essay checklist for middle school

Grammar / Vocabulary

Middle school writing instruction checklist.

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I’ve been reflecting on what I would consider the non-negotiables of writing instruction at the middle school level. Over the years, I’ve shifted how I teach writing to students. Along the way, new instructional practices have been added while others have been left behind.

To the writing teacher reading this blog post and nodding your head but wondering how you can shift instruction within a school system that doesn’t allow you to, please know I see you, and this blog post is for you. Maybe you are part of a team that has common lessons, and you know it will be a tough sell to get other team members on board to make a change. You could be required to teach using a certain curriculum and feel uninspired and stuck. If you fall into one of these categories or a similar category, I’m including a free download that includes an instruction checklist. This checklist is meant to be used as an avenue for productive conversation with your curriculum coordinator, department chair, grade level content colleagues, PLC members, etc. Download the checklist by clicking on the image below.

Non-Negotiable 1: A plan for the writing process

If students are going to produce a piece of writing, you should have a plan for how you’re going to get them from the beginning of the writing process to a published piece of writing. I have found the sweet spot of instructional time to spend on a single writing piece to be 2-3 weeks. I distribute the instructional days across the writing process and create a writing lesson for each day that will bring students from start to finish. The pieces of the writing process that I use are genre immersion, brainstorm & pre-write, organize & outline, draft, revise, edit, publish & share. Below is an example of a unit plan from my “ Ask Anything ” research writing unit that shows each writing lesson and what part of the writing process each writing lesson is in.

Non-Negotiable 2: Sentence level writing activities focused on the genre students are writing in.

It is clear students need sentence level writing activities. We must explicitly teach students how to write in complete sentences. Teaching grammar and writing conventions in isolation apart from students writing is not going to work. If we truly want to see the transfer of correct conventions into student writing, we must teach grammar through student writing.

I do sentence level writing activities as bellringers (do nows, class starters, etc.), focusing on a different types of sentences (complex, compound, sentence with an appositive, listing items in a series, sentence with two adjectives describing one noun) across the writing unit. As I teach about the different types of sentences, I model writing these types of sentences from the topic of our mentor text for the current writing unit. As students rehearse writing these types of sentences, they write the sentences with their topic for the current writing unit. Students don’t have to use the sentences they write in their final writing piece, but a lot of students do use the sentences they rehearse or variations of the sentences they try out. We rehearse the same types of sentences during each writing unit, but switch out the content we’re writing about to match our current writing unit topic.

Here are some examples below of what sentence level instruction and example sentences look like.

Non-Negotiable 3: Final writing pieces are assessed with a detailed proficiency rubric

I’ve tried so many different types of rubrics over the years. Once my school made the shift to Standards Based Grading and Learning, I fell in love with proficiency rubrics. For teachers who work as a team and want to calibrate grading, proficiency rubrics are the way to go. Proficiency rubrics also save so much time on giving students feedback on their writing. If the proficiency rubric is written specifically for the writing piece it is assessing, then feedback is built into the rubric. Here is an example of the proficiency rubric that goes along with my “ Ask Anything ” writing unit.

Non-Negotiable 4: The same priority writing standards are assessed multiple times across the school year.

Standards ask us to have students write in different genres of writing: narrative, persuasive, explanatory/informative, research. However, we need to be clear on the common threads that will be taught and assessed during each unit, regardless of genre. Here are a few ideas: -Transitions/Sentence Fluency -Organization -Word Choice -Conventions (capitalization, spelling, punctuation) -Ideas meeting purpose of the genre

Non-Negotiable 5: Examples of a finished writing piece are available to students throughout the writing process

Students need to see what the end product is going to look like and sound like. I recommend always completing the writing piece you’re asking students to do. It’s great perspective to know what to teach for and how to encourage students throughout the writing process. Additionally, if you do through the writing process with students, you not only have a published piece to share with them, you also have your brainstorming, prewriting, outline, initial draft, revisions, edits, etc. Being able to model to students how to do each step of the writing process is so authentic and powerful.

