how to teach narrative essay writing

A Step-by-Step Plan for Teaching Narrative Writing

July 29, 2018

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“Those who tell the stories rule the world.”  This proverb, attributed to the Hopi Indians, is one I wish I’d known a long time ago, because I would have used it when teaching my students the craft of storytelling. With a well-told story we can help a person see things in an entirely new way. We can forge new relationships and strengthen the ones we already have. We can change a law, inspire a movement, make people care fiercely about things they’d never given a passing thought.

But when we study storytelling with our students, we forget all that. Or at least I did. When my students asked why we read novels and stories, and why we wrote personal narratives and fiction, my defense was pretty lame: I probably said something about the importance of having a shared body of knowledge, or about the enjoyment of losing yourself in a book, or about the benefits of having writing skills in general.

I forgot to talk about the  power of story. I didn’t bother to tell them that the ability to tell a captivating story is one of the things that makes human beings extraordinary. It’s how we connect to each other. It’s something to celebrate, to study, to perfect. If we’re going to talk about how to teach students to write stories, we should start by thinking about why we tell stories at all . If we can pass that on to our students, then we will be going beyond a school assignment; we will be doing something transcendent.

Now. How do we get them to write those stories? I’m going to share the process I used for teaching narrative writing. I used this process with middle school students, but it would work with most age groups.

A Note About Form: Personal Narrative or Short Story?

When teaching narrative writing, many teachers separate personal narratives from short stories. In my own classroom, I tended to avoid having my students write short stories because personal narratives were more accessible. I could usually get students to write about something that really happened, while it was more challenging to get them to make something up from scratch.

In the “real” world of writers, though, the main thing that separates memoir from fiction is labeling: A writer might base a novel heavily on personal experiences, but write it all in third person and change the names of characters to protect the identities of people in real life. Another writer might create a short story in first person that reads like a personal narrative, but is entirely fictional. Just last weekend my husband and I watched the movie Lion and were glued to the screen the whole time, knowing it was based on a true story. James Frey’s book  A Million Little Pieces  sold millions of copies as a memoir but was later found to contain more than a little bit of fiction. Then there are unique books like Curtis Sittenfeld’s brilliant novel American Wife , based heavily on the early life of Laura Bush but written in first person, with fictional names and settings, and labeled as a work of fiction. The line between fact and fiction has always been really, really blurry, but the common thread running through all of it is good storytelling.

With that in mind, the process for teaching narrative writing can be exactly the same for writing personal narratives or short stories; it’s the same skill set. So if you think your students can handle the freedom, you might decide to let them choose personal narrative or fiction for a narrative writing assignment, or simply tell them that whether the story is true doesn’t matter, as long as they are telling a good story and they are not trying to pass off a fictional story as fact.

Here are some examples of what that kind of flexibility could allow:

• A student might tell a true story from their own experience, but write it as if it were a fiction piece, with fictional characters, in third person.
• A student might create a completely fictional story, but tell it in first person, which would give it the same feel as a personal narrative.
• A student might tell a true story that happened to someone else, but write it in first person, as if they were that person. For example, I could write about my grandmother’s experience of getting lost as a child, but I might write it in her voice.

If we aren’t too restrictive about what we call these pieces, and we talk about different possibilities with our students, we can end up with lots of interesting outcomes. Meanwhile, we’re still teaching students the craft of narrative writing.

A Note About Process: Write With Your Students

One of the most powerful techniques I used as a writing teacher was to do my students’ writing assignments with them. I would start my own draft at the same time as they did, composing “live” on the classroom projector, and doing a lot of thinking out loud so they could see all the decisions a writer has to make.

The most helpful parts for them to observe were the early drafting stage, where I just scratched out whatever came to me in messy, run-on sentences, and the revision stage, where I crossed things out, rearranged, and made tons of notes on my writing. I have seen over and over again how witnessing that process can really help to unlock a student’s understanding of how writing actually gets made.

A Narrative Writing Unit Plan

Before I get into these steps, I should note that there is no one right way to teach narrative writing, and plenty of accomplished teachers are doing it differently and getting great results. This just happens to be a process that has worked for me.

Step 1: Show Students That Stories Are Everywhere

Getting our students to tell stories should be easy. They hear and tell stories all the time. But when they actually have to put words on paper, they forget their storytelling abilities: They can’t think of a topic. They omit relevant details, but go on and on about irrelevant ones. Their dialogue is bland. They can’t figure out how to start. They can’t figure out how to end.

So the first step in getting good narrative writing from students is to help them see that they are already telling stories every day . They gather at lockers to talk about that thing that happened over the weekend. They sit at lunch and describe an argument they had with a sibling. Without even thinking about it, they begin sentences with “This one time…” and launch into stories about their earlier childhood experiences. Students are natural storytellers; learning how to do it well on paper is simply a matter of studying good models, then imitating what those writers do.

So start off the unit by getting students to tell their stories. In journal quick-writes, think-pair-shares, or by playing a game like Concentric Circles , prompt them to tell some of their own brief stories: A time they were embarrassed. A time they lost something. A time they didn’t get to do something they really wanted to do. By telling their own short anecdotes, they will grow more comfortable and confident in their storytelling abilities. They will also be generating a list of topic ideas. And by listening to the stories of their classmates, they will be adding onto that list and remembering more of their own stories.

And remember to tell some of your own. Besides being a good way to bond with students, sharing  your stories will help them see more possibilities for the ones they can tell.

Step 2: Study the Structure of a Story

Now that students have a good library of their own personal stories pulled into short-term memory, shift your focus to a more formal study of what a story looks like.

Use a diagram to show students a typical story arc like the one below. Then, using a simple story (try a video like The Present or Room ), fill out the story arc with the components from that story. Once students have seen this story mapped out, have them try it with another one, like a story you’ve read in class, a whole novel, or another short video.

Step 3: Introduce the Assignment

Up to this point, students have been immersed in storytelling. Now give them specific instructions for what they are going to do. Share your assignment rubric so they understand the criteria that will be used to evaluate them; it should be ready and transparent right from the beginning of the unit. As always, I recommend using a single point rubric for this.

Step 4: Read Models

Once the parameters of the assignment have been explained, have students read at least one model story, a mentor text that exemplifies the qualities you’re looking for. This should be a story on a topic your students can kind of relate to, something they could see themselves writing. For my narrative writing unit (see the end of this post), I wrote a story called “Frog” about a 13-year-old girl who finally gets to stay home alone, then finds a frog in her house and gets completely freaked out, which basically ruins the fun she was planning for the night.

They will be reading this model as writers, looking at how the author shaped the text for a purpose, so that they can use those same strategies in their own writing. Have them look at your rubric and find places in the model that illustrate the qualities listed in the rubric. Then have them complete a story arc for the model so they can see the underlying structure.

Ideally, your students will have already read lots of different stories to look to as models. If that isn’t the case, this list of narrative texts recommended by Cult of Pedagogy followers on Twitter would be a good place to browse for titles that might be right for your students. Keep in mind that we have not read most of these stories, so be sure to read them first before adopting them for classroom use.

Step 5: Story Mapping

At this point, students will need to decide what they are going to write about. If they are stuck for a topic, have them just pick something they can write about, even if it’s not the most captivating story in the world. A skilled writer could tell a great story about deciding what to have for lunch. If they are using the skills of narrative writing, the topic isn’t as important as the execution.

Have students complete a basic story arc for their chosen topic using a diagram like the one below. This will help them make sure that they actually have a story to tell, with an identifiable problem, a sequence of events that build to a climax, and some kind of resolution, where something is different by the end. Again, if you are writing with your students, this would be an important step to model for them with your own story-in-progress.

Step 6: Quick Drafts

Now, have students get their chosen story down on paper as quickly as possible: This could be basically a long paragraph that would read almost like a summary, but it would contain all the major parts of the story. Model this step with your own story, so they can see that you are not shooting for perfection in any way. What you want is a working draft, a starting point, something to build on for later, rather than a blank page (or screen) to stare at.

Step 7: Plan the Pacing

Now that the story has been born in raw form, students can begin to shape it. This would be a good time for a lesson on pacing, where students look at how writers expand some moments to create drama and shrink other moments so that the story doesn’t drag. Creating a diagram like the one below forces a writer to decide how much space to devote to all of the events in the story.

Step 8: Long Drafts

With a good plan in hand, students can now slow down and write a proper draft, expanding the sections of their story that they plan to really draw out and adding in more of the details that they left out in the quick draft.

Step 9: Workshop

Once students have a decent rough draft—something that has a basic beginning, middle, and end, with some discernible rising action, a climax of some kind, and a resolution, you’re ready to shift into full-on workshop mode. I would do this for at least a week: Start class with a short mini-lesson on some aspect of narrative writing craft, then give students the rest of the period to write, conference with you, and collaborate with their peers. During that time, they should focus some of their attention on applying the skill they learned in the mini-lesson to their drafts, so they will improve a little bit every day.

Topics for mini-lessons can include:

• How to weave exposition into your story so you don’t give readers an “information dump”
• How to carefully select dialogue to create good scenes, rather than quoting everything in a conversation
• How to punctuate and format dialogue so that it imitates the natural flow of a conversation
• How to describe things using sensory details and figurative language; also,  what  to describe…students too often give lots of irrelevant detail
• How to choose precise nouns and vivid verbs, use a variety of sentence lengths and structures, and add transitional words, phrases, and features to help the reader follow along
• How to start, end, and title a story

Step 10: Final Revisions and Edits

As the unit nears its end, students should be shifting away from revision , in which they alter the content of a piece, toward editing , where they make smaller changes to the mechanics of the writing. Make sure students understand the difference between the two: They should not be correcting each other’s spelling and punctuation in the early stages of this process, when the focus should be on shaping a better story.

One of the most effective strategies for revision and editing is to have students read their stories out loud. In the early stages, this will reveal places where information is missing or things get confusing. Later, more read-alouds will help them immediately find missing words, unintentional repetitions, and sentences that just “sound weird.” So get your students to read their work out loud frequently. It also helps to print stories on paper: For some reason, seeing the words in print helps us notice things we didn’t see on the screen.

To get the most from peer review, where students read and comment on each other’s work, more modeling from you is essential: Pull up a sample piece of writing and show students how to give specific feedback that helps, rather than simply writing “good detail” or “needs more detail,” the two comments I saw exchanged most often on students’ peer-reviewed papers.

Step 11: Final Copies and Publication

Once revision and peer review are done, students will hand in their final copies. If you don’t want to get stuck with 100-plus papers to grade, consider using Catlin Tucker’s station rotation model , which keeps all the grading in class. And when you do return stories with your own feedback, try using Kristy Louden’s delayed grade strategy , where students don’t see their final grade until they have read your written feedback.

Beyond the standard hand-in-for-a-grade, consider other ways to have students publish their stories. Here are some options:

• Stories could be published as individual pages on a collaborative website or blog.
• Students could create illustrated e-books out of their stories.
• Students could create a slideshow to accompany their stories and record them as digital storytelling videos. This could be done with a tool like Screencastify or Screencast-O-Matic .

So this is what worked for me. If you’ve struggled to get good stories from your students, try some or all of these techniques next time. I think you’ll find that all of your students have some pretty interesting stories to tell. Helping them tell their stories well is a gift that will serve them for many years after they leave your classroom. ♦

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including slideshow mini-lessons on 14 areas of narrative craft, a sample narrative piece, editable rubrics, and other supplemental materials to guide students through every stage of the process, take a look at my Narrative Writing unit . Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

52 Comments

Wow, this is a wonderful guide! If my English teachers had taught this way, I’m sure I would have enjoyed narrative writing instead of dreading it. I’ll be able to use many of these suggestions when writing my blog! BrP

Lst year I was so discouraged because the short stories looked like the quick drafts described in this article. I thought I had totally failed until I read this and realized I did not fai,l I just needed to complete the process. Thank you!

I feel like you jumped in my head and connected my thoughts. I appreciate the time you took to stop and look closely at form. I really believe that student-writers should see all dimensions of narrative writing and be able to live in whichever style and voice they want for their work.

Can’t thank you enough for this. So well curated that one can just follow it blindly and ace at teaching it. Thanks again!

Great post! I especially liked your comments about reminding kids about the power of storytelling. My favourite podcasts and posts from you are always about how to do things in the classroom and I appreciate the research you do.

On a side note, the ice breakers are really handy. My kids know each other really well (rural community), and can tune out pretty quickly if there is nothing new to learn about their peers, but they like the games (and can remember where we stopped last time weeks later). I’ve started changing them up with ‘life questions’, so the editable version is great!

I love writing with my students and loved this podcast! A fun extension to this narrative is to challenge students to write another story about the same event, but use the perspective of another “character” from the story. Books like Wonder (R.J. Palacio) and Wanderer (Sharon Creech) can model the concept for students.

Thank you for your great efforts to reveal the practical writing strategies in layered details. As English is not my first language, I need listen to your podcast and read the text repeatedly so to fully understand. It’s worthy of the time for some great post like yours. I love sharing so I send the link to my English practice group that it can benefit more. I hope I could be able to give you some feedback later on.

Thank you for helping me get to know better especially the techniques in writing narrative text. Im an English teacher for 5years but have little knowledge on writing. I hope you could feature techniques in writing news and fearute story. God bless and more power!

Thank you for this! I am very interested in teaching a unit on personal narrative and this was an extremely helpful breakdown. As a current student teacher I am still unsure how to approach breaking down the structures of different genres of writing in a way that is helpful for me students but not too restrictive. The story mapping tools you provided really allowed me to think about this in a new way. Writing is such a powerful way to experience the world and more than anything I want my students to realize its power. Stories are how we make sense of the world and as an English teacher I feel obligated to give my students access to this particular skill.

The power of story is unfathomable. There’s this NGO in India doing some great work in harnessing the power of storytelling and plots to brighten children’s lives and enlighten them with true knowledge. Check out Katha India here: http://bit.ly/KathaIndia

Thank you so much for this. I did not go to college to become a writing professor, but due to restructuring in my department, I indeed am! This is a wonderful guide that I will use when teaching the narrative essay. I wonder if you have a similar guide for other modes such as descriptive, process, argument, etc.?

Hey Melanie, Jenn does have another guide on writing! Check out A Step-by-Step Plan for Teaching Argumentative Writing .

Hi, I am also wondering if there is a similar guide for descriptive writing in particular?

Hey Melanie, unfortunately Jenn doesn’t currently have a guide for descriptive writing. She’s always working on projects though, so she may get around to writing a unit like this in the future. You can always check her Teachers Pay Teachers page for an up-to-date list of materials she has available. Thanks!

I want to write about the new character in my area

That’s great! Let us know if you need any supports during your writing process!

I absolutely adore this unit plan. I teach freshmen English at a low-income high school and wanted to find something to help my students find their voice. It is not often that I borrow material, but I borrowed and adapted all of it in the order that it is presented! It is cohesive, understandable, and fun. Thank you!!

So glad to hear this, Nicole!

Thanks sharing this post. My students often get confused between personal narratives and short stories. Whenever I ask them to write a short story, she share their own experiences and add a bit of fiction in it to make it interesting.

Thank you! My students have loved this so far. I do have a question as to where the “Frog” story mentioned in Step 4 is. I could really use it! Thanks again.

This is great to hear, Emily! In Step 4, Jenn mentions that she wrote the “Frog” story for her narrative writing unit . Just scroll down the bottom of the post and you’ll see a link to the unit.

