UNIT 3: NARRATIVE ESSAYS

Dau Thi Le Hieu, M.A.

School of Foreign Languages
Hanoi University of Science and Technology

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 WARMING UP

Look at the photo and answer the following questions.

• What is happening in the picture?
• How do you think the person feels before, during, and
after this experience?

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 OBJECTIVES

After this lesson, students will be able to:

• Recognize the organization and write an effective short narrative essay;
• Identify and use specific vocabulary and structures to write a short narrative essay.

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 OVERVIEW

3.1 Stimulating ideas

3.2 Brainstorming and outlining

3.3 Developing your ideas

3.4 Editing your writing

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 3.1. STIMULATING IDEAS

3.1.1. Reading the text

3.1.2. Understanding the text
“Breaking Ground to Be a Man”

3.1.3. Responding to the text

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 3.1.1. READING THE TEXT “BREAKING GROUND TO BE A MAN”

Read the following text about the childhood experience of the US President, Jimmy Carter.

Breaking Ground to Be a Man molasses: a thick,

sugary syrup
Mopping cotton was a terrible job. The molasses attracted swarms of flies
swarms: large groups
and honeybees. They covered the buckets and followed us through the field. I
that are in the motion
usually wore short pants and a shirt during the warm months, but for this job I
(usually insects)
preferred to protect my legs with long pants. My pants quickly became covered
with the poison, and stuck uncomfortably to my legs. In fact, everything about
me was sticky. With time, my pants dried, and sweet, sticky poison turned to
hard sugar, so that at night my pants wouldn’t fold but stood up alone in a
corner or against the furniture. Covered with poison, they had to be washed
separately from the other clothing, so we didn’t change them every day. It was
particularly disgusting to put them back on in the mornings.
Adapted from Carter, James, An Hour Before Daylight. New York: Simon & Schuster, 2001, 180-181

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 3.1.2. UNDERSTANDING THE TEXT

Write T for true and F for false for each statement.

_______ 1 Carter wore shorts when he mopped cotton.

_______ 2 The poison turned from a liquid to a solid on his pants.

_______ 3 Carter folded his pants every night before he went to sleep.

_______ 4 Carter washed his pants with his other clothes.

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 3.1.2. UNDERSTANDING THE TEXT (cont.)

Answer

Carter wore shorts when he mopped cotton.

F 1
(… but for this job I preferred to protect my legs with long pants.)
The poison turned from a liquid to a solid on his pants.
T 2
(With time, my pants dried, and sweet, sticky poison turned to hard sugar…)
Carter folded his pants every night before he went to sleep.
F 3
(… at night my pants wouldn’t fold but stood up alone in a corner or against the furniture.)
Carter washed his pants with his other clothes.
F 4
(… they had to be washed separately from the other clothing…)

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 3.1.3. RESPONDING TO THE TEXT

1. What words would you use to describe Carter’s experience?

a. Terrible, attractive, and quick.
b. Sticky, poisonous, and disgusting.
c. Terrible, uncomfortable, and disgusting.
d. Uncomfortable, sticky, and separate.
2. Is hard work good for children? Why or why not?

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 3.1.3. RESPONDING TO THE TEXT (cont.)

Suggested answers
1. What words would you use to describe Carter’s experience?
a. Terrible, attractive, and quick.
b. Sticky, poisonous, and disgusting.
c. Terrible, uncomfortable, and disgusting.
d. Uncomfortable, sticky, and separate.
2. Is hard work good for children? Why or why not?
 It can be good because it teaches children the value of hard work.

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 3.2. BRAINSTORMING AND OUTLINING

3.2.1. Brainstorming 3.2.2. Narrative organization

3.2.3. Outlining

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 3.2.1. BRAINSTORMING

a. Brainstorming ideas
Think about an event and add information to the list.

Event What I thought before What I thought after

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 3.2.1. BRAINSTORMING (cont.)

Suggested answers

Event What I thought before What I thought after

I believed everybody shared People have different beliefs

An embarrassing moment
the same belief. in different countries.

