References are stated on the last page of my ppt.

1. DISCOURSE
PATTERNS IN
WRITING

2. Narrative Writing

3. Narrative
When you are asked to write a short story, or asked to do
some "creative writing", you are doing what is called
"Narrative Writing." Narrative writing is meant to entertain!
Part of being human is getting to tell great stories!
Examples: Story (personal, true, imaginative), Fable, Myth, Poem,
Play, Biography, and Autobiography.

4. Step One
1) Write a title
• Bat Summer
• The Elephant in my Garage
• Rafting Down the Rapids

5. Step Two- Make a Story Board
Sketch the events of your story in an
order that makes sense. Use your sketch to orally tell
your narrative to someone.

6. Step Three- Jot down ideas, descriptions, and feeling for
your story.
•Bats by street lights
•Watch out
•Asleep in bed
•Bat flies in
•Sister runs out
•Bat flying around
•Hiding under the sheets
•Scared
•Dad opens door
•Catches bat in net
•Sad that bat died
•Feel close to all animals

7. Step Four- Get your story rolling
• Talk about where or when the story takes
place
• Introduce a character
• Use dialogue
• Make an interesting comment
• Use action

8. Beginning
example
One warm summer night I was trying to get
to sleep. I had my window open to let in the
cool air. All of the sudden, I heard what
sounded like a bat.

9. Step Five- Use transitions
• The next day
• When we arrived
• Finally
• As soon as
• Around noon
• During
• One evening

10. Middle
My sister heard it too and ran out the door.
The door slammed shut and I was alone
with the bat.
example

11. Middle
I threw the blanket over my heard and
screamed for help. Finally my dad heard
me and came running.
example

12. Middle
example
As the bat flew wildly around my room, my dad snuck up
on it with a net. He caught the bat and then set it free
outside.

13. Step Six- End Your Story
• Feel a feeling – Thinking about that poor
bat still makes me sad.
• Remember a character- My dad did his
best to protect me.
• Think about the ending/ reflect- Maybe the
bat could have been set free.

14. End
My room was again safe, but I never
slept with the window open again.
example

15. Step Seven- edit, revise, and
publish
Edit- spelling, punctuation, grammar, and sentence
structure
Revise- make it better, reword parts, does the story
make sense?
Publish- recopy or word process and share!

16. Final Product
Bat Summer
• One warm summer night I was trying to get to sleep. I had my window
open to let in the cool air. All of the sudden, I heard what sounded like a bat.
My sister heard it too and ran out the door. The door slammed shut and I
was alone with the bat. I threw the blanket over my heard and screamed for
help. Finally, my dad heard me and came running. As the bat flew wildly
around my room, my dad snuck up on it with a net. He caught the bat and
then set it free outside. My room was again safe, but I never slept with the
window open again
Wendy Randazzo
Narrative Writing
September 25,2005

17. Ideas for Narratives
• Write a narrative about an exciting athletic
event.
• Think of an historical time. Write about
someone your age living in that time.
• In a short story, write about an experience
you might have with an unusual animal.

18. DESCRIPTIVE
WRITING

19. OBSERVATION
• Good writing comes from close observation of
people, places, objects, and even our own feelings
and emotions.
• Your assessment will requires you to write a
descriptive/narrative piece based on a picture of
your choice. You will eventually add this description
into another piece later this trimester—so choose
wisely.
What follows are some examples of descriptive writing
which will assist you in responding to that genre
more effectively.

20. WHAT IS DESCRIPTIVE
WRITING?
The moon with its wisps of white light hung suspended in the frosty air
over the still, quiet countryside. He could see in all directions, from the
majestic outcrop of mountains to the vast ocean on the other.
WOW!!
The reader can certainly SEE the moon and the countryside.
Notice the images of color and shape.
Descriptive writing focuses on observation, is static,
and paints pictures with words.