I also cannot find the link to the short story “Frog”– any chance someone can send it or we can repost it?

This story was written for Jenn’s narrative writing unit. You can find a link to this unit in Step 4 or at the bottom of the article. Hope this helps.

I cannot find the frog story mentioned. Could you please send the link.? Thank you

Hi Michelle,

The Frog story was written for Jenn’s narrative writing unit. There’s a link to this unit in Step 4 and at the bottom of the article.

Debbie- thanks for you reply… but there is no link to the story in step 4 or at the bottom of the page….

Hey Shawn, the frog story is part of Jenn’s narrative writing unit, which is available on her Teachers Pay Teachers site. The link Debbie is referring to at the bottom of this post will take you to her narrative writing unit and you would have to purchase that to gain access to the frog story. I hope this clears things up.

Thank you so much for this resource! I’m a high school English teacher, and am currently teaching creative writing for the first time. I really do value your blog, podcast, and other resources, so I’m excited to use this unit. I’m a cyber school teacher, so clear, organized layout is important; and I spend a lot of time making sure my content is visually accessible for my students to process. Thanks for creating resources that are easy for us teachers to process and use.

Do you have a lesson for Informative writing?

Hey Cari, Jenn has another unit on argumentative writing , but doesn’t have one yet on informative writing. She may develop one in the future so check back in sometime.

I had the same question. Informational writing is so difficult to have a good strong unit in when you have so many different text structures to meet and need text-dependent writing tasks.

Creating an informational writing unit is still on Jenn’s long list of projects to get to, but in the meantime, if you haven’t already, check out When We All Teach Text Structures, Everyone Wins . It might help you out!

This is a great lesson! It would be helpful to see a finished draft of the frog narrative arc. Students’ greatest challenge is transferring their ideas from the planner to a full draft. To see a full sample of how this arc was transformed into a complete narrative draft would be a powerful learning tool.

Hi Stacey! Jenn goes into more depth with the “Frog” lesson in her narrative writing unit – this is where you can find a sample of what a completed story arc might look. Also included is a draft of the narrative. If interested in checking out the unit and seeing a preview, just scroll down to the bottom of the post and click on the image. Hope this helps!

Helped me learn for an entrance exam thanks very much

Is the narrative writing lesson you talk about in https://www.cultofpedagogy.com/narrative-writing/

Also doable for elementary students you think, and if to what levels?

Love your work, Sincerely, Zanyar

Hey Zanyar,

It’s possible the unit would work with 4th and 5th graders, but Jenn definitely wouldn’t recommend going any younger. The main reason for this is that some of the mini-lessons in the unit could be challenging for students who are still concrete thinkers. You’d likely need to do some adjusting and scaffolding which could extend the unit beyond the 3 weeks. Having said that, I taught 1st grade and found the steps of the writing process, as described in the post, to be very similar. Of course learning targets/standards were different, but the process itself can be applied to any grade level (modeling writing, using mentor texts to study how stories work, planning the structure of the story, drafting, elaborating, etc.) Hope this helps!

This has made my life so much easier. After teaching in different schools systems, from the American, to British to IB, one needs to identify the anchor standards and concepts, that are common between all these systems, to build well balanced thematic units. Just reading these steps gave me the guidance I needed to satisfy both the conceptual framework the schools ask for and the standards-based practice. Thank you Thank you.

Would this work for teaching a first grader about narrative writing? I am also looking for a great book to use as a model for narrative writing. Veggie Monster is being used by his teacher and he isn’t connecting with this book in the least bit, so it isn’t having a positive impact. My fear is he will associate this with writing and I don’t want a negative association connected to such a beautiful process and experience. Any suggestions would be helpful.

Thank you for any information you can provide!

Although I think the materials in the actual narrative writing unit are really too advanced for a first grader, the general process that’s described in the blog post can still work really well.

I’m sorry your child isn’t connecting with The Night of the Veggie Monster. Try to keep in mind that the main reason this is used as a mentor text is because it models how a small moment story can be told in a big way. It’s filled with all kinds of wonderful text features that impact the meaning of the story – dialogue, description, bold text, speech bubbles, changes in text size, ellipses, zoomed in images, text placement, text shape, etc. All of these things will become mini-lessons throughout the unit. But there are lots of other wonderful mentor texts that your child might enjoy. My suggestion for an early writer, is to look for a small moment text, similar in structure, that zooms in on a problem that a first grader can relate to. In addition to the mentor texts that I found in this article , you might also want to check out Knuffle Bunny, Kitten’s First Full Moon, When Sophie Gets Angry Really Really Angry, and Whistle for Willie. Hope this helps!

I saw this on Pinterest the other day while searching for examples of narritives units/lessons. I clicked on it because I always click on C.o.P stuff 🙂 And I wasn’t disapointed. I was intrigued by the connection of narratives to humanity–even if a student doesn’t identify as a writer, he/she certainly is human, right? I really liked this. THIS clicked with me.

A few days after I read the P.o.C post, I ventured on to YouTube for more ideas to help guide me with my 8th graders’ narrative writing this coming spring. And there was a TEDx video titled, “The Power of Personal Narrative” by J. Christan Jensen. I immediately remembered the line from the article above that associated storytelling with “power” and how it sets humans apart and if introduced and taught as such, it can be “extraordinary.”

I watched the video and to the suprise of my expectations, it was FANTASTIC. Between Jennifer’s post and the TEDx video ignited within me some major motivation and excitement to begin this unit.

Thanks for sharing this with us! So glad that Jenn’s post paired with another text gave you some motivation and excitement. I’ll be sure to pass this on to Jenn!

Thank you very much for this really helpful post! I really love the idea of helping our students understand that storytelling is powerful and then go on to teach them how to harness that power. That is the essence of teaching literature or writing at any level. However, I’m a little worried about telling students that whether a piece of writing is fact or fiction does not matter. It in fact matters a lot precisely because storytelling is powerful. Narratives can shape people’s views and get their emotions involved which would, in turn, motivate them to act on a certain matter, whether for good or for bad. A fictional narrative that is passed as factual could cause a lot of damage in the real world. I believe we should. I can see how helping students focus on writing the story rather than the truth of it all could help refine the needed skills without distractions. Nevertheless, would it not be prudent to teach our students to not just harness the power of storytelling but refrain from misusing it by pushing false narratives as factual? It is true that in reality, memoirs pass as factual while novels do as fictional while the opposite may be true for both cases. I am not too worried about novels passing as fictional. On the other hand, fictional narratives masquerading as factual are disconcerting and part of a phenomenon that needs to be fought against, not enhanced or condoned in education. This is especially true because memoirs are often used by powerful people to write/re-write history. I would really like to hear your opinion on this. Thanks a lot for a great post and a lot of helpful resources!

Thank you so much for this. Jenn and I had a chance to chat and we can see where you’re coming from. Jenn never meant to suggest that a person should pass off a piece of fictional writing as a true story. Good stories can be true, completely fictional, or based on a true story that’s mixed with some fiction – that part doesn’t really matter. However, what does matter is how a student labels their story. We think that could have been stated more clearly in the post , so Jenn decided to add a bit about this at the end of the 3rd paragraph in the section “A Note About Form: Personal Narrative or Short Story?” Thanks again for bringing this to our attention!

You have no idea how much your page has helped me in so many ways. I am currently in my teaching credential program and there are times that I feel lost due to a lack of experience in the classroom. I’m so glad I came across your page! Thank you for sharing!

Thanks so much for letting us know-this means a whole lot!

No, we’re sorry. Jenn actually gets this question fairly often. It’s something she considered doing at one point, but because she has so many other projects she’s working on, she’s just not gotten to it.

I couldn’t find the story

Hi, Duraiya. The “Frog” story is part of Jenn’s narrative writing unit, which is available on her Teachers Pay Teachers site. The link at the bottom of this post will take you to her narrative writing unit, which you can purchase to gain access to the story. I hope this helps!

I am using this step-by-step plan to help me teach personal narrative story writing. I wanted to show the Coca-Cola story, but the link says the video is not available. Do you have a new link or can you tell me the name of the story so I can find it?

Thank you for putting this together.

Hi Corri, sorry about that. The Coca-Cola commercial disappeared, so Jenn just updated the post with links to two videos with good stories. Hope this helps!

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How to Teach Narrative Writing

Last Updated: July 6, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 31,951 times.

Narrative writing is fun to teach, but it can also be a challenge! Whether you need to teach college or grade school students, there are lots of great options for lessons. Start by getting your students familiar with the genre, then use in-class activities to help them practice creating their own narratives. Once your students understand how narratives work, assign a narrative essay for students to demonstrate and hone their skills.

Introducing the Genre

• A specific point-of-view on the events of the story
• Vivid details that incorporate all 5 senses (sight, sound, smell, touch, and taste)
• A reflection on what the experience meant

• Have your students read narrative essays, such as "My Indian Education" by Sherman Alexie, "Shooting an Elephant" by George Orwell, "Learning to Read" by Malcolm X, or "Fish Cheeks" by Amy Tan.
• Show your students a movie, such as Moana or Frozen and then plot out the structure of the story with your students.
• Have your students listen to a podcast or radio segment that features a short narrative, such as the Modern Love podcast or NPR's "This I Believe" series.

If you want to show a film but you are short on time, show a short film or sketch comedy clip , such as something from a channel you like on Youtube. Choose something that will grab your students' attention!

• Who are the characters in this story? What are they like? How can you tell?
• Who is telling the story?
• What happens to the characters?
• How do they work towards a solution to the problem?
• Where and when does the story take place?
• What is the mood of the story?

• For example, start by looking at the action and characters in the introduction. How does the author introduce the story? The characters?
• Then, move to the body paragraphs to identify how the story develops. What happens? Who does it happen to? How do the characters respond?
• Finish your map by looking at the conclusion to the story. How is the conflict resolved? What effect does this resolution have on the characters in the story?

Using In-Class Activities

• For example, you might start the story by saying “Once,” which another student might follow with “upon,” another with “a,” and another with “time,” and so on.
• You might also give the story more structure by giving your students a model to follow. For example, you might require them to follow a format, such as this one: "The-adjective-noun-adverb-verb-the-adjective-noun." Post the format where all of the students can follow along as they tell their story.
• To build a story sentence by sentence, you might start with “Once upon a time, there was a princess named Jezebel.” And then the next student might add, “She was betrothed to a foreign prince, but she did not want to get married.” And another might add, “One her wedding day, she fled the country.”

• Allow each student about 7 to 10 minutes to write their paragraph.
• Return the stories to the student who wrote the opening paragraph so they can see how other people continued their story.
• Ask students to share how their story progressed after they passed it to their neighbor.

• For example, if the author of a story writes, “Sally was so angry,” then they are telling. However, the author would be showing by writing, “Sally slammed the car door shut and stomped off towards her house. Before she went inside, she turned, shot me a furious look, and shouted, 'I never want to see you again!'”
• The first example tells readers that Sally is angry, while the second example shows readers that Sally is angry using her actions and words.
• A great way to practice this concept is to give students a plot point or have them create their own. Then, have the students work on showing the plot point using only dialogue.

• What does the character look like? Hair/eye/skin color? Height/weight/age? Clothing? Other distinguishing features?
• What mannerisms does the person have? Any nervous ticks? How does their voice sound?
• What is their personality like? Is the person an optimist or pessimist?
• What are their likes/dislikes? Hobbies? Profession?

• The diner was empty, except for me, the waitress, the cook, and a lone gunman.
• I was lost in a strange city with no money, no phone, and no way to contact anyone.
• The creature disappeared as suddenly and unexpectedly as it had arrived.

• Invite students to share what happened on their islands at the end of the 5 days.
• Display the island drawings and descriptions on the wall of your classroom.

Make it your goal to do 1 activity in class each day ! This will help to ensure that your students are getting lots of exposure to what a narrative is and how it works before they write their own narratives.

Assigning a Narrative Essay

• Tell your students if you are using a theme or focus. For example, if you want students to write their narrative on an experience with reading or writing, then you might provide examples, such as the first novel they read and fell in love with, or the time they had to totally rewrite a paper for an English class.
• Also, include details in the rubric on the required length of the essay, special features you expect to see, and any formatting requirements.

• Make sure to provide students with feedback on their pre-write activities. Encourage them on what sounds like it has the most potential and steer them away from topics that seem too broad or that would not hold up well as narratives.
• For example, if a student submits a freewrite in which they discuss wanting to write about all of the English teachers they have ever had, this would be too broad and you would want to encourage them to narrow their topic, such as by writing about 1 teacher only.

• For example, if the paper is due on April 1st, then students ought to start drafting at least 1 week in advance, or sooner if possible. This will help to ensure that they will have plenty of time to revise their work.

• Does the story seem complete? What else could be added?
• Is the topic too narrow or too broad? Does the paper maintain its focus or is it disorganized?
• Are the introduction and conclusion effective? How might they be improved?

For a creative way to showcase your students' stories, have them to transform their essays into a different format and share it with the class! For example, your students could turn their essay into a podcast, short film, or drawing.

Expert Q&A

You might also like.

• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/narrative_essays.html
• ↑ https://www.edutopia.org/article/systematic-approach-teaching-narrative-writing/
• ↑ https://intensiveintervention.org/sites/default/files/Narrative-Text-Structures-508.pdf
• ↑ https://lewisu.edu/writingcenter/pdf/narrative-elements-1.pdf
• ↑ https://cdn.ncte.org/nctefiles/resources/books/sample/00465chap07.pdf
• ↑ https://www.grammarly.com/blog/narrative-writing/
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/

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Narrative Writing: A Complete Guide for Teachers and Students

MASTERING THE CRAFT OF NARRATIVE WRITING

Narratives build on and encourage the development of the fundamentals of writing. They also require developing an additional skill set: the ability to tell a good yarn, and storytelling is as old as humanity.

We see and hear stories everywhere and daily, from having good gossip on the doorstep with a neighbor in the morning to the dramas that fill our screens in the evening.

Good narrative writing skills are hard-won by students even though it is an area of writing that most enjoy due to the creativity and freedom it offers.

Here we will explore some of the main elements of a good story: plot, setting, characters, conflict, climax, and resolution . And we will look too at how best we can help our students understand these elements, both in isolation and how they mesh together as a whole.

WHAT IS A NARRATIVE?

A narrative is a story that shares a sequence of events , characters, and themes. It expresses experiences, ideas, and perspectives that should aspire to engage and inspire an audience.

A narrative can spark emotion, encourage reflection, and convey meaning when done well.

Narratives are a popular genre for students and teachers as they allow the writer to share their imagination, creativity, skill, and understanding of nearly all elements of writing.  We occasionally refer to a narrative as ‘creative writing’ or story writing.

The purpose of a narrative is simple, to tell the audience a story.  It can be written to motivate, educate, or entertain and can be fact or fiction.

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

Teach your students to become skilled story writers with this HUGE   NARRATIVE & CREATIVE STORY WRITING UNIT . Offering a  COMPLETE SOLUTION  to teaching students how to craft  CREATIVE CHARACTERS, SUPERB SETTINGS, and PERFECT PLOTS .

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

There are many narrative writing genres and sub-genres such as these.

We have a complete guide to writing a personal narrative that differs from the traditional story-based narrative covered in this guide. It includes personal narrative writing prompts, resources, and examples and can be found here.

As we can see, narratives are an open-ended form of writing that allows you to showcase creativity in many directions. However, all narratives share a common set of features and structure known as “Story Elements”, which are briefly covered in this guide.