Having published student pieces from prior school years is another great way to acquire mentor texts to share with students. The past work of students with have different voices and topics than we would write as adults. It will also potentially give students a more attainable mentor text to shoot for.

Non-Negotiable 6: Students are given intentional feedback throughout the writing process

When writing is a process that spans over several weeks, teachers need to be intentional about when and how feedback is going to happen. -Plan checkpoints on the unit plan of when you’re going to look over student writing and give feedback during the writing process. I really love Google Classroom for this because I have access to student work at any point in the writing process. It’s quick and easy for me to hop onto students’ drafts and look through how they’re going and leave comments. -Use peer feedback opportunities as a place for students to read their writing to each other and get verbal feedback. I’m not a huge fan of students swapping writing and doing correct-alls to each others’ writing because that’s where we lose what individual students know in the writing process. When students read their writing aloud and have conversations with other students as they seek and provide feedback to each other, great learning happens in that space. -Use the proficiency rubric to have students self-assess their writing at different points of the writing process. Proficiency rubrics are great for self-assessment and can be used piece-by-piece and not as an overwhelming whole.

Non-Negotiable 7: Students have time to write

Students need time and space during the class period to hear and see what writing is like. They need to feel creative energy and share to create a community of writers. During writing units, I always aim to give students 15 minutes or more of writing time daily.

Non-Negotiable 8: Writing pieces have a balance of choice and direction

As an adult, I enjoy making my own choices, but I also have times when I appreciate having a specific direction and goal. I think students are the same way and thrive when there is a balance of choice and direction. There is one extreme in writing instruction is so structured that students barely have choices in the words they use. Another extreme rests in this free-flowing writing instruction where students can write whatever they want, whenever they want.

I’m a believer that writing should be taught as writing units with clear starting and stopping points. The choice is in the topic and the direction comes from having an expected structure for the writing piece.

Non-Negotiable 9: On-demand writing opportunities are mixed into writing instruction

Writing is a process, but if we always teach writing as a 3-week process without the opportunity for students to write in on-demand formats, we run the risk of producing writers who are perfectionists. Students need to understand that not every piece of writing is going to go through days of revising and editing with feedback given every step of the way. Sometimes we need to produce writing in a single setting, get it done, and move on.

Using on-demand writing as a pre-assessment and/or a post-assessment in a writing unit is a great way to see what students learn and retain. In the “Ask Anything” writing unit I’ve been referring to throughout this post, an on-demand writing opportunity might look like giving students an article and asking them to respond to a research question answered in the article.

These are 9 ideas for what should be included in writing instruction at the middle school level. Don’t forget you can download the free checklist as a resource for yourself or your teaching team here .

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Revision and Editing Checklist for a Narrative Essay

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• Ph.D., Rhetoric and English, University of Georgia
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• B.A., English, State University of New York

After you have completed one or more drafts of your narrative essay , use the following checklist as a revision and editing guide to prepare the final version of your composition.

• In your introduction, have you clearly identified the experience you are about to relate?
• In the opening sentences of your essay, have you provided the kinds of details that will evoke your readers' interest in the topic?
• Have you clearly explained who was involved and when and where the incident occurred?
• Have you organized the sequence of events in chronological order?
• Have you focused your essay by eliminating unnecessary or repetitious information?
• Have you used precise descriptive details to make your narrative interesting and convincing?
• Have you used dialogue to report important conversations?
• Have you used clear transitions (in particular, time signals) to tie your points together and guide your readers from one point to the next?
• In your conclusion, have you clearly explained the particular significance of the experience you have related to the essay?
• Are the sentences throughout your essay clear and direct as well as varied in length and structure? Could any sentences be improved by combining or restructuring them?
• Are the words in your essay consistently clear and precise? Does the essay maintain a consistent tone ?
• Have you read the essay aloud, proofreading carefully?
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• Online Courses

Middle School Writing Rubrics

In my book Blended Learning in Grades 4-12 , I shared the following middle school writing rubrics with my readers. Unfortunately, the short links I provided in my book have timed out, so I wanted to share these on my blog so any middle school teachers interested in using them have access! Feel free to make a copy and adjust as needed.

bit.ly/6-8ArgumentativeWritingRubric

bit.ly/6-8InformativeWritingRubric

bit.ly/6-8NarrativeWritingRubric

I will be posting the high school writing rubrics as soon as I can get them reformatted in a shareable version. If you have rubrics you use, love, and are willing to share, I’d love to crowdsource rubrics here!