21. HERE’S ANOTHER EXAMPLE:
In a large box out in the
garage, surrounded by
gumboots, shovels and old
paint tins, is a scene of joy.
The happy mother lies on a
tatty red and yellow blanket,
her litter at her belly. She
licks them, and looks up
with watchful brown eyes
when we bend over to see.
The tiny puppies, blind and
almost hairless, scramble
over one another, searching
for their mother.
• What brings this scene to
life?
• Write down the words that
help the reader visualize this
scene.

22. AN EXAMPLE OF HOW WE
OBSERVE PEOPLE – AT THE
DISCO.
The girls stand in nervous
clusters, wearing their name
brand gear – Rip Curl, Esprit,
Billabong, tight tops with string
straps. Little black numbers.
The guys have on their best
Levis, T shirts, gelled hair. The
air is full of noise, booming so
loud you can’t hear a word.
Rainbow colored spots cut
through the haze of smoke like
searchlights, picking up the
silhouettes of dancing girls.
The boys lean against the
walls, sipping Coke, watching,
or moving across to chat
someone up. Later, in small
groups, they’ll pour out into the
night street, heading for
McDonalds and the scent of hot
fries. A good night out.

23. Word Power
• Descriptive writing is writing with flair.
It means using words so that they paint
a picture for the reader, but doing so in
ways that often surprise the reader.
Here are some of the tools available to
you:

24. Similes
Comparisons using
the words “like” or
“as” ( simile)
• The surface of the
moon is like crumpled
sandpaper
• I felt as nervous as a
fish out of water
• As clear as crystal

25. Metaphors
Comparisons minus cue
words
• My tears were a river
• I died with embarrassment
• Her heart was on fire
• He hit the wall of exhaustion

26. Adjectives
Words which describe or
modify nouns
• The tall, thin man
entered the spooky
room with measured
steps. Inside the room
deep shadows
crouched in wait for
him.

27. Adverbs
Words which describe
or modify verbs
• The jets dived steeply out of
the sky, tumbling rapidly as
they maneauvered gracefully
past each other.
• USE ADVERBS TO
DESCRIBE A FIREWORKS
DISPLAY.
(1 – 2 SENTENCES)

28. Interesting verbs
• It is worthwhile taking the time to think about the
verb for the situation you are trying to bring to life.
Often a carefully chosen verb can transform a so-so
passage into something quite different.
• He ran.
• He jogged.
• He fled.
• He sprinted away.
• He stormed off.

29. TASK
• Rewrite the following
passage, changing each
verb to a more interesting
one. You might like to check
your thesaurus, but be
careful of your choice of
words:
• The teacher waved at the
coach to stop the game.
However the coach was
interested in the play and
didn’t do as suggested.
Surprised by this response,
the teacher took the
opportunity to yell out,
‘STOP!’

30. CHARACTER, PLACE
AND ACTION
• The best descriptions have a focus. They aren’t just
lists of everything in the scene thrown together. Try
concentrating on character – bring it to life!

31. Their jeans brushed the polished floor, scuffed running
shoes squeaking in unison as the two teenagers crossed the
crowded space from the music shop to the food court. One of
them, her hair -jagged tufts of red and green, smirked at the
looks of disbelief the pointy stud in her bottom lip drew. The
other, eyes narrowed and searching, curled his lip in a silent
snarl, reached deep into the pockets of his black coat and
pulled out a crumpled shopping list.
The girl walked with a swagger that suggested she was
not to be crossed. Her eyes were pin-points, and her nostrils
flared with disdain at what she saw around her: losers.
Everyone round her was a loser, and nothing would change
that.

