英语修辞写作-语法修辞篇 参考材料 Section 7

Section7ModesofDiscourse(2):NarrativeI.KeytotheExerciseWhatisnarration?Howisitdifferentfromdescription?FindouttheanswerintheLecture.Whatisnarrativesource?Whatisthenarrativesourceof“IAmPreparedtoDie”？FindouttheanswerintheLecture.Whatisnarrativeflow?Whatisthenarrativeflowofthepassageattheendoftheexercise?FindouttheanswerintheLecture.Whatisnarrativeoutcome?Whatisthenarrativeoutcomeofthepassageattheendoftheexercise?FindouttheanswerintheLecture.Isthefollowingpassageanarrationofeventsofastoryoranarrationoftheprocessofanaction?Althoughtheparagraphcontainssomeexpositionsanddescriptionsoftheenvironmentandtheobjectsusedforenlargingpictures,thedominantoperationisnarrationwhichisusedtorecordtheprocessofphotographicenlargement.Thisprocessincludesaseriesofactions,namely,placeaphotographicnegativeinthemachinesnegativecarrier,turnonthelamptocheckthelensadjustment,thislamppasseslightthroughthenegativetothelenstofocusraysontheenlargingpaper；thelight---producesalatentimage,theenlargerlensisproperlyfocused；turnoffthelight；makingateststriponwhichyouwilltryseveraldifferenttimedexposures；selectanarrowpieceofenlargingpaperasyourteststrip；placeitontheenlargereasel；covermostofthepaperwithapieceofcardboard：movethecardboardacrosstheteststripafewsecondsatatime,exposingadditionalsegmentsofthepaper；droptheteststripintothetray；transfertheteststripforafewsecondstoanothertraycontaining“stopbath”:finally,movethepapertoathirdtrayfora“fixingbath,"inwhichtheimageismadepermanent,etc.Apartfromthenarrationofthesechronologicalactions,therest(thebeginningandtheending)areeitherexpositionsordescriptions.CustomizingtheQuestionsThepromptsbelowarelongerthanthoseusedonmostexams.Generally,theexamquestionsdonotincludeexamplesofsituationsthatfitthewritingassignment.IprefermorespecificassignmentssoFveincludedtheextrainformation.Youcanrevisetheassignmentsforbrieferversionsthataremoreinlinewiththetestquestionsbrieferversionsthataremoreinlinewiththetestquestions.I'dspendtimeinclassaskingstudentshowtodealwiththemoregeneralquestions,includingurgingthemtobrainstormscenariosontheirtestformbeforecommittingtoatopic.[BeingUnprepared]Becauseyouhavebeensick,outoftown,busyatwork,orworkingonotherhomework,youdidn'thaveasmuchtimetostudyforanimportanttestasyouneeded.Everyonegoingtoschoolhasbeeninthissituation.Thinkofaspecifictestthatyoutookthatyoufeltunpreparedforandnarratetheevents.Tellyourreadersaboutthepreparationthatyouwereabletodo,thereasonsthatyoudidn'tgettoprepareaswellasyouwanted,takingthetest,andanysignificanteventsthathappenedafteryoutookthetest.Yourpapershouldhelpreadersunderstandwhatitfeltliketobeunprepared.[LightbulbMoment]Thinkofanexperiencewhenyourealizedthatyousuddenlyunderstoodanidea,askill,oraconceptyouhadbeenstrugglingwith—itmightbesomethingrelatedtoaclassthatyoutookoraspecificathleticskillyouweretryingtoperfect.Forinstance,youmightthinkabouttryingtounderstandhowtoidentifyiambicpentameterinapoemorhowtocompleteaTaylorSeriesprobleminyourCalculusclass.Oryoumightconsidertryingtoperfectyourfreethrowsandsuddenlyunderstandinghowyourfollow-throughwasaffectingyoursuccess.Writeanarrativethattellsthestoryofyourmovementtowardunderstanding.Howdidyoufinallycometounderstand?Whatchangedyourperceptionsandgaveyouanewunderstanding?Yourpapershouldhelpreadersunderstandhowyoufelttostrugglewiththeideaorskillandthentounderstand.