Chapter 5.2 Narration
Look familiar? We’ve grown up listening to and reading stories that follow this format. But storytelling isn’t limited to children’s fairytales and fiction novels. Storytelling, or narration, is a powerful composition strategy that can connect and engage an audience.
Filmmaker Andrew Stanton (Toy Story and WALL-E) believes that “Stories can cross the barriers of time–past, present, and future–and allow us to experience the similarities between ourselves and through others, real and imagined.” These connections help make the audience care. And when an audience cares, or is invested in your story, that’s powerful.
As writers, we use narration for many purposes and in varying situations. Most often, when people think of narration, they associate it with fiction or novels–storytelling for entertainment. Yes, this is true, but narration can also be very effective in other writing. We may choose to recount a historical event through a first-person narrative. Or we may even use a compelling story to persuade an audience to take action.
How and when you use narration depends primarily on your purpose. Sometime in your life, perhaps at work, at school, or even in a court of law, you may be required to write:
- a third-person narrative report for your boss about a problem on the job
- a first-person narrative letter of complaint to a company about a situation where you feel you were treated unfairly when you bought something or received a service
- a first-person narrative report for your car insurance company after an accident
- a first-person narrative essay about your achievements for a scholarship application or college entrance essay
A narrative is simply a story, 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 are doing a form of narration.
Prewriting for Narrative Writing
Choosing a topic
Read the writing prompts below and look up any words that will help you understand the topic better. Choose carefully because you will develop this idea into a longer piece of writing later.
Exercise 5.2.1
Rank the prompts from 1-4, with 1 being the one you most want to write about and 4 being the one you don’t think is very interesting for you.
____ 1) Write about a time in your life when you solved a problem or overcame a major
challenge at work, at school, in a specific place (like a hospital, a grocery store, a
hotel, a city) or in a personal relationship.
____ 2) Write about a person outside of your family who has made a meaningful difference
in your life in some way.
____ 3) Write about an experience you had while traveling and how you feel it changed you.
You can write about any kind of trip away from home, near or far.
____ 4) Write about a time that you failed to do something that was important to you, whether in school, at home, at work or with your friends. How did you react to that failure? Did anything positive come out of it? What?
Brainstorming with a mind map
A mind map is a visual way to brainstorm a topic. It is different from just making a list of ideas because it can allow you to break a topic into parts and see relationships between the different pieces of the whole topic.
Exercise 5.2.2
Exercise 5.2.3
Narrowing a topic
Remember that for this diagnostic writing, your goal is to only write ONE paragraph about this event. This means you need to focus on the most important characters, the main setting, the parts of the plot that are important, and which part of the conflict you can easily explain and come to a resolution. Look at the brainstorm again and notice what parts of the story this writer decided to leave out.
Exercise 5.2.4
Go back to your brainstorm and mind map from Exercise 5.2.3 and narrow your topic. Mark any elements of the story that make it difficult to explain in only one paragraph. Draw a single line through them. Don’t erase or black out any of your ideas — you might use them later!
Elements of a Narrative
No matter the purpose or situation, there are common features to narrative writing:
Theme
Why does the story matter? Before you even begin composing the story, it’s essential to determine the significance of the event and the purpose of sharing the story. Ask yourself: Why am I sharing this story? Theme means the overall concept, dilemma, question, point, message, or moral that the story treats. Stories essentially explore important meanings in one’s own life, or in life itself, and this exploration of meaning is theme. For our purpose here, the theme is often the thesis that the narrative supports, or the main point that the narrative illustrates. You need to know what the point of your story is, and you must make it clear for readers.
Setting

This means the time and place of the story. When and where did it happen? Create and build the story world. This helps to establish context for the story. The names or pure data mean almost nothing without specifics regarding what it was like and how it affected the plot, characters, theme, or other parts of the setting. So saying that the story took place in “Centralia on June 22, 2018” means nothing. Instead, say what kind of place it seemed like to you, and use specifics to render the sensations of that kind of place. What did it look like? What was around? What did that time or era seem like to you?
