part of a speech narrative

Narrative Definition

What is narrative? Here’s a quick and simple definition:

A narrative is an account of connected events. Two writers describing the same set of events might craft very different narratives, depending on how they use different narrative elements, such as tone or  point of view . For example, an account of the American Civil War written from the perspective of a white slaveowner would make for a very different narrative than if it were written from the perspective of a historian, or a former slave.

Some additional key details about narrative:

• The words "narrative" and "story" are often used interchangeably, and with the casual meanings of the two terms that's fine. However, technically speaking, the two terms have related but different meanings.
• The word "narrative" is also frequently used as an adjective to describe something that tells a story, such as narrative poetry.

How to Pronounce Narrative

Here's how to pronounce narrative: nar -uh-tiv

Narrative vs. Story vs. Plot

In everyday speech, people often use the terms "narrative," "story," and "plot" interchangeably. However, when speaking more technically about literature these terms are not in fact identical. 

• A story refers to a sequence of events. It can be thought of as the raw material out of which a narrative is crafted.
• A plot refers to the sequence of events, but with their causes and effects included. As the writer E.M. Forster put it, while "The King died and the Queen died" is a story (i.e., a sequence of events), "The King died, and then the Queen died of grief" is a plot.
• A narrative , by contrast, has a more broad-reaching definition: it includes not just the sequence of events and their cause and effect relationships, but also  all of the decisions and techniques that impact how a story is told. A narrative is  how a given sequence of events is recounted.

In order to fully understand narrative, it's important to keep in mind that most sequences of events can be recounted in many different ways. Each different account is a separate narrative. When deciding how to relay a set of facts or describe a sequence of events, a writer must ask themselves, among other things:

• Which events are most important?
• Where should I begin and end my narrative?
• Should I tell the events of the narrative in the order they occurred, or should I use flashbacks or other techniques to present the events in another order?
• Should I hold certain pieces of information back from the reader?
• What point of view  should I use to tell the narrative?

The answers to these questions determine how the narrative is constructed, so they have a huge influence on the way a reader sees or understands what they're reading about. The same series of events might be read as happy or sad, boring or exciting—all depending on how the narrative is constructed. Analyzing a narrative just means examining how it is constructed and why it is constructed that way.

Narrative Elements

Narrative elements   are the tools writers use to craft narratives. A great way to approach analyzing a narrative is to break it down into its different narrative elements, and then examine how the writer employs each one. The following is a summary of the main elements that a writer might use to build his or her narrative.

• For example, a story about a crime told from the perspective of the victim might be very different when told from the perspective of the criminal.
• For instance, F. Scott Fitzgerald and Ernest Hemingway were friends, and they wrote during the same era, but their writing is very different from one another because they have markedly different  voices.
• For example, Jonathan Swift's essay " A Modest Proposal " satirizes the British government's callous indifference toward the famine in Ireland by sarcastically suggesting that cannibalism could solve the problem—but the essay would have a completely different meaning if it didn't have a sarcastic tone. 
• For example, the first half of Charles Dickens' novel David Copperfield tells the story of the narrator David Copperfield's early childhood over the course of many chapters; about halfway through the novel, David quickly glosses over some embarrassing episodes from his teenage years (unfortunate fashion choices and foolish crushes); the second half of the novel tells the story of his adult life. The pacing give readers the sense that David's teen years weren't really that important. Instead, his childhood traumas, the challenges he faced as a young man, and the relationships he formed during both childhood and adulthood make up the most important elements of the novel.
• For example, Mary Shelley's novel   Frankenstein  uses three different "frames" to tell the story of Dr. Frankenstein and the creature he creates: the novel takes the form of letters written by Walton, an arctic explorer; Walton is recounting a story that Dr. Frankenstein told him; and as part of his story, Dr. Frankenstein recounts a story told to him by the creature. 
• Linear vs. Nonlinear Narration:  You may also hear the word narrative used to describe the order in which a sequence of events is recounted. In a linear narrative, the events of a story are described  chronologically , in the order that they occurred. In a nonlinear narrative, events are described out of order, using flashbacks or flash-forwards, and then returning to the present. In some nonlinear narratives, like Ken Kesey's  Sometimes a Great Notion , there is a clear sense of when the "present" is: the novel begins and ends with the character Viv sitting in a bar, looking at a photograph. The rest of the novel recounts (out of order) events that have happened in the distant and recent past. In other nonlinear narratives, it may be difficult to tell when the "present" is. For example, in Kurt Vonnegut's novel  Slaughterhouse-Five , the character Billy Pilgrim, seems to move forward and backward in time as a result of post-traumatic stress. Billy is not always certain if he is experiencing memories, flashbacks, hallucinations, or actual time travel, and there are inconsistencies in the dates he gives throughout the book—all of which of course has a huge impact on how  his stories are relayed to the reader.

Narrative as an Adjective

It's worth noting that the word "narrative" is also frequently used as an adjective to describe something that tells a story.

• Narrative Poetry: While some poetry describes an image, experience, or emotion without necessarily telling a story, narrative poetry is poetry that does tell a story. Narrative poems include epic poems like The Iliad , The Epic of Gilgamesh , and Beowulf .  Other, shorter examples of narrative poetry include "Jabberwocky" by Lewis Carrol, "The Lady of Shalott" by Alfred Lord Tennyson, "The Goblin Market" by Christina Rossetti, and "The Glass Essay," by Anne Carson.
• Narrative Art: Similarly, the term "narrative art" refers to visual art that tells a story, either by capturing one scene in a longer story, or by presenting a series of images that tell a longer story when put together. Often, but not always, narrative art tells stories that are likely to be familiar to the viewer, such as stories from history, mythology, or religious teachings. Examples of narrative art include Michelangelo's painting on the ceiling of the Sistine Chapel and the  Pietà ; Paul Revere's engraving entitled  The Bloody Massacre ; and Artemisia Gentileschi's painting  Judith Slaying Holofernes .

Narrative Examples

Narrative in  the book thief  by markus zusak.

Zusak's novel,  The Book Thief , is narrated by the figure of Death, who tells the story of Liesel, a girl growing up in Nazi Germany who loves books and befriends a Jewish man her family is hiding in their home. In the novel's prologue, Death says of Liesel:

Yes, often, I am reminded of her, and in one of my vast array of pockets, I have kept her story to retell. It is one of the small legion I carry, each one extraordinary in its own right. Each one an attempt—an immense leap of an attempt—to prove to me that you, and your human existence, are worth it.

Narrators do not always announce themselves, but Death introduces himself and explains that he sees himself as a storyteller and a repository of the stories of human lives. Choosing Death (rather than Leisel) as the novel's narrator allows Zusak to use Liesel's story to reflect on the power of stories and storytelling more generally.

Narrative in  A Visit From the Goon Squad   by Jennifer Egan

In A Visit From the Good Squad ,  Egan structures the narrative of her novel in an unconventional way: each chapter stands as a self-contained story, but as a whole, the individual episodes are interconnected in such a way that all the stories form a single cohesive narrative. For example, in Chapter 2, "The Gold Cure," we meet the character Bennie, a middle-aged music producer, and his assistant Sasha:

"It's incredible," Sasha said, "how there's just nothing there." Astounded, Bennie turned to her…Sasha was looking downtown, and he followed her eyes to the empty space where the Twin Towers had been. 

Because there is an empty space where the Twin Towers had been, the reader knows that this dialogue is taking place some time after the September 11th, 2001 attack in which the World Trade Center was destroyed. Bennie appears again later in the novel, in Chapter 6, "X's and O's," which is set ten years prior to "The Gold Cure." "X's and O's" is narrated by Bennie's old friend, Scotty, who goes to visit Bennie at his office in Manhattan:

I looked down at the city. Its extravagance felt wasteful, like gushing oil or some other precious thing Bennie was hoarding for himself, using it up so no one else could get any. I thought: If I had a view like this to look down on every day, I would have the energy and inspiration to conquer the world. The trouble is, when you most need such a view, no one gives it to you.

Just as Sasha did in Chapter 2, Scotty stands with Bennie and looks out over Manhattan, and in both passages, there is a sense that Bennie fails to notice, appreciate, or find meaning in the view. But the reader wouldn't have the same experience if the story had been told in chronological order.

Narrative in Atonement by Ian McEwan

Ian McEwan's novel Atonement tells the story of Briony, a writer who, as a girl, sees something she doesn't understand and, based on this faulty understanding, makes a choice that ruins the lives of Celia, her sister, and Robbie, the man her sister loves. The first part of the novel appears to be told from the perspective of a third-person omniscient narrator; but once we reach the end of the book, we realize that we've read Briony's novel, which she has written as an act of atonement for her terrible mistake. Near the end of  Atonement , Briony tells us:

I like to think that it isn’t weakness or evasion, but a final act of kindness, a stand against oblivion and despair, to let my lovers live and to unite them at the end. I gave them happiness, but I was not so self-serving as to let them forgive me. Not quite, not yet. If I had the power to conjure them at my birthday celebration…Robbie and Cecilia, still alive, sitting side by side in the library…

In Briony's novel, Celia and Robbie are eventually able to live together, and Briony visits them in an attempt to apologize; but in real life, we learn, Celia and Robbie died during World War II before they could see one another again, and before Briony could reconcile with them. By inviting the reader to imagine a happy ending, Briony effectively heightens the tragedy of the events that actually occurred. By choosing Briony as his narrator, and by framing the novel Briony wrote with her discussion of her own novel, McEwan is able to create multiple interlacing narratives, telling and retelling what happened and what might have been.

Narrative in Slaughterhouse-Five by Kurt Vonnegut

Kurt Vonnegut’s novel Slaughterhouse-Five tells the story of Billy Pilgrim, a World War II veteran who survived the bombing of Dresden, and has since “come unstuck in time.” The novel uses flashbacks and flash-forwards, and is narrated by an unreliable narrator who implies to the reader that the narrative he is telling may not be entirely true:

All this happened, more or less. The war parts, anyway, are pretty much true. One guy I knew really was shot in Dresden for taking a teapot that wasn’t his. Another guy I knew really did threaten to have his personal enemies killed by hired gunmen after the war. And so on. I’ve changed all the names.

The narrator’s equivocation in this passage suggests that even though the story he is telling may not be entirely factually accurate, he has attempted to create a narrative that captures important truths about the war and the bombing of Dresden. Or, maybe he just doesn’t remember all of the details of the events he is describing. In any case, the inconsistencies in dates and details in Slaughterhouse-Five  give the reader the impression that crafting a single cohesive narrative out of the horrific experience of war may be too difficult a task—which in turn says something about the toll war takes on those who live through it.

What's the Function of Narrative in Literature?

When we use the word "narrative," we're pointing out that who tells a story and how that person tells the story influence how the reader understands the story's meaning. The question of what purpose narratives serve in literature is inseparable from the question of why people tell stories in general, and why writers use different narrative elements to shape their stories into compelling narratives. Narratives make it possible for writers to capture some of the nuances and complexities of human experience in the retelling of a sequence of events.

In literature and in life, narratives are everywhere, which is part of why they can be very challenging to discuss and analyze. Narrative reminds us that stories do not only exist; they are also made by someone, often for very specific reasons. And when you analyze narrative in literature, you take the time to ask yourself why a work of literature has been constructed in a certain way.

Other Helpful Narrative Resources

• Etymology: Merriam-Webster describes the origins and history of usage of the term "narrative."
• Narrative Theory: Ohio State University's "Project Narrative" offers an overview of narrative theory.
• History and Narrative:  Read more about the similarities between historical and literary narratives in Hayden White's  Metahistory: The Historical Imagination in 19th-Century Europe.
• Narrative Art: This article from Widewalls explores narrative art and discusses what kind of art doesn't  tell stories. 

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How to Write an Outline for a Narrative Speech

How to write an essay with a thesis statement.

A narrative speech relates the story of an event, whether from the speaker’s life or from that of someone she knows. Usually organized chronologically, narrative speeches are often given to entertain or teach the listener. In writing an effective narrative speech, start with an outline to help focus on the purpose of the speech, organize the events discussed in the speech and create a final draft .

A Statement of Purpose

Identify the purpose of your speech, such as imparting a moral or making the audience feel good. This step is necessary and saves revision, because you know where the speech is going from the beginning. It also ensures that nothing necessary is left out. Identifying your purpose can be as simple as writing a one-sentence statement at the top of the outline . Keep the statement of purpose in view and refer back to it or refine it if needed.

Your Attention Please

Grab the audience’s attention and preview the topic of the speech in the introduction. Include a hook or attention-getter, the thesis and a preview of the narrative in this order; establish credibility after the hook if you think it's important. In your outline, the introduction is Roman numeral “I,” and each part receives a capital letter under it -- A: Hook, B: Establish Credibility, C: Thesis, D: Preview. Capture the main idea of each part in one sentence, saving the details for the post-outline writing stage.

A Full Body

Ensure no essential narrative parts are missing by organizing the story carefully in the body. Outline this part of the speech in a straightforward manner by including the most important points in chronological order , adding extraneous information as necessary. Write the body as Roman numeral “II” and give each body point its own capital letter. Add numbers underneath the letters for supporting information. Use full sentences and save minute details for the writing stage.

Thank You, Ladies and Gentlemen

An abrupt stop at the end of the narrative will confuse or frustrate the audience. Use the conclusion to wrap up the speech, reminding the audience of the takeaway, if any. Include three main points: a signal that the speech is nearly finished, a summary of the story and a thesis review . Add Roman numeral “III” for the conclusion, then one capital letter for each point — A: Signal, B: Summary, C: Thesis Review. Capture the essential information in one sentence for each. When finished, review the purpose of the speech to ensure that the outline is in accordance.

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Melissa Harr is a writer and knitting pattern designer with a range of publication credits. Her latest work includes blogging for Smudge Yarns, judging fiction for Ink & Insights 2015 and creating patterns for I Like Knitting magazine. Harr holds a Bachelor of Arts in English from the University of Illinois at Chicago and a CELTA.

Parts of Speech: The Ultimate Guide for Students and Teachers

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

What are Parts of Speech ?

Just as a skilled bricklayer must get to grips with the trowel, brick hammer, tape measure, and spirit level, the student-writer must develop a thorough understanding of the tools of their trade too.

In English, words can be categorized according to their common syntactic function in a sentence, i.e. the job they perform.

We call these different categories Parts of Speech . Understanding the various parts of speech and how they work has several compelling benefits for our students.

Without first acquiring a firm grasp of the various parts of speech, students will struggle to fully comprehend how language works. This is essential not only for the development of their reading comprehension but their writing skills too.

Parts of speech are the core building blocks of grammar . To understand how a language works at a sentence and a whole-text level, we must first master parts of speech.

In English, we can identify eight of these individual parts of speech, and these will provide the focus for our Complete Guide to Parts of Speech .

THE EIGHT PARTS OF SPEECH (Click to jump to each section)

A complete unit on teaching figurative language.

FIGURATIVE LANGUAGE  is like  “SPECIAL EFFECTS FOR AUTHORS.”  It is a powerful tool to create  VIVID IMAGERY  through words. This  HUGE UNIT  guides you through completely understanding  FIGURATIVE LANGUAGE .

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Often the first word a child speaks will be a noun, for example, Mum , Dad , cow , dog , etc.

Nouns are naming words, and, as most school kids can recite, they are the names of people, places, and things . But, what isn’t as widely understood by many of our students is that nouns can be further classified into more specific categories. 

These categories are:

Common Nouns

Proper nouns, concrete nouns, abstract nouns, collective nouns, countable nouns, uncountable nouns.

All nouns can be classified as either common or proper .

Common nouns are the general names of people, places, and things. They are groups or classes on their own, rather than specific types of people, places, or things such as we find in proper nouns.

Common nouns can be further classified as abstract or concrete – more on this shortly!

Some examples of common nouns include:

People: teacher, author, engineer, artist, singer.

Places: country, city, town, house, garden.

Things: language, trophy, magazine, movie, book.

Proper nouns are the specific names for people, places, and things. Unlike common nouns, which are always lowercase, proper nouns are capitalized. This makes them easy to identify in a text.

Where possible, using proper nouns in place of common nouns helps bring precision to a student’s writing.

Some examples of proper nouns include:

People: Mrs Casey, J.K. Rowling, Nikola Tesla, Pablo Picasso, Billie Eilish.

Places: Australia, San Francisco, Llandovery, The White House, Gardens of Versailles.

Things: Bulgarian, The World Cup, Rolling Stone, The Lion King, The Hunger Games.

Nouns Teaching Activity: Common vs Proper Nouns

• Provide students with books suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns.
• Ask students to sort these nouns into two lists according to whether they are common nouns or proper nouns.

As mentioned, all common and proper nouns can be further classified as either concrete or abstract .

A concrete noun is any noun that can be experienced through one of the five senses. In other words, if you can see, smell, hear, taste, or touch it, then it’s a concrete noun.

Some examples of concrete nouns include:

Abstract nouns refer to those things that can’t be experienced or identified through the five senses.

They are not physical things we can perceive but intangible concepts and ideas, qualities and states.

Some examples of abstract nouns include:

Nouns Teaching Activity: Concrete Vs. Abstract Nouns

• Provide students with a book suitable for their current reading level.
• Instruct students to go through a page or two and identify all the nouns (the lists from Practice Activity #1 may be suitable).
• This time, ask students to sort these nouns into two lists according to whether they are concrete or abstract nouns.

A collective noun is the name of a group of people or things. That is, a collective noun always refers to more than one of something.

Some examples of collective nouns include:

People: a board of directors, a team of football players, a cast of actors, a band of musicians, a class of students.

Places: a range of mountains, a suite of rooms, a union of states, a chain of islands.