[ChildhoodEvent]Chooseavividtimefromyourchildhood一Youmightthinkofthefirsttimethatyourodeaschoolbus,ofatimewhenyouwenttotheprincipaPsoffice,thefirstAyouearnedonatestorpaper,earningmoneytobuysomethingthatyoureallywanted,andsoon.Narratetheeventsrelatedtothechildhoodmemorythatyou'vechosensothatyourreaderswillunderstandwhytheeventwasimportantandmemorable.[AchievingaGoal]Thinkofatimewhenyouachievedapersonalgoal-youmighthavefinallycompletedamarathonortriathlon,oryoumighthavebetteredyourscoreontheSATsoranothertest,oryoumighthavelearnedhowtouseapieceofsoftwarelikeMicrosoftWordorExcel.Tellyourreadersaboutthestoryofhowyoumetyourgoal.Besurethatyourreadersunderstandwhythegoalisimportanttoyou.[TheGoodandtheBad]Thinkaboutaneventinyourlifethatseemedbadbutturnedouttobegood.Maybeyougotinjuredandwhileyouwerewaitingforyourbrokenlegtoheal,youlearnedhowtouseacomputer.Whatmakestheeventchangefrombadtogoodmaybesomethingthatyoulearnedasaresult,somethingthatyoudiddifferentlyasaresult,orsomethingthathappenedthatwouldn'thaveoccurredotherwise.Tellthestoryoftheeventthatyouexperiencedandhelpyourreadersunderstandhowaneventthatseemednegativeturnedouttohavevaluableconsequences.[BeingaTeacher]Teachingsomeoneelsehowtodosomethingcanberewarding.Thinkofaskillthatyou'vetaughtsomeoneelsehowtodo.Perhapsyoutaughtsomeoneelsehowtoswim,showedsomeonehowtobakeasouffle,orhelpedsomeonelearnhowtostudymoreeffectively.Thinkabouttheeventsthatmadeuptheprocessofteachingtheskill,andnarratethestoryforyourreaders.[ChangingPlaces]Everyplacehasthingsthatchange-sometimesastheresultofeconomics,sometimesbecausedifferentpeopleareinvolved,andsometimesfornoclearreasonthatyouknowabout.Thinkofachangetoaplacethatyouknowwell.PerhapsthelocalgrocerystoreyougrewupwithasSmithandBros.GrocerywasboughtoutbyaregionalchainlikeFoodLionorWinnDixie.MaybetheFirstNationalBankofSmithburgsuddenlybecomesNationsBank.Perhapsthechangewasmorepersonal-anoldersiblingmovesoutofthehouseandyourfamilychangestheroomtoaguestroomoranoffice.Thinkofaspecificchangeandnarratetheeventsthatoccurred.Readersshouldknowthedetailsofthechange,andtheyshouldknowhowyoufeelaboutthechangesthatoccurred.[PersonalRituals]Describeapersonalritualthatyou,yourfriends,oryourfamilyhave.Thinkaboutthepersonalstepsthatyoualwaysgothroughwhenyouprepareforanexam.Doyousitatadesk,spreadbooksandnotesacrossyourbed,orusethekitchentable?Doyouhavetohavesomethingtodrink...soda,water,jolt?Therearenumerousthingsthatwedoforwhichwecreateourownpersonalrituals.Chooseoneevent—studyingforatest,writingapaper,dressingandwarmingupbeforeagame,orpreparingandhavingaspecialfamilymeal.Narratetheeventsthattakeplacewhenyoucompleteyourritualsothatyourreadersunderstandthestepsthattheritualincludesandwhyyoucompletethem.