Characters
These are the participants in the story. They can include yourself, the writer (normally by using first-person pronouns), and/or others. For your readers, characters in a narrative are not the people themselves in real life. They are constructs of words that the readers must imagine. So in a narrative, characters exist only through what you say about them, and what you say about them should show the only two things they can really do: act and speak. It is your job as the writer to create the characters by rendering their actions and/or speech through your words. Each character’s behavior and/or dialogue should be involved in the narrative and should matter to the theme, setting, plot, or other characters. If you fail to involve a characters speech and/or actions, or if they have no bearing on these elements in the narrative, you have failed to render the character.
Point of view
Every story has a point of view. In your first paragraph, the story is probably told from your point of view because you are the narrator. This narrative point of view is called “first person.” There are several other points of view that writers can use in narrative writing. When a writer chooses a point of view, there are many things to consider:
Who is the audience? Who are the people who will read your writing?
What is the purpose of the writing? Is it to inform, persuade, or entertain?
Narrative stories can be told from many points of view. To write in a way that is clear and easily understood by the writer, it is important not to change the point of view without a good reason. It is important to keep using the same pronouns to match the point of view.
Exercise 5.2.5
Complete the chart below with the correct form of the pronouns.
Subject | Object | Possessive Adjective | Possessive Pronoun | Reflexive Pronoun | |
First Person | I | my | mine | ||
Second Person | you | yourself | |||
Third Person | he
she it |
____
____ it |
his
_____ _____ |
_____
hers |
_____
_____ _____ |
Subject |
Object |
Possessive adjective |
Possessive pronoun |
Reflexive pronoun |
|
First person |
we |
_____ |
our |
ours |
ourselves |
Second person |
you (a group) |
_____ |
_____ |
_____ |
_______ |
Third person *they can also be used for third person singular. See page 11. |
*they |
*_____ |
*_____ |
*_____ |
*______ |
Exercise 5.2.6
Replace the correct pronoun form for each numbered space to reflect the correct point of view.
1. First person
Look back at the chart and fill in the blanks with the best first-person pronoun. The first one is done for you.
__I_ am so tired. __1__ stayed up late trying to do __2__ homework, and then __3__ parents started fighting, so it was difficult to go to sleep because they were yelling so loudly. __4__ really hate it when __5__ parents fight. __6__ sometimes wonder if they even care about __7__ or __8__ feelings. Other times, __9___ blame ___10__ for their fights because they sometimes fight over questions I ask. Still this family is __11___ — it’s the only family ___12__ have and __13___ love them.
2. Second person
Look back at the chart and fill in the blanks with the best second person pronoun. The first one is done for you.
_You_ look out into the classroom and see some of __1__ students doing disrespectful things. One student that __2__ see is sleeping. At first, __3__ get angry. Then, __4__suddenly realize that she might be sick or have problems at home. As soon as __5__think of this, __6__ feel bad for getting angry. __7__ remind __8___ that __9__ always need to consider that something else may be causing the problem with __10__ students’ behavior. __11__ promise to always ask: is the problem theirs or __12__?
3. Third person + verbs
Now, change the 2nd person text (2. above) to third person. Also, add the verbs back into the story. Use singular pronouns and keep the story in the present (don’t change to the past).
__1__ __2__ out into the classroom and __3__ some of __4__ students doing disrespectful things. One student that _5___ __6__ is sleeping. At first, __7__ _8___ angry. Then, __9__suddenly ___10__ that the student might be sick or have problems at home. As soon as __11__ __12__ of this, __13__ __14__ bad for getting angry. __15__ ___16__ __17___ that __18__ always __19__ to consider that something else may be causing the problem with __20__ students’ behavior. __21__ __22__ to always ask: is the problem theirs or __23__?