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 3.2.1. BRAINSTORMING (cont.)

b. Brainstorming vocabulary
Put the following words in the correct column.
hurry, nervous, gaze, eager, warn, relieved, suffer, worried, notice, amazed, confused

Actions Emotions

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 3.2.1. BRAINSTORMING (cont.)

Answer

Actions Emotions

hurry nervous
gaze eager
warn relieved
suffer worried
notice amazed
confused

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 3.2.2. NARRATIVE ORGANIZATION

Rhetorical focus
Narrative organization
A narrative is a story. It has an introduction that engages the reader’s interest, details about the main event or
action in the story, and a conclusion that describe the outcome.

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 3.2.2. NARRATIVE ORGANIZATION (cont.)

Introduction
• The hook gets the reader’s attention.
• The middle sentences introduces an event by providing background information about the people, the place,
and the time.
• The thesis statement prepares the reader for the action that follows.
Body paragraphs
• The body paragraphs describe what happened in the story.
• They include details that bring the story to life.
• They often use time order to explain the event.
Conclusion
• A conclusion describes the outcome of the event.
• Narrative essays often end with a comment about the event’s important in the writer’s life.

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 3.2.2. NARRATIVE ORGANIZATION (cont.)

Practice 1: Read the essay and answer the questions below it.

An Embarrassing Incident
(1) Where I grew up, the rules for family life are very strict. (2) My parents taught me that I should
respect grandparents more than anyone else because grandparents had lived the longest. (3) They had
more knowledge about life, and no matter what they said, even if it did not make sense, they were right. (4)
Hugging or kissing grandparents was disrespectful. Instead, I was told to greet them by kissing their hand.
(5) I thought that everyone lived and thought just as I did. (6) I soon found out this is not true.
One day, an American friend invited me to her birthday dinner. I was excited but at the same time
nervous. I wanted her family to like me, and I wanted to use my best manners. Slowly, I walked up the
house and rang the bell. My friend came running out with a big smile, telling me she was happy that I
came. Then she let me in and introduced me to her parents. They smiled and said hello. Later my friend
said, “Come here. I want you to meet my grandpa.” I followed her into the living room where her
grandfather was sitting. She introduced us, and he reached out his hand. He was going to shake hands,
but I thought he expected me to kiss his hand, so I did. He pulled his hand away and looked at me in a
strange way. Everyone else in the room looked at me, and my friend started laughing.

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 3.2.2. NARRATIVE ORGANIZATION (cont.)

I was confused. I sat down and tried to figure out what had happened. Just then, a little boy rant to my
friend’s grandfather and jumped on his lap. The little boy started to hug and kiss the grandfather. When I
saw this, I got up, grabbed the little boy, and said, “NO.” I guess I said it loudly because the room became
silent, and all eyes were on me.
The next day at school my friend asked my why I kissed her grandfather’s hand and why I told the little
boy to get away from his grandfather. I explained my customs to her, and she explained hers to me. I
learned that good manners are not the same in different countries. Fortunately, my friend and I stayed very
good friends.

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 3.2.2. NARRATIVE ORGANIZATION (cont.)

1. Which sentence(s) is/are the hook?

2. Which sentence(s) provide(s) background information?
3. Which sentence(s) is/are the thesis statement?
4. Body paragraph 1 tells about what happened between __________________.
a. the writer and the friend’s grandfather b. the writer and the little boy
5. Body paragraph 2 tells about what happened between __________________.
a. the writer and the friend’s grandfather b. the writer and the little boy
6. What kind of lesson is mentioned in the conclusion?
a. A positive lesson. b. A negative lesson.

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 3.2.2. NARRATIVE ORGANIZATION (cont.)

Answers
1. Which sentence(s) is/are the hook?  1
2. Which sentence(s) provide(s) background information?  2 - 4
3. Which sentence(s) is/are the thesis statement?  5
4. Body paragraph 1 tells about what happened between __________________.
a. the writer and the friend’s grandfather b. the writer and the little boy
5. Body paragraph 2 tells about what happened between __________________.
a. the writer and the friend’s grandfather b. the writer and the little boy
6. What kind of lesson is mentioned in the conclusion?
a. A positive lesson. b. A negative lesson.