Don’t overlook the importance of understanding story elements and the value this adds to you as a writer who can dissect and create grand narratives. We also have an in-depth guide to understanding story elements here .

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

ORIENTATION (BEGINNING) Set the scene by introducing your characters, setting and time of the story. Establish your who, when and where in this part of your narrative

COMPLICATION AND EVENTS (MIDDLE) In this section activities and events involving your main characters are expanded upon. These events are written in a cohesive and fluent sequence.

RESOLUTION (ENDING) Your complication is resolved in this section. It does not have to be a happy outcome, however.

EXTRAS: Whilst orientation, complication and resolution are the agreed norms for a narrative, there are numerous examples of popular texts that did not explicitly follow this path exactly.

NARRATIVE FEATURES

LANGUAGE: Use descriptive and figurative language to paint images inside your audience’s minds as they read.

PERSPECTIVE Narratives can be written from any perspective but are most commonly written in first or third person.

DIALOGUE Narratives frequently switch from narrator to first-person dialogue. Always use speech marks when writing dialogue.

TENSE If you change tense, make it perfectly clear to your audience what is happening. Flashbacks might work well in your mind but make sure they translate to your audience.

THE PLOT MAP

This graphic is known as a plot map, and nearly all narratives fit this structure in one way or another, whether romance novels, science fiction or otherwise.

It is a simple tool that helps you understand and organise a story’s events. Think of it as a roadmap that outlines the journey of your characters and the events that unfold. It outlines the different stops along the way, such as the introduction, rising action, climax, falling action, and resolution, that help you to see how the story builds and develops.

Using a plot map, you can see how each event fits into the larger picture and how the different parts of the story work together to create meaning. It’s a great way to visualize and analyze a story.

Be sure to refer to a plot map when planning a story, as it has all the essential elements of a great story.

THE 5 KEY STORY ELEMENTS OF A GREAT NARRATIVE (6-MINUTE TUTORIAL VIDEO)

This video we created provides an excellent overview of these elements and demonstrates them in action in stories we all know and love.

HOW TO WRITE A NARRATIVE

Now that we understand the story elements and how they come together to form stories, it’s time to start planning and writing your narrative.

In many cases, the template and guide below will provide enough details on how to craft a great story. However, if you still need assistance with the fundamentals of writing, such as sentence structure, paragraphs and using correct grammar, we have some excellent guides on those here.

USE YOUR WRITING TIME EFFECTIVELY: Maximize your narrative writing sessions by spending approximately 20 per cent of your time planning and preparing.  This ensures greater productivity during your writing time and keeps you focused and on task.

Use tools such as graphic organizers to logically sequence your narrative if you are not a confident story writer.  If you are working with reluctant writers, try using narrative writing prompts to get their creative juices flowing.

Spend most of your writing hour on the task at hand, don’t get too side-tracked editing during this time and leave some time for editing. When editing a  narrative, examine it for these three elements.

• Spelling and grammar ( Is it readable?)
• Story structure and continuity ( Does it make sense, and does it flow? )
• Character and plot analysis. (Are your characters engaging? Does your problem/resolution work? )

1. SETTING THE SCENE: THE WHERE AND THE WHEN

The story’s setting often answers two of the central questions in the story, namely, the where and the when. The answers to these two crucial questions will often be informed by the type of story the student is writing.

The story’s setting can be chosen to quickly orient the reader to the type of story they are reading. For example, a fictional narrative writing piece such as a horror story will often begin with a description of a haunted house on a hill or an abandoned asylum in the middle of the woods. If we start our story on a rocket ship hurtling through the cosmos on its space voyage to the Alpha Centauri star system, we can be reasonably sure that the story we are embarking on is a work of science fiction.

Such conventions are well-worn clichés true, but they can be helpful starting points for our novice novelists to make a start.

Having students choose an appropriate setting for the type of story they wish to write is an excellent exercise for our younger students. It leads naturally onto the next stage of story writing, which is creating suitable characters to populate this fictional world they have created. However, older or more advanced students may wish to play with the expectations of appropriate settings for their story. They may wish to do this for comic effect or in the interest of creating a more original story. For example, opening a story with a children’s birthday party does not usually set up the expectation of a horror story. Indeed, it may even lure the reader into a happy reverie as they remember their own happy birthday parties. This leaves them more vulnerable to the surprise element of the shocking action that lies ahead.

Once the students have chosen a setting for their story, they need to start writing. Little can be more terrifying to English students than the blank page and its bare whiteness stretching before them on the table like a merciless desert they must cross. Give them the kick-start they need by offering support through word banks or writing prompts. If the class is all writing a story based on the same theme, you may wish to compile a common word bank on the whiteboard as a prewriting activity. Write the central theme or genre in the middle of the board. Have students suggest words or phrases related to the theme and list them on the board.

You may wish to provide students with a copy of various writing prompts to get them started. While this may mean that many students’ stories will have the same beginning, they will most likely arrive at dramatically different endings via dramatically different routes.

A bargain is at the centre of the relationship between the writer and the reader. That bargain is that the reader promises to suspend their disbelief as long as the writer creates a consistent and convincing fictional reality. Creating a believable world for the fictional characters to inhabit requires the student to draw on convincing details. The best way of doing this is through writing that appeals to the senses. Have your student reflect deeply on the world that they are creating. What does it look like? Sound like? What does the food taste like there? How does it feel like to walk those imaginary streets, and what aromas beguile the nose as the main character winds their way through that conjured market?

Also, Consider the when; or the time period. Is it a future world where things are cleaner and more antiseptic? Or is it an overcrowded 16th-century London with human waste stinking up the streets? If students can create a multi-sensory installation in the reader’s mind, then they have done this part of their job well.

Popular Settings from Children’s Literature and Storytelling

• Fairytale Kingdom
• Magical Forest
• Village/town
• Underwater world
• Space/Alien planet

2. CASTING THE CHARACTERS: THE WHO

Now that your student has created a believable world, it is time to populate it with believable characters.

In short stories, these worlds mustn’t be overpopulated beyond what the student’s skill level can manage. Short stories usually only require one main character and a few secondary ones. Think of the short story more as a small-scale dramatic production in an intimate local theater than a Hollywood blockbuster on a grand scale. Too many characters will only confuse and become unwieldy with a canvas this size. Keep it simple!

Creating believable characters is often one of the most challenging aspects of narrative writing for students. Fortunately, we can do a few things to help students here. Sometimes it is helpful for students to model their characters on actual people they know. This can make things a little less daunting and taxing on the imagination. However, whether or not this is the case, writing brief background bios or descriptions of characters’ physical personality characteristics can be a beneficial prewriting activity. Students should give some in-depth consideration to the details of who their character is: How do they walk? What do they look like? Do they have any distinguishing features? A crooked nose? A limp? Bad breath? Small details such as these bring life and, therefore, believability to characters. Students can even cut pictures from magazines to put a face to their character and allow their imaginations to fill in the rest of the details.

Younger students will often dictate to the reader the nature of their characters. To improve their writing craft, students must know when to switch from story-telling mode to story-showing mode. This is particularly true when it comes to character. Encourage students to reveal their character’s personality through what they do rather than merely by lecturing the reader on the faults and virtues of the character’s personality. It might be a small relayed detail in the way they walk that reveals a core characteristic. For example, a character who walks with their head hanging low and shoulders hunched while avoiding eye contact has been revealed to be timid without the word once being mentioned. This is a much more artistic and well-crafted way of doing things and is less irritating for the reader. A character who sits down at the family dinner table immediately snatches up his fork and starts stuffing roast potatoes into his mouth before anyone else has even managed to sit down has revealed a tendency towards greed or gluttony.

Understanding Character Traits

Again, there is room here for some fun and profitable prewriting activities. Give students a list of character traits and have them describe a character doing something that reveals that trait without ever employing the word itself.

It is also essential to avoid adjective stuffing here. When looking at students’ early drafts, adjective stuffing is often apparent. To train the student out of this habit, choose an adjective and have the student rewrite the sentence to express this adjective through action rather than telling.

When writing a story, it is vital to consider the character’s traits and how they will impact the story’s events. For example, a character with a strong trait of determination may be more likely to overcome obstacles and persevere. In contrast, a character with a tendency towards laziness may struggle to achieve their goals. In short, character traits add realism, depth, and meaning to a story, making it more engaging and memorable for the reader.

Popular Character Traits in Children’s Stories

• Determination
• Imagination
• Perseverance
• Responsibility

We have an in-depth guide to creating great characters here , but most students should be fine to move on to planning their conflict and resolution.

3. NO PROBLEM? NO STORY! HOW CONFLICT DRIVES A NARRATIVE

This is often the area apprentice writers have the most difficulty with. Students must understand that without a problem or conflict, there is no story. The problem is the driving force of the action. Usually, in a short story, the problem will center around what the primary character wants to happen or, indeed, wants not to happen. It is the hurdle that must be overcome. It is in the struggle to overcome this hurdle that events happen.

Often when a student understands the need for a problem in a story, their completed work will still not be successful. This is because, often in life, problems remain unsolved. Hurdles are not always successfully overcome. Students pick up on this.

We often discuss problems with friends that will never be satisfactorily resolved one way or the other, and we accept this as a part of life. This is not usually the case with writing a story. Whether a character successfully overcomes his or her problem or is decidedly crushed in the process of trying is not as important as the fact that it will finally be resolved one way or the other.

A good practical exercise for students to get to grips with this is to provide copies of stories and have them identify the central problem or conflict in each through discussion. Familiar fables or fairy tales such as Three Little Pigs, The Boy Who Cried Wolf, Cinderella, etc., are great for this.

While it is true that stories often have more than one problem or that the hero or heroine is unsuccessful in their first attempt to solve a central problem, for beginning students and intermediate students, it is best to focus on a single problem, especially given the scope of story writing at this level. Over time students will develop their abilities to handle more complex plots and write accordingly.

Popular Conflicts found in Children’s Storytelling.

• Good vs evil
• Individual vs society
• Nature vs nurture
• Self vs others
• Man vs self
• Man vs nature
• Man vs technology
• Individual vs fate
• Self vs destiny

Conflict is the heart and soul of any good story. It’s what makes a story compelling and drives the plot forward. Without conflict, there is no story. Every great story has a struggle or a problem that needs to be solved, and that’s where conflict comes in. Conflict is what makes a story exciting and keeps the reader engaged. It creates tension and suspense and makes the reader care about the outcome.

Like in real life, conflict in a story is an opportunity for a character’s growth and transformation. It’s a chance for them to learn and evolve, making a story great. So next time stories are written in the classroom, remember that conflict is an essential ingredient, and without it, your story will lack the energy, excitement, and meaning that makes it truly memorable.

4. THE NARRATIVE CLIMAX: HOW THINGS COME TO A HEAD!

The climax of the story is the dramatic high point of the action. It is also when the struggles kicked off by the problem come to a head. The climax will ultimately decide whether the story will have a happy or tragic ending. In the climax, two opposing forces duke things out until the bitter (or sweet!) end. One force ultimately emerges triumphant. As the action builds throughout the story, suspense increases as the reader wonders which of these forces will win out. The climax is the release of this suspense.

Much of the success of the climax depends on how well the other elements of the story have been achieved. If the student has created a well-drawn and believable character that the reader can identify with and feel for, then the climax will be more powerful.

The nature of the problem is also essential as it determines what’s at stake in the climax. The problem must matter dearly to the main character if it matters at all to the reader.

Have students engage in discussions about their favorite movies and books. Have them think about the storyline and decide the most exciting parts. What was at stake at these moments? What happened in your body as you read or watched? Did you breathe faster? Or grip the cushion hard? Did your heart rate increase, or did you start to sweat? This is what a good climax does and what our students should strive to do in their stories.

The climax puts it all on the line and rolls the dice. Let the chips fall where the writer may…

Popular Climax themes in Children’s Stories

• A battle between good and evil
• The character’s bravery saves the day
• Character faces their fears and overcomes them
• The character solves a mystery or puzzle.
• The character stands up for what is right.
• Character reaches their goal or dream.
• The character learns a valuable lesson.
• The character makes a selfless sacrifice.
• The character makes a difficult decision.
• The character reunites with loved ones or finds true friendship.

5. RESOLUTION: TYING UP LOOSE ENDS

After the climactic action, a few questions will often remain unresolved for the reader, even if all the conflict has been resolved. The resolution is where those lingering questions will be answered. The resolution in a short story may only be a brief paragraph or two. But, in most cases, it will still be necessary to include an ending immediately after the climax can feel too abrupt and leave the reader feeling unfulfilled.

An easy way to explain resolution to students struggling to grasp the concept is to point to the traditional resolution of fairy tales, the “And they all lived happily ever after” ending. This weather forecast for the future allows the reader to take their leave. Have the student consider the emotions they want to leave the reader with when crafting their resolution.

While the action is usually complete by the end of the climax, it is in the resolution that if there is a twist to be found, it will appear – think of movies such as The Usual Suspects. Pulling this off convincingly usually requires considerable skill from a student writer. Still, it may well form a challenging extension exercise for those more gifted storytellers among your students.

Popular Resolutions in Children’s Stories

• Our hero achieves their goal
• The character learns a valuable lesson
• A character finds happiness or inner peace.
• The character reunites with loved ones.
• Character restores balance to the world.
• The character discovers their true identity.
• Character changes for the better.
• The character gains wisdom or understanding.
• Character makes amends with others.
• The character learns to appreciate what they have.

Once students have completed their story, they can edit for grammar, vocabulary choice, spelling, etc., but not before!

As mentioned, there is a craft to storytelling, as well as an art. When accurate grammar, perfect spelling, and immaculate sentence structures are pushed at the outset, they can cause storytelling paralysis. For this reason, it is essential that when we encourage the students to write a story, we give them license to make mechanical mistakes in their use of language that they can work on and fix later.

Good narrative writing is a very complex skill to develop and will take the student years to become competent. It challenges not only the student’s technical abilities with language but also her creative faculties. Writing frames, word banks, mind maps, and visual prompts can all give valuable support as students develop the wide-ranging and challenging skills required to produce a successful narrative writing piece. But, at the end of it all, as with any craft, practice and more practice is at the heart of the matter.

TIPS FOR WRITING A GREAT NARRATIVE

• Start your story with a clear purpose: If you can determine the theme or message you want to convey in your narrative before starting it will make the writing process so much simpler.
• Choose a compelling storyline and sell it through great characters, setting and plot: Consider a unique or interesting story that captures the reader’s attention, then build the world and characters around it.
• Develop vivid characters that are not all the same: Make your characters relatable and memorable by giving them distinct personalities and traits you can draw upon in the plot.
• Use descriptive language to hook your audience into your story: Use sensory language to paint vivid images and sequences in the reader’s mind.
• Show, don’t tell your audience: Use actions, thoughts, and dialogue to reveal character motivations and emotions through storytelling.
• Create a vivid setting that is clear to your audience before getting too far into the plot: Describe the time and place of your story to immerse the reader fully.
• Build tension: Refer to the story map earlier in this article and use conflict, obstacles, and suspense to keep the audience engaged and invested in your narrative.
• Use figurative language such as metaphors, similes, and other literary devices to add depth and meaning to your narrative.
• Edit, revise, and refine: Take the time to refine and polish your writing for clarity and impact.
• Stay true to your voice: Maintain your unique perspective and style in your writing to make it your own.