32. ANOTHER TASK
• PRACTICE WRITING A DESCRIPTIVE
PARAGRAPH ABOUT AN EMOTION, PLACE
OR EVENT YOU FROM ONE OF YOUR
POEMS.

33. Expository Writing
The How’s and Why’s of Writing

34. What is Expository Writing?
• Expository writing is defined as presenting
reasons, explanations, or steps in a
process
• Informational writing
• An expository essay should follow a
logical sequence and have three different
main points
• Logic and coherence is the main focus of
an expository essay

35. How is it different from other types of
writing?
• Expository writing does not tell a story
• Expository writing does not persuade a
reader but only gives facts and reasons
• Expository writing can also give the steps
of a process

36. Expository Writing
• Introduction of an expository should
include the main idea and what the essay
is about
• The three main reasons supporting this
main idea should also be included in the
introduction

37. There are five elements of
expository writing
• Organization
• Topic Sentence, Thesis Statement, and
Subtopics
• Transitions
• Evidence and Examples
• Conclusion

38. Element 1: Organization
• When you organize an
essay it needs to follow a
logical sequence.
• Novel: beginning of the
book, middle of the book,
end of the book.
• 2/3/1: 2nd
best idea, 3rd
best idea, best idea.
• Directions:
• 1st
step, 2nd
step, 3rd
step.

39. Organization Example
• Topic: Bicycle Safety
Rules
Idea 1: Wear a Helmet
-every time you ride.
-fasten correctly.
Idea 2: Stop and Look
-at every corner
-near alleys/driveways
Idea 3: Bike in Safe Areas
-with a friend/adult
-during the day.

40. Element 2: Topic Sentences, Thesis
Statements, and Subtopic: the Heart
Thesis: a statement
discussing the topic of
your paper.
Subtopics: the main
ideas that support
your thesis.
Topic Sentences: a
statement that
discusses the topic of
each paragraph.

41. Thesis
• Although my family
and I have taken
many vacations, none
was more exciting
than a trip to the
Grand Canyon.

42. Subtopics
• The Grand Canyon
was a great place to
visit because of the
spectacular views, the
challenging hike to
the top, and the time
we had to bond as a
family.

43. Topic Sentence
The Grand Canyon
offered spectacular
views like I had never
seen before.

44. Element 3: Transitions
• Like shifting from one
gear to the next in a
car, a transition shifts
from one paragraph
to the next. It is the
glue of an essay.

45. Transition Example
Paragraph One:
This task can become
easier and more
rewarding when students
use two comprehension
categories, such as
surveying textbooks or
tellbacks.
Transition: One powerful
strategy is a chapter
study guide to help you
review textbooks.

46. Element 4: Evidence and Examples
Your evidence is the
meat of the essay.
You need to prove
what you know.
Remember the E’s:
-Examples
-Explanations
-Evidence
-Elaboration

47. Evidence Example
Topic Sentence: If you look
carefully, you may
discover unsafe
conditions around the
house.
Evidence: Get rid of old
rags, papers, trash, and
chemicals. Are your
hallways well lit? Make
sure all bolts on doors are
firmly attached.

48. Element 5: Conclusion
• Conclusions restate
your thesis and
subtopics, and remind
your reader what you
wrote about.
• They wrap up your
writing.

49. Conclusion Example
Reading, remembering,
and using textbook
information is a
challenge. Using
strategies like
textbook surveys,
tellbacks, and
journals can help your
comprehension. If you
work hard, the results
are worth it.

50. Editing your essay
• Check that you have all the elements of an
expository essay:
– Reasons
– Details
– Transition words
– Conclusion that re-states your topic
– Correct grammar/usage
– Coherence, logic and clear writing

51. Argumentative Writing

52. Argumentative Writing
Purpose: to convince others to agree with
our facts and ideas
Parts:
Claim- Which side are you on?
Evidence to support the claim- factual
information either from research or from
events in a novel.
Counter-argument- the anticipation of your
reader’s objections, this makes you sound
reasonable

53. Introduction
Hook your reader in
Give them some background
State your claim

54. Claims
• A claim is the main argument of an essay
• Defines your paper’s goals and direction
and is supported by evidence, quotations,
argumentation, expert opinions, statistics,
and details.
• Must be your opinion statement,
argumentative and specific.
– This is similar to your thesis statement
because this one sentence sets up the rest of
your paper.

55. Essential Questions
• Who is to blame for the deaths of Romeo
and Juliet?
• To what extent are we responsible for our
own actions?
• Are we governed by fate or free will?
• ***Are love and hate the same thing?
• How so society and external forces
impact our lives?
• How do societal forces impact group
dynamics?