Things: a bale of hay, a constellation of stars, a bag of sweets, a school of fish, a flock of seagulls.

Countable nouns are nouns that refer to things that can be counted. They come in two flavors: singular and plural .

In their singular form, countable nouns are often preceded by the article, e.g. a , an , or the .

In their plural form, countable nouns are often preceded by a number. They can also be used in conjunction with quantifiers such as a few and many .

Some examples of countable nouns include:

COUNTABLE NOUNS EXAMPLES

Also known as mass nouns, uncountable nouns are, as their name suggests, impossible to count. Abstract ideas such as bravery and compassion are uncountable, as are things like liquid and bread .

These types of nouns are always treated in the singular and usually do not have a plural form. 

They can stand alone or be used in conjunction with words and phrases such as any , some , a little , a lot of , and much .

Some examples of uncountable nouns include:

UNCOUNTABLE NOUNS EXAMPLES

Nouns teaching activity: how many can you list .

• Organize students into small groups to work collaboratively.
• Challenge students to list as many countable and uncountable nouns as they can in ten minutes.
• To make things more challenging, stipulate that there must be an uncountable noun and a countable noun to gain a point.
• The winning group is the one that scores the most points.

Without a verb, there is no sentence! Verbs are the words we use to represent both internal and external actions or states of being. Without a verb, nothing happens.

There are many different types of verbs. Here, we will look at five important verb forms organised according to the jobs they perform:

Dynamic Verbs

Stative verbs, transitive verbs, intransitive verbs, auxiliary verbs.

Each verb can be classified as being either an action or a stative verb.

Dynamic or action verbs describe the physical activity performed by the subject of a sentence. This type of verb is usually the first we learn as children. 

For example, run , hit , throw , hide , eat , sleep , watch , write , etc. are all dynamic verbs, as is any action performed by the body.

Let’s see a few examples in sentences:

• I jogged around the track three times.
• She will dance as if her life depends on it.
• She took a candy from the bag, unwrapped it, and popped it into her mouth.

If a verb doesn’t describe a physical activity, then it is a stative verb.

Stative verbs refer to states of being, conditions, or mental processes. Generally, we can classify stative verbs into four types:

• Emotions/Thoughts

Some examples of stative verbs include: 

Senses: hurt, see, smell, taste, hear, etc.

Emotions: love, doubt, desire, remember, believe, etc.

Being: be, have, require, involve, contain, etc.

Possession: want, include, own, have, belong, etc.

Here are some stative verbs at work in sentences:

• That is one thing we can agree on.
• I remember my first day at school like it was yesterday.
• The university requires students to score at least 80%.
• She has only three remaining.

Sometimes verbs can fit into more than one category, e.g., be , have , look , see , e.g.,

• She looks beautiful. (Stative)
• I look through the telescope. (Dynamic)

Each action or stative verb can also be further classified as transitive or intransitive .

A transitive verb takes a direct object after it. The object is the noun, noun phrase, or pronoun that has something done to it by the subject of the sentence.

We see this in the most straightforward English sentences, i.e., the Subject-Verb-Object or SVO sentence. 

Here are two examples to illustrate. Note: the subject of each sentence is underlined, and the transitive verbs are in bold.

• The teacher answered the student’s questions.
• She studies languages at university.
• My friend loves cabbage.

Most sentences in English employ transitive verbs.

An intransitive verb does not take a direct object after it. It is important to note that only nouns, noun phrases, and pronouns can be classed as direct objects. 

Here are some examples of intransitive verbs – notice how none of these sentences has direct objects after their verbs.

• Jane’s health improved .
• The car ran smoothly.
• The school opens at 9 o’clock.

Auxiliary verbs, also known as ‘helping’ verbs, work with other verbs to affect the meaning of a sentence. They do this by combining with a main verb to alter the sentence’s tense, mood, or voice.

Auxiliary verbs will frequently use not in the negative.

There are relatively few auxiliary verbs in English. Here is a list of the main ones:

• be (am, are, is, was, were, being)
• do (did, does, doing)
• have (had, has, having)

Here are some examples of auxiliary verbs (in bold) in action alongside a main verb (underlined).

She is working as hard as she can.

• You must not eat dinner until after five o’clock.
• The parents may come to the graduation ceremony.

The Subject-Auxiliary Inversion Test

To test whether or not a verb is an auxiliary verb, you can use the Subject-Auxiliary Inversion Test .

• Take the sentence, e.g:
• Now, invert the subject and the suspected auxiliary verb to see if it creates a question.

Is she working as hard as she can?

• Can it take ‘not’ in the negative form?

She is not working as hard as she can.

• If the answer to both of these questions is yes, you have an auxiliary verb. If not, you have a full verb.

Verbs Teaching Activity: Identify the Verbs

• Instruct students to go through an appropriate text length (e.g., paragraph, page, etc.) and compile a list of verbs.
• In groups, students should then discuss and categorize each verb according to whether they think they are dynamic or stative, transitive or intransitive, and/or auxiliary verbs.

The job of an adjective is to modify a noun or a pronoun. It does this by describing, quantifying, or identifying the noun or pronoun. Adjectives help to make writing more interesting and specific. Usually, the adjective is placed before the word it modifies.

As with other parts of speech, not all adjectives are the same. There are many different types of adjectives and, in this article, we will look at:

Descriptive Adjectives

• Degrees of Adjectives

Quantitative Adjectives

Demonstrative adjectives, possessive adjectives, interrogative adjectives, proper adjectives.

Descriptive adjectives are what most students think of first when asked what an adjective is. Descriptive adjectives tell us something about the quality of the noun or pronoun in question. For this reason, they are sometimes referred to as qualitative adjectives .

Some examples of this type of adjective include:

• hard-working

In sentences, they look like this:

• The pumpkin was enormous .
• It was an impressive feat of athleticism I ever saw.
• Undoubtedly, this was an exquisite vase.
• She faced some tough competition.

Degrees of Adjectives 

Descriptive adjectives have three degrees to express varying degrees of intensity and to compare one thing to another. These degrees are referred to as positive , comparative , and superlative .

The positive degree is the regular form of the descriptive adjective when no comparison is being made, e.g., strong .

The comparative degree is used to compare two people, places, or things, e.g., stronger .

There are several ways to form the comparative, methods include:

• Adding more or less before the adjective
• Adding -er to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -er to the end.

The superlative degree is typically used when comparing three or more things to denote the upper or lowermost limit of a quality, e.g., strongest .

There are several ways to form the superlative, including:

• Adding most or least before the adjective
• Adding -est to the end of one syllable adjectives
• For two-syllable adjectives ending in y , change the y to an i and add -est to the end.

There are also some irregular adjectives of degree that follow no discernible pattern that must be learned off by students, e.g., good – better – best .

Let’s take a look at these degrees of adjectives in their different forms.

Let’s take a quick look at some sample sentences:

• It was a beautiful example of kindness. 

Comparative

• The red is nice, but the green is prettier .

Superlative

• This mango is the most delicious fruit I have ever tastiest. 

Quantitive adjectives provide information about how many or how much of the noun or pronoun.

Some quantitive adjectives include:

• She only ate half of her sandwich.
• This is my first time here.
• I would like three slices, please.
• There isn’t a single good reason to go.
• There aren’t many places like it.
• It’s too much of a good thing.
• I gave her a whole box of them.

A demonstrative adjective identifies or emphasizes a noun’s place in time or space. The most common demonstrative adjectives are this , that , these , and those .

Here are some examples of demonstrative adjectives in use:

• This boat is mine.
• That car belongs to her.
• These shoes clash with my dress.
• Those people are from Canada.

Possessive adjectives show ownership, and they are sometimes confused with possessive pronouns.

The most common possessive adjectives are my , your , his , her , our , and their .

Students need to be careful not to confuse these with possessive pronouns such as mine , yours , his (same in both contexts), hers , ours , and theirs .

Here are some examples of possessive adjectives in sentences:

• My favorite food is sushi.
• I would like to read your book when you have finished it.
• I believe her car is the red one.
• This is their way of doing things.
• Our work here is done.

Interrogative adjectives ask questions, and, in common with many types of adjectives, they are always followed by a noun. Basically, these are the question words we use to start questions. Be careful however, interrogative adjectives modify nouns. If the word after the question word is a verb, then you have an interrogative adverb on hand.

Some examples of interrogative adjectives include what , which , and whose .

Let’s take a look at these in action:

• What drink would you like?
• Which car should we take?
• Whose shoes are these?

Please note: Whose can also fit into the possessive adjective category too.

We can think of proper adjectives as the adjective form of proper nouns – remember those? They were the specific names of people, places, and things and need to be capitalized.

Let’s take the proper noun for the place America . If we wanted to make an adjective out of this proper noun to describe something, say, a car we would get ‘ American car’.

Let’s take a look at another few examples:

• Joe enjoyed his cup of Ethiopian coffee.
• My favorite plays are Shakespearean tragedies.
• No doubt about it, Fender guitars are some of the best in the world.
• The Mona Lisa is a fine example of Renaissance art.

Though it may come as a surprise to some, articles are also adjectives as, like all adjectives, they modify nouns. Articles help us determine a noun’s specification. 

For example, ‘a’ and ‘an’ are used in front of an unspecific noun, while ‘the’ is used when referring to a specific noun.

Let’s see some articles as adjectives in action!

• You will find an apple inside the cupboard.
• This is a car.
• The recipe is a family secret.

Adjectives Teaching Activity: Types of Adjective Tally

• Choose a suitable book and assign an appropriate number of pages or length of a chapter for students to work with.
• Students work their way through each page, tallying up the number of each type of adjective they can identify using a table like the one below:
• Note how degrees of adjective has been split into comparative and superlative. The positive forms will take care of in the descriptive category.
• You may wish to adapt this table to exclude the easier categories to identify, such as articles and demonstrative, for example.

Traditionally, adverbs are defined as those words that modify verbs, but they do so much more than that. They can be used not only to describe how verbs are performed but also to modify adjectives, other adverbs, clauses, prepositions, or entire sentences.

With such a broad range of tasks at the feet of the humble adverb, it would be impossible to cover every possibility in this article alone. However, there are five main types of adverbs our students should familiarize themselves with. These are:

Adverbs of Manner

Adverbs of time, adverbs of frequency, adverbs of place, adverbs of degree.

Adverbs of manner describe how or the way in which something happens or is done. This type of adverb is often the first type taught to students. Many of these end with -ly . Some common examples include happily , quickly , sadly , slowly , and fast .

Here are a few taster sentences employing adverbs of manner:

• She cooks Chinese food well .
• The children played happily together.
• The students worked diligently on their projects.
• Her mother taught her to cross the road carefully .
• The date went badly .

Adverbs of time indicate when something happens. Common adverbs of time include before , now , then , after , already , immediately , and soon .

Here are some sentences employing adverbs of time:

• I go to school early on Wednesdays.
• She would like to finish her studies eventually .
• Recently , Sarah moved to Bulgaria.
• I have already finished my homework.
• They have been missing training lately .

While adverbs of time deal with when something happens, adverbs of frequency are concerned with how often something happens. Common adverbs of frequency include always , frequently , sometimes , seldom , and never .

Here’s what they look like in sentences:

• Harry usually goes to bed around ten.
• Rachel rarely eats breakfast in the morning.
• Often , I’ll go home straight after school.
• I occasionally have ketchup on my pizza.
• She seldom goes out with her friends.

Adverbs of place, as the name suggests, describe where something happens or where it is. They can refer to position, distance, or direction. Some common adverbs of place include above , below , beside , inside , and anywhere .

Check out some examples in the sentences below:

• Underneath the bridge, there lived a troll.
• There were pizzerias everywhere in the city.
• We walked around the park in the pouring rain.
• If the door is open, then go inside .
• When I am older, I would like to live nearby .

Adverbs of degree express the degree to which or how much of something is done. They can also be used to describe levels of intensity. Some common adverbs of degree include barely , little , lots , completely , and entirely .

Here are some adverbs of degree at work in sentences:

• I hardly noticed her when she walked into the room.
• The little girl had almost finished her homework.
• The job was completely finished.
• I was so delighted to hear the good news.
• Jack was totally delighted to see Diane after all these years.

Adverb Teaching Activity: The Adverb Generator

• Give students a worksheet containing a table divided into five columns. Each column bears a heading of one of the different types of adverbs ( manner , time , frequency , place , degree ).
• Challenge each group to generate as many different examples of each adverb type and record these in the table.
• The winning group is the one with the most adverbs. As a bonus, or tiebreaker, task the students to make sentences with some of the adverbs.

Pronouns are used in place of a specific noun used earlier in a sentence. They are helpful when the writer wants to avoid repetitive use of a particular noun such as a name. For example, in the following sentences, the pronoun she is used to stand for the girl’s name Mary after it is used in the first sentence. 

Mary loved traveling. She had been to France, Thailand, and Taiwan already, but her favorite place in the world was Australia. She had never seen an animal quite as curious-looking as the duck-billed platypus.

We also see her used in place of Mary’s in the above passage. There are many different pronouns and, in this article, we’ll take a look at:

Subject Pronouns

Object pronouns, possessive pronouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, interrogative pronouns.

Subject pronouns are the type of pronoun most of us think of when we hear the term pronoun . They operate as the subject of a verb in a sentence. They are also known as personal pronouns.

The subject pronouns are:

Here are a few examples of subject pronouns doing what they do best:

• Sarah and I went to the movies last Thursday night.
• That is my pet dog. It is an Irish Wolfhound.
• My friends are coming over tonight, they will be here at seven.
• We won’t all fit into the same car.
• You have done a fantastic job with your grammar homework!

Object pronouns operate as the object of a verb, or a preposition, in a sentence. They act in the same way as object nouns but are used when it is clear what the object is.

The object pronouns are:

Here are a few examples of object pronouns in sentences:

• I told you , this is a great opportunity for you .
• Give her some more time, please.
• I told her I did not want to do it .
• That is for us .
• Catherine is the girl whom I mentioned in my letter.

Possessive pronouns indicate ownership of a noun. For example, in the sentence:

These books are mine .

The word mine stands for my books . It’s important to note that while possessive pronouns look similar to possessive adjectives, their function in a sentence is different.

The possessive pronouns are:

Let’s take a look at how these are used in sentences:

• Yours is the yellow jacket.
• I hope this ticket is mine .
• The train that leaves at midnight is theirs .
• Ours is the first house on the right.
• She is the person whose opinion I value most.
• I believe that is his .

Reflexive pronouns are used in instances where the object and the subject are the same. For example, in the sentence, she did it herself , the words she and herself refer to the same person.

The reflexive pronoun forms are:

Here are a few more examples of reflexive pronouns at work:

• I told myself that numerous times.
• He got himself a new computer with his wages.
• We will go there ourselves .
• You must do it yourself .
• The only thing to fear is fear itself .

This type of pronoun can be used to indicate emphasis. For example, when we write, I spoke to the manager herself , the point is made that we talked to the person in charge and not someone lower down the hierarchy. 

Similar to the reflexive pronouns above, we can easily differentiate between reflexive and intensive pronouns by asking if the pronoun is essential to the sentence’s meaning. If it isn’t, then it is used solely for emphasis, and therefore, it’s an intensive rather than a reflexive pronoun.

Often confused with demonstrative adjectives, demonstrative pronouns can stand alone in a sentence.

When this , that , these , and those are used as demonstrative adjectives they come before the noun they modify. When these same words are used as demonstrative pronouns, they replace a noun rather than modify it.

Here are some examples of demonstrative pronouns in sentences:

• This is delicious.
• That is the most beautiful thing I have ever seen.
• These are not mine.
• Those belong to the driver.

Interrogative pronouns are used to form questions. They are the typical question words that come at the start of questions, with a question mark coming at the end. The interrogative pronouns are:

Putting them into sentences looks like this:

• What is the name of your best friend?
• Which of these is your favourite?
• Who goes to the market with you?
• Whom do you think will win?
• Whose is that?

Pronoun Teaching Activity: Pronoun Review Table

• Provide students with a review table like the one below to revise the various pronoun forms.
• They can use this table to help them produce independent sentences.
• Once students have had a chance to familiarize themselves thoroughly with each of the different types of pronouns, provide the students with the headings and ask them to complete a table from memory.  

Prepositions

Prepositions provide extra information showing the relationship between a noun or pronoun and another part of a sentence. These are usually short words that come directly before nouns or pronouns, e.g., in , at , on , etc.

There are, of course, many different types of prepositions, each relating to particular types of information. In this article, we will look at:

Prepositions of Time

Prepositions of place, prepositions of movement, prepositions of manner, prepositions of measure.

• Preposition of Agency
• Preposition of Possession
• Preposition of Source

Phrasal Prepositions

It’s worth noting that several prepositional words make an appearance in several different categories of prepositions.

Prepositions of time indicate when something happens. Common prepositions of time include after , at , before , during , in , on .

Let’s see some of these at work:

• I have been here since Thursday.
• My daughter was born on the first of September.
• He went overseas during the war.
• Before you go, can you pay the bill, please?
• We will go out after work.

Sometimes students have difficulty knowing when to use in , on , or at . These little words are often confused. The table below provides helpful guidance to help students use the right preposition in the right context.

The prepositions of place, in , at , on , will be instantly recognisable as they also double as prepositions of time. Again, students can sometimes struggle a little to select the correct one for the situation they are describing. Some guidelines can be helpful.

• If something is contained or confined inside, we use in .
• If something is placed upon a surface, we use on .
• If something is located at a specific point, we use at .