Pronoun Agreement
Pronouns must agree with the words that they replace. They must agree in gender, number, and point of view. Remember that you must use “third person -s” with present tense verbs of third person pronouns. She looks / He sees / It helps. This is called subject-verb agreement.
They
Three different situations where we use ‘they’ for one person:
1. You don’t know the person’s gender.
2. The person’s gender doesn’t matter, or you don’t want to reveal it.
3. The person’s gender is nonbinary*.
*Nonbinary gender means not one gender or the other — not only a woman, not only a man. Maybe neither, maybe both, maybe in between, maybe third gender, maybe ‘neutral’ gender, or maybe something else.
Example
In academic writing, writers usually use third person to write about a topic in a way that is not personal. However, a college or university may ask for a personal essay written in first person as part of the application process. Also, your instructors may ask you to write personal essays in order to reflect on or explain your reaction to some class activities or your learning process during a course. Second-person point of view are usually used in fictional, instructional, and less formal writing. Third-person point of view is used in both fictional writing and formal, academic writing.
Problems with Pronoun Agreement
A common grammatical error that writers make is called a point of view shift. A point of view shift occurs when a story begins in one point of view, such as first person (I, my, me), and then later the writer accidentally shifts to second- or third-person point of view.
Exercise 5.2.7
Read the following paragraph carefully. All the pronouns have been bolded. Look for shifts in point of view. Can you find seven mistakes? (Remember to correct the pronoun and, when necessary, its verb.)
Over spring break, I visited my older cousin, Diana, and she took me to a butterfly exhibit at a museum. Diana and I have been close ever since she was young. Our mothers are twin sisters, and she is inseparable! Diana knows how much I love butterflies, so it was their special present to me. I have a soft spot for caterpillars, too. I love them because something about the way it transforms is so interesting to me. One summer, my grandmother gave me a butterfly growing kit, and you got to see the entire life cycle of five painted lady butterflies. I even got to set it free. So when my cousin said they wanted to take me to the butterfly exhibit, I was really excited!
Plot is what we call the events and occurrences of the story. In other words, plot is what happens, both externally (physically, historically) and internally (mentally, emotionally).
Narrative writing is most often written in chronological order. In other words, stories typically have a beginning, a middle, and an end. The events in the story are typically organized by time. Certain transitional words and phrases help to keep both the reader and writer oriented in the sequence of a story.
Exercise 5.2.9
Transition phrases and conjunctions that show a sequence of events:
Sort the following sequences into the chart below.
in the beginning | after a while | at last | after that |
several hours before | one day | at last | while |
the following day | the previous day | finally | in the end |
when | eventually | later | after |
meanwhile | before |
Useful at the beginning of a story/paragraph |
Useful in the middle of a story/paragraph |
Words that show two events/actions happening at the same time |
Useful at the end of a story/paragraph |
|
|
|
|
Exercise 5.2.10
I have been to China two times, but the first time was special because I met Jie in Guilin. It was about three years __1___. __2___ ___3__ time, I was a high school student, and I was traveling on a school trip to visit Guilin. Guilin is the Chinese sister city of my home city in Japan, Kumamoto. I had never visited a foreign country __4___, so I was very excited and a little nervous about going to Guilin. At __5___, I didn’t know much about China, but I had studied a little about Guilin __6___ we departed. In the __7___, I grew to like China the more I learned, but more importantly, I met Jie who would ___8__ become my wife.
__9___ we arrived at Guilin airport, the Chinese student representatives of Guilin were waiting for us there. I was excited but a little nervous because one of them was going to be my partner for the whole trip and I didn’t know who he or she was. __10___ we were walking out of the airport to find a taxi, a girl __11___ came up and spoke to me. She told me she was my partner, Jie. I immediately knew that I was lucky because she was very cute, but I didn’t know that I would fall in love and marry her only six months _12____ I returned home.