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 3.2.3. OUTLINING

Read again the essay “An Embarrassing Incident” and fill in the missing information in the outline.
Introduction
Hook: _____________________________________________________________________________________
Background information: ______________________________________________________________________
Thesis statement: ___________________________________________________________________________
Body paragraph 1 (Topic and controlling idea)
What happen first: ___________________________________________________________________________
What happen next: __________________________________________________________________________
Body paragraph 2 (Topic and controlling idea)
What happen first: ___________________________________________________________________________
What happen next: ___________________________________________________________________________
Conclusion
Lesson: ____________________________________________________________________________________

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 3.2.3. OUTLINING (cont.)

Answer
Introduction
Hook: Where I grew up, the rules for family life are very strict.
Background information: Parents taught to respect grandparents because they had more knowledge
about life, hugging or kissing grandparents was disrespectful; I should greet them by kissing their
hand. Others did the same.
Thesis statement: I soon found out this is not true.
Body paragraph 1 (Topic and controlling idea)
What happen first: I visited a friend’s house.
What happen next: I was introduced to his grandfather. I kissed his hand.
Then: Everyone looked at me in a strange way.

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 3.2.3. OUTLINING (cont.)

Body paragraph 2 (Topic and controlling idea)

What happen first: I saw a boy jump onto the grandfather’s lap.
What happen next: I shouted to stop that.
Then: The room became silent with eyes on me.
Conclusion
Lesson: That good manners are not the same in different countries.

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 3.3. DEVELOPING YOUR IDEAS

3.3.1. Showing sequence in 3.3.2. Using subordinating

narrative essays conjunctions with the simple past

3.3.3. Adding details to essays

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 3.3.1. SHOWING SEQUENCE IN NARRATIVE ESSAYS

Language and grammar focus

• In narrative essays, we use time expressions to clarify the sequence of events.
• We use connectors (time adverbs) such as then, finally, or eventually to link sentences with a paragraph.
• We use subordinating conjunctions to link clauses within a sentence.
Time adverbs
• We use time adverbs such as afterward, after that, eventually, finally, later, later on, now, then, and suddenly
as connectors. These connectors usually appear at the beginning of a sentence. When they do, they are
immediately followed by a comma.
• Then is an exception. It is not followed by a comma.

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 3.3.1. SHOWING SEQUENCE IN NARRATIVE ESSAYS (cont.)

Practice 2: Identify the time expressions in the following paragraph.

One day, an American friend invited me to her birthday dinner. I was excited but at the same time nervous.
I wanted her family to like me, and I wanted to use my best manners. Slowly, I walked up the house and rang
the bell. My friend came running out with a big smile, telling me she was happy that I came. Then she let me in
and introduced me to her parents. They smiled and said hello. Later my friend said, “Come here. I want you to
meet my grandpa.” I followed her into the living room where her grandfather was sitting. She introduced us,
and he reached out his hand. He was going to shake hands, but I thought he expected me to kiss his hand, so
I did. He pulled his hand away and looked at me in a strange way. Everyone else in the room looked at me,
and my friend started laughing.

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 3.3.1. SHOWING SEQUENCE IN NARRATIVE ESSAYS (cont.)

Answer
One day, an American friend invited me to her birthday dinner. I was excited but at the same time
nervous. I wanted her family to like me, and I wanted to use my best manners. Slowly, I walked up the house
and rang the bell. My friend came running out with a big smile, telling me she was happy that I came. Then she
let me in and introduced me to her parents. They smiled and said hello. Later my friend said, “Come here. I
want you to meet my grandpa.” I followed her into the living room where her grandfather was sitting. She
introduced us, and he reached out his hand. He was going to shake hands, but I thought he expected me to
kiss his hand, so I did. He pulled his hand away and looked at me in a strange way. Everyone else in the room
looked at me, and my friend started laughing.