A few example sentences will assist in illustrating these:

• He is in the house.
• I saw it in a magazine.
• In France, we saw many great works of art.
• Put it on the table.
• We sailed on the river.
• Hang that picture on the wall, please.
• We arrived at the airport just after 1 pm.
• I saw her at university.
• The boy stood at the window.

Usually used with verbs of motion, prepositions of movement indicate movement from one place to another. The most commonly used preposition of movement is to .

Some other prepositions of movement include:

Here’s how they look in some sample sentences:

• The ball rolled across the table towards me.
• We looked up into the sky.
• The children ran past the shop on their way home.
• Jackie ran down the road to greet her friend.
• She walked confidently through the curtains and out onto the stage.

Preposition of manner shows us how something is done or how it happens. The most common of these are by , in , like , on , with .

Let’s take a look at how they work in sentences:

• We went to school by bus.
• During the holidays, they traveled across the Rockies on foot.
• Janet went to the airport in a taxi.
• She played soccer like a professional.
• I greeted her with a smile.

Prepositions of measure are used to indicate quantities and specific units of measurement. The two most common of these are by and of .

Check out these sample sentences:

• I’m afraid we only sell that fabric by the meter.
• I will pay you by the hour.
• She only ate half of the ice cream. I ate the other half.
• A kilogram of apples is the same weight as a kilogram of feathers.

Prepositions of Agency

These prepositions indicate the causal relationship between a noun or pronoun and an action. They show the cause of something happening. The most commonly used prepositions of agency are by and with .

Here are some examples of their use in sentences:

• The Harry Potter series was written by J.K. Rowling.
• This bowl was made by a skilled craftsman.
• His heart was filled with love.
• The glass was filled with water.

Prepositions of Possession

Prepositions of possessions indicate who or what something belongs to. The most common of these are of , to , and with .

Let’s take a look:

• He is the husband of my cousin.
• He is a friend of the mayor.
• This once belonged to my grandmother.
• All these lands belong to the Ministry.
• The man with the hat is waiting outside.
• The boy with the big feet tripped and fell.

Prepositions of Source

Prepositions of source indicate where something comes from or its origins. The two most common prepositions of source are from and by . There is some crossover here with prepositions of agency.

Here are some examples:

• He comes from New Zealand.
• These oranges are from our own orchard.
• I was warmed by the heat of the fire.
• She was hugged by her husband.
• The yoghurt is of Bulgarian origin.

Phrasal prepositions are also known as compound prepositions. These are phrases of two or more words that function in the same way as prepositions. That is, they join nouns or pronouns to the rest of the sentence.

Some common phrasal prepositions are:

• According to
• For a change
• In addition to
• In spite of
• Rather than
• With the exception of

Students should be careful of overusing phrasal prepositions as some of them can seem clichéd. Frequently, it’s best to say things in as few words as is necessary.

Preposition Teaching Activity: Pr eposition Sort

• Print out a selection of the different types of prepositions on pieces of paper.
• Organize students into smaller working groups and provide each group with a set of prepositions.
• Using the headings above as categories, challenge students to sort the prepositions into the correct groups. Note that some prepositions will comfortably fit into more than one group.
• The winning group is the one to sort all prepositions correctly first.
• As an extension exercise, students can select a preposition from each category and write a sample sentence for it.

ConjunctionS

Conjunctions are used to connect words, phrases, and clauses. There are three main types of conjunction that are used to join different parts of sentences. These are:

• Coordinating
• Subordinating
• Correlative

Coordinating Conjunctions

These conjunctions are used to join sentence components that are equal such as two words, two phrases, or two clauses. In English, there are seven of these that can be memorized using the mnemonic FANBOYS:

Here are a few example sentences employing coordinating conjunctions:

• As a writer, he needed only a pen and paper.
• I would describe him as strong but lazy.
• Either we go now or not at all.

Subordinating Conjunctions

Subordinating conjunctions are used to introduce dependent clauses in sentences. Basically, dependent clauses are parts of sentences that cannot stand as complete sentences on their own. 

Some of the most common subordinate conjunctions are: 

Let’s take a look at some example sentences:

• I will complete it by Tuesday if I have time.
• Although she likes it, she won’t buy it.
• Jack will give it to you after he finds it.

Correlative Conjunctions

Correlative conjunctions are like shoes; they come in pairs. They work together to make sentences work. Some come correlative conjunctions are:

• either / or
• neither / nor
• Not only / but also

Let’s see how some of these work together:

• If I were you, I would get either the green one or the yellow one.
• John wants neither pity nor help.
• I don’t know whether you prefer horror or romantic movies.

Conjunction Teaching Activity: Conjunction Challenge

• Organize students into Talking Pairs .
• Partner A gives Partner B an example of a conjunction.
• Partner B must state which type of conjunction it is, e.g. coordinating, subordinating, or correlative.
• Partner B must then compose a sentence that uses the conjunction correctly and tell it to Partner A.
• Partners then swap roles.

InterjectionS

Interjections focus on feelings and are generally grammatically unrelated to the rest of the sentence or sentences around them. They convey thoughts and feelings and are common in our speech. They are often followed by exclamation marks in writing. Interjections include expressions such as:

• Eww! That is so gross!
• Oh , I don’t know. I’ve never used one before.
• That’s very… err …generous of you, I suppose.
• Wow! That is fantastic news!
• Uh-Oh! I don’t have any more left.

Interjection Teaching Activity: Create a scenario

• Once students clearly understand what interjections are, brainstorm as a class as many as possible.
• Write a master list of interjections on the whiteboard.
• Partner A suggests an interjection word or phrase to Partner B.
• Partner B must create a fictional scenario where this interjection would be used appropriately.

With a good grasp of the fundamentals of parts of speech, your students will now be equipped to do a deeper dive into the wild waters of English grammar. 

To learn more about the twists and turns of English grammar, check out our comprehensive article on English grammar here.

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• Writing Tips

The Basics of Narrative Voice

3-minute read

• 8th August 2018

“Narrative” refers to how a story is told. A “narrative voice,” then, is a voice that tells a story. This makes it important for authors to understand the basics! In this post, therefore, we’re looking at key aspects of narrative voice.

Grammatical Person

One key element of narrative voice is point of view. This is reflected in the grammatical person used. In most narrative writing, this will either be first person or third person:

• First-person narration tells a story from the point of view of the narrator (i.e., using “I” or “we” pronouns). This will often be the main character in the story, but it could also be someone else recalling what they witnessed or a story they heard.
• In third-person narration , the narrator isn’t the main focus of the story. They may be part of the story, such as an onlooker giving their version of events. But a third-person narrator may also be the disembodied voice of the “author” telling the story. Either way, they refer to characters with third-person pronouns such as “he,” “she,” and “they,” but not “I” or “we.”

While not impossible, it is unusual to use the second person in narration . This is because it involves addressing the reader directly, as if you were telling a story about the person reading it!

What Does the Narrator Know?

A narrator can be either limited or omniscient. A limited narrator knows only what they would know within the bounds of the story (e.g., a character recounting their version of events). An omniscient narrator knows everything that is happening in the world of the story.

First-person narrators are usually limited since first-person narration is subjective. But third-person narrators can be either limited or omniscient depending on their relation to the story itself.

Narrative Reliability

Another element of narration is how trustworthy the narrative voice is. A reliable narrator provides a straightforward, credible account of events. An unreliable narrator , on the other hand, tells a story that should not be taken at face value. This may be because the narrator is lying, misinformed, or even insane. The point of this is to:

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• Make the reader question what they are being told
• Show the reader something about the narrator

For example, an unreliable narrator may be trying to persuade the reader to sympathize with an unsympathetic character, such as Patrick Bateman from American Psycho . Or it can be used to show us how the world appears to the narrator, such as in The Curious Incident of the Dog in the Night-Time , where the story is told from the point of view of an autistic child.

Combining These Elements in Narrative Voice

You can combine the elements above in various ways. As mentioned, for example, a third person narrator can be either limited or omniscient. You can also use different narrative voices in different parts of a story.

Try experimenting with telling your story in different ways. They key is finding a voice that works for you. To work out what type of narration to use:

• Think about what you want to reader to feel and think as they read
• Consider how you want the reader to relate to the narrator
• Work out what type of voice will let you achieve this

Whatever  you choose to do, though, remember that narrative voice is an essential part of storytelling.

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My Speech Class

Public Speaking Tips & Speech Topics

Narrative Speech [With Topics and Examples]

Jim Peterson has over 20 years experience on speech writing. He wrote over 300 free speech topic ideas and how-to guides for any kind of public speaking and speech writing assignments at My Speech Class.

Narrative Speech Topics

• Your Events, Life Lessons, Personal Experiences, Rituals and Your Identity.

The main point is that you are talking about yourself.

Your  thoughts, feelings, ideas, views, opinions and events are the leading ladies in this special public speaking speech writing process.

In this article:

Your Life Lessons

Experiences, narrative speech writing tips, 10 fast showcases.

Here are example narrative speech topics you can share in a speech class or other public speaking assignment in high school, college education. Narrow the speech topics appropriately to the public speaking occasion rules with the specialized checklist I have composed with seven narrative speech writing  tips .

The checks and tips also serve as hooks for to narrate a paragraph in an college essay.

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The backbone of my advice is: try to keep the story devoted and dedicated. If you find it hard to develop speech topics for narration purposes and you are a little bit overwhelmed, then try ten ways I’ve developed to  find narrative speech topics .

Most students mark out an event in their speeches and essays. An event that stipulate a great step in life or an important moment that has impact on your prosperity or lifestyle from that particular period:

E.g. An accident or remarkable positive event that changed my life. The birth of my brother, sister or other relative and the impact on our household and family-life. My first day at high school or college. The decision I regret most at my school or in my professional job career. My day of graduation (If you have not yet graduated from an educational institution, describe your hardworking and your planning efforts to achieve the qualification). My first serious date with my boyfriend / girlfriend. A significant family event in the summer. A memorable vacation. A historical event that impressed me. The day I will move overseas. A milestone that seemed bad but turned out to be good. My heroic sports moment at the campus field.

Take personal growth and development as starting point. Widen the horizon of the audience to a greater extent with narrative speech topics on wisdom. Construct a life lesson yourself, based on a practical wisdom acquired by own experience, or one you have been be introduced to by someone else:

E.g. The influence of a special person on my behavior. How I have dealed with a difficult situation. What lessons I have learned through studying the genealogy of my family. A prejudice that involved me. An Eureka moment: you suddenly understood how something works in life you had been struggling with earlier. How you helped someonelse and what you learned from her or him, and from the situation.

For this kind of public speaking training begin with mentioning intuitively the emotions you feel (in senses and mind) and the greater perception of the circumstances that lead to apprehension of a precarious situation:

E.g. My most frustrating moment. How you handled in an emergency situation. How I break up with my love. A narrow escape. A moment when you did something that took a lot of courage. A time when you choose to go your own way and did not follow the crowd. How I stood up for my beliefs. The day you rebelled with a decision concerning you. How you cope with your nerves recently – think about fear of public speaking and how you mastered and controlled it in the end. What happened when you had a disagreement with your teacher or instructor in class, this triggering narrative speech idea is great for speech class, because everyone will recognize the situation.

This theoretic method is close related to the previous tips. However, there is one small but significant difference.

Let’s define rituals as a system of prescribed procedures or actions of a group to which you belong. In that case you have the perfect starters to speak out  feelings .

Complement the ritual with your own feelings and random thoughts that bubble up when you are practicing the ritual:

E.g. How you usually prepare for a test at high school or for a personality interview or questionnaire. Your ritual before a sports game. Your ritual before going out with friends – make up codes, choosing your dress or outfit, total party looks. The routines you always follow under certain circumstances on your way to home. Church or other religious rituals you think are important to celebrate. Special meditative techniques you have learned from old masters in East Asia.

These examples are meant to accent the cultural and personal charateristics based on values, beliefs and principles.

What do you think is making life worth living? What shaped your personality? What are the psychological factors and environmental influences?

And state why and how you ground your decisions:

E.g. My act of heroism. The decisions my parents made for me when I was young – school choice, admission and finance. How curiosity brings me where I am now. I daydream of … A place that stands for my romantic moments – a table for two in a restaurant with a great view. My pet resembles my personal habits. A vivid childhood memory in which you can see how I would develop myself in the next ten to fifteen years. Samples of self-reliance in difficult conditions, empathy towards others in society, and your learning attitude and the learning curve.

Make a point by building to a climax at the end of your speech topic, whatever the narrative speech topics may be you want to apply in some sort of public speaking training environment. Build your way to the most intense point in the development or resolution of the subject you have chosen – culminate all facts as narrator to that end point in your verbal account.

Narrative speech tips for organizing and delivering a written description of past events, a story, lesson, moral, personal characteristic or experience you want to share.

• Select carefully the things you want to convey with your audience. Perhaps your public speaking assignment have a time limit. Check that out, and stick to it.This will force you to pick out one single significant story about yourself.And that is easier than you think when you take a closer look at my easy ways to find narrative topics.
• What do you want your audience to remember after the lapse?
• What is the special purpose, the breaking point, the ultimate goal, the smart lesson or the mysterious plot?
• Develop all the action and rising drama you need to visualize the plot of the story: the main events, leading character roles, the most relevant details, and write it in a sequence of steps. Translate those steps into dialogues.
• Organize all the text to speech in a strictly time ordered format. Make a story sequence. Relate a progression of events in a chronologically way.The audience will recognize this simple what I call a What Happened Speech Writing Outline, and can fully understand your goal. Another benefit: you will remember your key ideas better.It can help if you make a simple storyboard – arrange a series of pictures of the action scenes.
• Build in transition sentences, words or phrases, like the words then, after that, next, at this moment, etc. It helps to make a natural flow in your text.
• Rehearse your narrative speech in front of a friend and ask opinions. Practice and practice again. And return to my narrative speech topics gallore if you get lost in your efforts.Avoid to memorize your text to speech. When you are able to tell it in a reasonably extemp manner – everyone can follow you easily – it is okay.
• Finally, try to make eye contact with your listeners when you deliver this educational speech and apply my public speaking tips one by one of course.
• A good place to start finding a suitable narrative speech topic is brainstorming about a memorable moments in your life, a situation you had to cope with in your environment, a difficult setting or funny scene you had to talk your way out.

Try to catch it in one phrase: At X-mas I … and followed by a catchy anf active verb.

E.g. At X-mas I think … I want … I’m going … I was … I stated … I saw … .

After the task verb you can fill in every personal experience you want to share with your public speaking audience in a narration. These 40 speech topics for a storytelling structure can trigger your imagination further.

My most important advice is: stay close to yourself, open all your senses: sight, hearing, taste, and even smell and touch. Good for descibing the memorable moment, the intensity of it.

• A second way to dig up a narrative speech topic is thinking about a leading prophetic or predictive incident in the previous 10 years or in your chidhood. Something that illustrates very well why and how you became who you are right now.

E.g. Your character, moral beliefs, unorthodox manner of behaving or acting or you fight for freedom by not conforming to rules, special skills and qualities.

• The third way I like to communicate here with you is storytelling. Let yourself be triggered for a narrative speech story by incidents or a series of events behind a personal photograph or a video for example.

E.g. Creative writing on a photo of your grand-grandparents, of a pet, a horse, an exciting graduation party, a great architectural design.

• You also can find anecdotal or fictional storylines by highlighting a few of your typical behavior or human characteristics.

E.g. Are you a person that absorbs and acquires information and knowledge, likes to entertain other people or nothing at all? Or are you intellectually very capable in solving comprehensive mathematical calculations? Or are you just enjoying life as it is, and somewhat a live fast die young type?

Or a born organizer – than write speech topics about the last high school or college meeting you controlled and administered.

• The fifth method I would like to discuss is the like or not and why technique. Mark something you absolutely dislike or hate and announce in firm spoken language (still be polite) why. A narrative speech topic based on this procedure are giving insight in the way you look at things and what your references are in life.

It’s a bit like you make a comparison, but the difference is that you strongly defend your personal taste as narrator. It has a solid persuasive taste:

E.g. Speeches about drilling for oil in environmental not secure regions, for or against a Hollywood or Bollywood movie celebrity, our bankingsystem that runs out of trust of you the simple bank account consumer. Or your favorite television sitcom series.

• An exciting, interesting, inspiring or funny experience or event that changed your life is the next public speaking tip I like to reveal now.

E.g.? Staying weekends at your uncle’s farm shaped you as the hardworking person you are nowadays. A narrative speech topic in this category could also be about music lessons, practical jokes. Or troublesome events like divorce, or great adventures like trips at the ocean. Or even finding faith or a wedding happiness.

And what do you think of extreme sports tournaments?

• An important lesson you learned from someone you admire. This is a very classical narrative speech topic.

It tends to be a little bit philosophical, but if you tell you story people will recognize what you mean and compare that with their own stories and wisdom lessons.

Tell the story of a survivor of a traffic accident, and how you admire her or his recovery. Winners of awards, great songwriters, novelists, sportsheroes.

This list is almost exhaustive. Share the wisdom of their fails and achievements.

• The moment in your life you see the light, or that was very insightful. It seems a bit like my number six advice, but focus more on the greatness and happiness of that very moment. A moment’s insight is sometimes worth a life’s experience, American Judge Oliver Wendell Holmes have said.

Magnificent and breath-taking nature phenomenons, precious moments after a day of struggle, final decisions that replenish, lift your spirit.

• A fable or myth that has a moral lesson you try to live to.

Aesop Fables are a great source for a narrative speech topic idea structure. Think about The Dog and His Reflection, The Fox and The Grapes, and Belling the Cat. Talking about fairy tales as an inspiring source: what do you think of a personal story about the moral of The Emperor’s New Clothes?

• The relation between a brief series of important milestones in your life that mold your character is also possible – if catchy narrated storytelling of course :-).