Past tense forms for narratives
Verb tense |
How it’s used |
How it’s formed |
Past Simple |
I had an accident on a rainy day. I slipped and fell in the mud. Did you have a accident? It didn’t rain all night.
|
Affirmative: -ed or irregular Question: auxiliary verb + base form Negative: auxiliary verb + no + base form |
Past Continuous (Progressive) |
I was walking home late at night. Was he walking home? You weren’t walking home.
|
was / were + (not) + present participle (Ving)
|
Past Perfect |
I had chosen the wrong shoes that morning. Had she worn the right shoes? He hadn’t considered the weather.
|
had + (not) + past participle (V3)
|
Past Perfect Continuous (Progressive) |
It had been raining for eight hours earlier that day. Had it been raining all day? It hadn’t been raining for too long when I left. |
had + (not) + been + present participle (Ving)
|
Exercise 5.2.11
Look at the following sentences from the student’s first person narrative story about traveling to China and meeting his wife. Choose the best verb form.
1. At that time, I (was / had been) a high school student, and I (traveled / was traveling) on a school trip to visit Guilin.
2. I (never visited / had never visited) a foreign country before, so I (had been / was) very excited and a little nervous about going to Guilin.
3. When we (were arriving / arrived) at Guilin airport, the Chinese student representatives of Guilin (were waiting / waited) for us there.
4. While we (walked / were walking) out of the airport to find a taxi, a girl eventually
( came / was coming) up and (had spoken / spoke) to me.
5. At first, I (hadn’t known / didn’t know) much about China, but I (had studied / studied) a little about Guilin before we departed.
6. In the end, I (grew / was growing) to like China the more I learned, but more importantly I met Jie who (will / would) later become my wife.
7. I (was / had been) excited but a little nervous because one of them (was going to be / is going to be) my partner for the whole trip and I didn’t know who he or she was.
8. I immediately (knew / was knowing) that I was lucky because she was very cute, but I (didn’t know / hadn’t known) that I (will / would) fall in love and marry her only six months after I (returned / was returning) home.
Writing a narrative paragraph
Topic sentence in Narrative Paragraph
The topic sentence needs to do three things:
1. Make the reader understand the basic situation.
2. Tell the reader the main idea about that situation.
3. Use the same point of view as the story. If the story is a first-person story, then use first person pronouns.
Examples
I never thought I would face death until the summer that my best friend died.
When traveling on an airplane for the first time, I learned that it is vital to stay calm no
matter what happens.
I met the person who would change my life while I was studying writing in college.
Supporting Sentences
Supporting sentences are the middle part of a paragraph. They tell what happened in your story in time order. These sentences may also include details about the setting as well as conversations between characters. The support for a narrative paragraph should provide the sequence of events that tell the story. As noted above, this should be in chronological order with transitions between ideas or moments in the story.
Exercise 5.2.12
Read the paragraph below and answer the questions that follow.
The Day My Daughter Was Born
The day I met my daughter Ela has been the most significant day in my life. When I was in my 38th week of pregnancy, my husband and I went to the hospital for a routine pre-natal exam. While the doctor was checking me, she said, “We have to take the baby.” We were so shocked. If I had not had a problem, she would not have said such a thing. Right away, she started to explain my problem. My daughter could not move herself because there was not enough water in my womb. Upon hearing this, I wanted to go back to my house to bring the baby stuff, but she did not allow me. My husband was little panicked, for he did not know what to do. Actually, I was so scared and also excited at the same time. My daughter was coming to my life! Our family had been waiting for her arrival for a long time, and we could not wait to take her into our arms. In the next ten minutes, the doctor did some tests on me and took me to the surgery room. I was not aware how many minutes or hours had passed. When I opened my eyes, everything had already finished. My first question was if she was OK. My doctor reassured me, “Don’t worry. She is OK”. After that, the medical staff took me to my room. All my family members were waiting eagerly there. I asked my husband if he had seen our daughter. He said no. We could not wait to see her, and we were so happy, for she was born without any problem. Everybody in the room was happy and asking how I was feeling. I had totally forgotten myself! Soon, the doctor brought her to the room, and I will never forget the moment when I laid my eyes on her for the first time. I cried so much from happiness. There was my little baby Ela, so tiny and soft, and most important all, so beautiful! Her “baby smell” was the most heart-warming scent. My husband’s face was full of joyful pride. Everyone wanted to hold Ela for a second but stopped as she was sleeping soundly. At that moment, I understood that my life would change forever because of this precious new life. I promised myself and her that I would always be by her side.