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

Below are a collection of student writing samples of narratives.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to read these creative stories in detail and the teacher and student guides which highlight some of the critical elements of narratives to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of story writing.

We recommend reading the example either a year above or below, as well as the grade you are currently working with, to gain a broader appreciation of this text type.

NARRATIVE WRITING PROMPTS (Journal Prompts)

When students have a great journal prompt, it can help them focus on the task at hand, so be sure to view our vast collection of visual writing prompts for various text types here or use some of these.

• On a recent European trip, you find your travel group booked into the stunning and mysterious Castle Frankenfurter for a single night…  As night falls, the massive castle of over one hundred rooms seems to creak and groan as a series of unexplained events begin to make you wonder who or what else is spending the evening with you. Write a narrative that tells the story of your evening.
• You are a famous adventurer who has discovered new lands; keep a travel log over a period of time in which you encounter new and exciting adventures and challenges to overcome.  Ensure your travel journal tells a story and has a definite introduction, conflict and resolution.
• You create an incredible piece of technology that has the capacity to change the world.  As you sit back and marvel at your innovation and the endless possibilities ahead of you, it becomes apparent there are a few problems you didn’t really consider. You might not even be able to control them.  Write a narrative in which you ride the highs and lows of your world-changing creation with a clear introduction, conflict and resolution.
• As the final door shuts on the Megamall, you realise you have done it…  You and your best friend have managed to sneak into the largest shopping centre in town and have the entire place to yourselves until 7 am tomorrow.  There is literally everything and anything a child would dream of entertaining themselves for the next 12 hours.  What amazing adventures await you?  What might go wrong?  And how will you get out of there scot-free?
• A stranger walks into town…  Whilst appearing similar to almost all those around you, you get a sense that this person is from another time, space or dimension… Are they friends or foes?  What makes you sense something very strange is going on?   Suddenly they stand up and walk toward you with purpose extending their hand… It’s almost as if they were reading your mind.

NARRATIVE WRITING VIDEO TUTORIAL

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

When teaching narrative writing, it is essential that you have a range of tools, strategies and resources at your disposal to ensure you get the most out of your writing time.  You can find some examples below, which are free and paid premium resources you can use instantly without any preparation.

FREE Narrative Graphic Organizer

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

NARRATIVE WRITING CHECKLIST BUNDLE

⭐⭐⭐⭐⭐ (92 Reviews)

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• Our Mission

A Systematic Approach to Teaching Narrative Writing

Clear strategies for each stage of the writing process help students improve their writing and serve as effective readers for their peers.

“I’ll never forget the colors,” I often read in student reflections.

As a middle school language arts teacher, I’ve developed a systematic approach to writing that helps students improve their storytelling skills. It includes strategies for writing in a variety of genres, such as personal narrative, memoir, and creative nonfiction. And in the revision stage I teach a color-coded approach to analyzing details that helps students see clearly what kinds of details they’ve used—and which they haven’t. Apparently this approach really sticks with my students.

When these strategies are used together, they help students improve their writing skills while also fostering relationships among themselves as they act as sounding boards for each other’s work.

Prewriting Q&A as a Source of New Ideas

Prewriting is an essential part of the writing process. If ideas aren’t flowing, however, some students may become stalled, with a lack of ideas acting as a roadblock for them. To get the ball rolling, I pair students together for prewriting conversations.

To begin, I share one of my own stories to demonstrate the art of storytelling. Next, I give students the opportunity to discuss their own story ideas with a partner. Then, as I walk around listening to their conversations, I’ll pause every now and then and ask a few students whose ideas piqued my interest to share their story ideas aloud with the entire group.

Next, I’ll demonstrate asking a series of questions to the student who is sharing aloud, explaining to the class that this strategy can help them dive deeper as writers. Students will continue their discussions in pairs, eliciting as many details as possible from the storyteller through questioning.

They might ask:

• “How was the narrator feeling at that moment?”
• “What would happen if…”
• “Can you help me picture the character?”

This type of thoughtful questioning helps students visualize the scene more vividly and replaces initial writing jitters with fun and flexibility.

They jot down their ideas with words, pictures, bullets, or anything else that helps them solidify the memories from their spoken stories now that they are ready to prewrite independently.

To See What You’re Writing, Act It Out

Instead of summarizing a whole story from beginning to end, I want students to create a writing piece based on a brief period that includes vivid detail. I’ve found that having students act out a scene helps them grasp this concept. 

First, I’ll have students read aloud a few pages from our class book. Then, in small groups, they’ll act out the scene. “Now that you’ve acted it out, how long do you think this moment would have taken in real life?” I’ll ask. There will be a friendly debate. In the end, students will realize that the scene was a moment of time told with meaningful details, whether they said it took 30 seconds or 10 minutes.

Students then deconstruct the scene they just acted out by creating a timeline of key character actions. For example, using pages 9–10 of The Glass Castle , by Jeannette Walls, the scene breakdown might look like this:

• At age 3, Jeannette is standing on a chair cooking hot dogs in the kitchenette and feeding them to her dog.
• Her dress catches on fire, sending flames up her body.
• Jeannette’s mom, painting in the next room, hears her scream and enters the kitchen.
• Mom uses an army surplus blanket to put the fire out.
• Mom, Jeannette, and brother Brian run to the neighbor’s house to get help.
• The neighbor drops her laundry she was hanging on the line and races to take them to the hospital, saying nothing.

Students will then work independently to apply the same strategy to their own ideas, focusing on showing rather than telling the entire story. Students will share their lists with their groups and then act out each other’s ideas.

The following conversation suggestions help students clarify and solidify their ideas.

Beginning, ending, and timing: Where does the heart of this moment start? Where does it end? When one student describes a moment that feels excessively long, the rest of the group suggests methods to shorten it. If a student has a moment that is too short, the group helps to extend it.

Characters: What is each character doing? What’s their motivation? What do they look like? How are they acting?

Setting: Where and when is this taking place? What’s going on around your characters?

Dialogue: What’s being said, how, and by whom?

Internal thinking: What are the characters thinking?

Students are now ready to move on to independent writing and complete a full draft.

Color-Coding Writing as a Detail-Oriented Strategy

Following the drafting phase, I teach students a variety of revising techniques. Every day I introduce a new one—and they’re color-coded to make it easier for students to distinguish between them. We might, for example, focus on character details one day. First, students will find vivid character descriptions they love from the read-aloud or their own independent reading. Then, they’ll add their own character descriptions to their writing, highlighting them in a particular color.

I encourage students to incorporate each color throughout their drafts. If character details are represented by blue, for example, blue highlighting should be used in the beginning, middle, and end of their pieces. Other color-coded strategies include setting details, figurative language, sensory details, dialogue, and internal thinking.

The use of assorted colors allows students to clearly see areas that have been enriched with vivid details and areas that have not. This visual strategy benefits learners of all levels by instilling confidence and a sense of accomplishment as rainbows of color emerge throughout their work.

This color-coding approach also aids in peer editing and teacher conferencing by encouraging meaningful conversations like this: “I see you’ve developed thoughtfully crafted blues in the beginning to describe the Mom character. How can you assist readers in picturing and getting to know your other characters? How can you incorporate more blues later to describe them?”

To showcase daily accomplishments, students add their favorite highlighted lines to the classroom bulletin boards. While students could easily copy and paste their examples into a shared class Google Doc, I’ve found that they’re more engaged when there’s movement and camaraderie, and they like having their words physically present in the classroom.

Recently I taped a piece of bulletin board paper for students to write on in the front of the classroom and another in the back. A student was waiting patiently for others to finish at the front. I encouraged him to go write his favorite line in the back since there was no wait and it offered more space to write.

“No thanks,” he chirped. “I want everyone to see mine when they walk into the room.”

Teacher Habits

Helping Teachers inside the Classroom and Out

Teaching Narrative Writing: Strategies to Help Students Enjoy Writing Stories

Teaching narrative writing can be an incredibly rewarding experience, unlocking the hidden storyteller within each student. But how can you make the process engaging, exciting, and effective for your students? Discover the essential components of narrative writing, explore engaging teaching methods, and learn how to foster a love for writing that will last a lifetime.

Table of Contents

The Basics of Narrative Writing

Narrative writing is the exciting art of storytelling, including personal narratives. It’s a form of writing that shares captivating sequences of events, intriguing characters, and thought-provoking themes. Every personal narrative should have a captivating beginning, exciting middle, and satisfying end, as well as engaging characters and a vivid setting, which teachers can teach students. By understanding these narrative elements and exploring narrative writing examples, you’ll be well-equipped to introduce narrative writing to your students and help them develop their own stories.

The key components of a narrative structure are orientation, complications and events, and resolution. These elements create a captivating story and are essential aspects of teaching narrative writing. Encouraging students to recognize their natural storytelling abilities and create their own story is a great way to introduce this form of writing through a narrative writing unit.

Videos, songs, and other engaging activities can make learning narrative writing fun and exhilarating, enhancing the effectiveness of writing instruction. With narrative writing online, students can access these resources anytime, anywhere.

Plot Development

Plot development is essential for captivating stories and should include a concise beginning, middle, and end. In teaching narrative writing, focus on the key components of a narrative text: orientation, complication, resolution, and ending. One great way to help students understand the structure of a narrative story is by deconstructing a text through a fun activity like cutting it up and sticking it back together. This sorting task can be engaging for middle school students learning narrative writing.

Temporal words play a significant role in narrative writing, as they assist students in arranging their events in an orderly, chronological fashion. A Narrative Plot Structure Diagram or a plot map can provide students with a visual representation of how to craft a captivating narrative that starts with an exciting action. These tools can be invaluable in teaching plot development and helping students create stories that truly capture the reader’s imagination.

Character Creation

Character creation is an exciting opportunity to craft believable, relatable characters with distinct personalities and physical traits that will captivate your readers. Character traits infuse a story with realism, depth, and meaning, creating an unforgettable and captivating experience for the reader. To help your students create characters that come to life, encourage them to use real people as inspiration, craft brief background stories and physical descriptions, and include small details that make their characters unique.

For a short story, it’s recommended to have one main character and a few secondary ones. Teaching character creation involves guiding students in developing their characters and ensuring they have a clear understanding of each character’s traits and distinguishing features. This will help students create engaging and memorable characters that truly bring their stories to life.

Setting the Scene

Setting the scene plays an essential role in helping to create the story’s atmosphere and giving context to the characters and events. Encouraging students to select a suitable setting for their story can help them move onto the exciting task of crafting characters to inhabit their imaginative world. To give students the boost they need to tackle the intimidating blank page when writing, offer them the support they need by providing word banks or other resources to get them started.

For older or more advanced students, exploring and challenging existing story-setting expectations can be an exciting activity. They may find this a great opportunity to push their boundaries and learn something new. By doing so, they can create a unique story with a humorous twist or a more original story that will captivate their readers. Encouraging students to experiment with their story settings can spark creativity and inspire them to think outside the box.

Engaging Teaching Methods for Narrative Writing

To help students develop their narrative writing skills, it’s essential to use engaging teaching methods that spark creativity and interest. Engaging methods can include storytelling games and visual aids, which not only make the writing process enjoyable, but also provide valuable insight into the structure, elements, and techniques used to craft a captivating story. By incorporating these methods into your writing instruction, you’ll provide an interactive and memorable learning experience for your students.

Storytelling games and visual aids are just two examples of engaging methods to teach narrative writing. Other approaches may include using narrative writing prompts, brainstorming sessions, reading mentor texts, and teaching the 5Ws (and 1H). By using a variety of methods, you can help your students develop the skills and confidence they need to become successful narrative writers.

Storytelling Games

Storytelling games are an excellent way to encourage students to think creatively and collaborate on developing stories. One exciting storytelling game is Round Robin Storytelling, where each person gets to contribute to the story. Round Robin Storytelling encourages the development of speaking and listening skills, making it a great addition to narrative writing instruction. To ensure success in Round Robin Storytelling, pay special attention to less confident learners and provide them with the necessary support.

In addition to Round Robin Storytelling, there are many other storytelling games that can be used to engage students in narrative writing. Some examples include story dice, story starters, and collaborative writing activities. By incorporating these games into your lesson plans, you’ll provide a fun and interactive way for students to practice their writing skills and develop their storytelling abilities.

Visual Aids

Visual aids, such as photographs, illustrations, diagrams, charts, graphs, videos, and props, can inspire students and help them visualize their stories. In teaching writing, visual aids can be an invaluable tool in helping students express ideas and comprehend experiences that language may not be able to capture. Visual aids can also help students link their own experiences to the stories they are writing, providing a deeper connection and understanding of the narrative.

To incorporate visual aids into your writing instruction, consider using visual prompts such as pictures, illustrations, or videos to inspire students’ creativity and imagination. You can also use graphic organizers, like story maps or character profiles, to help students plan and organize their narratives. By using visual aids in your lesson plans, you’ll not only engage your students, but also help them develop important skills in visual literacy and storytelling.

Implementing Mentor Texts

Mentor texts are essential for teaching narrative writing, as they provide examples of successful storytelling. These texts can showcase various narrative elements and techniques, helping students understand what makes a great narrative story. To make the most of mentor texts, students should carefully observe how the author crafted the text to serve their purpose, and identify areas in the model that demonstrate the criteria outlined in the rubric.

In addition to providing valuable insight into narrative writing, mentor texts can also serve as a source of inspiration for students. By reading and analyzing mentor texts, students can not only learn from the best but also develop their own unique writing style and voice.

In the following sections, we’ll discuss how to choose the right mentor texts and how to analyze them effectively.

Choosing the Right Mentor Texts

When selecting mentor texts, it is crucial to consider their captivating nature, excellence, pertinence, and capacity to provide vivid illustrations of the writing strategies being taught. Teachers can discover inspiring mentor texts for teaching narrative writing on various websites, such as the Cult of Pedagogy website. By evaluating mentor texts, teachers can select the ones that are most suitable for their students’ age and skill level.

To ensure you select the best mentor texts, consider the following criteria: the text should be engaging, of high quality, relevant to the topic, and provide clear examples of the writing techniques being taught. By choosing mentor texts that meet these criteria, you’ll provide your students with powerful examples of successful storytelling that they can learn from and aspire to emulate in their own writing.

Analyzing Mentor Texts

Analyzing mentor texts is a great way to learn from the best. It involves closely examining the techniques used by the author to create a powerful effect on the reader. By exploring how the author develops the plot, creates characters, and sets the scene, students can gain a better understanding of the essential elements of narrative writing. This can help them hone their own writing skills by learning how to create compelling stories that truly capture the reader’s imagination.

When analyzing a mentor text, students should explore how the author uses language to create a certain mood or atmosphere. They can also examine how the author uses figurative language, sensory details, and vivid verbs to bring the story to life. By engaging in this process, students can not only learn valuable writing techniques, but also develop their analytical skills and critical thinking abilities.

Writing Workshops and Peer Review

Writing workshops and peer review sessions provide opportunities for students to practice their writing skills and receive feedback. These sessions can help students improve their writing, develop their ability to give and receive constructive criticism, and foster a supportive and collaborative learning environment.

By combining writing workshops with peer review, students can benefit from a structured approach to the writing process. This includes pre-writing, drafting, revising, editing, and publishing, all of which help students write and develop their writing skills and confidence in their abilities.

With this approach, students can become more confident and competent writers, ready to tackle any narrative writing challenge.