First day of school, first kiss, Prom Night, your high school graduation, wedding, first job interview.

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25 Engaging Narrative Speech Examples for Effective Storytelling

Are you finding it tough to keep your audience hooked on your stories? Trust me, you’re in good company; I’ve wrestled with the same challenge and knew something had to give. After diving deep into research, I stumbled upon 25 captivating narrative speech examples that completely revolutionized my approach to storytelling .

In this article, I’ll share these dynamic techniques and real-life instances that will empower you to enchant any crowd. Brace yourself for a true game-changer !

Table of Contents

Key Takeaways

• Narrative speeches are a powerful way to share stories and ideas. They use personal experiences or creative tales to make messages memorable.
• Effective narrative speeches require careful planning, from choosing the right topic to organizing thoughts in an engaging way.
• Using descriptive language, vivid details, and expressive tone can help bring your story to life for listeners.
• There are many topics you can explore in a narrative speech, including personal challenges, memorable experiences, and lessons learned.
• Practice and feedback are important steps in improving your storytelling skills for captivating audience attention .

Understanding the Essence of Narrative Speeches

What is a narrative speech and how it differs from anecdotes.

Definition of the word ‘narrative’

A narrative is a story that someone tells or writes . This story can be about real events from the past or made-up adventures . In speeches, narratives help us share personal experiences and entertain our audience.

They bring life to our words by allowing listeners to see through our eyes. Stories in narrative speeches often highlight lessons learned or moments that changed us.

Using effective storytelling techniques , these stories connect with people on a deeper level . Every good speech uses elements of narratives to keep the audience engaged and interested.

We use tales from our own lives or others’ experiences as examples when talking about overcoming fear, learning new skills, or any topic we choose for public speaking.

Difference between anecdotes and stories

Anecdotes are brief personal stories , while stories are more detailed and often fictional or based on real events. Anecdotes aim to illustrate a specific point or experience , whereas stories have a developed plot with characters and settings .

Anecdotes usually focus on one incident, while stories can span a longer period and involve multiple events. Additionally, anecdotes tend to be shorter in length than stories.

The distinction between anecdotes and stories lies in their depth and purpose; anecdotes serve as brief illustrations for specific points or experiences, while stories offer more extensive plots with characters and settings, typically involving multiple events over a longer timespan.

Effective Narrative Speech Topics

Choosing captivating narrative speech topics is crucial for engaging your audience and making an impact. From brainstorming ideas to selecting the right topic, this section will guide you through the process, ensuring your narrative speech resonates with your listeners.

Brainstorming ideas

When brainstorming ideas for narrative speeches, consider real-life experiences and personal anecdotes . Here are some engaging topics to spark your creativity:

• Reflect on a valuable lesson learned
• Describe a memorable travel experience
• Share a moment of overcoming fear or adversity
• Discuss a significant achievement or milestone
• Explore a unique hobby or passion
• Recall a funny or embarrassing moment
• Delve into a cultural tradition or family heritage
• Analyze a turning point in your life
• Examine the impact of a role model or mentor
• Reflect on a memorable childhood experience

Remember, your own experiences can be the most compelling source of storytelling material!

Choosing the right topic

When choosing a topic, consider real-world experiences and anecdotes . Your story should be engaging and relatable to your audience. Think about personal challenges , unexpected adventures , or lessons learned .

These topics will make your narrative speech more impactful and memorable for your listeners, enhancing the effectiveness of your storytelling skills.

So, here are 40 firsts you can consider for your narrative speech topics :

• Your first day at school
• Your first pet
• Your first time riding a bike
• The first movie you ever watched at the cinema
• Your first camping trip
• The first time you traveled by plane
• Your first job interview experience
• Your first public speaking experience in school
• The first time you cooked a meal by yourself
• Your first volunteering experience
• The first time you overcame a fear or phobia
• The moment of your highest achievement so far
• The moment of your lowest point in life
• That one person who has had the most significant impact on your life
• A great lesson learned from a failure
• Your biggest adventure yet
• The funniest mistake you’ve ever made
• A surprising discovery that changed your perspective on something important
• A moment when someone’s small act of kindness meant the world to you
• An unforgettable family tradition or ritual
• Your most memorable travel experience
• A mystery or ghost story that still gives you chills
• Meeting someone famous unexpectedly
• An embarrassing moment that turned into a valuable life lesson
• The day that completely changed the course of your life
• The greatest risk you took and what happened next
• A challenge that tested your patience and resilience
• How a seemingly ordinary event led to extraordinary opportunities for growth and success
• The best surprise party or celebration planned for someone else
• An unexpected turn of events leading to an unusual friendship
• Losing something precious and learning to cope with it
• Experiencing an extreme weather condition like never before
• Rescuing an animal in need or being rescued by one
• That one subject in school which impacted your way of thinking
• Owning up to a mistake and dealing with its consequences
• A personal project or hobby turning into something much more than anticipated
• Discovering an old family secret or hidden treasure
• Attending an event that broadened your cultural horizons dramatically
• An encounter with nature that left an indelible mark on your soul
• The day when empathy made all the difference, bringing about positive change.

As we have explored various engaging narrative speech examples, let’s now understand how to write a compelling narrative speech .

40 tell-a-story speech topics

• Overcoming a fear
• A memorable family vacation
• Learning to ride a bike
• Meeting a childhood hero
• Getting lost in an unfamiliar place
• Standing up for what’s right
• My first job interview
• Making a big decision
• The best gift I ever received
• A challenging sports moment
• A funny misunderstanding
• My proudest achievement
• Dealing with failure and learning from it
• An unexpected act of kindness
• The power of teamwork in a tough situation
• Making a new friend in an unlikely place
• .The day that changed my life
• .An unforgettable journey
• .Coping with a difficult loss
• .Discovering a passion or hobby
• .A valuable lesson learned from a mistake
• .Facing a personal challenge head – on
• .Exploring a new culture or tradition
• Experiencing the joy of accomplishment after hard work
• Exploring the beauty of nature
• Facing and overcoming adversity
• Discovering the true meaning of friendship
• Learning to appreciate the little things in life
• Navigating through peer pressure successfully
• Stepping out of my comfort zone for growth
• Making a tough moral decision
• Finding inspiration from an unexpected source

35 more narrative or personal story speech topics

Transitioning from brainstorming ideas to choosing the right topic, here are 35 more narrative or personal story speech topics:

• Overcoming a challenging obstacle
• A meaningful encounter with a stranger
• Learning a valuable lesson from a mistake
• An unforgettable adventure in a new place
• Navigating through tough decision – making
• Embracing change and growth
• Facing and conquering fear
• Unforgettable moments of friendship
• Discovering an unexpected passion
• The impact of a mentor in your life
• Standing up for what you believe in
• Finding strength in moments of weakness
• Adapting to a new culture or environment
• The joy of pursuing a lifelong dream
• Humorous mishaps and their life lessons
• Celebrating cultural traditions and experiences
• Moments of empowerment and self – discovery
• Overcoming adversity in the face of criticism
• Life – changing travels and discoveries
• The power of resilience and perseverance
• Living with gratitude despite challenges
• Drawing inspiration from influential figures
• Cultivating empathy through personal experiences
• Heartwarming acts of kindness and compassion
• Resilience forged through difficult times
• Unforgettable lessons from unexpected sources
• Navigating the complexities of family dynamics
• Triumphs over self – doubt and insecurities
• Lessons learned from overcoming failure
• Unforgettable encounters with nature’s beauty
• Moments that reshaped your perspective on life
• Honoring the impact of significant relationships
• Personal milestones that shaped your identity
• The journey towards self – acceptance and confidence
• Transformative experiences that changed your outlook

These topics aim to inspire engaging storytelling for effective communication, public speaking, and literary projects.

How to Write a Narrative Speech

Craft your narrative speech around a personal experience or significant event. Create a strong introduction, include vivid details in the body, and conclude with an impactful ending to engage your audience.

Utilize descriptive language and sensory details to make your story come alive for your listeners. This will help them connect with your experiences and emotions on a deeper level.

Steps and guidelines

When writing a narrative speech, consider the following steps and guidelines:

• Understand your audience and their interests before deciding on a topic.
• Brainstorm ideas and select a personal experience or anecdote that resonates with you.
• Structure your speech with an engaging introduction, body, and conclusion.
• Use descriptive language to paint a vivid picture for your audience.
• Include relevant details that add depth and emotion to your story.
• Practice delivering your speech using varied intonation and gestures for impact.
• Seek feedback from others to refine your narrative for maximum effectiveness.

These steps will help you craft a compelling narrative speech that captivates your audience and leaves a lasting impression.

Sample student narrative speech outline

When it comes to crafting a compelling narrative speech, having a well-structured outline is crucial. Here’s a meticulously tailored student narrative speech outline to guide you through the process:

• Introduction
• Engaging opening : Grab the audience’s attention with a captivating hook or personal anecdote.
• Establishing the theme : Clearly introduce the topic and its relevance to the audience.
• Purpose statement : State the main idea or lesson that will be conveyed through the narrative.
• Setting the Scene
• Describe the setting : Paint a vivid picture of the time and place where the story takes place.
• Introduce characters : Briefly introduce key characters and their roles in the narrative.
• Build tension : Set up any conflicts or challenges that drive the story forward.
• Conflict and Resolution
• Unveil the problem : Clearly present the central conflict or obstacle faced by the protagonist.
• Rising action : Detail how tensions escalate as characters attempt to overcome challenges.
• Climax and resolution : Describe the pivotal moment when the conflict reaches its peak and explain how it is ultimately resolved.
• Lesson Learned
• Reflect on experiences : Share personal insights gained from overcoming obstacles in your story.
• Relatable message : Tie in universal themes or lessons that resonate with your audience.
• Call to action (optional) : Encourage listeners to apply newfound wisdom in their own lives.
• Recap key points : Summarize the main events and takeaways from your narrative journey.
• Final thought or quote : End with a memorable closing line that leaves a lasting impression on your audience.

By following this structured outline, you can effectively craft a captivating narrative speech that engages your audience and leaves a lasting impact.

Examples of Engaging Narrative Speeches

Explore captivating narrative speech examples such as “A long way,” “A valuable lesson,” “My guided lesson 3,” and “Improving communication.” Discover the power of effective storytelling.

Personal narrative speech: A long way

I remember the time when I started my public speaking journey . It felt like a mountain to climb, but with practice and determination, it became more manageable. Engaging storytelling can transform your fear into confidence .

Real-world experiences make for compelling narratives – they resonate with the audience and bring your speech alive.

Moving forward, let’s learn about “Personal narrative speech: A valuable lesson “.

Personal narrative speech: A valuable lesson

During my college years, I learned a valuable lesson on the power of perseverance . It all started when I faced a tough challenge that seemed impossible to overcome. Despite feeling discouraged, I refused to give up and pushed through the obstacles.

This experience taught me that determination can lead to success , even in the face of adversity. The journey was not easy, but it strengthened my resilience and showed me the importance of never backing down from difficult situations.

My time grappling with this challenge was a turning point in realizing how perseverance can lead us towards unexpected victories. Through this personal narrative speech , you’ll explore how embracing challenges can pave the path for growth and triumph in both personal and professional endeavors.

Personal narrative speech: My guided lesson 3

During my guided lesson 3, I learned how to craft a compelling narrative speech that captivates the audience. Real-world experiences and anecdotes are the backbone of an engaging narrative.

The importance of narrative style in effective storytelling cannot be underestimated, emphasizing the significance of engaging storytelling to bring ideas alive .

– Personal narrative speech: Improving communication

Personal narrative speech: Improving communication

Improving communication is crucial for effective storytelling . It helps in connecting with the audience and conveying the message clearly. To enhance communication skills , practice active listening, maintain eye contact, and use body language effectively.

Engaging the audience is essential by using expressive tone and gestures to keep them interested. Make sure to speak clearly and confidently while avoiding filler words like “um” or “uh”.

These steps will help improve your overall communication skills and make your narrative speech more engaging for your listeners. Now let’s move on to exploring effective narrative speech topics .

Narrative essay on basketball injury

Transitioning from the topic of improving communication, let’s delve into a personal experience that revolves around a narrative essay on basketball injury . I vividly recall the adrenaline rush during a crucial game when, unfortunately, an unexpected twist led to an ankle injury .

The excruciating pain and subsequent recovery became a significant part of my journey and have since shaped my perspective on perseverance and resilience in the face of adversity.

Navigating through the complexities of physical setbacks provided valuable insights into determination and overcoming obstacles. Despite the daunting nature of such experiences, they can serve as powerful narratives that resonate with audiences, illustrating the importance of perseverance and fortitude.

Let’s talk about narrative speeches. They’re a great way to tell stories and keep people interested. I used to struggle with public speaking, but I worked hard and learned a lot. Now, I help others speak confidently.

Narrative speeches use storytelling to share ideas or experiences . There are 25 engaging examples in this topic that show how powerful storytelling can be, no matter what you’re talking about.

Stories make things interesting and help people remember your message. Whether you’re using personal experiences or creative tales, the right story can really make your speech stand out.

Writing a narrative speech takes some planning. You need to pick the right topic and organize your thoughts carefully. But when you get it right, it’s worth it!

There are all sorts of topics you can choose for your speech. From personal stories to lessons learned , there’s always something interesting you can talk about.

Remember that telling a good story is key in narrative speeches. It doesn’t matter what genre or form; if your story is compelling, people will listen.

Adding entertainment into your speech makes it more fun for everyone listening. They’ll enjoy hearing what you have to say and appreciate the effort you put into making it engaging.

Digital storytelling is another cool thing to try! You can mix different media like videos and pictures with your words to bring ideas alive even more vividly than ever before.

Understanding how narratives work helps too – knowing skills like setting up tension and providing resolutions keeps listeners on their toes wanting more!

Always looking at new ways to improve my own speaking has shown me just how much impact a well-told story can have on an audience.

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Narrative Speech

Try to let this scenario ply out in your head. It is the first day of school. You see children running around the hallways and the canteen. You see the teachers in the faculty room taking their 15-minute break before the start of the school bell at 7:30 in the morning. You see the high school students doing typical teenager things (e.g. texting, putting make up on, chatting the day away, sleeping, doing their homework at the very last minute, etc…). As the bell begins to ring, the students start to sing the country’s national anthem followed by a patriotic oath to the country then, sometimes the school hymn. You may also see narrative writings .

• Speech Examples
• Informative Speech

As the students take their seats, the first period teacher walks in the classroom and begins to introduce herself as Ms. Katniss Everdeen. As she was just finishing doing her introductions, the principal made an announcement requesting all the students and faculty to assemble in the school’s multi-purpose room for welcoming remarks of the first day of school. After settling down, the principal walked up to the stage and said: “Here to talk about pursuing your dreams at a young age, I would like to introduce to you the speaker of today’s special talk. You may also see personal narrative essay .

May we please give a special round of applause to none other than Eleven herself from Stranger Things, Millie Bobbie Brown?”

We all wish our first day of school was like that… Oh well. Now considering that you are placed in her shoes and will be asked to talk about a similar topic to that, how would you go about it?

Narrative Speeches

But then, you remembered something. It is actually not that difficult since this speech is all about you, and how that experience allowed you to become a better version yourself. Personal narrative speeches give focus on a specific real life event that served as a turning point for the writer. Speeches are often given as an assignment or a project by the teacher. But in order to write a strong personal narrative about yourself, try to think of an idea that might pique the audience’s curiosity.

Just like every good speech, great books, and awesome movies, it must have an introduction, the middle events, the climax, and finally, the end of the story. Here is an example of a personal narrative that might be able to help you out in writing your own personal narrative. You may also see informative speech .

Basic Personal Narrative Outline Example

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Part 1. Brainstorming Ideas for the Narrative

Every good piece of literature or movie must always have a great idea to begin the story. Once you have an idea on what you would want to share with the audience, it makes things easier for you to explain as you just have to boil down to the specifics on what experiences can best go with the theme you are going to share. Listed below are some of the ways to brainstorm ideas:

Think of a memorable event or a moment in your life.  Sure there are many moments and memories in your life that you have felt and experienced over the years. But there are only so few that have struck you to the depths of your soul that you cannot help but not forget that instance, even when you become old and gray. It does not have to be something major, it can even be as something simple as your first date with her and how you felt whenever she was with you. You may also see declamation speech .

For example, you can write about how your best friend stood up to you when you were getting bullied by a bunch of jerks in middle school or the time when you and your friends went to the club for the very first time and got wasted. You may also see launch speech .

Expand on an important conflict in your life.  Everyone just loves watching drama. When you have found the perfect dramatic event to be included in your speech, include it in the speech and elaborate in detail. You may also see youth speech .

For example, you can write about the time your one and only best friend ditched you to start hanging out with those “plastic” losers and you were abandoned and treated like garbage afterwards by everyone in your class after your “best friend” spread some lies about you. You may also see graduation speech .

Think about a particular theme or idea.  When deciding your speech, decide what the message you want to deliver the audience as a jumping off point for the narrative. Base your theme on your personal experiences that you would like to share. Once you have thought about it, ask yourself as to whether it has transformed you for the better or for the worst. Poverty, patience, sacrifice, and endurance are all good choices for a personal narrative. You may also see award speech .

For example, you may want to include in your experience on how a boy with no father or mother makes a living for himself by selling street food and how poverty has made you become more generous and thoughtful for others who are suffering on the streets. You may also see retirement speech .

