Narrative paragraphs

Lesson: Narrative Paragraphs Introduction

Narrative paragraphs simply tell a story or relay a sequence of events.

Generally, these events are told in chronological order, that is the order in which

they happened. However, a narrative paragraph most often tells a story in order to

illustrate or demonstrate a point. Because of this, developing a strong topic

sentence is important. For instance, the following topic sentence would be

considered weak for a narrative paragraph:

Jeff’s family went on a fishing trip to Horning’s Hideout.

The above topic sentence lacks appeal and leaves the reader thinking, “So

what!” because the sentence has not established any purpose for the paragraph.

Purpose and Appeal

Sometimes narrative writing can simply entertain the reader; however, in

formal academic writing, the purpose of a narrative paragraph is to inform or

persuade. To add purpose, the topic sentence should establish a contention which

the author will set out to prove in the paragraph. In so doing, he adds appeal as

well. The following topic sentence stands in contrast to the one above:

Fishing at Horning’s Hideout proved to be an enjoyable outing for Jeff and

his family.

This sentence sets out something to be proven in the paragraph and is more

appealing to the reader. Yes, the paragraph will tell the story of the family’s

fishing trip, but it will do so in a way which proves the trip to have been enjoyable.

Furthermore, establishing a contention improves appeal by challenging the reader

to respond to what is said. Finally, establishing this topic sentence limits the

perspective or angle which will be taken on the subject. Now supporting

information must be developed.

Developing a narrative paragraph

All the enjoyable parts of the family fishing trip have been established as the

topic of this narrative paragraph. Hence, the writer can brainstorm supporting

information with a clear goal in mind. An extensive list of enjoyable parts for

everyone should be developed. Most likely, all of these will not be used, but any

points which might serve to support the contention must be considered. The illustration

below is a list of as many pleasant aspects of the trip as the writer could

recall.

Following the brainstorming of supporting information, the writer must

develop a planning outline, such as in illustration , for using this material. The

outline will help one stay logical and topical as points are organized into related

Naturally with a narrative paragraph, points are arranged in

chronological order.

The student will notice that the ideas above are reorganized into chronological

order in the planning outline.

Planning Outline

1. Topic sentence - trip was enjoyable.

a. Preparations

(1) Mother - food, books, needlework

(2) Father - car

(3) Boys - fishing poles, toys, books

b. Reach destination

(1) Purchase bait

c. Finding fishing spot

(1) Finding first place

(2) Moving to second place

d. Real fishing began

(1) Brother caught fish

(2) Father busy

1. (a) His pole
2. (b) Helping boys cast
3. (c) Helping keep hooks baited
4. (d) Helping reel in catch

(3) Jeff caught fish

(4) Caught seven fish

(5) Cleaned fish before leaving

1. e. Jeff and brother were excited to catch fish
2. f. Father enjoyed time with sons
3. g. Mother enjoyed quiet time

2. Concluding sentence - It was fun for all

Contention: Trip was enjoyable

- Brainstorming Supporting Information

All: Excited preparations for the trip

- Food, games, books, toys, fishing equipment

Great place to fish

Fun being in the woods

Great weather

Jeff and brother: Purchased bait there

Catching the fish was fun

Caught seven fish

Interesting to see white peacocks

Time with Father

Father: Family time, tasty dinner

Mother: Did needlework, read book, had quiet time

Events in narrative paragraphs should be arranged chronologically.

Using dialogue in the narrative

Since students tend to include dialogue in a narrative paragraph, they should

understand the two ways to present discourse. The first method is direct discourse

or dialogue which is a quote of the exact words spoken by someone. These words,

when written exactly as spoken, are to be presented in quotation marks and

attributed to the speaker. The second method of presenting dialogue is indirect

discourse by which the words are paraphrased and not written in quotation marks.

This is the method students are to use in assignments for this course when

- Sample Paragraph

Fishing Fun

Fishing at Horning’s Hideout proved to be an enjoyable

outing for Jeff and his family. All family members rose early in the

morning excited to prepare for the trip. Mother packed food for

the family as well as her books and needlework. Father checked

the car to make certain it was ready for the drive. Then with

Father’s help, Jeff and his brother readied their fishing poles

along with the books and toys which would entertain them on the

hour’s drive. When the family arrived at their destination, they

stopped by the office to purchase some worms to use as bait.

Cheerfully walking along the narrow path, the family transported

their gear all the way around the small pond looking for just the

right place to cast their lines. In hopes that fish would be lurking

in the shadows, Jeff and his brother decided to fish from a shady

area along one side of the pond. Though it seemed like the perfect

fishing spot, overhead branches interfered with casting.

Undaunted after snagging lines several times, the avid fishermen

decided it would be best to move to the other side of the pond.

Here, the boys began to get bites. Before long, Jeff’s older brother

caught the first fish. Jeff caught one soon after. Suddenly the fish

were biting and Father became very active helping the two excited

boys keep their hooks baited, and reel in their catch. Just before

noon, Jeff hooked what turned out to be the largest trout of the day

which he hung in the water near the shore with the other captured

fish. While Father and the boys fished, Mother enjoyed sitting at

the picnic table and reading quietly or doing her needlework. After

several hours of fishing, and a total catch of seven fish, Father

showed the boys how to clean the fish before packing up for the

trip home. The outing was great fun for the whole family. Jeff and

his brother found much excitement in catching the fish. Father

enjoyed helping the boys and spending a day in the woods. Mother

expressed her pleasure in being with her family and seeing

everyone having an agreeable time. Most of all, everyone’s taste

buds were delighted with the dinner that evening. All the family is

hoping for a return trip before too long.recounting personal experience. This limitation, however, does not apply when

presenting research material.

Below are samples of direct and indirect discourse which the student should

study to learn how to change from one form to the other.

Literary Device

Figurative language, as was mentioned in Lesson 8, explains one concept or

item with another in order to clarify the first. The metaphor is one such literary

device practiced in this lesson. Like a simile, a metaphor compares two items; but

instead of saying one thing is “like” another, it treats the one as if it is the other.

For example:

Flowing water sliced through the dike.

The farmer touched the hot fence to see if the juice was flowing.

The student should note that metaphorical wording does not use “like” or “as”.

The writer of the above sentences does not spell out that water is acting like a

knife, or that an electrified fence feels like it is hot, or that voltage is as juice.

Instead, he leaves it up to the reader’s mind to connect each pair of concepts.

Metaphors occur frequently and can be found in a variety of parts of speech.

The student should study the following chart to become familiar with some of the

many uses of metaphors.

-

Narrative Paragraph Lesson

Put That In Writing

A metaphor compares two items withoutthe use of “like” or “as”.

Direct Discourse (Dialogue) Indirect Discourse

“I had a delightful time with my family and

so appreciated everyone getting along with

one another,” said Mother on the way

home.

Mother expressed her pleasure in being

with her family and seeing everyone having

an agreeable time.

Jason suggested, “Let’s move to the other

side of the pond.”

Jason calmly suggested that the family

move to another side of the pond.

verbs: The game heated up as the quarterback rifled the pass to the receiver who

knifed between two defenders and tightroped down the sideline.

After much negotiation, the salesman shaved ten percent off the price of the car.

adjectives and

adverbs:

Life is a carnival ride.

The ferocious housecat attacked its prey.

The quarterback threw the football to the flying receiver.

prepositional

phrases:

He had muscles (of steel.)

She was saddened (by her ash heap) of dreams.

nouns: The army of seals swam in ranks.

Her decorative touch was evident in the home.

appositives: On the bed sat the dog, a whining baby.