- How does the writer begin the paragraph? What is the topic sentence? What is the controlling idea? What is the background information (what, who, when, where, why)?
- Does the paragraph follow chronological order?
- Identify the time transitions. How are different types of time transitions used with different punctuations?
Writing a Narrative Essay
The introduction paragraph needs a hook to bring the reader in, background information to tell the reader the time and setting of the story, and a thesis statement to connect the reader to the main idea behind the story. The thesis statement should give the reader an idea of the purpose of the story: to teach a lesson, to explain a problem, or to give the reader enjoyment are just a few reasons why people enjoy narrative stories.
Body paragraphs can be organized in many ways. For example, if your story lasts a few days, start a new paragraph for each day. If your story involves traveling from place to place, you can start a new paragraph when the characters arrive at a new location. Each body paragraph focuses on one idea that supports the thesis statement of the essay.
The conclusion paragraph can bring the reader into the present (after the story) but must remind the reader of the main idea of the story again. The reader should feel they have reached the end of the story and that nothing is missing.
Example
An Unforgettable Trip
While waiting to pick up a close friend recently at Union Station, I was reminded of an unforgettable train trip that my mother and I took in 1981. We went to visit my father, who was living in a re-education camp in northern Vietnam. It was a difficult time for us all, and the political situation was terrible. Our trip from Binh Trieu Station to my father’s camp taught me the strength of my mother’s love for my father through hard, strange, and stressful times.
On December 20, my mother and I carefully packed rice, sugar, salt, milk, meat, and several kinds of dried fish to take to my father, who was being held in Hanoi. Early that morning, we rushed off to Binh Trieu, a small train station near my house in southern Vietnam. After buying two tickets, we got on the train, found two seats, and stored our luggage. It took us almost four days to get to Hanoi, arriving in the evening.
When we got to this city, which we had never visited before, we felt like fish out of water. After getting off the train, most of the other passengers quickly dispersed because they knew exactly where they wanted to go. We, on the other hand, felt lost because we didn’t know how to get to my father’s camp or what transportation we should take. Then a man standing beside a motorcycle with a small trailer attached came up and asked my mother, “Where are you going?” When my mother explained that we were going to visit my father at Hanoi’s re-education camp, he smiled and said, “Don’t worry.” He continued, “I’ll take both of you. It takes about two hours.” He helped us put our luggage into the trailer. Finally, we arrived at my father’s camp at midnight, and my mother paid the driver.
We were taken to a cottage that had no furniture or electricity. There were some candles burning on the walls. The air in this low-roofed cottage was very humid. Over thirty people were waiting there to visit husbands, sons, or other relatives. Because of the long trip, we were quite tired, so we fell asleep on the ground almost immediately. The next morning, the director of the camp came and told my mother that we had to wait at least three days to see my father, that we could see him for only one hour, and that it was an annoyance for him to have to arrange for visits on such short notice.
My mother and I were deeply disappointed, but we waited and slept in the cottage without blankets. The evenings were cool and the nights rather cold. As a result, I got sick, and my mother had to stay up at night to take care of me. My mother expected me to improve, but I only got worse, so she cried and requested that the director allow us to visit my father sooner than scheduled. Finally, he reluctantly agreed.