[StandingUp]Chooseatimewhenyoudidsomethingthattookalotofnerve,atimewhenyoudidn'tfollowthecrowdoratimewhenyoustoodupforyourbeliefs.Perhapsyourfriendswereurgingyoutodosomethingthatyouwereuncomfortablewithandyouchosenottocaveintopeerpressure.Maybeyoutookastanceonapoliticalissuethatwasimportantinyourcommunity,oryoumighthaveWhateveryouchoose,thinkaboutthedetailsoftheeventandwriteastorythattellsaboutwhathappened.Yournarrativeshouldshowyourreaderswhyyoudecidedtomakeastandortrysomethingthattooknerve,givespecificsontheevents,andsharehowyoufeltaftertheevent.[Disagreeing]Thinkofatimewhenyoudisagreedwithadecisionthathadbeenmadeanddidsomethingaboutit.Thedecisionmighthavebeenmadebysomeoneyouknowpersonally-yourBiologyteacherannouncedanewpolicytogradeforspellingandgrammaronyourquizzesandhomework,oranolderfamilymemberdecidestocancelasubscriptiontoamagazinethatyoulikedtoread.Youmighthaverespondedbydiscussingyourconcernswithyourprincipalordean,oryoumighthavedecidedtogetapart-timejobtoearnenoughmoneytobuythemagazineyourself.Orthedecisioncouldhavebeenmadebysomeoneyounevermet-perhapsyourschoolboarddecidedtochangethelinesinyourschooldistrictsothatyouwouldhavetogotoadifferentschool,oryourstatelegislaturehaspassedabillthatyoudisagreedwith.Yourresponsemighthavebeentowritealettertotheeditor,toyourstaterepresentative,ortotheschoolboard.Whateverhappened,yourjobistowriteapaperthatnarratestheeventsthatoccurred-fromthedecisionthatwasmadetoyourresponse.Besurethatyourpapergivesenoughdetailsthatyourreadersunderstandwhyyoudisagreedwiththedecisionandwhyyoufeltthatyourresponsewasappropriate.5.Guide(5)DifferencebetweenNarrativeWritingandAcademicWriting(太傻超级论坛»英语写作专版»)Assumption3:WritingPersonalNarratives/Opinions("Telling"WhatOneAlreadyKnows)IsNotSimilartoProducingAcademicWriting,WhichRequiresObtainingandTransformingKnowledgeIntheirexaminationofthewritingprocess,BereiterandScardamalia(1985,1987,1989)distinguishedtwotypesofwriting:knowledgetellingandknowledgetransforming.Theyexplainedthat"telling"aboutpersonalexperiencesoropinionsrepresentstheeasiestformofwritingproductionthatisaccessibletopracticallyalllanguageusers,whooftenperformsuchtasksinconversations.Forexample,writingassignmentssuchasMyfirstdayintheUnitedStates,Mymostembarrassing/happiestday,orMyviewsonabortion/animalresearchdonotrequirewriterstodomuchbeyondtellingwhattheyalreadyknowandsimplywritingdowntheirmemoriesoropinionsinresponsetotheprompt.Toproduceanessay,writersneedtoorganizeinformation,ofteninachronologicalorder,accordingtoaformappropriatewithinthestructureofcompositionandinaccordancewithafewprescribedconventionsfordiscourseorganization(e.g.,overttopicmarkersand/orlistsofreasons-myfirstreason,thesecondreason,thethirdreason,...inconclusion...)thatarealsoretrievedfrommemory.InthecaseofL2students,suchwritingtaskscanbeproducedevenwithintheconstraintsoflimitedvocabularyandgrammarbecausethedegreeoftextualsimplicityorcomplexitydemonstratedinthewritingisdeterminedbythewriter.Opinionessays(Bereiter&Scardamalia,1987)includeonlytwomainelements:statementofbeliefandreason.Someassignmentsofthistypemayinvolvemultiplereasonsand,atslightlymoreadvancedlevelsofwriting,anticipationofcounterarguments,asisoftenexpectedofESLwritersinL2writinginstructiondealingwithwhatisoftencalledwrittenarguments(Leki,1999;Lunsford&Ruszkiewicz,2001).Opinionwritingalsonecessitatesknowledgetellingbecausestatingone'sviewsrequireslittleinformationbeyondthewriter'spersonalbeliefsorthoughts.Inthesetypesofessays,writerscanproducetextonpracticallyanytopicwithintheiravailableknowledgewithoutexternalinformationorsupport.Opinion-basedwrittenassignmentsoressaysreportpersonalthoughtsintheformofasimplediscourseorganizationthatusuallymeetstheexpectationsofthegenre.ItisimportanttonotethattheteachingofL2writingfocusespredominantlyontopicspurposelydesignedtobeaccessibleforL2learners.WritingpromptsinmanyL2writingclassesareoftenhighlypredictableandmayactuallyrequirestudentstoproducepersonalnarrativesandexperiences(eg,whyIwanttostudyintheUnitedStates,holidaysinmycountry,thepersonwhoinfluencedmemost,myfamily,myfavoritesport/pet/book/movie/class/teacher/relative).Opinionessaysarealsoubiquitousathighintermediateandadvancedlevelsofpre-universityESL/EAPinstructionbecausetheyappeartobepseudoacademicandarebasedonshortreadings:Pleasereadthearticle/textandgiveyourreaction/responseto(itscontenton)pollution/genderdifferences/racialdiscrimination/thehomeless/urbancrime/TVadvertising/teenagesmoking/humancloning/gays/womeninthemilitary.However,acounterproductiveoutcomeoftopicaccessibilityisthatNNSacademicallyboundstudentshavefewopportunitiestoengageincognitivelyandlinguisticallyadvancedtypesofacademicwritingexpectedofthemintheiruniversity-levelcourses(Leki&Carson,1997).Inadditiontoknowledgetellinginwriting,theBereiterandScardamaliamodelofwritingalsoaddressesafarmorepsychologicallycomplextypeofwritingthattheycalledknowledgetransforming.Knowledgetransformingnecessitatesthinkingaboutanissue,obtainingtheinformationneededforanalysis,andmodifyingone'sthinking.Thistypeofwritingleadswriterstoexpandtheirknowledgebaseanddevelopnewknowledgebyprocessingnewinformationobtainedforthepurposeofwritingonatopic.Knowledgetransformingisconsiderablymorecognitivelycomplexthanknowledgetellingbecausewritersdonotmerelyretrieveinformationalreadyavailabletotheminmemory,butderiveitfromreadingandintegratewiththatalreadyavailabletobecomeobtainedknowledge.BereiterandScardamaliaemphasizedthatknowledgetellingandknowledgetransformingrequiredifferentrhetoricalandtext-generatingskillsforproducingwrittendiscourse.Suchimportantconsiderationsofwritingascontentintegration,expectationsoftheaudience,conventionsandformofthegenre,useoflanguageandlinguisticfeatures(eg,lexisandgrammar),logicoftheinformationflow,andrhetoricalorganizationareallintertwinedinknowledgetransforming(e.g.,definingterms,explainingideas,andclarifying).Ingeneralterms,BereiterandScardamaliadescribedtheclassicalacademicmodelofwritingexpectedinthedisciplineswhenstudentsarerequiredtoobtain,synthesize,integrate,andanalyzeinformationfromvarioussources,suchaspublishedmaterials,textbooks,orlaboratoryexperiments.Advancedcognitiveandinformation-processingtasksentailedintransformingknowledgeanddemonstratingknowledgeinwritingplacegreatdemandson12writers9languageskills.ILTranslationoftheSampleTextOpen.SupplementarySamplesSample(1):Narration(A)SeniorPromPassagetakenfromTheodoreJohnstonandJamesGonzales,The