45 Responses

Thank you for this wonderful resource! I love getting the emails from your site.

What are your thoughts on putting the high score description in the 2nd column next to the criteria? Students’ eyes are naturally drawn to the columns in order of left to right, so putting the high scoring description makes it the first thing they look at. It sets the tone for them, as if to say, “Do this! This is the best!”

Thank you again for providing this rubric. The descriptions and criteria are very well-written.

You are absolutely welcome to edit and rework them! My co-teacher prefers rubrics that start with 4 on the left side for those exact reasons. Mentally, it works better for me this way. That said, they are easy to copy and change!

Thanks so much!

[…] Middle School Writing Rubrics | […]

Thank you so much for sharing such a valuable resource!

Hello, are the high school rubrics available on the website, or in the book?

They are in the book, Carly. They are also so similar to the middle school rubrics that I did not want to publish a separate post for them.

Dear Ms Tucker

I was browsing and came across you rubrics for students writing. I read them and immediately fall in love with the simplicity of their structure. Thanks for making these resource available, easing research time.

I deem it a pleasure to be able to use them for my assessment.

You’re welcome, Emileta!

I’m glad these will save you time!

These are awesome rubrics! Thank you so much for sharing! They are a great resource.

Any ideas for a poetry rubric. I hate “grading” poetry. I truly believe students should have absolute freedom, but Texas TEKS say otherwise…..so…..

I so appreciate the clarity and ease of understanding these rubrics provide!!

I tend to agree with you. However, if you are expected to assess poetry, I’d start with the language in the TEKs and work backward. What do the TEKs want you to assess when it comes to poetry? Figurative language, sensory details, thematic progression? I’d isolate each “skill” or element of poetry they want you to assess then use those as your criteria and describe what that skill or element looks like in each stage–beginner, developing, proficient, mastery.

Thank you so much for sharing your rubrics with teachers! Extremely helpful and greatly appreciated.

You’re so welcome, Vanessa!

Take care. Catlin

Thank you for sharing your rubrics.

Thank you so much for sharing the rubrics. I use them in class for students’ projects.

Thank you so much for this lovely set up! It has helped a lot of new teachers!

Words can not describe how grateful I am.

Thank you so much! I am always having trouble teaching language art since I feel much comfortable with numbers..

You’re welcome, Helen! Happy to help 😊

Thank you for this very helpful resources, appreciated it!

You’re welcome, Shiela!

Thank you so much for this resource! This is the best rubric I’ve seen for middle school writing!

Thank you, Anna!

Thank you so much for sharing this wonderful resource!!! You are amazing!!!

You’re welcome, Michelle! So glad these are useful. 😊

Thank you so much for providing these! I’m “Yearbook Teacher” and these are wonderful since I have no clue how to grade written work (I normally teach a CTE course but with virtual/hybrid staff is spread thin.

Nick Pascual

You’re welcome, Nicolas! I’m so glad these are useful 😊

It appears 28 possible points can be earned……the sum of points earned would be at what grade level…..for example, if a student earned all 4’s on the Argumentative Writing Rubric what grade level would his writing rank…….or are their ranges for the sum of points……I would prefer to have a grade level…..

Hi MaryIsabel,

I assess on a 4 point mastery scale, so the final score calculates an average then that number 1, 2, 3, 4 is inserted into the grade book (if you have a mastery-based grade book option). Otherwise, you will need to convert your number on a scale.

Thank you. You are so kind. God bless you.

You’re welcome, Jennifer!

I am unable to open the rubrics. Are they still available for teacher to access?

