978-1259989582 Chapter 5 Part 1

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Chapter Five

Narrating: Memories

Table of Contents

Brief Chapter Outline…………………………………………………………..…....2

Chapter Outline and Lecture Notes………………………………......…....…...4

Vocabulary Review…………………………………....…......…....…....…......…7

Class Activities and Sample Assignments……..…………………..….....…....8

Connect Resources………………………………………………….

…………………………………9

Discussion Questions for Online/Hybrid Classes.……………………....…...11

Graphic Organizers……………………………………………....…......…....…..12

From a Feeling to a Story.…………………………………………………....……12

Sensory Details………………………..………….…....……......…....…....…...13

Organizing My Thoughts..……..…..……..………………………………………16

Teaching Tools………………………………………………………..…..…..……..17

Grading Rubric for Narrative Essays…………………………………...……....17

Narrative Peer Review Worksheet………………………………….……..…….18

Writing Topics………………………………………………………………………...19

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

Brief Chapter Outline

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for writing a narrative.

Understand the qualities of an effective narrative.

Interpret images and narrative readings about memories.

Analyze the rhetorical star for narrating.

Apply the qualities of narrative writing.

II. Real-World Applications for Narrating

Learning Outcome 5-1: Identify real-world applications for writing a narrative.

a. Writing narratives in college

b. Writing narratives in your daily life

c. Writing narratives in your career

III. Qualities of an Effective Narrative

Learning Outcome 5-2: Understand the qualities of an effective narrative.

a. Establish a clear purpose.

b. Identify the time and place.

c. Keep a consistent point of view.

d. Keep the verb tense consistent.

e. Include plenty of details and sensory appeal.

f. Present the details in a logical sequence.

g. Use dialogue effectively.

h. Include visual aids if appropriate.

i. End with a thought-provoking conclusion.

IV. Narrating in the Context of Memories

Learning Outcome 5-3: Interpret images and narrative readings about

memories

a. Writing assignment options

b. Interpreting an advertisement

c. Writing about an image

d. Media connection for narration

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

V. Analyzing the Rhetorical Star for Writing a Narrative

Learning Outcome 5-4: Analyze the rhetorical star for narrating.

a. Subject

b. Audience

c. Purpose

d. Strategy

e. Design

VI. Applying the Writing Process for Narrating

 Learning Outcome 5–5: Apply the qualities of narrative writing.

a. Discovering

b. Planning

c. Composing

d. Getting feedback

e. Revising

f. Editing

g. Proofreading

without the prior written consent of McGraw-Hill Education.

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Narrative Writing in the Chapter

Career-Based Narrative Writing:

Case Narrative by Kris Bishop, COTA/L (pages 92-94)

“Sample Narrative of a Violent Domestic Incident Police Report” by Reinaldo Irizarry (page

95)

Reading and Reflection Narrative Writing:

“Mother Tongue” by Amy Tan (pages 96-99)

“The Workers” by Richard Rodriquez (pages 100-103)

“Even Anthropologists get Culture Shock” by Conrad Kottak (pages 103-105)

“Mother to Son” by Langston Hughes (pages 105-106)

Student Writing:

“Adrenaline Rush” by Claudia Martinez (pages 106-107)

“Ireland: A Country of Illumination” by Sally Wilson (pages 107-108)

Chapter Five

Narrating: Memories

Chapter Outline and Lecture Notes

I. Learning Outcomes

In this chapter you will learn techniques for the following:

Identify real-world applications for writing a narrative.

Understand the qualities of an effective narrative.

Interpret images and narrative readings about memories.

Analyze the rhetorical star for narrating.

Apply the qualities of narrative writing.

II. Real-World Applications for Narrating (pages 87-89)

Learning Outcome 5-1: Identify real-world applications for writing a narrative.

a. You may be required to write narratives in college to retell important

historical events, share cultural experiences, or write narrative journals

based on your field of study.

b. You may write narratives in your daily life through personal journals, baby

books, Facebook pages, or other data sharing forums.

c. You may write narratives in your career to share previous experiences, to

document problems, or to apply for a promotion.