Read examples of personal narrative.  Finally, in order to write a good narrative, you must learn how others o it as well. To quote from the Jedi Master Yoda, he states: “You must unlearn what you have learned”. Very philosophical, but it is true. One cannot claim to know everything. And even if you did know everything, to learn something new, you must be open to change and new things in order to enhance and improve your skill. Here are some reading references you might want to glance at before starting:

• The Boys of My Youth by Jo Ann Beard
• Slouching Towards Bethlehem by Joan Didion
• Me Talk Pretty One Day by David Sedaris
• The Lives section of The New York Times

David Becomes King Narrative Speech Outline Example

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Part 2.  Writing the Personal Narrative

Now that you have brainstormed some ideas needed to start with your personal narrative, it is finally time to get to your computer and ignite the thought train full speed ahead.

Start with a hook.  First impressions matter! If you have successfully bored out the audience in their chairs, then congratulations, only a few people are going to pay attention to what you have to say throughout the rest of your speech. Attention-grabbers often come in the form of a story, a quote, a personal experience. You may also see valedictorian speech .

For example, you can mention in the first line of your personal narrative: “I remember this one time when I accidentally slipped and fell down on the lake when I was fishing while everyone was staring at me.”

Set the scene with action.  Every good story will not be complete without providing some background information and supporting details to the characters in your story.

Move chronologically through the events.  When you begin your speech with your four year-old self accidentally drowning in a swimming pool just because he saw a slide and he wanted to get on it, do not immediately proceed to when you nine years old and you accidentally punched someone in the face because he was a jerk. It is important to set things in order as to avoid confusion between the timeline of your story. Finish explaining everything that occurred in event A before proceeding to event B and finally concluding with event C. You may also see acceptance speech .

Use sensory detail and description.  They say it is important to show and not just simply to tell. Most speeches would allow visual aids or props to be presented at the front to give an audience a better idea on what the speaker is describing. But if not, then you must be able to use your imagination describing the object or event you have felt using the five senses. You may also see persuasive speech .

Finish with a moral or takeaway.  Wrap your personal narrative up with a reflection or analysis of the transpired events. It is important that at the end of your speech, the audience is left with something to recall even if he forgets everything else. Allow them to leave the room with the moral and lessons that they have learned from your speech. You may also see elevator speech .

Speech 101 Narrative Speech Outline Example

Size: 75 KB

At the end of the day, speech writing is one challenge. The next challenge is on how you are going to deliver it in front of the audience. You may refer to these examples for guidance if ever you are still struggling with writing a narrative speech. With that, we would like to end here and wish you the best of luck in your speech writing journey!

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Examples of narrative speech topics

125 strong ideas for effective personal storytelling speeches

By:  Susan Dugdale  

Narrative speech topics are topics especially designed to trigger telling a story.

And who doesn’t love being told a good story? They’re universally appreciated. It’s the oldest, most effective way of emphasizing a point, illustrating an idea or recounting an event.

For as long as there have been people in the world, there have been people telling them stories: storytellers.

What's on this page:

• 125 examples of narrative speech topics: -  40 'first' experiences , -  40 tell-a-story topics , -  35 personal story ideas  
• How to best use this page

Choosing the right narrative speech topic

• How to get from topic to speech (with a printable speech outline to download)

A definition of the word 'narrative'

A personal story is a powerful story, the difference between an anecdote and a story.

• Additional resources for storytelling speeches

How to make best use of this page

Browse the topics and make a shortlist of any that appeal to you. (These are the ones that will immediately have you thinking of stories you could share.)

Make sure you download the printable narrative speech outline. Then take what  you need from the other information. (If you've never given a narrative or storytelling speech before, read all of it!) It's here to help you put together the best speech you possibly can. ☺

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The most powerful stories to tell are personal. They’re the game changers, the significant events: meetings, accidents, cultural jolts, and life lessons that have made an impact.

They’re stories about family, our children, love, marriage, politics, education, work, living in society, philosophy, the natural world, ...

In telling these stories we reveal aspects of ourselves: sharing our innermost thoughts and feelings.

To give a good narrative speech, one that fully engages our audience we need to:

• choose a meaningful story with strong characters they can relate to in a situation they’ll recognize and identify with
• use vivid language enabling them to easily picture and feel what’s happening

A spoken or written account of connected events; a story: "a gripping narrative"

Word with similar meanings: account, story, tale, chronicle, history, description, record.

(Definition from Oxford Languages )

Because narrative speeches are often stories about ourselves we need to think carefully about what we share and with whom.

Some subjects are sensitive for many reasons. And what could be completely appropriate in one setting could be quite wrong in another.

As the giver of the speech, you’ll want to be clear about what you’re sharing and why.

Additionally, an emotional narrative speech exposing your own deeply felt and unresolved issues would be difficult for an audience to witness.

They’d want to help, send you to a therapist, leave... People do not want to feel embarrassed or uncomfortable on your behalf.

The right narrative topic idea is one you know your audience will want to hear, fits the speech purpose you’ve been given, and one you feel comfortable sharing.

Should you decide to use someone else's story for your speech be sure to acknowledge whose it is and where you got it from.

Getting from topic to speech

Once you’ve decided on your topic, the next step is developing a story outline. That involves carefully thinking through the sequence of the story, or what you’re going put in it, scene by scene and why, from beginning to end.

To help you do that easily I've put together a printable narrative speech outline. To download it click on the image below. (The pdf will open in a new window.)

The outline will guide you through each of the steps you need to complete. (Instructions are included.)

Rehearsal, rehearsal, rehearsal 

Once your outline is done, your next task is rehearsing, and then rehearsing some more. You’ll want to know before you give the speech that it:

• makes sense and can be followed easily,
• grabs and holds the audience’s attention, is relevant to them,
• and easily fits the time you’ve been given.

Rehearsal lets you find out in a safe way where any glitches might be lurking and gives you an opportunity to fix them.

It also gives you time to really work at refining how you tell the story.

For instance, what happens if this part is said softly and slowly? Or if this bit is delivered more quickly, and that has a long pause after it?

And what about your body language? Are you conscious of what you’re actually doing as you speak? Do you ‘show’ with your body and how you use your voice, as well as ‘tell’ with your words?

The way you tell a story makes an enormous difference to how it is received. A good story can be ruined by poor delivery. If you make the time to practice, that’s largely avoidable.

• For more on how to rehearse – a step by step guide to rehearsing well
• For more on the vocal aspects of speech delivery
• For more on developing effective body language

Many people share an anecdote thinking they’re telling a story. They’re not. Although they have similarities, they are different.

An anecdote is a series of facts, a brief account of something that happened. It is delivered without interpretation or reflection. It’s a snapshot cut from a continuum: a slice of life. We’ve taken notice because it was interesting, strange, sad, amusing, attractive, eccentric...to us. It captured our attention in some way.

For example:

"Last night there was a gorgeous girl in the bar wearing a red dress. She ordered a brandy. After she finished her drink, she left."

In contrast, a story develops. It travels from its starting place, goes somewhere else where something happens, and finally arrives at a destination. A story has a beginning, a middle and an end. It moves. Things change.

Here’s the same anecdote example reworked as a very brief story. The person telling it is reminiscing, talking about the past to girl called Amy.

"Last night there was a girl in the bar wearing a red dress—so young, so gorgeous, so full of life. Seeing her whirled me back to us. You and me and that song. Our song: Lady in Red. “The lady in red is dancing with me, cheek to cheek. There's nobody here, it's just you and me. It's where I want to be.”

The complete and abrupt shift from present to past overwhelmed me. Thoughts, feelings, memories... At twenty-five and twenty-six we knew it all and had it all.

When I looked up, she’d finished her drink and gone. Oh, Amy! What did we do?"

Narrative speech topic ideas: 40 firsts

Often the first time we experience something creates deep lasting memories. These can be both very good and very bad which makes them an excellent foundation for a gripping speech.

We love listening to other people’s dramas, especially when they’ve gone through something significant and come out the other side strengthened – armed with new knowledge.

• The first time I stood up for myself.
• The first time I drove a car.
• The first time I rode a bike.
• The first time I fell in love.
• The first time I felt truly frightened.
• The first time I realised my family was different.
• The first time I understood I was different from other kids.
• My first day at a new school.
• The first time I felt truly proud of myself.
• My first date.
• My first job interview.
• The first time I realised no matter how hard I tried I was never going to please, or be liked, by everybody.
• How I got my first paid job.
• What I did with my first pay.
• My first pet.
• My first real fight- what it was about, and what I learned from it.
• The first time I tried hard to achieve something and failed.
• The first time I realised some people are not to be trusted.
• The first time I was away from home on my own.
• The first time I had to ask a stranger for help.
• The first time I experienced what it’s like to have someone close be either seriously ill or die
• The first time I was ill and was taken to hospital.
• The first time I felt utterly filled with happiness.
• The first time I was sincerely impressed and influenced by another person’s goodness.
• My first pin up hero.
• My childhood home – what I remember – the feelings and events I associate with it.
• The first time I realised the color of my skin, or the shape of my body, or my face, or my gender, or anything else about me, made a difference.
• The first time I tried to communicate with someone who did not speak my language.
• The first time I saw snow, the sea, climbed a mountain, camped out under the stars, walked a wilderness trail, caught a wave...
• The first time I visited another country where the language, customs and beliefs were vastly different to my own.
• The first time I understood and experienced the power of kindness.
• The first time I told a lie.
• The first time I understood how fortunate I was to be me.
• The first time I realised my goals and aspirations were attainable.
• The first time I realised having enough money to do whatever I wanted could not buy happiness.
• The first time I realised that some people were always going to be better at some things that I was.
• The first TV show/film/book I loved and why.
• The first time I really understood I was prejudiced.
• The first time someone stepped up for me – what that felt like, and what it changed.
• How first impressions of people and/or an event are not always right.

40 tell-a-story speech topics

Here's another 40 narrative speech suggestions. Give yourself time as go through them to consider suitability of the stories they trigger. Would what you're thinking of suit your audience? Does it fit your overall speech purpose?

• How I learned to stand up for my own beliefs.
• How my name influenced who I am.
• My favorite teacher – why, what did they do? How did that make you feel?
• When and how I learned being adult does not mean being grown up.
• Why winning is important to me.
• What terrified me as a child.
• How I learned to manage my anger.
• What people regularly assume about me and how that makes me feel.
• How having an animal to love made me a better human being.
• How humor defuses tension.
• What it feels like to rebel against authority, and why I do it.
• My learning break through.
• How I discovered what meant the most to me.
• How I learned my family was poor, rich, odd, ...
• When I fully realized the importance and power of community.
• What I learned through living through my parent’s divorce.
• My experience of being an outsider.
• My favorite way to unwind.
• A decision I made that I now regret and why.
• How goal setting has helped me achieve.
• My safe place.
• What being unfairly punished taught me about myself.
• Rituals that serve me well. For example, always cleaning my teeth a particular way, always sorting my clothes out for the following day before I go to bed, always making Christmas presents for my family, ...
• What money means to me and why.
• How being a parent fundamentally changed me,
• What being the underdog taught me.
• Why I chose my own path, and not the one my parents wanted for me,
• Why family celebrations are important to me.
• Why I adopted a child.
• What religion means to me.
• What marriage, friendship,... means to me.
• What needing to be helped has taught me.
• Why and how I support giving back to the community.
• Tricks I use to get myself to do things I know I should do but don’t really want to.
• What I do to manage fear or anxiety of public speaking.
• How I learned to stop biting my finger nails or stop some other behaviour driven by nervous anxiety.
• How I learned to stop feeling like my job in life was to make my parents or anybody else feel happy.
• What having a job as a young person taught me.
• The complications of being the favorite child in your family.
• The difficulties of having to choose between friends.

35 more narrative or personal story speech topics

• The time I made an assumption about a situation or a person and got it entirely wrong.
• What being totally and suddenly out of my depth in a situation felt like and the consequences.
• A lesson I learned the hard way that helped me become a better person. For example: over spending, driving too fast, drinking too much, being caught out in a lie...
• Important things I learned through keeping old people company.
• What I learned through losing a good friend
• What coming face to face with my own mortality taught me.
• How the language of kindness transcends language and cultural differences.
• What being ashamed of my own behaviour taught me.
• How I unknowingly broke local cultural customs while overseas and what happened
• How taking revenge for a wrong did not right it.
• The silliest unnecessary risk I’ve taken.
• How first impressions are not always right.
• How pretending to be strong (fake it until you make it) can work very well.
• What I really wanted my parents to do for me and they didn’t.
• How our clothing influences how other people perceive us.
• My earliest memories: what they were, how they made me feel.
• Why I became disillusioned about politics.
• Why I decided to go into politics.
• The influence of music on my life.
• A personal phobia and how it impacts on my life: fear of spiders, fear of the dark, fear of thunder...
• The impact of peer pressure on decision making.
• What I’ve learned about gratitude.
• How I lied in order to cover for a friend and what happened.
• My most embarrassing moment and how I survived it.
• The worst day of my life: what it taught me.
• How I know peer pressure can make us behave in ways we don’t really want to.
• How I learned to read people.
• Why saying thank you is important.
• Random acts of kindness and generosity.
• Being lost in a strange city.
• What I learned through genuinely apologizing for something I did.
• How the way a person speaks influences what we think about them.
• How a mentor changed my life.
• The most thrilling exciting thing I’ve done.
• How being a leader and being looked up to felt.

Other resources for narrative speeches

Pages on this site:

• 60 vocal variety and body language speech topics - speech ideas to encourage excellent storytelling
• Storytelling setups: what works & why - How to open or lead into a story
• How to effectively use a small story as part of a speech    
• Tips and exercises for working with and improving body language
• Simple characterization techniques for compelling storytelling
• 9 aspects of vocal delivery - explanations, tips and exercises to improve your voice
• How to rehearse well - step by step guidance 

Offsite storytelling speech resources

• 5 creative storytelling projects recommended by teachers, for everyone | (ted.com)

Toastmasters Project | Connect with storytelling – Level Three 

• Connect with Storytelling – District One (district1toastmasters.org)
• 8300-Connect-with-Storytelling.pdf (toastmasters-lightning.org)

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Definition of narrative

 (Entry 1 of 2)

Definition of narrative  (Entry 2 of 2)

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Examples of narrative in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'narrative.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1567, in the meaning defined at sense 1a

15th century, in the meaning defined at sense 1

Phrases Containing narrative

• counter - narrative

Dictionary Entries Near narrative

narrative past

Cite this Entry

“Narrative.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/narrative. Accessed 12 May. 2024.

Kids Definition

Kids definition of narrative, more from merriam-webster on narrative.

Nglish: Translation of narrative for Spanish Speakers

Britannica English: Translation of narrative for Arabic Speakers

Britannica.com: Encyclopedia article about narrative

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Sat / act prep online guides and tips, understanding the 8 parts of speech: definitions and examples.

General Education

If you’re trying to learn the grammatical rules of English, you’ve probably been asked to learn the parts of speech. But what are parts of speech and how many are there? How do you know which words are classified in each part of speech?

The answers to these questions can be a bit complicated—English is a difficult language to learn and understand. Don’t fret, though! We’re going to answer each of these questions for you with a full guide to the parts of speech that explains the following:

• What the parts of speech are, including a comprehensive parts of speech list
• Parts of speech definitions for the individual parts of speech. (If you’re looking for information on a specific part of speech, you can search for it by pressing Command + F, then typing in the part of speech you’re interested in.) 
• Parts of speech examples
• A ten question quiz covering parts of speech definitions and parts of speech examples

We’ve got a lot to cover, so let’s begin!

Feature Image: (Gavina S / Wikimedia Commons)

What Are Parts of Speech? 

The parts of speech definitions in English can vary, but here’s a widely accepted one: a part of speech is a category of words that serve a similar grammatical purpose in sentences.  

To make that definition even simpler, a part of speech is just a category for similar types of words . All of the types of words included under a single part of speech function in similar ways when they’re used properly in sentences.

In the English language, it’s commonly accepted that there are 8 parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, interjections, and prepositions. Each of these categories plays a different role in communicating meaning in the English language. Each of the eight parts of speech—which we might also call the “main classes” of speech—also have subclasses. In other words, we can think of each of the eight parts of speech as being general categories for different types within their part of speech . There are different types of nouns, different types of verbs, different types of adjectives, adverbs, pronouns...you get the idea. 

And that’s an overview of what a part of speech is! Next, we’ll explain each of the 8 parts of speech—definitions and examples included for each category. 

There are tons of nouns in this picture. Can you find them all? 

Nouns are a class of words that refer, generally, to people and living creatures, objects, events, ideas, states of being, places, and actions. You’ve probably heard English nouns referred to as “persons, places, or things.” That definition is a little simplistic, though—while nouns do include people, places, and things, “things” is kind of a vague term. I t’s important to recognize that “things” can include physical things—like objects or belongings—and nonphysical, abstract things—like ideas, states of existence, and actions. 

Since there are many different types of nouns, we’ll include several examples of nouns used in a sentence while we break down the subclasses of nouns next!

Subclasses of Nouns, Including Examples

As an open class of words, the category of “nouns” has a lot of subclasses. The most common and important subclasses of nouns are common nouns, proper nouns, concrete nouns, abstract nouns, collective nouns, and count and mass nouns. Let’s break down each of these subclasses!

Common Nouns and Proper Nouns

Common nouns are generic nouns—they don’t name specific items. They refer to people (the man, the woman), living creatures (cat, bird), objects (pen, computer, car), events (party, work), ideas (culture, freedom), states of being (beauty, integrity), and places (home, neighborhood, country) in a general way. 

Proper nouns are sort of the counterpart to common nouns. Proper nouns refer to specific people, places, events, or ideas. Names are the most obvious example of proper nouns, like in these two examples: 

Common noun: What state are you from?

Proper noun: I’m from Arizona .

