3.4.1: Assignment- Narrative
- Page ID
- 109819
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Narrative
Our first essay this semester will be a Narrative. As a synthesis of what we’ve read about and discussed in class about description, narration, reflection, and other narrative elements, you’ll compose a Narrative of 900–1200 words following one or more of the prompts laid out below. Throughout the course of Unit 1, we’ll have time to edit, revise, and workshop the essay, but, as we discussed in Unit 0, the writing process is recursive. I won’t be looking for perfection but progress when I provide my feedback for this essay.
Prompts
- Literacy Narrative: Tell the story of your journey toward becoming a reader or writer. What first got you excited about reading/writing? What was the first book you read that really impacted you? What was the first thing you wrote that made you think ‘I can really do this!’
- Personal Inspiration Narrative: Tell the story of the person who most impacted who you are as a person. Who shaped you into the adult human you’re growing into? It could be a parent/guardian, teacher, coach, friend, co-worker. Who were they and what life lesson did they impart?
- Changed My Life Narrative: Tell the story of some event that greatly changed your life—for better or for worse. Include the all the details of the event and how it impacted you in the long term. Obviously, you don’t need to get into sharing anything too personal or painful to discuss—only share what you feel safe/comfortable with.
Guidelines for Peer Workshop
Before beginning the Peer Workshop and revision process, I recommend consulting the Revision Concepts and Strategies Appendix. In your Peer Workshop group (or based on your teacher’s directions), establish a process for workshopping that will work for you. You may find the flowchart titled “Establishing Your Peer Workshop” useful.
One Example of a Peer Workshop Process
Before the workshop, each author should spend several minutes generating requests for support (#1 below). Identify specific elements you need help on. Here are a few examples:
I need suggestions for new imagery.
Do you think my reflective writing seems too “tacked on.”
Do you have any ideas for a title?
I need help proofreading and polishing.
During the workshop, follow this sequence:
1. Student A introduces their draft, distributes copies, and makes requests for feedback.
What do you want help with, specifically?
2. Student A reads their draft aloud while students B and C annotate/take notes.
What do you notice as the draft is read aloud?
3. Whole group discusses the draft; student A takes notes. Use these prompts as a reference to generate and frame your feedback. Try to identify specific places in your classmates’ essays where the writer is successful and where the writer needs support. Consider constructive, specific, and actionable feedback.
What is the author doing well? What could they do better?
- What requests does the author have for support? What feedback do you have on this issue, specifically?
- Identify one “golden line” from the essay under consideration—a phrase, sentence, or paragraph that resonates with you. What about this line is so striking?
- Consult either the rubric included above or an alternate rubric, if your instructor has provided one. Is the author on track to meet the expectations of the assignment? What does the author do well in each of the categories? What could they do better?
- Ideas, Content, and Focus
- Structure
- Style and Language
- Depth, Support, and Reflection
- Mechanics
- What resonances do you see between this draft and others from your group? Between this draft and the exemplars you’ve read?
4. Repeat with students B and C.
After the workshop, try implementing some of the feedback your group provided while they’re still nearby! For example, if Student B said your introduction needed more imagery, draft some new language and see if Student B likes the direction you’re moving in. As you are comfortable, exchange contact information with your group so you can to continue the discussion outside of class.