...CLRC Writing Center Structure of a Personal Narrative Essay “Narrative” is a term more commonly known as “story.” Narratives written for college or personal narratives, tell a story, usually to some point, to illustrate some truth or insight. Following are some tools to help you structure your personal narrative, breaking it down into parts. The “Hook” Start your paper with a statement about your story that catches the reader’s attention, for example: a relevant quotation, question, fact, or definition. Introduction Set the Scene Provide the information the reader will need to understand the story: Who are the major characters? When and where is it taking place? Is it a story about something that happened to you, the writer, or is it fiction? Thesis Statement The thesis of a narrative essay plays a slightly different role than that of an argument or expository essay. A narrative thesis can begin the events of the story: “It was sunny and warm out when I started down the path”; offer a moral or lesson learned: “I’ll never hike alone again”; or identify a theme that connects the story to a universal experience: “Journeys bring both joy and hardship.” “Show, Don’t Tell” Good story telling includes details and descriptions that help the reader understand what the writer experienced. Think about using all five senses—not just the sense of sight—to add details about what you heard, saw, and felt during the event. For example, “My heart jumped as the dark ...
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...Structure of a Personal Narrative Essay “Narrative” is a term more commonly known as “story.” Narratives written for college or personal narratives, tell a story, usually to some point, to illustrate some truth or insight. Following are some tools to help you structure your personal narrative, breaking it down into parts. The “Hook” Start your paper with a statement about your story that catches the reader’s attention, for example: a relevant quotation, question, fact, or definition. Set the Scene Provide the information the reader will need to understand the story: Who are the major characters? When and where is it taking place? Is it a story about something that happened to you, the writer, or is it fiction? Thesis Statement The thesis of a narrative essay plays a slightly different role than that of an argument or expository essay. A narrative thesis can begin the events of the story: “It was sunny and warm out when I started down the path”; offer a moral or lesson learned: “I’ll never hike alone again”; or identify a theme that connects the story to a universal experience: “Journeys bring both joy and hardship.” “Show, Don’t Tell” Good story telling includes details and descriptions that help the reader understand what the writer experienced. Think about using all five senses—not just the sense of sight—to add details about what you heard, saw, and felt during the event. For example, “My heart jumped as the dark shape of the brown grizzly lurched toward me out of the woods”...
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...Converting Ideas to Third Person for College Level Writing by Professor Adri-anne Jones In most instances, college freshmen enter college knowing how to write their ideas in first person, I and second person, you but have had little if any experience with third person writing. Therefore, many first-year college students are not prepared to write the typical academic essay and research paper. For the most part, the purpose of writing in the academic environment is to inform, to report, and to persuade. Therefore, the writing style is expected to be formal since students will be engaged in writing research papers, essays, book reports, critiques, proposals, and responses to literary writings. In these formal and academic writing situations—in most cases—the focus is on the subject and not the writer. Therefore, it is crucial that college freshmen learn to master third person writing before they complete their course requirements for freshman composition. Even though argument and persuasive writing is based on the writer’s personal opinion or position on an issue, the writer’s opinion is most often presented in third person. Rather than to write I think . . . or I believe . . . or I feel . . ., the writer should simply state his or her opinion without making a first person reference. For example, the academic writer should avoid such statements like I feel that the restoration of prayer in public schools could likely remedy the lack of discipline in classrooms...
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...When comparing Paul McHenry Roberts narrative essay "How to Say Nothing in 500 Words" and Maya Angelou's descriptive essay "Sister Flowers", Roberts essay holds superior because he uses 2nd point of person, relate-able topics, and problem solving strategies in his essay. By using descriptive language, an author has the power to tantalize their readers simply by word usage. Descriptive language "refers to words that are vivid, expressive, and highly specific to the topic" (Connell & Sole, 2013). For example, in the essay "How To Say Nothing in 500 Words", the author sets the mood by stating, "It's Friday afternoon, and you have almost survived another week of class" (Roberts, 2013). All college students, the author's intended audience, can relate to anticipating the weekend, and a break from the stresses of college coursework. In speaking directly to the reader, second-person point of view, the author, Paul McHenry Roberts, establishes an intimate connection. Roberts uses humor within the body of the essay as well, furthering the connection between himself and his audience. Roberts states, "All subjects, except sex, are dull until someone makes them interesting." (Roberts). He further goes on about how to set up a unique paper. Roberts lists examples of different topics throughout this essay. He creates an informative essay about writing on much-debated topics by thinking outside the box. As Roberts illustrates by stating" Picture poor old Alfy coming home from football...