Whereas “state” is a common noun, Arizona is a proper noun since it refers to a specific state. Whereas “the election” is a common noun, “Election Day” is a proper noun. Another way to pick out proper nouns: the first letter is often capitalized. If you’d capitalize the word in a sentence, it’s almost always a proper noun. 

Concrete Nouns and Abstract Nouns

Concrete nouns are nouns that can be identified through the five senses. Concrete nouns include people, living creatures, objects, and places, since these things can be sensed in the physical world. In contrast to concrete nouns, abstract nouns are nouns that identify ideas, qualities, concepts, experiences, or states of being. Abstract nouns cannot be detected by the five senses. Here’s an example of concrete and abstract nouns used in a sentence: 

Concrete noun: Could you please fix the weedeater and mow the lawn ?

Abstract noun: Aliyah was delighted to have the freedom to enjoy the art show in peace .

See the difference? A weedeater and the lawn are physical objects or things, and freedom and peace are not physical objects, though they’re “things” people experience! Despite those differences, they all count as nouns. 

Collective Nouns, Count Nouns, and Mass Nouns

Nouns are often categorized based on number and amount. Collective nouns are nouns that refer to a group of something—often groups of people or a type of animal. Team , crowd , and herd are all examples of collective nouns. 

Count nouns are nouns that can appear in the singular or plural form, can be modified by numbers, and can be described by quantifying determiners (e.g. many, most, more, several). For example, “bug” is a count noun. It can occur in singular form if you say, “There is a bug in the kitchen,” but it can also occur in the plural form if you say, “There are many bugs in the kitchen.” (In the case of the latter, you’d call an exterminator...which is an example of a common noun!) Any noun that can accurately occur in one of these singular or plural forms is a count noun. 

Mass nouns are another type of noun that involve numbers and amount. Mass nouns are nouns that usually can’t be pluralized, counted, or quantified and still make sense grammatically. “Charisma” is an example of a mass noun (and an abstract noun!). For example, you could say, “They’ve got charisma, ” which doesn’t imply a specific amount. You couldn’t say, “They’ve got six charismas, ” or, “They’ve got several charismas .” It just doesn’t make sense! 

Verbs are all about action...just like these runners. 

A verb is a part of speech that, when used in a sentence, communicates an action, an occurrence, or a state of being . In sentences, verbs are the most important part of the predicate, which explains or describes what the subject of the sentence is doing or how they are being. And, guess what? All sentences contain verbs!

There are many words in the English language that are classified as verbs. A few common verbs include the words run, sing, cook, talk, and clean. These words are all verbs because they communicate an action performed by a living being. We’ll look at more specific examples of verbs as we discuss the subclasses of verbs next!

Subclasses of Verbs, Including Examples

Like nouns, verbs have several subclasses. The subclasses of verbs include copular or linking verbs, intransitive verbs, transitive verbs, and ditransitive or double transitive verbs. Let’s dive into these subclasses of verbs!

Copular or Linking Verbs

Copular verbs, or linking verbs, are verbs that link a subject with its complement in a sentence. The most familiar linking verb is probably be. Here’s a list of other common copular verbs in English: act, be, become, feel, grow, seem, smell, and taste. 

So how do copular verbs work? Well, in a sentence, if we said, “Michi is ,” and left it at that, it wouldn’t make any sense. “Michi,” the subject, needs to be connected to a complement by the copular verb “is.” Instead, we could say, “Michi is leaving.” In that instance, is links the subject of the sentence to its complement. 

Transitive Verbs, Intransitive Verbs, and Ditransitive Verbs

Transitive verbs are verbs that affect or act upon an object. When unattached to an object in a sentence, a transitive verb does not make sense. Here’s an example of a transitive verb attached to (and appearing before) an object in a sentence: 

Please take the clothes to the dry cleaners.

In this example, “take” is a transitive verb because it requires an object—”the clothes”—to make sense. “The clothes” are the objects being taken. “Please take” wouldn’t make sense by itself, would it? That’s because the transitive verb “take,” like all transitive verbs, transfers its action onto another being or object. 

Conversely, intransitive verbs don’t require an object to act upon in order to make sense in a sentence. These verbs make sense all on their own! For instance, “They ran ,” “We arrived ,” and, “The car stopped ” are all examples of sentences that contain intransitive verbs. 

Finally, ditransitive verbs, or double transitive verbs, are a bit more complicated. Ditransitive verbs are verbs that are followed by two objects in a sentence . One of the objects has the action of the ditransitive verb done to it, and the other object has the action of the ditransitive verb directed towards it. Here’s an example of what that means in a sentence: 

I cooked Nathan a meal.

In this example, “cooked” is a ditransitive verb because it modifies two objects: Nathan and meal . The meal has the action of “cooked” done to it, and “Nathan” has the action of the verb directed towards him. 

Adjectives are descriptors that help us better understand a sentence. A common adjective type is color.

#3: Adjectives

Here’s the simplest definition of adjectives: adjectives are words that describe other words . Specifically, adjectives modify nouns and noun phrases. In sentences, adjectives appear before nouns and pronouns (they have to appear before the words they describe!). 

Adjectives give more detail to nouns and pronouns by describing how a noun looks, smells, tastes, sounds, or feels, or its state of being or existence. . For example, you could say, “The girl rode her bike.” That sentence doesn’t have any adjectives in it, but you could add an adjective before both of the nouns in the sentence—”girl” and “bike”—to give more detail to the sentence. It might read like this: “The young girl rode her red bike.”   You can pick out adjectives in a sentence by asking the following questions: 

• Which one? 
• What kind? 
• How many? 
• Whose’s? 

We’ll look at more examples of adjectives as we explore the subclasses of adjectives next!

Subclasses of Adjectives, Including Examples

Subclasses of adjectives include adjective phrases, comparative adjectives, superlative adjectives, and determiners (which include articles, possessive adjectives, and demonstratives). 

Adjective Phrases

An adjective phrase is a group of words that describe a noun or noun phrase in a sentence. Adjective phrases can appear before the noun or noun phrase in a sentence, like in this example: 

The extremely fragile vase somehow did not break during the move.

In this case, extremely fragile describes the vase. On the other hand, adjective phrases can appear after the noun or noun phrase in a sentence as well: 

The museum was somewhat boring. 

Again, the phrase somewhat boring describes the museum. The takeaway is this: adjective phrases describe the subject of a sentence with greater detail than an individual adjective. 

Comparative Adjectives and Superlative Adjectives

Comparative adjectives are used in sentences where two nouns are compared. They function to compare the differences between the two nouns that they modify. In sentences, comparative adjectives often appear in this pattern and typically end with -er. If we were to describe how comparative adjectives function as a formula, it might look something like this: 

Noun (subject) + verb + comparative adjective + than + noun (object).

Here’s an example of how a comparative adjective would work in that type of sentence: 

The horse was faster than the dog.

The adjective faster compares the speed of the horse to the speed of the dog. Other common comparative adjectives include words that compare distance ( higher, lower, farther ), age ( younger, older ), size and dimensions ( bigger, smaller, wider, taller, shorter ), and quality or feeling ( better, cleaner, happier, angrier ). 

Superlative adjectives are adjectives that describe the extremes of a quality that applies to a subject being compared to a group of objects . Put more simply, superlative adjectives help show how extreme something is. In sentences, superlative adjectives usually appear in this structure and end in -est : 

Noun (subject) + verb + the + superlative adjective + noun (object).

Here’s an example of a superlative adjective that appears in that type of sentence: 

Their story was the funniest story. 

In this example, the subject— story —is being compared to a group of objects—other stories. The superlative adjective “funniest” implies that this particular story is the funniest out of all the stories ever, period. Other common superlative adjectives are best, worst, craziest, and happiest... though there are many more than that! 

It’s also important to know that you can often omit the object from the end of the sentence when using superlative adjectives, like this: “Their story was the funniest.” We still know that “their story” is being compared to other stories without the object at the end of the sentence.

Determiners

The last subclass of adjectives we want to look at are determiners. Determiners are words that determine what kind of reference a noun or noun phrase makes. These words are placed in front of nouns to make it clear what the noun is referring to. Determiners are an example of a part of speech subclass that contains a lot of subclasses of its own. Here is a list of the different types of determiners: 

• Definite article: the
• Indefinite articles : a, an 
• Demonstratives: this, that, these, those
• Pronouns and possessive determiners: my, your, his, her, its, our, their
• Quantifiers : a little, a few, many, much, most, some, any, enough
• Numbers: one, twenty, fifty
• Distributives: all, both, half, either, neither, each, every
• Difference words : other, another
• Pre-determiners: such, what, rather, quite

Here are some examples of how determiners can be used in sentences: 

Definite article: Get in the car.  

Demonstrative: Could you hand me that magazine?  

Possessive determiner: Please put away your clothes. 

Distributive: He ate all of the pie. 

Though some of the words above might not seem descriptive, they actually do describe the specificity and definiteness, relationship, and quantity or amount of a noun or noun phrase. For example, the definite article “the” (a type of determiner) indicates that a noun refers to a specific thing or entity. The indefinite article “an,” on the other hand, indicates that a noun refers to a nonspecific entity. 

One quick note, since English is always more complicated than it seems: while articles are most commonly classified as adjectives, they can also function as adverbs in specific situations, too. Not only that, some people are taught that determiners are their own part of speech...which means that some people are taught there are 9 parts of speech instead of 8! 

It can be a little confusing, which is why we have a whole article explaining how articles function as a part of speech to help clear things up . 

Adverbs can be used to answer questions like "when?" and "how long?"

Adverbs are words that modify verbs, adjectives (including determiners), clauses, prepositions, and sentences. Adverbs typically answer the questions how?, in what way?, when?, where?, and to what extent? In answering these questions, adverbs function to express frequency, degree, manner, time, place, and level of certainty . Adverbs can answer these questions in the form of single words, or in the form of adverbial phrases or adverbial clauses. 

Adverbs are commonly known for being words that end in -ly, but there’s actually a bit more to adverbs than that, which we’ll dive into while we look at the subclasses of adverbs!

Subclasses Of Adverbs, Including Examples

There are many types of adverbs, but the main subclasses we’ll look at are conjunctive adverbs, and adverbs of place, time, manner, degree, and frequency. 

Conjunctive Adverbs

Conjunctive adverbs look like coordinating conjunctions (which we’ll talk about later!), but they are actually their own category: conjunctive adverbs are words that connect independent clauses into a single sentence . These adverbs appear after a semicolon and before a comma in sentences, like in these two examples: 

She was exhausted; nevertheless , she went for a five mile run. 

They didn’t call; instead , they texted.  

Though conjunctive adverbs are frequently used to create shorter sentences using a semicolon and comma, they can also appear at the beginning of sentences, like this: 

He chopped the vegetables. Meanwhile, I boiled the pasta.  

One thing to keep in mind is that conjunctive adverbs come with a comma. When you use them, be sure to include a comma afterward! 

There are a lot of conjunctive adverbs, but some common ones include also, anyway, besides, finally, further, however, indeed, instead, meanwhile, nevertheless, next, nonetheless, now, otherwise, similarly, then, therefore, and thus.  

Adverbs of Place, Time, Manner, Degree, and Frequency

There are also adverbs of place, time, manner, degree, and frequency. Each of these types of adverbs express a different kind of meaning. 

Adverbs of place express where an action is done or where an event occurs. These are used after the verb, direct object, or at the end of a sentence. A sentence like “She walked outside to watch the sunset” uses outside as an adverb of place. 

Adverbs of time explain when something happens. These adverbs are used at the beginning or at the end of sentences. In a sentence like “The game should be over soon,” soon functions as an adverb of time. 

Adverbs of manner describe the way in which something is done or how something happens. These are the adverbs that usually end in the familiar -ly.  If we were to write “She quickly finished her homework,” quickly is an adverb of manner. 

Adverbs of degree tell us the extent to which something happens or occurs. If we were to say “The play was quite interesting,” quite tells us the extent of how interesting the play was. Thus, quite is an adverb of degree.  

Finally, adverbs of frequency express how often something happens . In a sentence like “They never know what to do with themselves,” never is an adverb of frequency. 

Five subclasses of adverbs is a lot, so we’ve organized the words that fall under each category in a nifty table for you here: 

It’s important to know about these subclasses of adverbs because many of them don’t follow the old adage that adverbs end in -ly. 

Here's a helpful list of pronouns. (Attanata / Flickr )

#5: Pronouns

Pronouns are words that can be substituted for a noun or noun phrase in a sentence . Pronouns function to make sentences less clunky by allowing people to avoid repeating nouns over and over. For example, if you were telling someone a story about your friend Destiny, you wouldn’t keep repeating their name over and over again every time you referred to them. Instead, you’d use a pronoun—like they or them—to refer to Destiny throughout the story. 

Pronouns are typically short words, often only two or three letters long. The most familiar pronouns in the English language are they, she, and he. But these aren’t the only pronouns. There are many more pronouns in English that fall under different subclasses!

Subclasses of Pronouns, Including Examples

There are many subclasses of pronouns, but the most commonly used subclasses are personal pronouns, possessive pronouns, demonstrative pronouns, indefinite pronouns, and interrogative pronouns. 

Personal Pronouns

Personal pronouns are probably the most familiar type of pronoun. Personal pronouns include I, me, you, she, her, him, he, we, us, they, and them. These are called personal pronouns because they refer to a person! Personal pronouns can replace specific nouns in sentences, like a person’s name, or refer to specific groups of people, like in these examples: 

Did you see Gia pole vault at the track meet? Her form was incredible!

The Cycling Club is meeting up at six. They said they would be at the park. 

In both of the examples above, a pronoun stands in for a proper noun to avoid repetitiveness. Her replaces Gia in the first example, and they replaces the Cycling Club in the second example. 

(It’s also worth noting that personal pronouns are one of the easiest ways to determine what point of view a writer is using.) 

Possessive Pronouns

Possessive pronouns are used to indicate that something belongs to or is the possession of someone. The possessive pronouns fall into two categories: limiting and absolute. In a sentence, absolute possessive pronouns can be substituted for the thing that belongs to a person, and limiting pronouns cannot. 

The limiting pronouns are my, your, its, his, her, our, their, and whose, and the absolute pronouns are mine, yours, his, hers, ours, and theirs . Here are examples of a limiting possessive pronoun and absolute possessive pronoun used in a sentence: 

Limiting possessive pronoun: Juan is fixing his car. 

In the example above, the car belongs to Juan, and his is the limiting possessive pronoun that shows the car belongs to Juan. Now, here’s an example of an absolute pronoun in a sentence: 

Absolute possessive pronoun: Did you buy your tickets ? We already bought ours . 

In this example, the tickets belong to whoever we is, and in the second sentence, ours is the absolute possessive pronoun standing in for the thing that “we” possess—the tickets. 

Demonstrative Pronouns, Interrogative Pronouns, and Indefinite Pronouns

Demonstrative pronouns include the words that, this, these, and those. These pronouns stand in for a noun or noun phrase that has already been mentioned in a sentence or conversation. This and these are typically used to refer to objects or entities that are nearby distance-wise, and that and those usually refer to objects or entities that are farther away. Here’s an example of a demonstrative pronoun used in a sentence: 

The books are stacked up in the garage. Can you put those away? 

The books have already been mentioned, and those is the demonstrative pronoun that stands in to refer to them in the second sentence above. The use of those indicates that the books aren’t nearby—they’re out in the garage. Here’s another example: 

Do you need shoes? Here...you can borrow these. 

In this sentence, these refers to the noun shoes. Using the word these tells readers that the shoes are nearby...maybe even on the speaker’s feet! 

Indefinite pronouns are used when it isn’t necessary to identify a specific person or thing . The indefinite pronouns are one, other, none, some, anybody, everybody, and no one. Here’s one example of an indefinite pronoun used in a sentence: 

Promise you can keep a secret? 

Of course. I won’t tell anyone. 

In this example, the person speaking in the second two sentences isn’t referring to any particular people who they won’t tell the secret to. They’re saying that, in general, they won’t tell anyone . That doesn’t specify a specific number, type, or category of people who they won’t tell the secret to, which is what makes the pronoun indefinite. 

Finally, interrogative pronouns are used in questions, and these pronouns include who, what, which, and whose. These pronouns are simply used to gather information about specific nouns—persons, places, and ideas. Let’s look at two examples of interrogative pronouns used in sentences: 

Do you remember which glass was mine? 

What time are they arriving? 

In the first glass, the speaker wants to know more about which glass belongs to whom. In the second sentence, the speaker is asking for more clarity about a specific time. 

Conjunctions hook phrases and clauses together so they fit like pieces of a puzzle.

#6: Conjunctions

Conjunctions are words that are used to connect words, phrases, clauses, and sentences in the English language. This function allows conjunctions to connect actions, ideas, and thoughts as well. Conjunctions are also used to make lists within sentences. (Conjunctions are also probably the most famous part of speech, since they were immortalized in the famous “Conjunction Junction” song from Schoolhouse Rock .) 

You’re probably familiar with and, but, and or as conjunctions, but let’s look into some subclasses of conjunctions so you can learn about the array of conjunctions that are out there!

Subclasses of Conjunctions, Including Examples

Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions are three subclasses of conjunctions. Each of these types of conjunctions functions in a different way in sentences!

Coordinating Conjunctions

Coordinating conjunctions are probably the most familiar type of conjunction. These conjunctions include the words for, and, nor, but, or, yet, so (people often recommend using the acronym FANBOYS to remember the seven coordinating conjunctions!). 

Coordinating conjunctions are responsible for connecting two independent clauses in sentences, but can also be used to connect two words in a sentence. Here are two examples of coordinating conjunctions that connect two independent clauses in a sentence: 

He wanted to go to the movies, but he couldn’t find his car keys. 