III. Qualities of an Effective Narrative (pages 89-95)

Learning Outcome 5-2: Understand the qualities of an effective narrative.

a. Establish a clear purpose.

i. Use an attention getter in your introductory paragraph to grab the

reader’s attention.

ii. State or imply your thesis early in the paper.

iii. Develop a title that entices the reader.

b. Identify the time and place.

i. Provide time and place early in the narrative.

ii. Mention the time of year if relevant to the story.

iii. Provide physical descriptions of the setting to help your audience

create a visual image in their minds.

c. Keep a consistent point of view.

i. Utilize first person point of view if the story is about you.

ii. Avoid overusing the word “I”.

iii. Vary sentence structure.

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Chapter Five

Narrating: Memories

d. Keep the verb tense consistent.

e. Include plenty of details and sensory appeal.

i. Consider the journalist’s questions.

ii. Use sensory details to engage your readers.

iii. Help your reader feel something as they read.

iv. Help support the main point of the narrative through every detail.

f. Present the details in a logical sequence.

i. Use chronological order if appropriate.

ii. Use transitions to help your reader follow the story.

iii. Write fully developed paragraphs.

iv. If necessary, provide times and dates throughout the narrative to

help make the flow of ideas clear for the reader.

v. Don’t overuse flashbacks.

g. Use dialogue effectively.

i. Include the exact words that someone says.

ii. Make the language appropriate for the speaker.

h. Include visual aids if appropriate.

i. End with a thought-provoking conclusion.

i. Make sure your narrative makes a point about something.

ii. Don’t use clichéd ending phrases.

iii. Wrap up your narrative with something memorable.

IV. Narrating in the Context of Memories (page 96-110)

Learning Outcome 5-3: Interpret images and narrative readings about

memories

a. Writing assignment options

i. Choose a topic and write a narrative essay recalling a memory.

ii. Consider your rhetorical star and qualities of effective narratives.

b. Interpreting an advertisement

i. Determine the message of the advertisement.

ii. Write a narrative essay relating to the ad.

c. Writing about an image

i. Consider what the image represents.

ii. Determine what emotions are conveyed.

iii. Make connections to your own memories.

d. Media connection for narration

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

i. Exploring media may help you to better understand methods for

narration.

ii. Making personal connections may also provide insight.

V. Analyzing the Rhetorical Star for Writing a Narrative (page 111)

Learning Outcome 5-4: Analyze the rhetorical star for narrating.

a. Chose a subject that has personal significance to you.

b. Establish who the readers will be and what they will need to know about

your narrative.

c. Determine your purpose for writing the narrative.

d. Decide if you will use other writing strategies in addition to narration to tell

your story.

e. Create a design that will enhance the narrative essay.

VI. Applying the Writing Process for Narrating (pages 112-113)

 Learning Outcome 5–5: Apply the qualities of narrative writing.

a. Discovering

i. Consider skimming the chapter for ideas.

ii. Try making a list of meaningful events from your past.

iii. Visit local events or restaurants for ideas.

iv. Use the journalist’s questions to generate ideas about your subject.

b. Planning

i. List everything you can remember about your topic.

ii. Try numbering your events or creating an outline or cluster.

iii. Follow a chronological sequence.

c. Composing

i. Write a first draft using the nine steps for writing a narrative.

ii. Don’t focus on grammar or punctuation yet.

iii. Keep your point in mind.

d. Getting feedback

i. Have someone read the rough draft and answer the peer review

questions.

ii. Consider getting another opinion as well.

e. Revising

i. Make sure you have enough specific details and transitions to help

the reader follow your narrative flow.

ii. Remove, add, or rearrange ideas when necessary.

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

f. Editing

i. Check your grammar and punctuation.

ii. Watch for a consistent verb tense.

iii. Look to see that a consistent point of view is used.

g. Proofreading

i. Read your essay again.

ii. Check for typographical errors.

iii. Make final corrections.