WritersAdviceBook,GinnPress,Massachusetts,1987,p.14MyseniorpromnightbecameacomedyoferrorswhenIwasaskedtorepresenttheDramaClub.Iexpectedittobeanightthatdreamsaremadeof;instead,Iwasprovidedwithalessthanperfectevening.IwantedtogiveRichard,mydateandescort,adazzlingfirstimpressionbymeetinghimatthedoorinmybeautifulSouthernbelledress.WhenRichardarrived,hewasmetatthedoorbymyfatherinsteadofme,andhefoundmymotherlyingatmyfeetonthelivingroomfloor,sewingtheheminmyformal.Finally,afterwhatseemedlikeaneternity,mymotherannouncedthatshewasfinishedandthatwewerelatefortheprom.Idecidedtorelaxandcomposemyselfinthecar,butinsteadofacomfortablecoach,IfoundacrampedpumpkinawaitingmeintheformofaFiat.AsIgotinsidethecar,Irealizedthatmostofmydresswasstilloutside.Quickly,Ibeganpilinglayerafterlayeroffabriconmylapuntilitreachedtheceilingandobscuredmyviewoutofthecarwindows.Arrivingattheprominsilence,myescortandIwerequicklyusheredintopositionbehindtheotherrepresentatives.Theprocessionstarted;IfeltlikeCinderellaattheball.Whiletheannouncerintroducedtherepresentativesandtheirescorts,Ivisualizedmyselfwalkinggracefullyuptherampastheaudiencelookedon.BeforeIknewit,thespotlightwasonus.Asweslowlymadeourwayuptheramp,theannouncerintroducesusasJudyandJuan.Hearingthenamesofsomeoneelseshockedbothofus.Thenithappened-asweturned,ourfeetbecameentangledinmyformal;withahop,skip,andjump,wetrippeddowntheramptowardsthestairs.Determinedtoclimbthestairsgracefully,Istartedaslowascent.Uponreachingthetopstep,IrealizedIhadalsoclimbeduptheinsideofmydressandwasnowonmyknees.Myescorthadtocarefullybackmedownthestepsuntilwecouldonceagainmakeourclimb.Astheeveningconcluded,Irealizedthatwithallthathappened,onlymyfriendsknewthetrueidentityofthetwoclownsintheprocession.EveryoneelsethoughtitwasJudyandJuan.Sample(2):Narration(B)GivingBlood(Process)FromNucleus:EnglishforScienceandTechnology(GeneralScience),

LongmanPress,1983Everyhospitalneedslargesuppliesofbloodfortransfusions.Itisgivenbydonors.Beforegivingblood,thedonorisgiventeststodeterminehisbloodgroupandmakesureheisnotsufferingfromcertaindiseases.Whenthishasbeendonehisbloodcanbetaken.Firstheliesdownwithhisarmonapillow.Nextthenurseputsthecuffofthesphygmomanometeraroundhisupperarm,andinflatesittocompresstheveins.Atthisstageshecleanshisskinwithetherandinsertstheneedleintoavein.Asshedoesthisthebloodbeginstoflowintoabottleuntilitisfull.Meanwhilethedonoropensandcloseshishandtoincreasetheflow.Assoonasthebottleisfullthenursetakesoffthesphygmomanometerandwithdrawstheneedle.Finally,sheputsadressingonthedonor'sarm.Thebloodisimmediatelylabeledandrefrigerated.Beforegivingblood,thedonorisgiventeststodeterminehisbloodgroupandmakesureheisnotsufferingfromcertaindiseases.Whenthishasbeendonehisbloodcanbetaken.SupplementaryGuidesorReferences1.Guide(1)NarrativeEssays

narrative_writing.htmThefirstimportantthingtorememberaboutanarrativeessayisthatittellsastory.Theauthormaywriteaboutanexperienceoreventfromhisorherpastarecentoranongoingexperienceoreventsomethingthathappenedtosomebodyelse,suchasaparentoragrandparentThesecondimportantthingaboutanarrativeessayisthatthestoryshouldhaveapoint.Inthefinalparagraph,theauthorshouldcometoanimportantconclusionabouttheexperiencethathasjustbeendescribed.Anessaybeginswithageneralstatementlike,"Learningsomethingnewcanbeascaryexperience."Thisstatementintroducesthesubjectoftheessay,whichisaparticularlearningexperiencethattheauthorhad.TheuseofTintheessayindicatesthatwhatisbeingdescribedisapersonalexperience.Theessayisessentiallyastoryaboutsomethingthathappened.Theauthorgivessufficientdetailsaboutthepeople,place,andeventssothatthereadergetsaclearideaofhowtheauthorfeelsaboutthem.Intheessay,theauthor"stoodtimidly”andtheteacher“smiled"andwas"patient."Thesewordsindicatetheauthor'sfearsandthesenseofsecurityprovidedbytheteacherwhohelpedtheauthorgetoverherfear.Inthefinalparagraphoftheessay,theauthorreflectsonthelargermeaningorimportanceoftheexperiencedescribed.Theauthorconcludesthatlearningtoswimhashelpedhertofeelmoreconfidentaboutherselfinothernewsituations.Theideathatself-confidencecomesfromconqueringyourfearsissomethingthatallpeoplecanrelateto.Thisisthepointofthestory.Theessayiswell-organized.Aftertheintroduction,theauthordescribestheexperienceasithappenedintime-goingtothepoolthefirstday,havingthefirstlesson,andtheresultofthesubsequentlessons.Theauthormighthavechosen,however,totalkaboutthethingsshelearnedinorderoftheirimportanceordifficulty.Thewritinginanessayshouldbelivelyandinteresting.Trytoengagethereader9sinterestbyaddingdetailsorpersonalobservations.Sharingpersonalthoughtsanddetailsinvitesthereaderintoauthor'sworldandmakesthestorymorepersonalandmoreinteresting.Guide(2)ElementsofaSuccessfulStory

narrative_writing.htmIfyournovelorshortstoryisgoingtowork,it'sgoingtoneedalltherightcomponents.Usedwithoutimaginationorsensitivity,thoseelementsmayproduceonlyformulafiction.But,likeagoodcookwiththerightmaterialsandagoodrecipe,youcanalsocreatesomepleasantsurprises.Manywriters,likemanygoodcooks,don'tneedtothinkconsciouslyaboutwhatthey5rethrowinginthepot.Butasanapprenticeyoushouldprobablythinkabouthowyourstorymatchesupwiththefollowingsuggestions.Theyallhavetodo,essentially,withbringingyourcharactersandreadersfiromastateofignorancetoastateofawareness:Canourheroinefindhappinessasajournalist?Wedon'tknow,butwe'llfindout.CanourherofoundafamilydynastyintheNevadawilderness?Wedon'tknow,butwe'llfindout.Intheopening一Showusyourmaincharacters,oratleastforeshadowthem:Wemightseeyourheroine'smothergettingmarried,forexample.Orwemightseeacrimecommittedwhichwillbringinyourherotoinvestigate.Showoneormorecharactersundersomekindofappropriatestress.Forexample,iftheheromustperformwellunderenemyfireintheclimax,showhimbeingshotatinChapterOne-andperformingbadly.Iftheheroinemustresisttemptationattheend,showher(orsomeoneelse)succumbingtotemptationinthebeginning.Showuswho'sthe"goodguy,"who'sthe“badguy."Thatis,inwhomshouldwemakeanemotionalinvestment?Whosesideareweon?Eveniftheheroismorallyrepugnant(ahiredkiller,forexample),heshoulddisplaysometraitorattitudewecanadmireandidentifywith.Thevillaincanbelikablebutsetonacoursewemustdisapprove.Showwhatfsatstake.Editorsandreaderswanttoknowthisrightaway.