They put on sunscreen, and they went to the beach. 

Next, here are two examples of coordinating conjunctions that connect two words: 

Would you like to cook or order in for dinner? 

The storm was loud yet refreshing. 

The two examples above show that coordinating conjunctions can connect different types of words as well. In the first example, the coordinating conjunction “or” connects two verbs; in the second example, the coordinating conjunction “yet” connects two adjectives. 

But wait! Why does the first set of sentences have commas while the second set of sentences doesn’t? When using a coordinating conjunction, put a comma before the conjunction when it’s connecting two complete sentences . Otherwise, there’s no comma necessary. 

Subordinating Conjunctions

Subordinating conjunctions are used to link an independent clause to a dependent clause in a sentence. This type of conjunction always appears at the beginning of a dependent clause, which means that subordinating conjunctions can appear at the beginning of a sentence or in the middle of a sentence following an independent clause. (If you’re unsure about what independent and dependent clauses are, be sure to check out our guide to compound sentences.) 

Here is an example of a subordinating conjunction that appears at the beginning of a sentence: 

Because we were hungry, we ordered way too much food. 

Now, here’s an example of a subordinating conjunction that appears in the middle of a sentence, following an independent clause and a comma: 

Rakim was scared after the power went out. 

See? In the example above, the subordinating conjunction after connects the independent clause Rakim was scared to the dependent clause after the power went out. Subordinating conjunctions include (but are not limited to!) the following words: after, as, because, before, even though, one, since, unless, until, whenever, and while. 

Correlative Conjunctions

Finally, correlative conjunctions are conjunctions that come in pairs, like both/and, either/or, and neither/nor. The two correlative conjunctions that come in a pair must appear in different parts of a sentence to make sense— they correlate the meaning in one part of the sentence with the meaning in another part of the sentence . Makes sense, right? 

Here are two examples of correlative conjunctions used in a sentence: 

We’re either going to the Farmer’s Market or the Natural Grocer’s for our shopping today. 

They’re going to have to get dog treats for both Piper and Fudge. 

Other pairs of correlative conjunctions include as many/as, not/but, not only/but also, rather/than, such/that, and whether/or. 

Interjections are single words that express emotions that end in an exclamation point. Cool!

#7: Interjections 

Interjections are words that often appear at the beginning of sentences or between sentences to express emotions or sentiments such as excitement, surprise, joy, disgust, anger, or even pain. Commonly used interjections include wow!, yikes!, ouch!, or ugh! One clue that an interjection is being used is when an exclamation point appears after a single word (but interjections don’t have to be followed by an exclamation point). And, since interjections usually express emotion or feeling, they’re often referred to as being exclamatory. Wow! 

Interjections don’t come together with other parts of speech to form bigger grammatical units, like phrases or clauses. There also aren’t strict rules about where interjections should appear in relation to other sentences . While it’s common for interjections to appear before sentences that describe an action or event that the interjection helps explain, interjections can appear after sentences that contain the action they’re describing as well. 

Subclasses of Interjections, Including Examples

There are two main subclasses of interjections: primary interjections and secondary interjections. Let’s take a look at these two types of interjections!

Primary Interjections  

Primary interjections are single words, like oh!, wow!, or ouch! that don’t enter into the actual structure of a sentence but add to the meaning of a sentence. Here’s an example of how a primary interjection can be used before a sentence to add to the meaning of the sentence that follows it: 

Ouch ! I just burned myself on that pan!

While someone who hears, I just burned myself on that pan might assume that the person who said that is now in pain, the interjection Ouch! makes it clear that burning oneself on the pan definitely was painful. 

Secondary Interjections

Secondary interjections are words that have other meanings but have evolved to be used like interjections in the English language and are often exclamatory. Secondary interjections can be mixed with greetings, oaths, or swear words. In many cases, the use of secondary interjections negates the original meaning of the word that is being used as an interjection. Let’s look at a couple of examples of secondary interjections here: 

Well , look what the cat dragged in!

Heck, I’d help if I could, but I’ve got to get to work. 

You probably know that the words well and heck weren’t originally used as interjections in the English language. Well originally meant that something was done in a good or satisfactory way, or that a person was in good health. Over time and through repeated usage, it’s come to be used as a way to express emotion, such as surprise, anger, relief, or resignation, like in the example above. 

This is a handy list of common prepositional phrases. (attanatta / Flickr) 

#8: Prepositions

The last part of speech we’re going to define is the preposition. Prepositions are words that are used to connect other words in a sentence—typically nouns and verbs—and show the relationship between those words. Prepositions convey concepts such as comparison, position, place, direction, movement, time, possession, and how an action is completed. 

Subclasses of Prepositions, Including Examples

The subclasses of prepositions are simple prepositions, double prepositions, participle prepositions, and prepositional phrases. 

Simple Prepositions

Simple prepositions appear before and between nouns, adjectives, or adverbs in sentences to convey relationships between people, living creatures, things, or places . Here are a couple of examples of simple prepositions used in sentences: 

I’ll order more ink before we run out. 

Your phone was beside your wallet. 

In the first example, the preposition before appears between the noun ink and the personal pronoun we to convey a relationship. In the second example, the preposition beside appears between the verb was and the possessive pronoun your.

In both examples, though, the prepositions help us understand how elements in the sentence are related to one another. In the first sentence, we know that the speaker currently has ink but needs more before it’s gone. In the second sentence, the preposition beside helps us understand how the wallet and the phone are positioned relative to one another! 

Double Prepositions

Double prepositions are exactly what they sound like: two prepositions joined together into one unit to connect phrases, nouns, and pronouns with other words in a sentence. Common examples of double prepositions include outside of, because of, according to, next to, across from, and on top of. Here is an example of a double preposition in a sentence: 

I thought you were sitting across from me. 

You see? Across and from both function as prepositions individually. When combined together in a sentence, they create a double preposition. (Also note that the prepositions help us understand how two people— you and I— are positioned with one another through spacial relationship.)  

Prepositional Phrases

Finally, prepositional phrases are groups of words that include a preposition and a noun or pronoun. Typically, the noun or pronoun that appears after the preposition in a prepositional phrase is called the object of the preposition. The object always appears at the end of the prepositional phrase. Additionally, prepositional phrases never include a verb or a subject. Here are two examples of prepositional phrases: 

The cat sat under the chair . 

In the example above, “under” is the preposition, and “the chair” is the noun, which functions as the object of the preposition. Here’s one more example: 

We walked through the overgrown field . 

Now, this example demonstrates one more thing you need to know about prepositional phrases: they can include an adjective before the object. In this example, “through” is the preposition, and “field” is the object. “Overgrown” is an adjective that modifies “the field,” and it’s quite common for adjectives to appear in prepositional phrases like the one above. 

While that might sound confusing, don’t worry: the key is identifying the preposition in the first place! Once you can find the preposition, you can start looking at the words around it to see if it forms a compound preposition, a double preposition of a prepositional phrase. 

10 Question Quiz: Test Your Knowledge of Parts of Speech Definitions and Examples

Since we’ve covered a lot of material about the 8 parts of speech with examples ( a lot of them!), we want to give you an opportunity to review and see what you’ve learned! While it might seem easier to just use a parts of speech finder instead of learning all this stuff, our parts of speech quiz can help you continue building your knowledge of the 8 parts of speech and master each one. 

Are you ready? Here we go:  

1) What are the 8 parts of speech? 

a) Noun, article, adverb, antecedent, verb, adjective, conjunction, interjection b) Noun, pronoun, verb, adverb, determiner, clause, adjective, preposition c) Noun, verb, adjective, adverb, pronoun, conjunction, interjection, preposition

2) Which parts of speech have subclasses?

a) Nouns, verbs, adjectives, and adverbs b) Nouns, verbs, adjectives, adverbs, conjunctions, and prepositions c) All of them! There are many types of words within each part of speech.

3) What is the difference between common nouns and proper nouns?

a) Common nouns don’t refer to specific people, places, or entities, but proper nouns do refer to specific people, places, or entities.  b) Common nouns refer to regular, everyday people, places, or entities, but proper nouns refer to famous people, places, or entities.  c) Common nouns refer to physical entities, like people, places, and objects, but proper nouns refer to nonphysical entities, like feelings, ideas, and experiences.

4) In which of the following sentences is the emboldened word a verb?

a) He was frightened by the horror film .   b) He adjusted his expectations after the first plan fell through.  c) She walked briskly to get there on time.

5) Which of the following is a correct definition of adjectives, and what other part of speech do adjectives modify?

a) Adjectives are describing words, and they modify nouns and noun phrases.  b) Adjectives are describing words, and they modify verbs and adverbs.  c) Adjectives are describing words, and they modify nouns, verbs, and adverbs.

6) Which of the following describes the function of adverbs in sentences?

a) Adverbs express frequency, degree, manner, time, place, and level of certainty. b) Adverbs express an action performed by a subject.  c) Adverbs describe nouns and noun phrases.

7) Which of the following answers contains a list of personal pronouns?

a) This, that, these, those b) I, you, me, we, he, she, him, her, they, them c) Who, what, which, whose

8) Where do interjections typically appear in a sentence?

a) Interjections can appear at the beginning of or in between sentences. b) Interjections appear at the end of sentences.  c) Interjections appear in prepositional phrases.

9) Which of the following sentences contains a prepositional phrase?

a) The dog happily wagged his tail.  b) The cow jumped over the moon.  c) She glared, angry that he forgot the flowers.

10) Which of the following is an accurate definition of a “part of speech”?

a) A category of words that serve a similar grammatical purpose in sentences. b) A category of words that are of similar length and spelling. c) A category of words that mean the same thing.

So, how did you do? If you got 1C, 2C, 3A, 4B, 5A, 6A, 7B, 8A, 9B, and 10A, you came out on top! There’s a lot to remember where the parts of speech are concerned, and if you’re looking for more practice like our quiz, try looking around for parts of speech games or parts of speech worksheets online!

What’s Next?

You might be brushing up on your grammar so you can ace the verbal portions of the SAT or ACT. Be sure you check out our guides to the grammar you need to know before you tackle those tests! Here’s our expert guide to the grammar rules you need to know for the SAT , and this article teaches you the 14 grammar rules you’ll definitely see on the ACT.

When you have a good handle on parts of speech, it can make writing essays tons easier. Learn how knowing parts of speech can help you get a perfect 12 on the ACT Essay (or an 8/8/8 on the SAT Essay ).

While we’re on the topic of grammar: keep in mind that knowing grammar rules is only part of the battle when it comes to the verbal and written portions of the SAT and ACT. Having a good vocabulary is also important to making the perfect score ! Here are 262 vocabulary words you need to know before you tackle your standardized tests.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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The 9 Parts of Speech: Definitions and Examples

• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

A part of speech is a term used in traditional grammar for one of the nine main categories into which words are classified according to their functions in sentences, such as nouns or verbs. Also known as word classes, these are the building blocks of grammar.

Every sentence you write or speak in English includes words that fall into some of the nine parts of speech. These include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, articles/determiners, and interjections. (Some sources include only eight parts of speech and leave interjections in their own category.)

Parts of Speech

• Word types can be divided into nine parts of speech:
• prepositions
• conjunctions
• articles/determiners
• interjections
• Some words can be considered more than one part of speech, depending on context and usage.
• Interjections can form complete sentences on their own.

Learning the names of the parts of speech probably won't make you witty, healthy, wealthy, or wise. In fact, learning just the names of the parts of speech won't even make you a better writer. However, you will gain a basic understanding of sentence structure  and the  English language by familiarizing yourself with these labels.

Open and Closed Word Classes

The parts of speech are commonly divided into  open classes  (nouns, verbs, adjectives, and adverbs) and  closed classes  (pronouns, prepositions, conjunctions, articles/determiners, and interjections). Open classes can be altered and added to as language develops, and closed classes are pretty much set in stone. For example, new nouns are created every day, but conjunctions never change.

In contemporary linguistics , parts of speech are generally referred to as word classes or syntactic categories. The main difference is that word classes are classified according to more strict linguistic criteria. Within word classes, there is the lexical, or open class, and the function, or closed class.

The 9 Parts of Speech

Read about each part of speech below, and practice identifying each.

Nouns are a person, place, thing, or idea. They can take on a myriad of roles in a sentence, from the subject of it all to the object of an action. They are capitalized when they're the official name of something or someone, and they're called proper nouns in these cases. Examples: pirate, Caribbean, ship, freedom, Captain Jack Sparrow.

Pronouns stand in for nouns in a sentence . They are more generic versions of nouns that refer only to people. Examples:​  I, you, he, she, it, ours, them, who, which, anybody, ourselves.

Verbs are action words that tell what happens in a sentence. They can also show a sentence subject's state of being ( is , was ). Verbs change form based on tense (present, past) and count distinction (singular or plural). Examples:  sing, dance, believes, seemed, finish, eat, drink, be, became.

Adjectives describe nouns and pronouns. They specify which one, how much, what kind, and more. Adjectives allow readers and listeners to use their senses to imagine something more clearly. Examples:  hot, lazy, funny, unique, bright, beautiful, poor, smooth.

Adverbs describe verbs, adjectives, and even other adverbs. They specify when, where, how, and why something happened and to what extent or how often. Many adjectives can be turned into adjectives by adding the suffix - ly . Examples:  softly, quickly, lazily, often, only, hopefully, sometimes.

Preposition

Prepositions  show spatial, temporal, and role relations between a noun or pronoun and the other words in a sentence. They come at the start of a prepositional phrase , which contains a preposition and its object. Examples:  up, over, against, by, for, into, close to, out of, apart from.

Conjunction

Conjunctions join words, phrases, and clauses in a sentence. There are coordinating, subordinating, and correlative conjunctions. Examples:  and, but, or, so, yet.

Articles and Determiners

Articles and determiners function like adjectives by modifying nouns, but they are different than adjectives in that they are necessary for a sentence to have proper syntax. Articles and determiners specify and identify nouns, and there are indefinite and definite articles. Examples of articles:  a, an, the ; examples of determiners:  these, that, those, enough, much, few, which, what.

Some traditional grammars have treated articles  as a distinct part of speech. Modern grammars, however, more often include articles in the category of determiners , which identify or quantify a noun. Even though they modify nouns like adjectives, articles are different in that they are essential to the proper syntax of a sentence, just as determiners are necessary to convey the meaning of a sentence, while adjectives are optional.

Interjection

Interjections are expressions that can stand on their own or be contained within sentences. These words and phrases often carry strong emotions and convey reactions. Examples:  ah, whoops, ouch, yabba dabba do!

How to Determine the Part of Speech

Only interjections ( Hooray! ) have a habit of standing alone; every other part of speech must be contained within a sentence and some are even required in sentences (nouns and verbs). Other parts of speech come in many varieties and may appear just about anywhere in a sentence.

To know for sure what part of speech a word falls into, look not only at the word itself but also at its meaning, position, and use in a sentence.

For example, in the first sentence below,  work  functions as a noun; in the second sentence, a verb; and in the third sentence, an adjective:

• Bosco showed up for  work  two hours late.
• The noun  work  is the thing Bosco shows up for.
• He will have to  work  until midnight.
• The verb  work  is the action he must perform.
• His  work  permit expires next month.
• The  attributive noun  (or converted adjective) work  modifies the noun  permit .

Learning the names and uses of the basic parts of speech is just one way to understand how sentences are constructed.

Dissecting Basic Sentences

To form a basic complete sentence, you only need two elements: a noun (or pronoun standing in for a noun) and a verb. The noun acts as a subject, and the verb, by telling what action the subject is taking, acts as the predicate. 

In the short sentence above,  birds  is the noun and  fly  is the verb. The sentence makes sense and gets the point across.

You can have a sentence with just one word without breaking any sentence formation rules. The short sentence below is complete because it's a verb command with an understood "you" noun.

Here, the pronoun, standing in for a noun, is implied and acts as the subject. The sentence is really saying, "(You) go!"

Constructing More Complex Sentences

Use more parts of speech to add additional information about what's happening in a sentence to make it more complex. Take the first sentence from above, for example, and incorporate more information about how and why birds fly.

• Birds fly when migrating before winter.

Birds and fly remain the noun and the verb, but now there is more description. 

When  is an adverb that modifies the verb fly.  The word before  is a little tricky because it can be either a conjunction, preposition, or adverb depending on the context. In this case, it's a preposition because it's followed by a noun. This preposition begins an adverbial phrase of time ( before winter ) that answers the question of when the birds migrate . Before is not a conjunction because it does not connect two clauses.

• Sentence Parts and Sentence Structures
• 100 Key Terms Used in the Study of Grammar
• Closed Class Words
• Prepositional Phrases in English Grammar
• Word Class in English Grammar
• The Top 25 Grammatical Terms
• Foundations of Grammar in Italian
• Open Class Words in English Grammar
• Pronoun Definition and Examples
• What Is an Adverb in English Grammar?
• Telegraphic Speech
• Definition and Examples of Adjectives
• What Are the Parts of a Prepositional Phrase?
• Definition and Examples of Function Words in English
• Sentence Patterns
• Lesson Plan: Label Sentences with Parts of Speech

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Claim of bill banning certain 9/11 speech is baseless, uses fabricated news story | Fact check

The claim: Congress is considering a bill that would criminalize questioning 9/11

An April 29 Instagram post ( direct link , archive link ) shows a screenshot of a supposed news article that claims certain kinds of speech about the 9/11 terror attacks would be outlawed under a new congressional proposal.

“Congress to vote on bill that would criminalize questioning the events surrounding 9/11,” reads the headline of the article.

