, perhaps in sympathy, she

realised

a part of him would forever remain inside of her.

His parents had wanted to meet her, to meet each of the twelve children who had received a part of their son

. She had accepted the request, feeling as though it was the least she could do, but as Janice and Simon had sat telling her the dreams they would now never see

realised

,

she had felt the urge and desire to escape

.

Carefully selected detail.

The writing is developed with originality.

Beginning to link to opening. Narrative is purposefully

organised

, sequenced and well paced. Slide16

As the rain began to fall, gently hitting her cheek, her father appeared beside her. He didn’t shout, he didn’t speak, he merely picked her up in his arms and carried her back to the ward.

Freedom it would seem was going to have to wait just a little longer.

Unhurried ending, linking to opening.

Assured narrative which engages and holds the reader. Slide17

Peer Assessment

Swap your work with either the table behind or the table in front.

Using the mark scheme, do you think they have begun to achieve their target grade?

Lets review. Slide18

Next week…

You are going to have one hour to write a piece of narrative writing. Slide19

Home Learning

Attempt to write a detailed plan for your narrative writing. You won’t be able to use it in the exam, but it will help you feel prepared on the day.

Use the mark scheme to ensure that you are reaching your target grade and try and make sure, above anything else that the piece is interesting, engaging and that the reader will care what happens!