I had tried to imagine my father’s appearance and voice, but it was hard because I hadn’t seen him for eight years. Although I was sick, I sat up in a chair in a small room beside the cottage waiting with my mother to see my father. At the same time, seven other women and four other children were sitting around waiting for their relatives. Everyone was silent; we just looked at each other without talking. Suddenly, the door opened. Eight men stepped in and sat down face to face with their wives, children, and friends. At that important moment, my father, who was thin with darkened skin, sat opposite us. My parents looked at each other but didn’t talk for a while. When I looked around, I saw other people looking at each other without speaking. My parents had tears in their eyes. My father held and kissed my mother’s hand. A little later, my father held me tightly, kissed me on the forehead, and asked me many everyday questions such as, “How are you? Have you been good? How is school? What are you doing in your free time? Did you go somewhere last summer?” He listened to every single answer, touched my face, and reminded me of something he always included in his letters: “You must obey your mother and help her in any way you can and not forget to write to me whenever you have time.”
I was deeply moved by my father’s appearance, voice, and words back then. The visiting hour had gone by so fast that I couldn’t believe it. However, I felt very satisfied and happy to have seen my father. After that, my mother kept visiting my father twice a year until he was released on June 8, 1987. My family came to the United States in 1993. Since then, my father has been working for an electric company, and my mother has been staying home taking care of my father, brother, older sister, and me. I’m often reminded of our amazing trip and the strength of my parents’ love when I look up and see him eating my mother’s cooking with us at the dinner table.
Exercise 5.2.13
For the story above, “An Unforgettable Trip,” answer the following questions.
- How does the writer hook you into reading the story?
- What is the thesis statement? What is the main idea of this story?
- When does the writer decide to start new body paragraphs?
- Which paragraph has the climax of the story? Which event do you think is the climax?
- What are some examples of time words and phrases, or adverb clauses of time?
- Why does the writer end the essay by saying: “I’m often reminded of our amazing trip and the strength of my parents’ love when I look up and see him eating my mother’s cooking with us at the dinner table.”
- What was the writer’s purpose in sharing this story?
What are some examples of this genre?
Key Takeaways
- A narrative tells a story; this is not limited to fiction but can be non-fiction, personal or other stories of real life events.
- Narration is a form that can be useful in work and personal situations.
- Elements of narrative include theme, setting, characters, point of view, and plot.
- Pronouns must agree with the nouns they replace.
- The pronoun ‘they’ is not only for plural pronouns — it can also be third person singular.
- Point of view should be consistent throughout the writing.
- Both topic sentences for a paragraph and thesis statements for an essay should:
1. Make the reader understand the basic situation.
2. Tell the reader the main idea about that situation.
3. Use the same point of view as the story. If the story is a first-person story, then use first person pronouns.
Attributions
The Writing Textbook by Josh Woods, editor and contributor, as well as an unnamed author (by request from the original publisher), and other authors named separately is licensed under a CC BY-NC-SA 4.0
Introduction to Academic Writing for ESOL, Second Edition, released 2018, Compiled by Delpha Thomas; adapted by Tim Krause, is licensed under CC BY-NC-SA 4.0
Building Academic Writing Skills by Cui, Lin is licensed under a CC BY-NC-SA 4.0
Writing Unleased is licensed under CC BY-NC-SA 4.0
Media Attributions
- New Mexico Storyteller Figure in the Horniman Museum © Ethan Doyle White is licensed under a CC BY-SA (Attribution ShareAlike) license
- Mind Map © Introduction to Academic Writing for ESOL is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license
- Blank Mind Map © Introduction to Academic Writing for ESOL, is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license
- Mind Map Example © Introduction to Academic Writing for ESOL is licensed under a CC BY-NC-SA (Attribution NonCommercial ShareAlike) license
- Some Common Themes © Shelley Decker is licensed under a Public Domain license
- American Graffiti Highway in Centralia, PA © Bob is licensed under a CC BY (Attribution) license
- Pronouns beyond gender © Felsenbirne42 is licensed under a Public Domain license
- Plot points on a story arc. © Rosenfeld Media is licensed under a CC BY (Attribution) license