Additional text in the article reads, “With strong support from AIPAC and the ADL, Congress is set to vote on a bill that would criminalize any questioning of the events that took place during the September 11th attacks. The bill calls for fines up to $10,000 and 5 years imprisonment of anyone who questions or challenges the official narrative.” 

Other versions of the claim spread widely on X, formerly Twitter.

More from the Fact-Check Team: How we pick and research claims | Email newsletter | Facebook page

Our rating: False

There is no such legislation mentioned on bill tracking websites or in legitimate news outlets. The image is a cropped version of a fabricated New York Post article.

Post is a 'complete fraud,' Anti-Defamation League says

The idea of banning questions about 9/11 runs counter to the First Amendment, which protects freedom of speech . Any legislation seeking to do so would be covered by legitimate news outlets, but there is no credible news reporting on the supposed bill.

There’s also no mention of any such bill on Congress' website or on GovTrack.us , both of which list and track legislation in Congress. However, terrorist attacks have been mentioned throughout the current Congressional session, including a successful Senate resolution to designate the week of Sept. 11 as “Patriot Week” and a House resolution to encourage states to discuss the attacks in their elementary and secondary education curriculum, which did not make it out of committee . 

The acronyms in the Instagram post refer to the Anti-Defamation League and the American Israel Public Affairs Committee, both of which told USA TODAY that claims of their purported involvement in the 9/11 legislation are false.

“This post is a complete fraud,” Anti-Defamation League spokesperson Todd Gutnick said. “There is no such legislation.” 

The American Israel Public Affairs Committee has also “not supported any such legislation,” spokesperson Marshall Wittmann said. 

Fact check : False claim Trump said World Trade Center attack didn't happen in speech

The Instagram post is a cropped version of an image posted on X that includes a New York Post banner on top. But like the claim itself, the image isn't legitimate.

No such article appears on the outlet’s website . The image appears to be an altered version of an April 26 report on Harvey Weinstein that includes the same date, timestamp and byline. 

This is not the first time a post has claimed the First Amendment is in danger. USA TODAY previously debunked a false claim that it’s now illegal to protest in Mississippi, Louisiana and Texas. 

USA TODAY reached out to users who shared the post for comment. One told USA TODAY they realized the information was false after posting.

The Associated Press , Lead Stories and Reuters also debunked the claim. 

Our fact-check sources:

• Congress.gov, accessed May 4, Legislation search
• GovTrack, accessed May 4, Legislation search
• Marshall Wittmann, May 3, Email exchange with USA TODAY
• Todd Gutnick , May 3, Email exchange with USA TODAY

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‘saturday night live’ special cold open features cast members and their moms sharing “heartwarming stories” for mother’s day, narrative ups megan brophy young, matt haberman & chase lehner to vice president.

By Matt Grobar

Matt Grobar

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EXCLUSIVE : Megan Brophy Young , Matt Haberman and Chase Lehner have been promoted to Vice President of Talent at the leading PR firm Narrative .

Lehner will work out of the company’s Los Angeles office, with Brophy Young and Haberman continuing to co-lead the company’s New York City outpost, as Brophy Young splits her time between Texas and New York.

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Haberman joined in 2017 to open the company’s New York office, where he reps breakout artists including actress and singer-songwriter Reneé Rapp, actor, filmmaker and comedian Ramy Youssef, The Summer I Turned Pretty ‘s Lola Tung, actress and comedian Megan Stalter, and Emmy nominee Camila Morrone. Haberman also continues to represent such notables as Greta Gerwig, Josh Brolin, Andrea Riseborough, Jenny Han, Beanie Feldstein, Eve Hewson and Emily Mortimer. Prior to Narrative, Matt spent seven years in the talent department of ID. He began his career working with Lisa Taback at LT-LA where he contributed to the Academy Award campaigns for films including Best Picture winner The King’s Speech , as well as Blue Valentine and Winter’s Bone .

“Megan Brophy Young, Matt Haberman and Chase Lehner consistently demonstrate exceptional leadership and a commitment of excellence to Narrative and our clients,” said the Narrative partners in a joint statement. “With great pride, we announce their promotions to Vice President, confident in their ability to lead with vision, dedication, and to craft campaigns that resonate and inspire.”

Founded in 2017 by PR veterans Heidi Lopata, Liz Mahoney, Megan Moss Pachon, and Bryna Rifkin, Narrative’s other notable clients include Naomi Ackie, Amy Adams, Darren Aronofsky, Noah Baumbach, Bo Burnham, Jane Campion, Olivia Colman, Marion Cotillard, Benedict Cumberbatch, Phoebe Dynevor, Chris Evans, Drew Goddard, Sandra Hüller, Barry Keoghan, Simon Kinberg, Vanessa Kirby, Vicky Krieps,  Lashana Lynch, Brit Marling, Andrea Riseborough, Rachel McAdams, Ewan McGregor, Ruth Negga, Deepika Padukone, Robert Pattinson, Matt Reeves, Daisy Ridley, Margot Robbie, Maya Rudolph, Taylor Russell, Benny Safdie, Michael Shannon, Sarah Snook, Meryl Streep, Ti West, Olivia Wilde, Kate Winslet, Steven Yeun, Luckychap Entertainment and Black Label Media, among others.

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Justice Alito warns of declining support for freedom of speech on college campuses

Conservative Supreme Court Justice Samuel Alito on Saturday warned that support for freedom of speech is "declining dangerously," especially on college campuses, as part of a commencement address he delivered at the Franciscan University of Steubenville, a Catholic college in Ohio.

His remarks appeared to reference unrest at various college campuses around the country arising from protests against Israel's military operations in Gaza.

“Right now in the world outside this beautiful campus, troubled waters are slamming against some of our most fundamental principles," Alito said.

"Support for freedom of speech is declining dangerously," he added, especially on college campuses, where the exchange of ideas should be most protected.

"Very few colleges live up to that ideal. This place is one of them … but things are not that way out there in the broader world," Alito said.

But Alito's support for free speech has its limits — he was a notable sole dissenter when the Supreme Court in 2011 ruled 8-1 that members of the conservative Westboro Baptist Church had a free speech right to picket the funeral of a military veteran.

"Our profound national commitment to free and open debate is not a license for the vicious verbal assault that occurred in this case," he wrote in dissent.

Alito, who is Catholic, has frequently raised the alarm about freedom of religion being under attack and has often voted in favor of expanding religious rights.

"Freedom of religion is also imperiled," he told the graduating students. "When you venture out into the world, you may well find yourself in a job, or community or a social setting when you will be pressured to endorse ideas you don’t believe, or to abandon core beliefs. It will be up to you to stand firm."

The Supreme Court is poised in the coming weeks to issue major rulings on a series of contentious issues including abortion, gun rights and whether former President Donald Trump is immune from prosecution for his attempts to overturn the results of the 2020 election.

Alito, the author of the 2022 ruling that overturned the landmark Roe v. Wade, is one of several justices making public appearances while the court prepares its rulings.

On Friday, fellow conservative Justice Clarence Thomas spoke at a judicial conference in Alabama, where he decried the "nastiness and the lies" he has faced.

He and his wife, conservative political activist Ginni Thomas, have both been in the spotlight in recent years. He has been accused of failing to follow ethics rules, while she was criticized for backing Trump's effort to challenge election results.

At another judicial conference in Texas, conservative Justice Brett Kavanaugh said Friday that Supreme Court rulings that are unpopular when issued can later become part of the "fabric of American constitutional law."

Lawrence Hurley covers the Supreme Court for NBC News.

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Campus protest crackdowns claim to be about antisemitism – but they’re part of a rightwing plan

Accusations of antisemitism are the tip of the spear in a frightening illiberal project serving an autocratic agenda

S ince 7 October, commentators have been ringing the alarm that a growing protest movement in solidarity with Palestine signals not just the end of a “golden age” for American Jews – as Franklin Foer recently put it in the Atlantic – but for American liberal democracy itself.

As Foer wrote, the “surge of antisemitism is a symptom of the decay of democratic habits, a leading indicator of rising authoritarianism”. Writing before the start of the encampments, he noted that Columbia was “a graphic example of the collapse of the liberalism that had insulated American Jews: it is a microcosm of a society that has lost its capacity to express disagreements without resorting to animus”. Meanwhile, on CNN, the anchor Dana Bash invoked 1930s Europe – “and I do not say that lightly … the fear among American Jews is palpable right now”.

There is no doubt that many Jewish students – especially those raised to believe that their Jewish identity is indivisible from the political ideology of Zionism – feel uncomfortable, or that many of them feel ostracized by their peers. But their discomfort has justified a powerful attack on academic freedom and first amendment rights that long predates the student encampments – part of a longstanding rightwing project to curb speech and reshape the public sphere.

Foer and Bash are right that American democracy is imperiled. But as the draconian crackdown on non-violent student protests makes clear, accusations of antisemitism are not themselves evidence of liberal decline, but rather the tip of the spear in a frightening illiberal project serving the agenda of an emboldened, autocratic right wing.

T he months since 7 October have seen shocking attacks on freedom of expression and assembly on campus. Even before the stunning display of police brutality in recent weeks, campuses have been home to canceled speakers and events , arbitrary disciplinary hearings , and outright censorship . The University of Southern California has canceled its entire commencement ceremony rather than let its valedictorian, Asna Tabassum, deliver a message of Palestine solidarity in her speech. Universities have suspended chapters of Students for Justice in Palestine (SJP) and Jewish Voice for Peace , in decisions that PEN America has said are “united by a degree of opacity, in that university leaders have not been fully forthcoming in delineating how these student groups broke campus rules, or how the decision to suspend them was reached”.

These curtailments of civil liberties, enacted in the service of “protecting Jewish students”, are not now and will not be confined to Palestine-related speech. The recent history of suppression of Palestine activism suggests that tactics employed by legislatures, universities, and other institutions will soon pop up elsewhere.

Anti-boycott laws – targeting the non-violent tactic of boycott when applied to the state of Israel – exist in 38 states, under the argument that such boycotts constitute antisemitism. In the past few years, this tactic has spread to protect other causes beloved by the right. Now, several states have laws on the books that prohibit the government from doing business with groups or individuals who are boycotting fossil fuels or the gun industry. “They’re shrinking the space for public debate and action on some of the most important issues of our time,” Meera Shah, a senior staff attorney at Palestine Legal, told Jewish Currents in 2022, underscoring why “it’s so dangerous to permit this kind of Palestine exception to speech”.

The pro-Palestine movement has also provided cover for the right to expand its attack on protest – a project advanced significantly after the Black Lives Matter protests in 2020. Building on laws that allow motorists to hit protesters with their cars, and bar convicted protesters from holding state employment or receiving public benefits, GOP lawmakers have introduced new legislation pinned to the wave of pro-Palestine protests since 7 October. In March, Senator Tom Cotton introduced the “Stop Pro-Terrorist Riots Now Act”, to “crack down on pro-Hamas riots”, increasing punishments for rioting and providing mandatory sentences for anyone committing violence as part of a riot. Senators Marsha Blackburn and Thom Tillis have introduced legislation making it a federal crime to block roads or highways, a move they said was in “direct response to radical tactics of pro-Palestinian protesters who have intentionally blocked roads and highways across the country”.

In a tactic familiar from the post-9/11 landscape , GOP lawmakers and civil society leaders from groups like the ADL and the Brandeis Center have endeavored to paint student protesters and groups as “terrorists”. This is bad news for activists across the country: a 2024 report by the Center for Constitutional Rights details how “core features” of US antiterrorism law, “driven by anti-Palestinian agendas”, were “expanded and ‘brought home’ to repress other protest movements”, including the Black Lives Matter movement and the protests against the “Cop City” Atlanta police training center. As early as next week, the Senate could vote on a bill designed to penalize criticism of Israel by suspending tax-exempt status for “terrorist supporting organizations” – which Lara Friedman, president of the Foundation for Middle East Peace, said would “dispense with the due process” and empower “a single US official to act as prosecutor, judge, jury, and executioner of [American] orgs whose viewpoints that official disagrees with”.

Of course, some student groups have adopted inflammatory rhetoric, reminiscent of some anti-Vietnam war campus protesters’ adoption of the Viet Cong flag . Many observers have referenced a toolkit released by National SJP in the days after 7 October affirming their support for armed struggle. But these are political opinions that constitute protected political speech. “Students’ independent political rhetoric is not material support for terrorism,” Hina Shamsi, director of the National Security Project at the American Civil Liberties Union (ACLU), told Jewish Currents in November. “A blanket call to investigate every chapter of a pro-Palestinian student group for material support – without even an attempt to cite evidence – is unwarranted, wrong, and dangerous.”

Alongside this effort to tar protest as terrorism, the right is seizing on the emotions inflamed by Israel’s war to make headway in a longstanding offensive on education. Over the past several years, the GOP has sought to meddle in the academic freedom of universities, which they allege are indoctrinating students into “woke”, leftwing ideology. This is perhaps most dramatic in Florida, where, in a bid to control access to history and information, Governor Ron DeSantis has all but remade the public liberal arts college New College in his image , and has introduced the Stop Woke Act, curtailing what teachers can teach on topics of race and gender. Republicans have also taken aim nationally at diversity, equity, and inclusion (DEI) initiatives, introducing more than 30 bills targeting DEI funding, practices, and promotion at schools. Nine have been signed into law – efforts that the ACLU says “represent yet another attempt to re-whitewash America’s history of racial subjugation, and to reverse efforts to pursue racial justice”.

The moral panic around antisemitism has been a useful vehicle to further the campaign against DEI, as congressional hearings on antisemitism since 7 Octoberhave made clear. “Evidence shows that campus DEI bureaucracies play a major role in propagating the spread of antisemitism,” said the US representative Burgess Owens at a November hearing . “It is a dirty little secret at the heart to DEI.”

Though these attacks on academic freedom and free speech on campus have been spearheaded by the right wing, under the guise of “fighting antisemitism”, Democrats are playing along. Last week, a bipartisan House vote affirmed the Antisemitism Awareness Act , which would codify the controversial International Holocaust Remembrace Alliance (IHRA) definition of antisemitism for the purpose of campus harassment investigations. According to the ACLU , the adoption of this “overbroad” definition “could result in colleges and universities suppressing a wide variety of speech critical of Israel or in support of Palestinian rights in an effort to avoid investigations by the Department [of Education] and the potential loss of funding.” At the City University of New York (Cuny), faculty have been whispering for months about how the Democratic governor Kathy Hochul’s independent review into the school’s policies on antisemitism and discrimination has chilled speech and could feed calls to defund Cuny from Republican lawmakers at the state and federal level. This effort to defund higher education is part of a broader GOP plan to punish universities, as the Republican US representative Jim Banks admitted in a Zoom call with business leaders leaked to CNBC . “The hearing was the first step,” he said, in reference to the congressional hearings grilling college presidents about antisemitism allegations on their campuses.

Private universities will not be immune from these repressive headwinds, if the April testimony of Columbia’s president, Minouche Shafik, before Congress was any indication. Rather than stand up for academic freedom, Shafik obliged GOP lawmakers ’ agendas, suggesting she would meddle in departmental appointments, investigate and punish protected speech, and cordon off protest, all in the name of protecting Jewish students. A day later, she invited police to Columbia’s campus to arrest more than 100 students who had been peacefully protesting.

To be clear, all of the most serious violent attacks since October have been on Palestinians and their supporters. In Chicago, a six-year-old Palestinian American was killed and his mother injured in a stabbing attack by their landlord. In Vermont, three Palestinian students were shot while wearing keffiyehs and speaking Arabic; one is permanently paralyzed . At Stanford, an Arab Muslim student was targeted in a hit-and-run after a Palestine solidarity protest. Just this week, a cousin of the extremist Jewish leader Meir Kahane allegedly rammed protesters with his car outside the home of a Columbia trustee. And last week at UCLA, 25 students were hospitalized after an attack by a Zionist mob with wooden planks, fireworks, and pepper spray.

Yet there is no discourse in Washington suggesting that Palestinians are unsafe in the United States, or that pro-Israel supporters are “genocidal” – and no comparable rush to legislate.

Liberals, particularly older ones, have long scolded college students for their illiberalism, their “safe spaces”, and their low tolerance for discomfort and disagreement. But to watch the full-throated support for the violent repression of student activism resounding in the media, in university administrations, and at every level of government these past several weeks is to witness an astounding repudiation of our civil liberties on account of their discomfort. It’s worth remembering that the Vietnam anti-war protests were also unpopular at the time – three-quarters of the American public opposed them, and the country elected a racist, criminal president, Richard Nixon, in part to restore “law and order” .

Liberals know there is an autocratic strain spreading across this country – they identify it in Trump’s efforts to steal the election, or DeSantis’s attacks on history. Come November, Trump could return to office, and the erosions in our civil liberties we have written into law and practice in these months will be there for his use. But it’s worth remembering that the crackdowns on our first amendment rights over the last several weeks have happened under a Democratic president, in defense of a US-funded war that enjoys bipartisan support in Congress, if not among a changing Democratic party base.

As the White House repeatedly accuses the students of antisemitism, in a tacit endorsement of the police swarming university campuses, it’s worth taking the students’ word for why they’re there in the first place: Biden’s disastrous foreign policy , in which every opportunity for Israeli accountability has been spurned, has turned Gaza into a mass grave – off the charts compared with any other contemporary conflict by every metric – and brought the entire Middle East to the brink of all-out regional war.

I believe history will vindicate these students and their call for Palestinian liberation and an end to US complicity in a brutal, futile Israeli war. But even if you disagree, it’s clear that protecting them is also an investment in the protection of our fundamental liberties.

Arielle Angel is the editor-in-chief of Jewish Currents

• US campus protests
• Antisemitism
• Israel-Gaza war

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