Organizing Writing Workshops

Organizing writing workshops involves setting clear objectives, providing guidance, and allowing time for independent writing. To create an ideal writing space, provide a designated area with the necessary supplies, such as notebooks, pens, and other materials, and ensure the space is comfortable and conducive to writing. Schedule the workshop to be engaging and motivating, with topics that are inspiring and relevant to the students.

Planning mini-lessons effectively can significantly contribute to the success of a writing workshop. Select topics that align with the workshop’s goals, prepare materials, and create activities that engage the students in a meaningful way. Ensure that there is ample time for independent writing, offering guidance and support as needed.

By organizing and conducting writing workshops effectively, you can create a nurturing environment where students can develop their writing skills and confidence.

Effective Peer Review Strategies

Effective peer review strategies involve teaching students how to provide constructive feedback and encouraging a supportive environment. By providing clear guidelines for feedback, encouraging constructive criticism, and allowing time for revisions based on feedback, you can foster effective peer review strategies in narrative writing. It is essential to communicate clear objectives, expectations, and criteria for acceptable work, and to provide students with focused tasks or criteria.

To foster an environment of support, offer positive reinforcement, honor student successes, and create a safe space for students to express their ideas. Encourage cooperation and peer review, and guide students on how to give feedback that is both helpful and constructive. By implementing effective peer review strategies, you can create a collaborative and supportive learning environment where students can grow and develop as writers.

Assessing and Providing Feedback on Student Narratives

Assessing and providing feedback on student narratives is crucial for their growth as writers. By carefully examining content, grammar, sentence structure, story cohesion, story grammar, vocabulary, and voice, as well as mechanics such as spelling, capitalization, and punctuation, you can gain a better understanding of their writing and provide valuable feedback. Utilizing a rubric or other assessment tool can help to clearly define expectations and assess writing progress both in the present and over time.

Formative assessment is an invaluable tool for gathering information about student learning and providing feedback to help guide instruction and support student growth. Summative assessment, on the other hand, is an excellent way to evaluate student learning and progress at the end of a unit or course. By using both formative and summative assessments, along with providing helpful and meaningful feedback, you can support your students’ development as writers and help them reach their full potential.

Grading Rubrics

Grading rubrics are powerful sets of guidelines or criteria used to evaluate student work and measure their progress. They include a task description, the outcome being assessed, the characteristics to be rated, levels of mastery/scale, and a description of each characteristic at each level of mastery/scale. By using grading rubrics, you can ensure consistent and fair assessment of students’ work, helping them understand what they need to improve and what they have already mastered.

To create effective grading rubrics, consider the following components: a task description, the outcome to be evaluated, the criteria to be graded, levels of mastery/scale, and a description of each criterion at each level of mastery/scale. By clearly defining expectations and assessment criteria, grading rubrics can help motivate students and provide them with a clear understanding of what is required for success in narrative writing.

Providing Constructive Feedback

Providing constructive feedback involves identifying strengths and areas for improvement, as well as offering specific suggestions for revision. To give constructive feedback, focus on providing both corrective and affirming comments about past behavior. This approach can help students recognize areas that need improvement and motivate them to take action.

To ensure that your feedback is helpful and meaningful, be specific in your comments and provide clear guidance on how students can improve their work. Offer praise and support where appropriate, and encourage students to continue working on their writing skills. By providing constructive feedback, you can help your students grow and develop as writers, ready to tackle any narrative writing challenge.

Encouraging a Love for Writing

Encouraging a love for writing involves creating a supportive environment and celebrating student success. By providing resources, encouragement, and opportunities for students to share their work, you can help foster a love for writing that will last a lifetime.

In the following sections, we’ll explore how to build a supportive writing environment and celebrate student success. Creating a nurturing environment for writing can help unlock students’ creativity, access resources and guidance, and celebrate their successes. By fostering a positive community and recognizing student achievements, you can inspire a love for writing that will stay with your students throughout their academic careers and beyond.

Building a Supportive Writing Environment

To create a supportive writing environment, provide a designated area with the necessary supplies, such as notebooks, pens, and other materials, and ensure the space is comfortable and conducive to writing. Schedule regular writing workshops and activities that engage students in the writing process and provide guidance and feedback as needed. Encourage students to share their work with their peers and offer constructive criticism and support to help them grow as writers.

In addition to providing resources and encouragement, cultivate a positive community by honoring student successes and creating a safe space for students to express their ideas. Encourage cooperation and peer review, and provide opportunities for students to practice giving and receiving feedback. By creating a supportive writing environment, you can help your students develop the skills and confidence they need to become successful narrative writers.

Celebrating Student Success

Celebrating student success can involve showcasing their stories, offering praise, and acknowledging their progress and achievements. Teachers can display student stories in the classroom, share them with other classes for inspiration, or publish them in a school newsletter or website to spread the good news. By recognizing and celebrating student success, you can help foster a love for writing and motivate students to continue honing their skills.

In addition to showcasing student stories, provide verbal feedback, give out awards or certificates, and write letters of recommendation to recognize their accomplishments. Recognize and reward students for their achievements by providing extra credit, offering special privileges, or giving out small gifts or tokens of appreciation to show your gratitude. Celebrating student success will not only inspire a love for writing, but also help students develop the confidence and motivation needed to continue their writing journey.

Frequently Asked Questions

What are the steps to teach narrative writing.

Engage students by exposing them to inspiring narratives and showing them stories are everywhere. Guide them through the structure of a story with in-class activities, like story mapping and reading models.

Assign an essay to demonstrate their knowledge, and plan out how long each step should take.

What are the five steps to narrative writing?

To write a narrative essay , begin by choosing a topic, create an outline, write the essay, revise it, and proofread it before publishing.

What is narrative writing?

Narrative writing tells a story through a main character in a setting, with a problem or event that engages the reader. It is characterized by a plot that follows what happens to this character, making it an interesting and entertaining experience.

The plot should be structured in a way that builds suspense and keeps the reader engaged. It should also have a clear beginning, middle, and end. The characters should be developed and have a clear motivation.

How can storytelling games and visual aids help in teaching narrative writing?

Storytelling games and visual aids can provide an engaging way to spark creativity in students and help them explore ideas in narrative writing. They help to capture experiences that language alone may not be able to convey.

What is the importance of mentor texts in teaching narrative writing?

Mentor texts are invaluable when teaching narrative writing, offering powerful examples of successful storytelling and insight into structure, elements, and techniques used to craft a captivating story.

By studying mentor texts, students can learn how to create a compelling narrative arc, develop characters, and use language to evoke emotion. They can also gain an understanding of how to use dialogue, pacing, and other elements to create a vivid and engaging story.

In conclusion, teaching narrative writing is an exciting and rewarding journey that can help students unleash their creativity and develop valuable writing skills. By understanding the basics of narrative writing, using engaging teaching methods, implementing mentor texts, organizing writing workshops, assessing and providing feedback, and encouraging a love for writing, you can inspire and support your students as they embark on their own storytelling adventures.

Remember, the key to successful narrative writing is to create a supportive environment where students feel empowered to explore their imaginations and share their stories with the world.

How to Teach Narrative Writing: A Step-by-Step Approach

Narrative writing is just another word for storytelling. The good news is students tell stories all the time—they just don’t write them down. Ironically, the moment we ask students to put those stories into writing, they freeze. Suddenly, they don’t know what to write about or where the heck to start.

Knowing how to teach narrative writing is the key to avoiding “brain freezes” and blank pages. But, before we can dive into the how , we need to understand the what .

What is Narrative Writing?

Narrative writing tells a real or fictional story using a logical sequence of events, establishing a beginning, middle, and end. In most pieces of narrative writing, a story develops as a character faces a conflict that is resolved in the end, revealing a universal lesson that has been learned. This lesson is often a major revealing point for the author’s message and the overarching story’s theme.

Unlike the academic essays students are used to writing, narrative stories rely heavily on creative elements such as vivid descriptions, figurative language, point of view, and dialogue. After all, the purpose of this style of writing is to detail experience, reveal perspective, elicit emotion, encourage reflection, or express a deeper meaning. Narrative writing can be used to entertain, educate, inspire, or connect with an audience.

While students may struggle with narrative writing at first, once they get the hang of it they are quick to embrace the opportunity to use their imagination and creativity.

What are the Five Elements of Narrative Writing?

To help students separate narrative writing from the other writing genres they’ve learned, it’s important they understand the five main elements of the genre:

• Character(s)

These five elements work together to create a well-structured narrative story.

Why Teach Narrative Writing?

Narrative writing equips students with the power of storytelling. Teaching narrative writing is about more than sharing the tools needed to enjoy, analyze, or tell a good story. It’s more than meeting standards and following the curriculum.

When we teach students the power of a well-told story, we are teaching them how stories can bring us together or tear us apart. How they can shift perspectives, establish connections, and build relationships. That stories have the power to inspire others, elicit emotions, and spark change. 

Once we help students understand the power of telling stories, we can move on to teaching them how to tell these stories through writing.

How to Teach Narrative Writing: A Step-By-Step Approach 

Telling a story isn’t a new concept to students. However, doing it well and writing it down is a whole different ball game. With the right steps, mentor texts, and activities, students can master narrative writing in no time. (Okay, in some cases, it might take a little bit of time and practice, but they’ll get there.) Want to guide your students toward storytelling success? Follow my step-by-step approach to planning your next narrative writing unit:

1. Get Students Talking (or Thinking)

Don’t jump into asking students to write a full-blown narrative story. Instead, get them to talk about stories first. Start by giving them simple prompts to help pull out stories from their own lives. For example, ask them to think about a time when they were embarrassed or had the best birthday ever. Ask them about a time they overcame a fear or stood up for something they believed in. While not all narrative writing is personal , it’s always useful to start with something students know.

Bell ringer activities like a question of the day or quick writes are a great way to get students thinking about the bones of narrative writing without even realizing it. 

2. Focus on Story Structure  

Any narrative writing unit should include a formal study of story structure. Students must understand the essential elements of a plot and basic story elements— and how they all work together to tell a compelling and cohesive story.

However, understanding story structure goes beyond identifying a classic story arc, including exposition, rising action, climax, falling action, and resolution. Before students attempt to plan and write their own piece of narrative writing, they must also understand the following:

• Stories should have a beginning, a middle, and an end.
• Writers manipulate time (and pacing) to control a story.
• Point of view impacts the reader’s experience.
• Setting provides readers with context regarding the time and place.
• Conflict and characters drive a plot forward—and make the story interesting.
• Conflict is an opportunity for a character to learn a lesson or undergo transformation.
• A theme or message reveals what a narrative story is really about.

3. Read Strong Mentor Texts

Now it’s time to take some time to read and unpack strong mentor texts. Short stories and even picture books make for perfect narrative writing mentor texts. Spend time analyzing and discussing the story structures of each text to give students more context of the elements you’ve been teaching up to this point. 

Have students fill out a classic plot diagram as they identify and analyze a story’s narrative arc. And don’t stop at the plot. Guide students through activities and discussions to unpack and understand the other essential elements of a mentor text’s story structure, like theme, conflict, and character, too.

4. Brainstorm ideas

Whether you’re asking students to write personal narratives or create fictional stories, getting started is always the hardest part.Sentence starters and writing prompts are great ways to get students thinking. Having students share their ideas with each other is another great way to spark inspiration throughout the classroom. Use this brainstorming stage as an opportunity to check in with students and help those who are struggling to come up with any “good” ideas.

Without a topic or idea that excites them, students will struggle through the rest of the writing process. However, students often get caught up in thinking they need to have some big elaborate story. That’s when I remind them that even small moments and simple stories can have a big impact on a reader.

5. Map It Out

Ideas are great and all, but story maps are vital to ensuring there is actually a story to tell. Before they start panicking at this phase, remind them that they do not have to have the whole story figured out just yet. Instead, this step acts more as an outline of their general plot points and overarching ideas. Have them map out the elements of their story including the conflict, main sequence of events, climax, and resolution.

Story maps are super useful because students can refer back to them throughout the writing process to keep their stories on track. However, I like to remind students that they may decide to adjust their plan as they write—and that’s okay too.

6. Complete a Fast Draft

I know—first drafts can be really painful. There is a lot of staring at blank papers and claiming “I don’t know what to write.” Oftentimes, this is because students are so worried about having everything figured out before they start writing. This is where fast drafts come in handy.

Rather than asking students to flesh out a traditional first draft of their narrative piece, have them write their story down as quickly as possible. However, they do want to touch upon all major elements from their story map. The draft can be messy or some details may be missing, and that’s totally okay at this stage. This step is all about progress, not perfection. This fast draft will serve as a starting point that students can build upon.

7. Start the Narrative Writing Workshop

After students complete a fast draft, it’s time to move into the writer’s workshop. A narrative writing workshop includes writing, check-ins, feedback, and mini-lessons. These workshop days are some of the most essential days of the unit. Start each workshop day with a mini-lesson focusing on a specific element of narrative writing craft. Then, give students time to implant what they’ve learned with their draft, checking in and providing feedback as they work. Over time, that fast draft will start to turn into a well-developed story.

Wondering what to teach during a narrative writing unit? The following topics make for great narrative writing mini-lessons or workshop stations:

• Descriptive writing (Show vs. Tell)
• Figurative language
• Word choice
• Transitions
• Tone and mood
• Strong endings
• Engaging hooks

8. Review, Revise, Edit. (Repeat.)

Students love to take the one-and-done approach to writing. That’s why I like to include time for in-class revisions during a narrative writing unit.  Guide students through both self and peer revisions. Giving students clear guidelines and expectations for revisions is vital to avoid wasting time.

I like to work through revisions in stages, focusing on one element of revision at a time.  This makes it easier for students to provide valuable and pointed feedback to each other or note areas for improvement in their own writing. For example, I may have students circle any weak verbs or descriptions before having them add more vivid verbs or details. Only then can they move on to the next revision task focusing on dialogue tags or transitions. Additionally, I always save general writing mechanics for last. This allows students to focus on bettering their overall story before honing in on more technical edits. 

Read this post to learn more about making the most out of peer reviews.

9. Celebrate Student Stories

Yay! Your students have completed their pieces of narrative writing. Students worked too hard to have their work go right into a “waiting to be graded” pile. Give them an opportunity to share their stories with each other by hosting an author reading where they read excerpts of their stories to the class. Alternatively, students can design a “story poster” or complete a one-pager project to display around the classroom.

The Bottom Line?

No one likes reading a boring story. However, it’s even worse having to grade one.

Luckily, when students are engaged in a well-planned narrative writing unit, it can be a lot of fun for everyone. However, if your students aren’t buying in or simply aren’t following along, you’ll likely spend a lot of time reading really bad stories. I hope this post helps you achieve the former (and avoid the latter) by giving you a clear and well-structured plan for how to teach narrative writing. 

I encourage you to take my approach to teaching narrative writing and make it your own, making adjustments to best meet the needs of your students. And if this isn’t your first narrative writing rodeo and you have any fun ideas for mini-lessons or narrative writing activities, I’d love to hear them! Share them in the comments below.

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Graeme Powis

Teacher. Researcher. Creative

Mastering Narrative Writing: Your Step-by-Step Guide for Effective Teaching Strategies

Introduction to narrative composition pedagogy.

The art of weaving stories is an ancient practice that has been a cornerstone in educational domains for centuries. The capacity to craft a compelling narrative is not only crucial for authors and writers but is also invaluable for students across multiple disciplines. This detailed guide aims to offer educators a structured framework for imparting narrative composition skills to their pupils.

Fundamental Principles of Narrative Structure

Before delving into the methodology, it is essential to familiarize learners with the key components of a strong narrative. Narratives typically comprise an introduction , where characters and settings are established; a body , where the core events transpire; and a conclusion , where the events reach a resolution.

Stages of Narrative Development

• Establishment of Plot and Setting
• Introduction of Conflict or Challenge
• Progression of Events
• Climactic Developments
• Resolution of Narrative Threads

Initial Preparation and Plot Outlining

Embarking on the journey of narrative instruction, it is crucial to guide students through the process of plot outlining . This phase lays the groundwork for their writing and serves as a roadmap to navigate through their story’s complexities.

Initiate the process by exposing students to a diverse range of stories, focusing on different narrative styles. This will offer them a varied palette of writing techniques to draw from.

Plot Structure Exercise

• Discussion of narrative arc and story progression.
• Analysis of popular stories and identification of key plot points.
• Group brainstorming sessions for developing original story ideas.

Character and Setting Creation

After establishing a basic plot, students should learn how to create vivid characters and settings that add depth to their stories. Characters should be multifaceted, with clear motivations and traits, while settings must provide a backdrop that enriches the tale.

Character Development Workshops

• Definition of character roles: protagonist, antagonist, supporting characters.
• Creation of character profiles and backstories.
• Techniques for showing, not telling, character traits through actions and dialogue.

The Art of Crafting a Hook

One of the crucial components of narrative writing is the creation of a compelling opening that grabs the reader’s attention. Teach students the importance of a hook and how it can set the tone for the entire story.

Here are some strategies to help students craft an intriguing hook:

• Begin with an action-packed or suspenseful moment.
• Introduce a thought-provoking question.
• Establish an emotional connection or conflict right away.

Enhancing Descriptive Elements

To truly engage readers, descriptive writing is essential. Students should learn to paint vivid scenes with their words, using sensory details to bring stories to life.

Guided Descriptive Writing Sessions

• Use of sensory details to describe settings and actions.
• The importance of showing, not telling, in descriptions.
• Exercises in creating mood and atmosphere through careful word choice.

Dialogue Writing Techniques

Dialogue is a powerful tool in narrative writing, serving to convey character dynamics and advance the plot. Instructors must focus on teaching the subtleties of effective dialogue to their pupils.

Constructing Meaningful Dialogue

• Establishing the character’s voice through unique speech patterns.
• Using dialogue to reveal plot elements and character motivations.
• Practicing dialogue punctuation and formatting.

Exploring Conflict and Resolution

No narrative is complete without the central themes of conflict and resolution . Students should understand the types of conflict that can arise within a narrative and how these conflicts drive the story towards its conclusion.

Conflict Resolution Workshops

• Identification of internal and external conflicts.
• Exploring how conflict develops a story’s theme.
• Strategies for crafting satisfying resolutions.

The Revision Process

An often underestimated stage in narrative writing is the revision process . Encourage students to critically analyze and refine their drafts, seeking feedback and making improvements along the way.

Peer Review and Self-Assessment

• Techniques for constructive peer feedback.
• Self-editing strategies for clarity and cohesion.
• Use of rubrics for assessing narrative elements.

Publication and Sharing Opportunities

The final step in the educational journey of narrative writing is sharing the completed work. This can be a tremendously rewarding experience for young writers. Providing opportunities for publication and presentation can boost confidence and cement the value of their efforts.

Showcasing Student Work

• Organizing readings or performances of student stories.
• Creating class anthologies or websites to publish their narratives.
• Encouraging submission to writing contests and youth publications.

Play on YouTube

In conclusion, the process of teaching narrative writing should be approached with patience, creativity, and a clear-cut plan. By guiding students through these sequential steps, educators can help them not only enhance their narrative writing skills but also develop a deeper appreciation for storytelling and literature. Instill in them the confidence to express their visions and the discipline required for writing, and you will have provided them with a skill set that transcends the classroom.

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32 Tips For Teaching Narrative Writing

Narrative writing plays a crucial role in developing a student’s storytelling abilities, fostering creativity, and enhancing expressive skills. However, teaching narrative writing can sometimes be challenging due to its subjective and artistic nature. Below are 32 strategies and tips for educators to effectively scaffold and nurture narrative writing capabilities in their students.

1.Brainstorm Ideas: Encourage students to brainstorm various topics, events, or personal experiences that could serve as the foundation for their stories.

2.Understand the Structure: Teach the fundamental structure of narrative writing, which typically includes an introduction, rising action, climax, falling action, and resolution.

3.Use Graphic Organizers: Utilize tools such as story maps or Venn diagrams to help students organize their thoughts and sequence events logically.

4.Study Examples: Have students read and discuss exemplary narrative texts so they can model their writing on effective storytelling techniques.

5.Focus on Sensory Details: Help students enrich their narratives by incorporating sensory descriptions that add depth to their settings and characterizations.

6.Practice Descriptive Writing: Regular exercises in descriptive writing can sharpen students’ ability to paint vivid pictures with words.

7.Develop Characters: Encourage the creation of compelling characters by asking students to outline backstories, motivations, and characteristics.

8.Explore Dialogue: Teach how to write realistic dialogue that moves the story forward and reveals character traits.

9.Emphasize Conflict: Discuss the importance of conflict within a story and how it drives the plot and engages readers.

10.Set the Tone: Work with students on establishing the mood or tone of a story, whether it’s humorous, suspenseful, or melancholic.

11.Use Mentor Texts: Provide students with mentor texts that exemplify strong narrative elements for them to analyze and learn from.

12.Peer Review Sessions: Conduct peer review workshops where students give constructive feedback on each other’s work.

13.Rewrite Real Life Events: Suggest rewriting real-life events with fictional twists as a fun way to practice narrative skills.

14.Personal Narratives: Assign personal narrative essays to help students draw from their own lives and experiences.

15.Implement Technology: Integrate digital storytelling tools or writing apps that can make the writing process more engaging.

16.Writing Prompts: Offer creative prompts or story starters to kindle imagination and overcome writer’s block.

17.Focus on Pacing: Teach how pacing affects the flow of a story and how to adjust it for maximum impact.

18.Create Storyboards: Use storyboarding techniques where students illustrate key scenes before writing them out.

19.Encourage Reading Aloud: Have students read their stories aloud either during drafting or upon completion to help refine voice and pacing.

20.Editing Checklists: Provide checklists that cover plot consistency, character development, grammar, punctuation, etc., for self-editing purposes.

21.Variety in Sentence Structure: Discuss the importance of varying sentence structure to make narratives more interesting.

22.Non-linear Storytelling: Introduce concepts like flashbacks or non-chronological order to create complex narratives.

23.Address Point of View: Make sure students understand different points of view (first person, third person) and how each influences storytelling style.

24.Word Choice Matters: Stress the importance of precise language choices in conveying themes and emotions accurately.

25.Incorporate Figurative Language: Teach similes, metaphors, personification, etc., to enhance descriptions.

26.Theme Development: Discuss how a thematic backbone can give direction to narrative stories.

27 Estimate your Timeline Properly

28 Emphasize Revision as an opportunity

29 Consider Digital Narratives over Traditional Narratives

30 Encourage Exploration outside Comfort Zones

31 Set attainable goals

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Your Essential Guide to Teaching Narrative Writing

Helly Douglas

By the time students have learnt the basics of writing, they should have encountered many types of narrative and personal accounts. As they get older, they need to develop this understanding into rounded pieces of writing. That’s where you come in.

What should you include? How can you get the best out of your class? We unpick key strategies you can use to teach narrative writing well.

Show Students Good Examples of Narrative

Inspire students with a stimulus, give purpose to the writing, give students choice, look at structure, have a way to measure success, create a quick draft, teach writing skills, teach editing skills.

Why is it often only younger students who get a daily story?

You can’t write something you’ve never imagined. Students need to read widely to create good work. Expose them to significant works of fiction to inspire them. Promote reading in your school and share lists for different year groups to help them find something they’ll love. Watch out for the latest releases from popular authors.

Do you find your students always read the same types of stories? It’s hard for them to be creative when they’ve only experienced one genre style. Help them move out of their comfort zone with personalised recommendations.

Which leads us to your own reading habits. Make young adult (YA) fiction part of your own reading list. Then you can make recommendations and talk to your students about the books they’re going to love.

It’s wonderful to see many high school teachers finding time for creative writing. But all too often students struggle to think of ideas or face the dreaded ‘blank page’ feeling.

Use a stimulus to make creative writing sessions more exciting. Whether it’s a picture, text extract, or object, you’ll find a stimulus is useful for generating ideas and adding a purpose to the writing.

Increase their interest and ownership by giving them choices. Let them have fun with what they produce. Make it a surprising experience, rather than the same boring, familiar routine every time.

Why are they writing this? If there’s no reason for it, many will be wonder why they should bother. Be creative and find a purpose for each unit of work. Smaller pieces of writing can build towards this final outcome.

They could:

• Publish their work in a class blog
• Submit to the school newspaper
• Make classroom displays
• Write individual mini-books
• Enter writing competitions
• Create class books
• Read work out in assembly
• Record it as a video
• Publish on the school’s social media accounts or website
• Send it to the author whose work inspired them

The possibilities for purposeful writing are endless. It motivates students to try harder and gives a sense of achievement when finished. Writing for writing’s sake leads to lower outcomes.

Often, you’ll need your students to write in a particular way to improve one specific area. It’s easier to limit their choices so you can hone their abilities.

But do you shut down their other chances to get creative? When you limit one area of writing, try offering them more freedom in other areas. Students are less likely to chaff about a restriction, like writing in the first person, if they get to choose everything else.

When we read books, we get carried away by characters and plot. We don’t notice the structure of the text. Our students will not naturally spot the organisation that’s going on.

Unpick how narratives can be organised with your class. Play with the order of writing, looking at flashbacks, flash-forwards, alternative viewpoints, and change of narrator. When you draw attention to the structure, your students will start using it in their personal work.

Use diagrams to show how narrative writing can be structured in different ways, normally using conflict to drive the action forwards. There’s no correct way to show this. You’ll find inspiration on Pinterest and Google image searches for different story planner templates.

Students can’t imagine what you’re looking for. You must show them what you expect. Sharing ‘What a Good One Looks Like’ (WAGOLL) lets them see the structure and key features you’re looking for.

Discuss what makes the WAGOLL effective and the purpose behind organisational choices. This helps them see that good narrative doesn’t just appear when they write, but requires careful planning.

Along with a WAGOLL, share a clear list of what you expect to see in this piece of writing. Students can self assess against it. You can use it for marking and add comments against this checklist.

A student-friendly criteria is useful for improving work further. Use red, amber, green (RAG) ratings so they can see at a glance one key area to focus on improving.

Overcome the ‘blank page’ feeling by getting your students to create a quick draft. This will give all the key points, with none of the detail they’ll add in their final piece. It’s useful for checking plot holes before they become a problem.

Share supporting structures such as sentence starters, key questions, and picture boxes. You’ll find plenty online or create your own using a free template design tool like Visme .

Once the quick draft is complete, they can decide how much time to devote to fleshing out each section.

There’s so much for students to learn about narrative writing. Don’t overload them with everything or they’ll have no time for any independent work.

Choose key areas to focus on in each unit. Your overview documents should show how you cover every aspect of writing over the year with opportunities for over-learning and practising skills.

Key aspects to cover include:

• Creating and punctuating dialogue
• Exposition to share back story
• Creating effective characters
• Figurative language
• Transitions between paragraphs and sections
• Creating tension and building suspense
• Effective word choice
• Writing description
• Developing flow
• Varying sentence lengths

Start your lessons by direct teaching skills before allowing a long block of uninterrupted writing time. Use the end of each session to recap on the skill focus and look for evidence of it in their work.

Students generally feel they’ve finished when they’ve done their full draft. It’s difficult to get them to see the benefits of editing. Leaving a gap between writing and editing is one way to help them see their work with fresh eyes. Separate proofreading from editing so they can see the difference.

Editing doesn’t need to be a boring process. You can make it engaging and useful . This essential process will help them in every area of English, so it’s worth getting it right.

If you want to help your students visualise the editing process, use ProWritingAid. It's a useful tool that provides detailed reports and tips for a wide range of areas including dialogue and sentence structure. It’s perfect for editing narrative pieces. The Sentence Length Report highlights long sentences in a piece of text.

Just open a blank document in ProWritingAid, and paste an extract in. You can turn this visualisation into a fun exercise by getting your students to try and read the sentence all in one breath, and then working out how you might vary sentence length together.

High school English lessons should never be boring. Teaching narrative lets you be creative and shows your students that writing is fun. Thinking of an exciting purpose particularly supports reluctant writers or those who struggle with imagining new ideas.

Carefully plan how you will teach discrete skills to avoid cramming everything into one unit of work. Choose a few key areas for one unit and explicitly teach them with opportunities for over-learning.

Don’t forget time to edit and improve their writing. A clear success criteria makes it easy for students to make changes and improve.

Want to use ProWritingAid with your classroom? Download this free book now:

ProWritingAid Teacher's Manual

Editing technology like prowritingaid provides immediate, personalized feedback that will help students to better understand grammar and writing techniques., in this guide , we walk you through exactly how to use prowritingaid in your classroom and give you tools and templates for creating a rigorous, effective independent writing practice with your students..

Be confident about grammar

Check every email, essay, or story for grammar mistakes. Fix them before you press send.

Helly Douglas is a UK writer and teacher, specialising in education, children, and parenting. She loves making the complex seem simple through blogs, articles, and curriculum content. You can check out her work at hellydouglas.com or connect on Twitter @hellydouglas. When she’s not writing, you will find her in a classroom, being a mum or battling against the wilderness of her garden—the garden is winning!

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Teaching narrative writing tips and activities.

Last week, I walked you through how I thought Opinion Writing should be taught! Today, you’re going to get teaching narrative writing tips. Like last week, I’m going to share best practices I think are best, mentor text suggestions, and even a closer look at Common Core expectations. I hope you can walk away with ideas, activities, and inspiration for your narrative writing lesson plans. All of the images you see below (except for the read-alouds) are part of my ELA writing units. The links to all grade levels are at the bottom!

Time to check grade level expectations from Common Core

Common Core writing domain focuses on three big types of writing: informative, narrative, and today’s topic OPINION WRITING! It begins kindergarten and each year, gets progressively more in-depth and detailed. Here is a look at K-5’s expectations for opinion writing, according to Common Core.

Primary Standards:

• Kinder: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
• 1st: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
• 2nd: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Intermediate (3rd and 4th) Standards:

• 3rd: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (a- Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.) (b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.) (c- Use temporal words and phrases to signal event order.) (d- Provide a sense of closure.)
• 4th: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.) (b- Use dialogue and description to develop experiences and events or show the responses of characters to situations.) (c- Use a variety of transitional words and phrases to manage the sequence of events.) (d- Use concrete words and phrases and sensory details to convey experiences and events precisely.) (e- Provide a conclusion that follows from the narrated experiences or events.)

Outline of narrative writing teaching unit…

• What is narrative writing?
• Teaching the difference between big events and small moments
• Write an introduction
• Sequencing events
• Teaching how to write conclusions
• Tying it all together & practice opportunities

Stock up on your narrative writing mentor texts!

All of the pieces within this blog post should have a mentor text example along with it. Each time you teach your students about a component of narrative writing, use a strong example! Each of the book links below are affiliate links to Amazon.