Vocabulary Review

Consistent point of view: using the same point of view throughout the essay (LO 5.2)

Dialogue: using the exact words that someone said instead of summarizing what

happened (LO 5.2)

Engaging introduction: the first paragraph of an essay that grabs the reader’s

attention (LO 5.2)

Narration: the art of storytelling (LO 5.5)

Sensory appeal: using words that stimulate the reader’s senses (LO 5.2)

Thought-provoking conclusion: the final paragraph of an essay that makes a point,

ties up loose ends, and ends with something memorable (LO 5.2)

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

Class Activities and Sample Assignments

1. Ask students to bring in a favorite children’s book to class. You may need to bring in

extras in case students lack access to them. In class, have students complete a

rhetorical star analysis based upon their chosen book. Once finished, collect the

papers and distribute them among the class. Place all of the books in one location

and see if the student can match the book to the correct rhetorical star analysis.

(LO 5.3 and LO 5.4)

2. After reading the poem “Mother to Son” by Langston Hughes, ask students to think

about what advice they would give to a student who is new to college. Write their

ideas on the board or on a flip chart. Ask student to work in pairs and to write their

own version of the poem, using the ideas on the board. Reference the dialogue in

the poem. Discuss how the language in their poem differs from the poem written by

Hughes. (LO 5.5)

3. Have a Memory Sharing Day in class. Allow students to bring in 2-3 meaningful

items (e.g., photos, souvenirs, etc) connected to a specific memory. Give students

an opportunity to speak about their memories. For a written assignment, ask

students to write a newspaper style article about a classmate’s memory. (LO 5.1

and LO 5.3)

4. Working as a class, apply the steps for writing a short narrative. This assignment

should take more than class session. Select an event that most of the students have

experienced; for example, they could write about a favorite birthday or about taking a

driving test. As the instructor, complete each step as well. Make sure to show

students the need for revision. (LO 5.5)

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

Connect Resources

SmartBook

In SmartBook for Chapter 5, Narrating: Memories, students receive an overview of the

chapter in the “Preview” phase. During the “Read” phase, key concepts are highlighted

for students. They can also read one or more of the “Career-Based,” “Reading and

Reflection,” or “Student Writing” selections during this phase—you will need to let

students know which selections to read. During the “Practice” phase, students respond

to probes that will reinforce their learning of key concepts. If students are struggling with

an assignment, they can use the “Recharge” phase for additional practice.

LearnSmart Achieve

You can use the “Customized Study Plan” to assign one or more of the following topics

and learning outcomes to students who are working on a narrative assignment:

Planning and Organizing

Compare/contrast different ways of organizing ideas based on the purpose.

Compare/contrast different ways of organizing ideas based on the thesis statement.

Illustrate the appropriate use of outlining for arranging ideas into a logical structure.

Drafting

Identify the qualities of effective introductory paragraphs.

Identify the qualities of effective topic sentences.

Identify the qualities of unified paragraphs.

Identify the techniques to create coherent paragraphs.

Classify the different types of transitions used to connect paragraphs.

Identify the qualities of effective concluding paragraphs.

Revising

Describe revision strategies to improve a text.

Identify the role of peer reviewers when giving feedback.

Identify the role of the writer when receiving feedback.

Identify the techniques for making text clear, concise, and correct.

without the prior written consent of McGraw-Hill Education.

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Chapter Five

Narrating: Memories

Power of Process

Power of Process guides students through the critical reading and writing process step-

by-step. You can assign selections from the eReader using the “Select a Text” option, or

you can upload your own selections. The following selections from the eReader within

Connect are narratives and are available for use within Power of Process:

“Escape from Slavery” by Frederick Douglass

“Somewhere for Everyone” by John Grisham

“Got Culture?” By Craig Stanford

“Unnatural Disasters: Race and Poverty” by Michael Eric Dyson

without the prior written consent of McGraw-Hill Education.

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