Hi Jennifer,

The short links are below each image of the rubric, and they force you to make a copy. You’ll need to be logged into your Gmail account so your copies save in your Google Drive.

These are excellent! Thank you for sharing Dr. Tucker!

You’re welcome, Laura!

Life saver! Thank you for sharing!

You’re welcome, Carolyn!

Thank you so much for sharing these rubrics! I can’t say anything that hasn’t already been mentioned in the posts above. Love the idea of creating a “rubric bank” available to all who may need it.

You are very welcome, Carolina! I’m thrilled they are useful.

Good Evening , Ms. Tucker

Have you published a persuasive writing rubric?

Hi Yolanda,

I do not have persuasive rubrics. I focused on argumentative writing instead.

THIS IS A LIFESAVER!! THANK YOU SO VERY MUCH!!!!

You’re very welcome, Tammy! 😊

WOW! I’m so loving these… as we are developing our standards for our program, this gives us a total jump start! By chance, do you have the High School writing rubrics?

My high school versions are very similar to these. Here is an example: https://docs.google.com/document/d/1TLkY6Yt-AdXdwCwvXJ7YAqzsoYZmT6G3QiT_yefAHV8/edit

Good luck with your rubrics! AI can be a very helpful resources when generating rubrics with the skill descriptions!

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© 2023 Dr. Catlin Tucker

Bell Ringers

Teaching literary analysis in middle school.

My literary analysis resources have basically been seven or eight years in the making.

I don’t know about you, but when I first realized I needed to be teaching literary analysis to a bunch of twelve and thirteen year-olds, I didn’t even know where to begin.

I had been teaching upper elementary in the three years prior, and we had done some on-demand literary analysis reading responses, but really digging into a literary analysis essay overwhelmed me.

Truth be told, my teaching strengths at the time were primarily reading and math. I had always had to dig deep to find my writing teacher voice.

But, I was now a seventh and eighth grade ELA teacher who could no longer hope her students picked up some writing skills along the way.

So I did what any good teacher would do…. I Googled how to teach…

I think I Googled something like, “Examples of middle school literary analysis essays.”

Nothing showed up in Google.

Then I Googled, “How do you teach literary analysis essays?”

I was able to find an example of a college-level literary analysis essay…

… and that was about it.

Because I couldn’t really find what I was looking for, I began creating and practicing each step of the literary analysis essay before I taught it.

This also created a ton of exemplars for my students.

I broke down each area of a literary analysis essay into lessons, chunks, chart papers, reference materials, and writing examples.

In the beginning, it was to get my brain wrapped around things, but not surprisingly it was exactly what my students needed too.

I literally learned how to write a literary analysis essay in front of them.

I would type my rough drafts as they were working and I could stop them as I came to struggles.

My mini-lessons were based on challenges I was having and again, not surprisingly the same challenges they were having.

I could also make reference pages (like the ones in your freebie) as we went along in the unit, because I could see what terms and concepts they needed constant reminders and help with.

Want to know what happened?

My student’s ELA proficiency scores increased 45% in one year and almost 70% in just two years. Those are not typos.

>>  CLICK HERE  << to download  the FREE Literary Analysis Reference Booklet.

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Peer Review

About this Strategy Guide

This strategy guide explains how you can employ peer review in your classroom, guiding students as they offer each other constructive feedback to improve their writing and communication skills.

Research Basis

Strategy in practice, related resources.

Peer review refers to the many ways in which students can share their creative work with peers for constructive feedback and then use this feedback to revise and improve their work. For the writing process, revision is as important as drafting, but students often feel they cannot let go of their original words. By keeping an audience in mind and participating in focused peer review interactions, students can offer productive feedback, accept constructive criticism, and master revision. This is true of other creative projects, such as class presentations, podcasts, or blogs. Online tools can also help to broaden the concept of “peers.” Real literacy happens in a community of people who can make meaningful connections. Peer review facilitates the type of social interaction and collaboration that is vital for student learning.