(That'swhytheblurbonthejacketusuallytellsus:"OnlyonepersoncansavetheWest/defendtheGalacticEmpire/defeatthevampires...9,)Whatdoestheherostandtogainorlose?Whatwillfollowifthevillainwins?Establishthesetting-whereandwhenthestorytakesplace.Establishtheareaofconflict.IfthesettingistheNanaimocoalminesattheturnofthecentury,theareaofconflictmayberelationsbetweenminersandowners,orwithinafamilyofminers,orwithinasingleminer'spersonality.Foreshadowtheending.Iftheherodiesinablizzardattheend,afewflakesofsnowmayfallinthefirstchapter.Setthetoneofthestory:solemnorexcited,humorousortragic.Inthebodyofthestory—Tellyourstoryinscenes,notinexposition.Ascenecontainsapurpose,anobstacleorconflict,andaresolutionthattellsussomethingnewaboutthecharactersandtheircircumstances.Developyourcharactersthroughactionanddialogue.Showus,don7tellus,what'sgoingonandwhy(notHewasloudandrude,but“Getoutamyway,youjerk!hebellowed.).Includealltheelementsyouneedforyourconclusion.Ifeverythingdependsonkillingthevictimwithashotgun,showustheshotgunlongbeforeitgoesoff.Giveyourcharactersadequatemotivationfortheiractionsandwords.Dramaispeopledoingamazingthingsforverygoodreasons.Melodramaispeopledoingamazingthingsforbadornonexistentreasons.Developtheplotasaseriesofincreasinglyseriousproblems.(TheheroineescapesthevillaininChapter5byfleeingintothesnowymountains;nowinChapter6sherisksdeathinanavalanche.)Establishsuspensebymakingsolutionoftheproblemsuncertain(HowwilltheheroineescapetheavalancheandavoidfreezingtodeathinChapterSeven?).Makesolutionsoftheproblemsappropriatetothecharacters(GoodthingshetookOutwardBoundtraininginChapterOne).Intheconclusion—Presentafinal,crucialconflictwheneverythinggainedsofarisindangerandcouldbelostbyasinglewordordeed:thisistheclimax,whichrevealssomethingtoyourreaders(andperhapstoyourcharacters)whichhasbeenimplicitfromtheoutsetbutnotobviousorpredictable.Throughoutthestory一Rememberthatnothinginastoryhappensatrandom.Whyistheheroine'snameSophia?Whyissheblind?WhyisherdogablackLab?Theeasyansweristhatyou'retheGodofyournovelandthat'sthewayyouwantthings.Butifyouhaveaconsciousreasonfortheseelements,thestorygainsininterestbecauseitcarriesmoremeaning:Forexample,“Sophia”means“wisdom”andthenamecanprovideacuetothereader.Useimage,metaphorandsimilewithaconsciouspurpose,notjustbecauseaphrase“soundsgood.”Maintainconsistentstyle,tone,andpointofview.Knowtheconventionsoftheformyou'reworkingin,andbreakthemonlywhenyouhaveagoodreasonto.Forexample,ifit'sconventionalfortheprivateeyetobeanaggressive,hard-drinkingsingleman,you'regoingtoshakeupthereaderifyourprivateeyeisayogurt-loving,shymotherofthreeschool-agechildren.You'llshakeupthereaderevenmoreifshegoesaroundpistol-whippingpeople;asaprivateeye,herbehaviorwillstilldependonherpersonalityandlimitations.Guide(3)HowtoWriteaNarrativeEssayAlvinwoolfNarrativesarestories.Narrativesareplots.Theyareessaysthattellastory—hopefullyinaninterestingway-thatalsoconveythemes.Often,ifyouareaskedtowriteanarrativeessay,youwillnotbeaskedtoresearchatheoryortopic.Rather,youwillbeaskedtouseyourimaginationinsteadofabibliography.Youmayneedtoresearchforthisnarrativeessay;nonetheless,thewritingofitmaycomemoreeasilytoyouforyoudonotneedtoquotespecificwordsfromprimarysources.Hereisashortreferenceguideonhowtowritethenarrativeessay.DecideonatopicDiscussthetopicwithyourteacher/professorandpeerseitherinclassorinagroupdiscussionorprivatetutorialBrainstormseveraldifferentwaysthenarrativecango(seespiderdiagrambelow)StartwritingDonotstopwriting.Letyourwritingflowonwardinastreamofconsciousnesstypeofway.Rereadtheess