• What You Know First by Patricia Maclachlan
• Every Friday by Dan Yaccarino
• Fireflies by Julie Brinckloe
• Owl Moon by Jane Yolen
• Bigmama’s by Donald Crews
• Knuffle Bunny by Mo Willems
• Roller Coaster by Maria Frazee
• Chicken Sunday by Patricia Polacco
• When I Was Young in the Mountains by Cynthia Rylant
• Enemy Pie by Derek Munson
• The Relatives Came by Cynthia Rylant
• Last Stop on Market Street by Matt de la Pena

Let’s begin… Start by teaching WHAT narrative writing is.

First, we are going to kick off our writing unit by teaching WHAT narrative writing is and how it’s different from the other big writing pieces. Since it is one of the three types of writing pieces, it’s important for students to understand what goes into personal narratives and fictional narratives. The big components I’m going to talk about in this blog post (focused on K-4) is an introduction, events (we will get more in detail later), and a conclusion. Students must understand all the pieces of that before they try writing their own.

It is also important for students to recognize the difference between personal narratives and fictional narratives. Since they’re going to be asked to write both types of narrative writing pieces throughout their units (links below), they must know what goes into each one.

After you introduce narrative writing and teach the types of narrative writing, give them some activities to help them practice determining what parts of the story they’re listening to or reading. One activity is a story read aloud. The teacher will read aloud a sample personal narrative, and then he or she will reread it one sentence at a time. Then, students will turn and talk with a partner to identify if that sentence is part of the introduction, events, details, or conclusion. Another activity they can do is a fold-and-snip book where they lift a flap and write a sample sentence under each (or they can write the purpose of each personal narrative component).

Teach big events & small moments

Now it’s time to teach about big events and small moments. When you’re teaching narrative writing, it gets tricky for younger students to differentiate between big events that happened and smaller moments within those moments. For example, a big event would be taking a trip to Disney World. But focusing on a smaller moment within that event could be meeting Cinderella or riding the new Avatar roller coaster. This helps students focus in on writing more specific details, feelings, and actions when they’re writing their narratives.

Give the students lots of practice with big events and small moments. With partners and groups, give students an example big event and ask them to come up with sample smaller moments. First, give them specific big events on a smaller circle map. Then, ask them to come up with their own big event examples.

Move on to introductions

Students will now be ready to move on to introductions because you taught them components and small moments. They’re ready to start practicing! First, you need to introduce introductions (mouthful, right?) You’ll teach them the different ways that you can introduce their narrative and hook their reader. Then, you’ll let them practice identifying sample introductions. This will benefit them in two ways. One way is that they’re getting tons of exposure to different examples of strong introductions. Another way is that they’ll be comfortable with the different types of introductions, which are using dialogue, asking questions, giving details, giving facts, using onomatopoeia, and using emotion.

Once they’ve listened to mentor texts and practiced with strong examples, it’s time for them to start practicing coming up with their own. First, ask students to work with a partner to come up with a clever introduction when they see a picture card. Then, they can practice writing a sentence or two on a worksheet when given a topic.

Teach how to sequence events

After your students practice introduction, you can get into the bulk of your writing… the events. This is one of the hardest parts of teaching narrative writing because the majority of the story detail is in this piece of their writing. Within the body, students are going to cover the sequenced events, details, feelings, actions, and emotions.

One way to ask them to practice this is by showing them sequenced events on a picture strip. This shows details of a storyline that students can verbally discuss with a partner. After they study the pictures, they can try to create 3 sentences for each picture to describe the events. A big focus of this part of narrative writing is temporal words, or words such as first, next, then, and last. This will help students be able to organize their events in chronological order.

Another way to help kids with events is to show them strong mentor texts as examples. When reading aloud a story, such as Owl Moon, the teacher needs to stop and discuss when they find new events and details that the author has provided. Then, students can write about the ‘first, next, then, and the last events in the text they read.

Don’t forget to include details when you’re teaching narrative writing. If you look at the Common Core standards listed above, you will see that second grade is the age which students are expected to start adding details. They’re expected to start using feelings and actions to help explain their story. Give them lots of practice opportunities to perfect adding these into a story.

Teaching narrative writing conclusions

And finally, we will move on to conclusions in narrative writing. When you’re teaching narrative writing, students must know the different types of conclusions, like giving a suggestion, asking a question, or describing a vivid image. First, you can read a few mentor texts’ conclusions to show examples. Then, you can ask them to come up with their own examples after learning about each specific type.

After a few activities that show students different examples of all types of conclusions, let them practice coming up with their own when they’re given a topic.

Tying narrative writing together

And now for the fun part!

Finally, you’ve taught all the pieces of your narrative writing unit. Therefore, it’s time to practice, practice, practice. Choose high-interest and engaging topics for students to write about. Give them lots of different prompts to pick from. Provide them with scaffolded graphic organizers that will help them brainstorm and pre-write. They’re going to rock those narratives!

Interested in Free Graphic Organizers for Your Writing Unit?

Grab a free set of narrative writing graphic organizers. One page for each grade level, perfect for differentiation or just grabbing what you need.

Or Do You Want Ready-Made Lesson Plans for Narrative Writing?

If you’re interested in getting your students to master writing without having to spend hours on planning and prep, I have all-inclusive units for you! These no-prep units have everything you need to teach opinion writing in your classroom!

Narrative Units come complete with anchor charts, lesson plans, graphic organizers, writing prompts, and more! Click the button for your grade level below:

Want more writing blog posts for ideas and tips?

• How to teach opinion writing
• Tying writing into your math block
• Warming up for your writing block
• How to make their writing interactive
• Read more about: Common Core Aligned , Uncategorized , Writing Blog Posts

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8 Webinars on How to Teach Writing With The New York Times

Our library of writing webinars explores how to teach the kinds of real-world writing found in newspapers, including editorials, reviews, profiles, personal narratives and more.

By The Learning Network

Videos by C. Ross Flatt

Are you looking for engaging ways to teach your students about how to share their stories? Are you thinking about bringing a real-world approach to your writing curriculum for the next school year? Have you thought about incorporating multimedia projects, such as podcasts or photography, into your classroom but don’t know where to start?

In the eight videos below — all edited versions of previously recorded live webinars — we walk teachers through how to use The New York Times to teach writing using our lesson plans, writing prompts, mentor texts and student contests. Each video focuses on a different genre: argumentative writing, narrative writing, informational/science writing, review writing, profile writing, podcast writing, multimedia creation and reader responses. The videos feature a mix of Learning Network staff, Times journalists, classroom educators and student creators who share their advice for producing writing that is meaningful, engaging and impactful.

Please note: Each year we adjust our lineup of student contests. Please stay tuned for our 2022-23 contest calendar.

Argumentative Writing

Evidenced-based persuasive writing is a core component of middle and high school education, and you can find models of it every day in The Times Opinion section. In this webinar, you’ll hear from an educator who uses Times editorials in his teaching, past winners of our Student Editorial Contest and Katherine Schulten, a Learning Network editor and the author of “ Student Voice: 100 Argument Essays by Teens on Issues That Matter .” They’ll show you how you can use our writing prompts, lesson plans and real-world texts to sharpen your students’ argument-making skills.

The Personal Narrative

When you think of The New York Times, personal narratives may not be the first thing that comes to mind. But the paper has a long tradition of publishing personal essays on everything from love to animals to life in college. In this webinar, you’ll learn how you can use these essays to teach narrative writing and inspire your students’ own stories. You’ll leave with ideas to get your students writing about their lives right away.

Informational/Science Writing

Informational writing is the style of writing that is most dominant at The Times and at any other traditional newspaper. While this genre may sound boring (to students and to teachers), in this webinar we offer The Times’s excellent science journalism as an example of how informational writing can be engaging, compelling and — dare we say — fun. You’ll get advice from science journalists and student writers about how to explain concepts in a clear, concise and compelling way.

In this webinar, you’ll learn how to write a review from the experts: the arts and culture critics of The New York Times. A.O. Scott, Jon Pareles, Jennifer Szalai and Maya Phillips share their tips for writing criticism that is engaging, fair and influential. We also give you mentor texts and writing prompts that can help your students generate and develop their opinions on movies, music, books, art, fashion, restaurants and more.

Documenting Teenage Lives Through Multimedia

The year 2020 was extraordinary. To meet the moment, we invited teenagers to show us — through writing, images, audio or video — how the year’s events had affected them. This webinar, which focuses on that exceptional year, can help you explore how multimedia projects can allow students to document their lives. We suggest ways to help students brainstorm ideas, both big and small, and use mentor texts from The Times to make those ideas shine.

The Journalistic Profile

Who are the fascinating characters in your community? In this webinar, we introduce you to the journalistic profile and discuss how finding, interviewing, photographing and writing about interesting people can give students useful academic and life skills. Two Pulitzer Prize-winning Times journalists — Corey Kilgannon, a reporter, and Todd Heisler, a photographer — also share their “craft moves” for writing and shooting profiles.

Writing for Podcasts

Write a narrative, do an interview, conduct an investigation or put on a radio play: Podcasts put a creative spin on virtually any kind of writing or research project that you want your students to do. In this webinar, you’ll get step-by-step advice from an educator, New York Times audio producers and teenage creators on how to help your students produce their own podcasts. And we’ll show you how our lesson plans, as well as student-made and Times mentor texts can help.

Independent Reading and Writing

How can you keep teenagers reading, writing, thinking and learning on their own, outside of the classroom? One idea we pose in this webinar is the “reading response.” Via our annual Summer Reading Contest, we invite students to read, watch or listen to anything in The Times and then respond by writing a comment. In this video, you’ll hear from educators who have taught with this contest, as well as from past student winners who say that responding to articles of their choice gave them the chance to make personal connections and explore their own voices.

How to Teach Narrative Writing

In this post, I share 5 tips for How to Teach Narrative Writing and provide details about the Narrative Writing Units I have created for Kindergarten, 1st and 2nd grade students. Be sure to download 3 FREE narrative writing graphic organizers !

As teachers we spend a tremendous amount of time teaching our students to write. And for good reason! The ability to clearly express one’s thoughts in writing is an essential academic and life-skill. Study after study has shown that students who are able to master writing skills early on struggle less in overall literacy and communication .

The Common Core writing domain focuses on three big types of writing: informative, opinion and narrative writing.  Each genre serves a unique purpose and follows a specific structure which we must explicitly teach our students.   

In earlier posts I shared tips and resources for teaching Informative Writing and Opinion Writing .  Today I’m excited to move on to the final genre, Narrative Writing.  

I love to teach narrative writing.  Personal narratives are a great genre to start the year with because they allow you to get to know your students a little bit better.  Most kids love to tell us stories about their lives, so writing personal narratives often comes naturally to them.  

Imaginative narratives, on the other hand, allow students’ creativity to shine!  Many students find it very motivating and engaging to be allowed to write the stories they create in their own mind. 

Today I’m sharing 5 tips for teaching narrative writing, as well as details about my narrative writing resource. It is a writing unit that has everything you need to bring narrative writing into your kindergarten , first grade, or secon d grade literacy centers! 

Tips for Teaching Narrative Writing

1.  read narrative writing mentor texts .

Before you can ask your students to write in a genre that is new to them, you must first immerse them in it.  So to begin your unit, you’ll want to share examples of narrative writing with your students.  These mentor texts provide students with examples of excellent narrative writing. 

As you read them aloud, highlight the way the author structures their writing.  Identify the author’s purpose, the topic, the order of the events, and how the author felt.  All of these things will help students better understand what type of writing we are asking them to do.    

When you’re picking narrative mentor texts to share with your students there are a few things to consider .  First, do you (the educator) think it is excellent?  Second, is it easy for your students to understand?  And finally, is it relevant to the type of writing you are teaching?  If you answer “Yes!” to all three, then you’re good to go!

To help you out I’ve created a list of excellent mentor texts you can use when teaching narrative writing to kindergarten, first, or second grade students.  

A List of Narrative Writing Mentor Texts:

• New Shoes – Chris Raschka
• Jabari Jumps – Gaia Cornwall
• Knuffle Bunny: A Cautionary Tale – Mo Willems
• Library Mouse – Daniel Kirk
• Rocket Writes a Story – Tad Hills
• Diary of a Worm – Doreen Cronin
• The Night I Followed My Dog – Nina Laden
• Rubia and the Three Osos – Susan Middleton Elya
• The Three Snow Bears – Jan Brett

I’ve saved all these titles on one board so you can easily take a closer look at these mentor texts.  Click here to see this list on Amazon .

2.  Model Your Own Narrative Writing

When modeling your own narrative writing I suggest you use an experience you’ve shared as a class.  It could be as simple as a short nature walk outside the school building, a field trip you went on, or a class celebration you had.  Show your students that narratives don’t have to be about big events.  Small moments, like a walk outside, can be stretched out and turned into a great narrative writing piece! 

Next, model how you plan your writing using a graphic organizer.  Highlight how you have a topic, use temporal words to order your events, details and a closing sentence.   Don’t be afraid to put the events out of order!  Let the students catch the mistake and help you fix it!   

Model how you use the graphic organizer to guide you as you write out your full piece. 

Finally, reread your work aloud to ensure it makes sense and that the events are in the correct order.  Check for any silly mistakes and come up with a fitting title! 

3. Use Anchor Charts

You want your students to know that when they write a narrative piece they are writing a story to entertain the reader.  It can be a true, personal story from their life, or an imagined fictional one.  Creating an anchor chart with this information helps to remind students their purpose for writing.

Create a second anchor chart that reviews temporal words.  Words such as yesterday, today, first, next, or last describe time or order of events and help make a narrative story more clear for the reader.  

When writing fictional narratives, an anchor chart of fictional sentence starters can help students to get ideas for a story.  

Finally, you’ll want to create an anchor chart using the writing you model. This will serve as another example of excellent narrative writing.  As a class, add labels to identify the title, the topic, temporal words, details, and the closing sentence in your shared writing.  

All of these anchor charts can be posted in your writing center. Encourage your students to refer back to them and use them as support as they write their own pieces.

4. Allow students to edit and share their writing

Provide a good writers checklist at your writing center.  For narrative writing you’ll want the checklist to include items such,  “Does my writing have a title?”  “Is there a clear beginning, middle, and end?”  “Did I use temporal words?” as well as reminders to check for spelling, capitalization, and punctuation errors.  

You can also create a rubric specific to the genre. Model how you use it to assess your own work and how it can be used to provide feedback to others.   

Give students the opportunity to share their writing with others!  Pair students with partners and let them read their pieces to each other.  Encourage them to provide feedback using the editing checklist and the rubric as a guide.  

5. Provide Daily Opportunities for Students to Write

As with all things, writing takes PRACTICE!  Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn.  

When you think about your daily instructional schedule, make sure you are giving your students ample opportunities to practice their narrative writing through whole group instruction, small groups, and/or through independent practice in writing centers. 

Narrative Writing Units For Kindergarten, First, and Second Grade Students 

Today I’m excited to share with you the details about my Kindergarten Narrative , 1st Grade Narrative , and my 2nd grade Narrative writing units!  I love them because they have ALL the resources you need to give your students the practice needed to master narrative writing.  

These narrative writing units were developed with standards-based research specific to each grade. You can use them within whole class or small group lessons, or as a literacy center activity where students can practice narrative writing independently!  

Let’s take a closer look at each one…. 

Kindergarten Narrative Writing Unit

The kindergarten resource has everything you need to incorporate narrative writing into your literacy centers all year long!  