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 3.3.2. USING SUBORDINATING CONJUNCTIONS WITH THE SIMPLE PAST

Language and grammar focus

• We use subordinating conjunctions such as before, as soon as, after, when, and while in
complex sentences as connectors. Complex sentences contain a main (independent) clause and a
dependent clause.
• The main clause expresses the principal and independent idea of the sentence. The dependent clause
expresses additional information about the main idea (for example, where and when it happened) but would
be meaningless without the main idea.
• Dependent time clauses tell us when something happened.
• Subordinating conjunctions establish the time relationship between the dependent time clause and the main
clause in the sentence. The subordinating conjunction starts the dependent clause, but the clauses can
come in either order. We use a comma when the time clause comes before the main clause.

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 3.3.2. USING SUBORDINATING CONJUNCTIONS WITH THE SIMPLE PAST (cont.)

Practice 3: Identify the time clause and main clause in the following sentences.
1. After our parents left the hotel, we went into the street.
2. Before my brother was born, I was an only child.
3. We broke into tears after we received the news.
4. I decided to come back home before I knew the match was cancelled.

Main clause Time clause

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 3.3.2. USING SUBORDINATING CONJUNCTIONS WITH THE SIMPLE PAST (cont.)

Answer

Main clause Time clause

1. we went into the street after our parents left the hotel,

2. I was an only child. Before my brother was born,

3. We broke into tears after we received the news.

4. I decided to come back home before I knew the match was cancelled.

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 3.3.3. ADDING DETAILS TO ESSAYS

Language and grammar focus

• Details are facts, examples, illustrations, definitions, and descriptions.
• They answer who, what, why, where, when, and how questions. We add details to make our writing clearer
and more effective.

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 3.3.3. ADDING DETAILS TO ESSAYS (cont.)

Practice 4: What questions do the following details answer? Add Why, How, Where, or Who in the
right place.

GENERAL DETAIL

_________? He was completely exhausted.

_________? He traveled first class in an airplane.

He went on vacation.
_________? He traveled to Africa.

_________? Although he traveled alone, he met many interesting people.

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 3.3.3. ADDING DETAILS TO ESSAYS (cont.)

Answer

GENERAL DETAIL

Why? He was completely exhausted.

How? He traveled first class in an airplane.

He went on vacation.
Where? He traveled to Africa.

Who? Although he traveled alone, he met many interesting people.

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 3.4. EDITING YOUR WRITING

3.4.1. Using the past continuous in 3.4.2. Using subordinating

narrative essays conjunctions with the past continuous

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 3.4.1. USING THE PAST CONTINUOUS IN NARRATIVE ESSAYS

Language and grammar focus

• In a narrative, you often need to describe actions in progress or to describe background actions.
• To form the past continuous, use was/were and the base form of the verb + -ing.
• Use the past continuous to talk about activities that were in progress at a specific time in the past. The
activities began before the specific time and may also have continued after that time.
At three o’clock we were walking home from school. My friend was riding his bicycle.
• Also use the past continuous to describe background actions.
The sun was going down, and the children were still playing on the grass.
• Notes: We don’t usually use stative verbs (be, know, mean, seem, understand, love, believe, etc.) in the
past continuous. We use the simple past instead.

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 3.4.2. USING SUBORDINATING CONJUNCTIONS WITH THE PAST CONTINUOUS

Language and grammar focus

Past time clause can be used with the past continuous in several ways.
• Simultaneous activities
To describe two simultaneous activities in the past, use the past continuous in both the time clause and the
main clause. Use the subordinating conjunctions when or while.
time clause main clause
When I was sleeping, the children were watching TV.
• Interrupted activities
To describe an interrupted activity, use the past continuous in the time clause, and the simple past in the
main clause. Use the subordinating conjunctions when or while.
time clause main clause
While I was waiting for a bus, I heard a crash.
main clause time clause
He saw the race, when he was living in Paris.
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 SUMMARY

Rhetorical focus
• Organization of a narrative essay.
• Introduction: a hook to attract the reader’s attention, background information, and a thesis statement.
• Body paragraphs: sequence of activities with details.
• Conclusion: the outcome of the event.
Language and grammar focus
• Showing sequence in narrative essays.
• Using subordinating conjunctions with the simple past.
• Adding details to essays.
• Using the past continuous in narrative essays.
• Using subordinating conjunctions with the past continuous.

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