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...N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose. The writers of factual stories try to recount...
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...Christians, Converso’s, and the Jews of the Iberian Peninsula. The plan of forced conversions in 1391 was indeed successful, but nobody was prepared for the aftermath of what transpired. How to deal with the massive influx of converts into Christianity was an enormous problem, and the question of identity became the central area of concern. As one will see, religious incentive was the dominant motivator for forcible conversion that ultimately led to the problematic question of identity amongst the...
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...Roen−Glau−Maid: The McGraw−Hill Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer...
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...Phillip Woods Sandra Simonds ENG102 April 26 2016 Langston Hughes and The Weary Blues Langston Hughes was recognized as a significant literary figure during the 1920s, a period known as the "Harlem Renaissance" because of the number of emerging black writers. After graduating from high school, Hughes went to Mexico to visit his father, in hopes to convince his father that he should pay for his college education at Columbia University in New York City. On his way to Mexico on the train, while thinking about his past and his future, Hughes wrote the famous poem, "The Negro Speaks of Rivers." After arriving in Mexico, the tension between Hughes and his father was strong. Hughes wanted to be a writer; his father wanted him to be an engineer. After Hughes sent some of his poetry to what was known as the “Brownies” Book and “Crisis” magazines, it was accepted. his father was impressed enough to agree to pay for a year at Columbia University. It was there at Columbia University were he begin releasing more poems that he had written. Hughes embraced crafting blues music into his poetry because it expressed the worries of the common man in a simple and direct manner. Blues songs feature heavy repetition, and singers often seem to be laughing and crying at the same time. One of his best works was the poem “The Weary Blues” which came in first place in a section of a literary contest in an Opportunity magazine published in 1925...
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...Personal Theory Exploration Sarah Haeck Bowling Green State University Growing Awareness “Knowledge is power.” -Sir Francis Bacon Knowledge is indeed powerful. It allows one to see things in more comprehensive ways. Knowledge doesn’t let one settle. It molds and evolves within someone. Knowledge pushes one to betterment. It can come from outside sources but always is processed and implemented within. As a counselor, knowledge is vital to the wellness and development of the client. Knowing who we are, where we come from, what influences us, and what makes us who we are, these are just some of the questions that help us discover ourselves. I have spent a great deal of time and effort understanding who I am and what goes into that. As well as how the situations and people around me have made impressions on my life. Then beginning to dealing with the issues that have come up because of these things. At the end of the day, I believe a few things to be true: relationships mold our existence, our spiritual lives affect us, and a holistic view and self-awareness are keys to growth. As I have traced the steps of several theories, one sticks out as primary to who I am – Existential-Humanistic Theory. Taking the essence of this theory and combining it with aspects of Developmental Counseling Theory and Family Therapy, I hope to have a comprehensive fit to my personality as a budding counselor. Adaptable and Practical Being highly spiritual makes Existential-Humanistic...
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...CSPI, DCE, & AVCAD) USCG Training Center Cape May, NJ September 2012 v. 13 50 OCS, CSPI, DCE, AVCAD APPLICATION PREPARATION HANDBOOK (Officers – except for certain captains – and those who had enlisted were let go, or “put on the beach” when wars ended.) Officers were given commissions by the monarch. Like a commission given to an artist or architect to produce a new work, these commissions laid out the scope of their duties and their responsibilities in the specific office or position they were appointed to. And they served at the pleasure of the king (or queen), meaning they could be dismissed by the monarch at any time. These traditions applied throughout the Royal Navy, including in ships stationed in Britain’s North American colonies. During the War for Independence, the Continental Navy maintained these traditions. And after the U.S. achieved its independence from Britain, both the Revenue Marine (starting in 1790) and Navy (beginning in 1798) carried them forward. Foreword CONTENTS i Overview 1 Application Format & Contents 9 Narrative Memo 13 CO’s Endorsement 21 Interview 31 Conclusion 41 Appendix A (Officer & Enlisted Careers) 43 49 OCS, CSPI, DCE, AVCAD APPLICATION PREPARATION HANDBOOK OCS, CSPI, DCE, AVCAD APPLICATION PREPARATION HANDBOOK FOREWORD president”. That means they can be dismissed at any time without any reason. These terms of service date back centuries, and are the source of the...