Peer review can be used for different class projects in a variety of ways:

• Teach students to use these three steps to give peer feedback: Compliments, Suggestions, and Corrections (see the Peer Edit with Perfection! Handout ). Explain that starting with something positive makes the other person feel encouraged. You can also use Peer Edit With Perfection Tutorial to walk through the feedback process with your students.
• Provide students with sentence starter templates, such as, “My favorite part was _________ because __________,” to guide students in offering different types of feedback. After they start with something positive, have students point out areas that could be improved in terms of content, style, voice, and clarity by using another sentence starter (“A suggestion I can offer for improvement is ___________.”). The peer editor can mark spelling and grammar errors directly on the piece of writing.
• Teach students what constructive feedback means (providing feedback about areas that need improvement without criticizing the person). Feedback should be done in an analytical, kind way. Model this for students and ask them to try it. Show examples of vague feedback (“This should be more interesting.”) and clear feedback (“A description of the main character would help me to imagine him/her better.”), and have students point out which kind of feedback is most useful. The Peer Editing Guide offers general advice on how to listen to and receive feedback, as well as how to give it.
• For younger students, explain that you need helpers, so you will show them how to be writing teachers for each other. Model peer review by reading a student’s piece aloud, then have him/her leave the room while you discuss with the rest of the class what questions you will ask to elicit more detail. Have the student return, and ask those questions. Model active listening by repeating what the student says in different words. For very young students, encourage them to share personal stories with the class through drawings before gradually writing their stories.
• Create a chart and display it in the classroom so students can see the important steps of peer editing. For example, the steps might include: 1. Read the piece, 2. Say what you like about it, 3. Ask what the main idea is, 4. Listen, 5. Say “Add that, please” when you hear a good detail. For pre-writers, “Add that, please” might mean adding a detail to a picture. Make the chart gradually longer for subsequent sessions, and invite students to add dialogue to it based on what worked for them.
• Incorporate ways in which students will review each other’s work when you plan projects. Take note of which students work well together during peer review sessions for future pairings. Consider having two peer review sessions for the same project to encourage more thought and several rounds of revision.
• Have students review and comment on each other’s work online using Nicenet , a class blog, or class website.
• Have students write a class book, then take turns bringing it home to read. Encourage them to discuss the writing process with their parents or guardians and explain how they offered constructive feedback to help their peers.

Using peer review strategies, your students can learn to reflect on their own work, self-edit, listen to their peers, and assist others with constructive feedback. By guiding peer editing, you will ensure that your students’ work reflects thoughtful revision.

• Lesson Plans
• Strategy Guides

Using a collaborative story written by students, the teacher leads a shared-revising activity to help students consider content when revising, with students participating in the marking of text revisions.

After analyzing Family Pictures/Cuadros de Familia by Carmen Lomas Garza, students create a class book with artwork and information about their ancestry, traditions, and recipes, followed by a potluck lunch.

Students are encouraged to understand a book that the teacher reads aloud to create a new ending for it using the writing process.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

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Say hello to our free narrative writing checklists

FREE NARRATIVE WRITING CHECKLISTS

Teach your students to independently check their own narrative/story writing with these beautiful narrative writing checklist PDFs and rubrics. 

There are three age variations in the bundle Junior (Ages 5 – 7), Middle (7 – 11) and Senior (11 – 15). Each bundle contains both a student checklist for independent assessment and a student/teacher rubric for conferencing. Check the preview for a visual example. 

Each age group has been stylised and written to appeal to different age groups.

With six to a page, you can easily print these out and distribute to students and reuse them over and over. 

DOWNLOAD YOUR FREE NARRATIVE CHECKLISTS HERE

The version you are looking at is the free PDF version. If you are looking for the premium editable version, you can find it at

EDITABLE NARRATIVE CHECKLIST AND RUBRICS

Give your students the tools they need to write great stories.

Kevin has worked in education for over two decades. He has a Masters degree in Educational Technologies and runs two companies providing educational content to schools, students and teachers.

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Short Narrative Essay

Short narrative essay generator.