To help your students better understand the genre you’ll get two mini-lessons , one on personal narratives and the other for imaginative narratives.  I recommend focusing on personal narratives at the start of the year and moving onto imaginative narratives in the second semester.  

You’ll also get a list of suggested mentor texts and online resources, academic vocabulary posters, printable anchor charts, graphic organizers and differentiated writing prompts.  

These seasonal and all-year-long writing prompts come in 3 differentiated versions to meet your Kindergarteners where they are developmentally throughout the year.  Each writing prompt comes with a vocabulary word web to assist young writers in brainstorming ideas and spelling words while writing.

Finally, you’ll get a narrative writing editing checklist appropriate for the kindergarten level. 

First Grade and Second Grade Narrative Writing Units

The first and second grade resources were designed with standards-based research specific to grade.  You’ll get a personal narrative mini-lesson and imaginative narrative mini-lesson to use as a review of the genre.  You’ll also get a list of suggested mentor texts and online resources, academic vocabulary posters, anchor charts, graphic organizers and seasonal writing prompts! 

You won’t hear students say, “I don’t know what to write about!” when they are using this resource!  The seasonal writing prompts include choice boards for personal narratives and imaginative narratives, as well as sentence starters and vocabulary banks to assist in brainstorming ideas and spelling words while writing.

The personal narrative and imaginative narrative seasonal prompts are both PRINTABLE & DIGITAL. The digital version has been PRELOADED for you, with 1 click add them to your Google Drive or upload them to SeeSaw.

Finally, you’ll get self-editing checklists and rubrics for both personal and imaginative narrative writing.  The rubric makes a great self-assessment tool and can be used as a guide for peer feedback.     

I love these resources because they can be used in so many different ways.  They offer opportunities for students to practice both personal and imaginative narrative writing as a whole class, in small groups, as a literacy center activity, for homework, or as a meaningful activity for when they have a substitute teacher!  

FREE Narrative Writing Graphic Organizers

Are you ready to begin teaching Narrative Writing in your classroom? To help get you started, I am happy to offer you 3 FREE narrative writing graphic organizers! You can download them here.

Writing is an essential skill that benefits students well beyond the walls of our classrooms. As teachers, we work hard to plan engaging activities that we hope will build our students’ confidence and help them to develop a lifelong love of writing.

I hope the information and resources I’ve shared on narrative, opinion and informative writing will help to bring stronger instruction and more meaningful writing practice to your kindergarten, first and second grade classrooms!

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Raise the Bar Reading

A Reading Teacher's Blog

Teaching Narrative Writing in 1st, 2nd, and 3rd Grade

When teaching narrative writing in 1st, 2nd, and 3rd grade, there are so many writing skills to cover. They range from creating a sequence of events (beginning, middle, and end) to more difficult skills like building strong characterization. With a class full of students at such varying levels of writing, it can be overwhelming to think of where to start with your narrative writing unit.  

Narrative writing can be one of the most motivational types of writing for students since the topics can be something they feel connected to in their own lives.  Personal narratives allow them to talk about their own experiences they want to share, and fictional narratives let students create a story about absolutely anything that they want!  

As you can see in the chart below, students are expected to do a little bit more with narrative writing as they grow as writers from 1 st to 3 rd grade.    

So, 1 st grade focuses on developing sequenced events (beginning, middle, end).   With 2 nd and 3 rd grade, the focus is creating a hook/opening, events (beginning, middle, end), and a closing. In 2 nd and 3 rd grade students also need to begin to develop characterization.

For young writers learning such a new, specific format of writing, it is really important to break it up into small, clear steps. 

Below is how I tackle narrative writing step by step:

INTRODUCE NARRATIVE WRITING:

First, I explain what a narrative is with visuals and examples.  I go through a pre-written narrative writing example.  These examples will differ depending on whether we are working on writing fictional narratives or personal narratives.

We identify and discuss each part of the piece of writing.  For first graders that means the beginning, middle, and end.  For second and third graders, that means an opening, events (beginning, middle and end), and closing.

GUIDED WHOLE GROUP PRACTICE:

I like to model the actual process of writing a narrative as well.  With modeling a personal narrative, I like to pick an experience we have had in school that year so that it is easy for students to participate.  I keep this model basic and clear so that students are not overwhelmed in what they need to produce in their first piece of narrative writing.  While modeling, I refer to the prewritten example that I provided earlier.  I also display sentence starters and transitions to use as a guide.   

INDEPENDENT NARRATIVE WRITING PRACTICE:

First, students can practice the narrative format by using picture prompts for beginning, middle, and end.  They use the visuals to describe what happens from the beginning to the end of their story.

Next, it’s time for students to begin fictional narrative or personal narrative writing from scratch!  At first, I usually provide a writing prompt for the entire class that is easily relatable.  The prompts will vary depending on if we are working on writing personal narratives (“Tell about a time when…”) or fictional narratives (“Write a story about…”).  However, you could also give multiple options or have students develop their own individual topics.  

During the prewriting phase of the writing process, students brainstorm using graphic organizers. 

I like give students two graphic organizers – one for them to first brainstorm ideas for their drafts, and then one to organize their ideas into a narrative writing format.

While writing their drafts, students can refer to sentence starters to help guide them in writing their stories.  

After writing their drafts, I give students an editing checklist to use as a reference.  This makes it easier for them to make sure they have included each part of a piece of narrative writing.  

TARGET NARRATIVE WRITING SKILLS:

As students are ready, I target specific narrative writing skills either as a whole class, or with just a small group that is ready for taking their writing to the next level. 

To introduce a particular narrative writing skill (i.e. writing narrative hooks), I display a poster that is student-friendly with visuals and examples.  Then, I have graphic organizers or practice pages that students can use to work through each strategy on their own.  

Most students will need help with the following narrative skills:

Writing a Strong Narrative Hook:

Breaking narrative hooks down by hook types is so helpful for giving them some tools for creating their own leads.  Grab the posters below and a couple practice writing pages for free here .

Writing a Strong Narrative Ending:

Similar to writing hooks, breaking down narrative endings by type is also a helpful way for students to try out different closings for their piece of writing.

Small Moments Writing:

So often, personal narratives can just turn into a list of moments in order. By teaching and practicing small moments writing , students can see how much more powerful their writing becomes when they zoom in on the most important moment in their story.

Describing Characters:

When teaching narrative writing in 2 nd grade, students need to learn to describe characters by their actions, thoughts, and feelings.  By 3 rd grade, the Common Core asks that students also use dialogue to develop characterization in their writing.

Describing Character Feelings

You can display a poster of different ways to describe similar feelings to build stronger word choice in their writing.  Students can use this poster to go through and edit their word choice in their own piece of writing. 

Using Fiction Story Elements:

You can have students prewrite with story elements graphic organizers to ensure they hit each element in their own writing.

ONGOING NARRATIVE WRITING PRACTICE:

I love using fictional narrative and personal narrative journals to provide students with tons of ongoing practice!  I use them as informal free-writes just for continual practice, but some or all of the entries could be used for writing pieces that go through the writing process (prewriting, drafting, editing, revising, and publishing) as well.  

All of the materials shown in this blog post for teaching narrative writing in 1st, 2nd, and 3rd grade can be found in the Narrative Writing Unit in my TpT shop!

Next: Teaching Opinion Writing in the Primary Grades

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How to Teach Narrative Writing for Kindergarten and First Grade: Step by Step

Narrative writing is often one of the first forms of writing kindergarten and first grade students do. This is because writing a personal narrative, or writing about our own experiences, is often less challenging than other form of writing. Still, teaching young children how to write narrative pieces can feel overwhelming. Here is how to introduce narrative writing step by step in a first grade or kindergarten classroom from a classroom teacher.

Are Your Students Ready for Narrative Writing?

Are your students ready to dive into narrative writing? Before you begin writing a personal narrative, it’s important to make sure your students are already comfortable with a few other things. Here are the things to teach before you dive into narrative writing.

• Letter sounds – Your students don’t need to know all of their letter sounds, but they need to know enough so they can easily sound out simple words . If your students can’t yet stretch and tap out some words, they are not ready for this type of narrative writing. Instead, it’s more important to focus on strengthening their letter sound, segmenting, and blending skills. This doesn’t mean they can’t draw a picture of a personal experience and have you write a caption for them (which is a valid form of narrative writing), but having them attempt to write their own sentences without a firm letter sound foundation is simply not a great use of time. So, make sure they have a solid letter sound foundation first.
• Illustrations- Although most students are comfortable drawing, we shouldn’t just assume that they are. Instead, it’s very helpful to take some time to discuss the importance of illustrations. (After all, illustrations enhance the story.) You can explore the illustrations in some favorite picture books, and even take some time to practice drawing different objects, people, and animals. The more details students can convey through their pictures, the easier it will be for them to use those illustrations to support their writing.
• Sentences – Lastly, before diving into narrative writing, it’s important to spend time teaching your students the basics of sentence writing . Do yourself (and their future teachers) a favor, and take at least a full week to develop their understanding of sentences. If you’re teaching first grade, you can even go a bit further if they’re ready for it. (Learn how to teach your students about basic sentences and going further with sen tences .)

Step 1: Introduce Beginning, Middle, and End with Mentor Texts

Okay, so now your students are ready to dive into personal narrative writing. The first step is to spend some time reading some mentor texts together. I personally prefer to read realistic fiction texts. Some of my favorites are Jabari Jumps , Jabari Tries , and Anything by Ezra Jack Keats (because who doesn’t love Peter!).

Discuss how every story has a beginning, middle, and end. Make an anchor chart together for students to refer to. Each time you read a story, have students retell the beginning, middle, and end. ( Read why mentor texts matter here. ) Taking the time to show them good narratives makes it so much easier for them to develop their own.

Step 2: Draw It Out

Once we’ve read and retold some narrative stories, it’s time to give it a try. Planning writing is so important, so we start there. First, talk about potential topics. I always tell my students to think about things they do often, such as what they do before and after school, on the weekends, or on special days like birthdays. Then, I model drawing a beginning middle, and end of a personal narrative. I talk through each step and we make sure that the series of events are consecutive and go together. This is where picking something that is routine can be helpful- such as getting ready for school. After I model, I have students draw their beginning middle, and end. If possible, it’s really helpful to allow them to pair up with a partner and tell about their pictures. This helps them find the words for their story.

Step 3: Label It

After they have drawn their beginning, middle, and end, I model labeling each of their pictures. We talk about how, when we label, we only need 1-2 words. This is helpful because typically writing a personal narrative will span over many days, so the picture and the label helps them (and me) remember what they’re writing.

When my students are labeling, I ask them to tap out their words and try their best with spelling. I do not spell words for them. This is because I am able to learn a lot about where they are in their literacy journey and understanding by what they can write on their own and how they can write it. For example, if a student writes “et” for eat versus “ete”, I know that the second child is aware that “et” is a short e so there needs to be something else that makes e say the long e sound.

Step 3. Write a First Draft

Once my students have labeled their pictures, I model how to write a first draft. I model looking at my picture and label and them using it to write a sentence. When we read narrative writing and create our anchor chart, we talk about using transition words like first, next, and last. We use these words when we retell the stories so they are already familiar and comfortable with them. So, we write first and then a sentence about our first picture. For example, “First I put on my shoes.” I model this for the beginning, middle, and end. One important thing is to add some mistakes in your writing. (This is important for step 5.) I tell my students that I am going to make some mistakes, and we don’t have to worry about them yet because this is just the first draft.

To start, I only ask them to write 3 sentences. One for the beginning, middle, and end. Although eventually we’ll work to writing a introduction and closing sentences, at first I keep it simple. I would much rather my students confidently write 3 sentences than push them to do more before they are ready.

Once I’ve modeled, I have my students write their draft. I will write the transition words on the board for them, or encourage them to look at the anchor chart. As they write each part, they check it off so they can make sure they include each one. Drafting typically takes a full day, sometimes too. Again, I do not spell words for my students at this stage. I want to see what they can do on their own. Plus, it is important for the next step.

Step 4: Editing Your Draft

After everyone has written their first draft, I introduce the idea of editing. Together, we create this anchor chart of the different editing marks. Then, we look back together at my first draft. We read each sentence together, and I let my students tell me what mistakes they see . I make sure to have at least one of every common mistake in my writing.

Once we’ve edited my writing, I show them how to rewrite my story to a final draft. We talk about going word by word so we don’t miss any important changes.

Step 4.5: Sit and Edit TOGETHER with Each Student

Once they have helped me edit my writing, I sit with each and every student and help them edit their story. I ask them to read me the story. This is important because I want to make sure they can understand and read what they wrote. After they read the whole thing, I make sure to compliment them on a few things they did really well. Then, we go through sentence by sentence and talk about what things we can fix. I make sure they understand why any changes need to be made. Once we’ve finished, I give them a paper to write their final draft on and they get started right away while it’s fresh in their mind.

If you’re wondering, yes, this takes a long time. Sitting one on one with 25 students takes many days. Sometimes a full week, but this is the most valuable time in the writing process because it gives me a window into where they are, gives me a chance to focus specifically on the areas the student needs, and allows me to encourage them in the areas they’re doing well. Often times, this turns into a one on one mini lesson on capitals, certain spelling patterns, punctuation, etc. It is time well spent, even if it means that it takes 3 full weeks to complete a writing piece.

If you’re also wondering what the other children are doing, that is a great question. It really varies, but typically I meet with students while the rest of the class is working on literacy centers . I also might work on editing writing when they’re working independently on their inquiry work or morning work . Really, any time is fair game. Any time I have a few minutes, I’ll grab a student to edit their writing.

A helpful tip: If your students struggle with tracking when they’re rewriting a rough draft to a final draft, this works like a charm. Cut a piece of construction paper in half, cut a little window, and that’s it! This allows them to only focus on 1-2 words at a time. As time goes on, you can make the window longer, if you want.

Step 5: Publishing and Celebrating

The final step is letting students enjoy the fruits of their labor! After they have all finished their final draft, we take time to share our writing. The first time, I typically have them partner up and share two stars and a wish . Long before we begin narrative writing, I like to share this video about Austin’s Butterfly with my students. It helps them understand the purpose and benefit of getting and giving feedback. We practice giving feedback often, so this is not a new thing for our class. After they share their writing with a partner, I ask willing students to share some of the stars and then some of the wishes they received.

As we continue, sometimes I ask students to share their writing in small groups, with the whole class, or sometimes on Seesaw for their parents. This step is so important, though, because it allows them to feel a great sense of completion and accomplishment.

I typically tape or staple the two drafts together so the students can see the progression of their work. They always love to see what they started with and where they ended up! They also enjoy checking off their self assessment when they’re finished.

Step 6: Going Further

You might be wondering, if or when we make more detailed changes. When I first introduce narrative writing, we stick to 3 sentences and just fixing surface errors. With the next writing piece, I encourage my students to add a topic sentence or more details. Each time we work on adding more and more until they have created a story with an introduction, beginning, middle, end and closing sentence. I also encourage them to expand their sentences and add more details. I would rather my students take it slow and really feel confident than to rush and their teacher next year to have to reteach all of this.

If you’d like the template that I use for personal narrative writing, you can find it in my free resource library for email subscribers . Click the picture below to find it. You can also read more about my year long writing curriculum here .

You might also enjoy:

3 Ways to Build Confidence in Your Developing Writers

Free At Home Parent’s Guide for Supporting Student Writing

Why Strong Sentence Skills Help Students Produce Better Writing

The Easy Way to Teach Students to Expand Sentences

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