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...The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Master of Education Specializing in Interdisciplinary Studies May, 2009 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of niIaster of Education, specializing in Interdisciplinary Studies. Thesis Examination Committee: . 2 M d Johnson, 111, D.P.A. ,G!krMb. %.&I;-; Patricia A. Stokowski, Ph. D Interim Dean, Graduate College Date: March 4,2009 ABSTRACT The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach...
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...FUN IN THE WORKPLACE: TOWARD AN ENVIRONMENT-BEHAVIOR FRAMEWORK RELATING OFFICE DESIGN, EMPLOYEE CREATIVITY, AND JOB SATISFACTION By ALEXANDRA M. MILLER A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INTERIOR DESIGN UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Alexandra M. Miller ACKNOWLEDGMENTS First, I would like to thank my committee chair, Dr. Margaret Portillo, for her direction and guidance throughout the entire research process. I would also like to thank Dr. M. Joyce Hasell for her support and valuable expertise. Additional thanks go to Dr. Larry Winner for his indispensable assistance as a statistical consultant. I would also like to thank PUSH for providing an excellent example of a fun workplace. In particular, I would like to thank partners John Ludwig, Chris Robb, and Rich Wahl for allowing me to conduct a case study of their business. Additional thanks go to Ron Boucher, Jourdan Crumpler, and Gordon Weller for taking the time to participate in interviews. I would also like to express my gratitude to Kathryn Voorhees for her help, humor, and friendship as she accompanied me throughout the research process. Finally, I would like to thank all of my friends and family for their support. In particular, I would like to thank to my parents for their constant support and for helping me to achieve my dreams. iii TABLE OF CONTENTS page ACKNOWLEDGMENTS ..........
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...statements of right/wrong, and they should not be used as grading elements. Also, at present, WritePoint cannot detect quotations or block-quotes, so comments in those areas should be ignored. Please see the other helpful writing resources in the Tutorials and Guides section of the Center for Writing Excellence. Thank you for using WritePoint. Personal Responsibility Danielle Fairley GEN/200 May 22, 2012 April Miller Personal Responsibility Begin your [Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Prefer third-person pronouns (he, she, they, it)] paper [This title could be more inspiring. Labeling it a "paper" or an "essay" is redundant (what else could it be?), and only a few words as a title are not very explanatory (or intriguing to the reader). An ideal title has between six and a dozen words ] here. Double space the entire document. Be [If this is not in a title, avoid the imperative mood (a command) in academic writing because it addresses the reader personally (an unwritten "you," which is the second person narrative mode)] sure to indent the first line of each paragraph between...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...for a BSIT student to develop the desirable traits of a future office worker. Thus, a BSIT student has the opportunity to develop attitudes, skills and understanding which is necessary in the field of information technology particularly in the IT/ computer-related workplaces as IT professionals. As BSIT students, the On-the-Job Training provides a background of what is really going-on in a certain office. On-the-Job Training provides the opportunity in promoting worthy values and developing strong moral character among other people in the community. It is one of the factors that are helpful to the students in enriching and enhancing their knowledge learned at school. It is also one way of preparing the BSIT student in the real world of works after schooling. The development of the student who undergoes such training can be determined through the trainee’s ability to accomplish work by following instructions and performing duties and responsibilities obediently and diligently. The-On-The-Job-Training was conducted at the Dean’s Office, College of Computing and Information Technology, Isabela State University, Cauayan City, Isabela, from November 14, 2011 to January 26, 2012 for a total of three hundred twenty four (324) hours....
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