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Biographical Narratives

Biographical Narratives . 10 th Grade Writing Application Standard 2.1 - Biographical Narratives . Relate a sequence of events and communicate the significance of the events to the audience. Locate scenes and incidents in specific places.

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Biographical Narratives

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  1. Biographical Narratives

  2. 10th Grade Writing Application Standard 2.1 - Biographical Narratives • Relate a sequence of events and communicate the significance of the events to the audience. • Locate scenes and incidents in specific places. • Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings. • Pace the presentation of actions to accommodate changes in time and mood. • Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

  3. Biographical Essays • Explanation: When you write a biographical narrative, you are writing about a real person who is important to you. You will want the reader to know why this person is important to you and why you feel about this person the way you do. One way to do this is to tell stories or anecdotes about this person.

  4. In recent reading…

  5. Brainstorming

  6. Brainstorming Person Trait Trait Anecdote Trait Anecdote Anecdote Anecdote Descriptions Descriptions Descriptions You can fully develop one trait using several related anecdotes, or explain three traits with an anecdote for each. Descriptions

  7. Checklist • Explain why this person is important to you and give examples • Be specific. Don’t just say the person is interesting. Let the reader see the person. Show the person doing something interesting. • Include sensory details: sights, sounds, and smells. • Decide how much time to spend on each part of your story so that you are able to include everything you want to say. • Make sure the reader can see this person. What does he/she look like? What does he/she do?

  8. Rubric

  9. Please log in and open your biographical narrative file. Wait for further instructions. Remember that if you finish early, you are not allowed to surf the internet. You may access www.kaitlinmarshburn.com and complete the practice roots test for this Friday. Instructions for Revising the Rough Draft

  10. Instructions for Revising the Rough Draft

  11. Thesis & Topic Sentences (T.S.) • List all three traits in the thesis • Use one trait in each topic sentence • Variation: the trait could be revealed in a clincher sentence at the end of the paragraph

  12. Anecdotes are the main content of each body paragraph • After the topic sentence states the trait for the body paragraph, the rest of the paragraph should be a specific anecdote (story) that shows the trait. • Stay focused on the person, not yourself! • Don’t use negative descriptions • He is too strict • She is mean sometimes • He is nice most of the time

  13. Anecdote given but needs to be fully explained. Loyalty and dedication: aaron’sloyalty and dedication to his friends and family is a great virtue and would be a privilege to some to be his friend. I for one this think it is a privilege for a friend that will support you and help you achieve your goals. An example of this is when I had goal to pass the sergeants board test in rotc to become a sergeant and when I asked him to help me he did helped me study and support me by not letting me give up even though I really wanted to and today I a officer. Topic sentence should be stated as a sentence. Put a period after virtue and perhaps leave out “and…friend.”

  14. Negative aspects included in anecdote. More descriptions needed. Two years ago for Christmas James got me a present. I didn’t expect him to do that it was very nice of him. He bought me a beige fur coat it looked extremely warm inside. But I couldn’t wear the coat because it was too small. Another thing he did after he got back from a trip he went on was, give my sister and I a stuffed animal. It was blue and small my little sister ended up keeping it. No topic sentence is used.

  15. Introduction and conclusion • Introduction • Use a clear hook that draws the reader in • Give background information • State thesis • Conclusion • State thesis • State a positive lasting impression • Focus on THEM, not YOU!

  16. Thesis needs to review main traits. He’s my brother and I love him. I wouldn’t change a single thing about him. No one could take his place and couldn’t live without him. Hopefully he feels the same way about me. Too much focus on “I” and “me” and not on the brother.

  17. The burning, white-hot sand was too much for me to handle. • Joanna is very protective just like a mother hawk. • My heart sank like a boat in a game of battleship. • Another time she saw me crying in my blue room with the comfiest bed, topped off with a bunch of pillows and asked what was wrong. • When I awoke we were over the Bay Bridge and I could smell the familiar scent of salt water in the cold misty air and the cool breeze against my face.

  18. Add sensory details • Write vivid descriptions of sights, smells, sounds, tastes, and touch • Give as many details as possible • What was the weather like? • What does the food they cook smell or taste like? • What was the sounds you heard at the beach or lake on vacation? • How did you feel when an event happened?

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