56. Now It’s Your Turn
• Look at your Essential Question:
– Turn it in to an opinion statement.
– It helps to have an idea of what you will
discuss in your paper. For Example:
• If you were answering the question “who is to blame?” and you
choose Lord Capulet, you might wish to discuss three points
about his blame: 1. His decision to allow Romeo to stay at the
party, 2. his irrational decision to rush the marriage between his
daughter and Count Paris, 3. his lack of knowledge in his
daughter. Using those bullet points for evidence, your claim will
look like this...

57. Claim Statement
• The events that bring about the deaths of
Romeo and Juliet are the fault of none other
than Lord Capulet, who allows for this love to
take place right under his nose without the
proper parenting skills necessary to protect
his daughter. (sets up the body paragraphs
and the argument)

58. Introductions Feedback
• Hook, background, claim- stick to this order
until you master it!
• Don’t use “I” pronoun- formal writing is
written in 3rd person NOT 1st person
• Don’t reveal too much background in the
introduction or then it might sound like you
are summarizing the articles or the story.

59. So your intro will end up
looking somewhat like...• William Shakespeare’s Romeo and Juliet
leaves readers analyzing a complicated
web of blame and wondering who
exactly held the brunt of this
accountability. This intricate plot line
begins before the lovers meet and
accelerates due to key characters’ actions
and reactions. The events that bring
about the deaths of Romeo and Juliet are
the fault of none other than Lord Capulet,
who allows for this love to take place

60. Evidence
• All evidence supports your claim.
• Make sure the evidence is in direct quotes!
• Make sure you have internal citations.
• AND YES, your body paragraphs will
definitely be in the same format as the rest of
the paragraphs we’ve written throughout the
semester.

61. BUT How many paragraphs?
• You should have AT LEAST 2 body
paragraphs with evidence for your side!
Present evidence that supports your claim
• AND one paragraph providing evidence
against your side in the COUNTER-
ARGUMENT

62. Counter- What?
• You need your argument to sound
logical...as if you have considered all
sides and all scenarios...
• Your counter does this...but be careful.
You need to present the evidence as ...
“Some might think that...” but then your
analysis and transition sentence refutes
the evidence and brings it quickly back to
your side of the argument.
• Like this....

63. Counter- Example
• Other characters within Romeo and Juliet could be blamed for the
demise of these two lovers. Many could blame Romeo for being too
quick to fall in and out of love with girls, or Juliet could be blamed
for her immature response to the forced marriage between her and
Count Paris. Others state that Friar Lawrence is the main culprit by
which he “gives [Juliet] remedy” to “[t]ake ...this vial” and drink it
to fake her death (Shakespeare 4.1). Friar Lawrence sets in motion
a plan to fix what was started by Lord Capulet’s rush to marry Juliet
to Count Paris. Juliet would have never gone to these measures had
Lord Capulet been patient. Furthermore, were it not for the initial
feud between these lovers’ parents, these children might have had
their happily ever after.

64. Conclusion
• Flip the order of the introduction...
–Restate Claim
–Restate background
–Hook Out...

65. Collecting the right evidence...
• Your evidence needs to relate to each other and
solidly support your claim.
• Take the offered evidence organizer to begins
collecting your evidence and organize your
thoughts for the writing assessment Monday and
Tuesday/Wedensday.

66. REFERENCES…
• ahsdhsd7.sharpschool.com/UserFiles/Servers/S
erver.../Descriptive%20Writing.ppt
• www2.pylusd.org/par/lbegin/Writing/writingnarrat
iveprimary.ppt
• www.lcps.org/cms/lib4/VA01000195/.../what
%20is%20expository%20writing.pptx
• https://www.eriesd.org/site/.../filedownload.ashx
?...Argumentative%20Writing.pptx
• https://1.cdn.edl.io/IP7dBGmdSBfv3GJqLKCZoc
LjD5kayPT7Odd2TtYzwTs1qpeu.ppt