Everyone finds it interesting to tell stories about their lives or about someone else’s. Through those stories, we can get lessons which we can apply in our daily lives. This is what a narrative essay is all about. Let’s go back to your experiences when you were still in grade school. Your teacher would often ask you to write about your favorite experiences especially during Christmas season and summer vacation.

Some people would mistakenly identify a narrative essay as equally the same as a descriptive essay . They are totally different from each other, yet both of them are forms of academic writing . Look into this article to learn more about narrative essays.

What is Short Narrative Essay?

A short narrative essay is a brief piece of writing that tells a story, usually focusing on a particular experience, event, or moment. It follows a narrative structure, involving characters, a setting, a plot, and a conclusion, aiming to engage the reader through vivid descriptions and storytelling techniques within a concise format.

Best Short Narrative Essay Examples?

Title: The Summer Adventure

The scorching sun bore down on the dusty road as we embarked on our summer adventure. Packed into the old, battered car, my family and I set off for the great outdoors. The air hummed with anticipation, echoing our excitement for the unknown.

As we traversed winding roads, the landscape unfolded like a painting. Rolling hills adorned with emerald-green trees greeted us, promising the allure of exploration. The scent of pine wafted through the open windows, mingling with laughter and the crackling excitement of adventure.

Our destination? A secluded lakeside campsite embraced by nature’s serenity. The promise of tranquil waters and starlit nights ignited our spirits. Upon arrival, we pitched our weathered tent, a ritual signaling the beginning of our escape from routine.

Days melted into each other, filled with hikes through dense forests, dips in cool, crystal-clear waters, and evenings spent around crackling campfires. We discovered hidden trails, stumbled upon secret meadows, and marveled at nature’s splendid orchestra of sounds and colors.

But amidst the beauty lay unexpected challenges. Unforgiving storms threatened our haven, testing our resilience. Yet, huddled together, we found solace in each other’s company, discovering strength in unity.

As the final sun dipped behind the horizon, casting its golden glow upon the rippling waters, a bittersweet sensation enveloped us. The adventure had drawn to a close, leaving behind cherished memories etched in our hearts.

Reluctantly, we packed our belongings, bidding farewell to the tranquil haven that had nurtured us. With weary but contented hearts, we embarked on the journey back, carrying not just souvenirs but a treasure trove of shared experiences and the promise of future escapades.

The car rolled away from the lakeside, but the echoes of laughter, the scent of pine, and the warmth of togetherness lingered, reminding us of the magical summer adventure that had woven us closer together.

11+ Short Narrative Essay Examples

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9. College Short Narrative Essay

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10. High School Short Narrative Essay Examples

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11. College Short Narrative Essay Examples

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12. Personal Short Narrative Essay Examples

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What is a Narrative Essay?

A narrative essay is a type of academic writing that allows you to narrate about your experiences. This follows a certain outline just like what we have observed in argumentative essays , informative essays and more. The outline consists of the introduction, body paragraph and conclusion.

This is a type of essay that tells a story either from the point of view of the author or from the personal experience of the author. It should also be able to incorporate characteristics such as the ability to make and support a claim, develop specific viewpoint, put conflicts and dialogue in the story, and to use correct information.  You may also see personal narrative essay examples & samples

The purpose of a narrative essay is to be able to tell stories may it be real or fictional. To enable us to write a perfect narrative essay, the author should include the necessary components used for telling good stories, a good climax, setting, plot and ending.

How To Write a Narrative Essay?

Compared to all types of academic essay , the narrative essay is the simplest one. It is simply written like the author is just writing a very simple short story. A typical essay has only a minimum of four to five paragraphs contain in the three basic parts: introduction, body paragraph and conclusion. A narrative essay has five elements namely the characters, plot, conflict, setting and theme.

Plot – this tells what happened in the story or simply the sequence of events. There are five types of plot: exposition, rising action, climax, falling action and resolution. The exposition is the an information that tells about background of the story. It can be about the character, the setting, events, etc. Rising action  is where the suspense of a story begins. It helps build toward the climax of a story. Climax  is the most intense part of the story.  Falling action  happens after the climax when it is already almost the end of the story.  Resolution is the part where the problem has already been resolved.

Characters – it is the person or other being that is a part of the narrative performs an action or speak a dialogue .

Conflict – this is the struggle or the problem that is faced by the characters of the story. This can be an external conflict and an internal conflict. An external conflict is a type of problem that is experienced in the external world. An internal conflict is the type of conflict that refers to the characters’ emotions and argument within itself.

Setting – this is knowing where and when the story takes place. This can be a powerful element because it makes the readers feel like they are the characters in the story.

Theme – this is what the author is trying to convey. Examples of a theme are romance, death, revenge, friendship, etc. It is the universal concept that allows you to understand the whole idea of the story.

How to write a short narrative essay?

• Select a Theme or Experience: Choose a specific event, moment, or experience that you want to narrate.
• Outline the Story: Plan the narrative by outlining the key elements – characters, setting, plot, and a clear beginning, middle, and end.
• Engaging Introduction: Start with a hook to captivate readers’ attention, introducing the setting or characters involved.
• Develop the Plot: Write body paragraphs that progress the story logically, describing events, actions, and emotions, using vivid details and sensory language to immerse readers.
• Character Development: Focus on character traits, emotions, and reactions to make the story relatable and engaging.
• Climax and Resolution: Build tension towards a climax, followed by a resolution or lesson learned from the experience.
• Concise Conclusion: Conclude the essay by summarizing the experience or reflecting on its significance, leaving a lasting impression on the reader.
• Revise and Edit: Review the essay for coherence, clarity, grammar, and punctuation, ensuring it flows smoothly.

What are the 3 parts of a narrative essay?

• Introduction: Sets the stage by introducing the story’s characters, setting, and providing a glimpse of the main event or experience. It often includes a hook to capture the reader’s attention.
• Body: Unfolds the narrative, presenting the sequence of events, actions, emotions, and details that drive the story forward. It develops the plot, characters, and setting.
• Conclusion: Summarizes the narrative, reflecting on the significance of the experience or event, and often delivers a lesson learned or leaves a lasting impression on the reader.

How do you start a narrative essay with examples?

• ” ‘Are we there yet?’ echoed in my ears as our family car trudged along the endless highway, marking the beginning of our unforgettable summer road trip.”
• “The sun dipped low on the horizon, casting a warm, golden hue over the serene lake. It was there, amidst the tranquil waters, that my adventure began.”
• “The deafening roar of applause faded as I stepped onto the stage, my heart racing with anticipation. Little did I know, that moment would change everything.”
• “Looking back, it all started with a single decision. That decision, made in a moment of uncertainty, led to a series of events that transformed my life.”
• “The scent of freshly baked cookies wafted through the air, mingling with the joyous laughter of children. It was a typical afternoon, until an unexpected visitor knocked on our door.”

How do you start a narrative introduction?

You may start by making the characters have their conversation or by describing the setting of the story. You may also give background information to the readers if you want.

What makes a good narrative?

A good narrative makes the readers entertained and engage in a way that they will feel like they are becoming a part of the narrative itself. They should also be organized and should possess a good sequence of events.

How many paragraphs are there in personal narratives?

Usually, there are about five paragraphs.

How many paragraphs are in a short narrative essay?

A short narrative essay typically comprises an introductory paragraph introducing the story, three to four body paragraphs unfolding the narrative, and a concluding paragraph summarizing the experience.

How long is a short narrative essay?

A short narrative essay typically ranges from 500 to 1500 words, aiming to convey a concise and focused story or experience within a limited word count.

Narrative essays are designed to express and tell experiences making it an interesting story to share. It has the three basic parts and contains at least five elements. If you plan to create a good narrative essay, be sure to follow and assess if your narrative has all the characteristics needed to make it sound nice and pleasing.

Text prompt

• Instructive
• Professional

Write a Short Narrative Essay on a memorable moment with your family.

Create a Short Narrative Essay about a lesson learned from a mistake.