learning a new language narrative essay

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My Experience of Learning a New Language

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Updated: 5 December, 2023

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Works Cited

• Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Newbury House Publishers.
• Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Routledge.
• Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
• Cook, V. (2008). Second Language Learning and Language Teaching (4th ed.). Routledge.
• Ellis, R. (2008). The Study of Second Language Acquisition (2nd ed.). Oxford University Press.
• Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press.
• Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford University Press.
• Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
• Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
• Schmitt, N., & McCarthy, M. (Eds.). (1997). Vocabulary: Description, Acquisition, and Pedagogy. Cambridge University Press.

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Personal Narrative Essay: Learning A New Language

It’s difficult to learn a new language. It needs more effort and perseverance, especially when that learner knows nothing about its rules and way of pronouncing its words. But the most important thing is not to feel despair and frustration. The learner must do everything possible to reach his goal (learning the language). Learning English has been, for me, learning to understand and integrate successfully into the culture of the United States.

In 2017, my family and I came from Jordan to the United States. When I was in Jordan, English was hard for me to read and write, since my first language is Arabic. And then after I got here to America, I struggled because of the language. I thought that maybe if I go to the library I could find some English books and dictionaries to help me learn. I read and read, focus on vocabulary, write the word and its meaning, then memorize it. I was wondering the whole night how I’m going to learn English and live. I started watching TV in English; however, I failed to recognize whatever that they had been saying. A week after, my brother applied for me to go to school, So I could finish high school, which made me more nervous.

Six months later, I started high school in New York. At first, I felt despair because everybody speaks English. The teacher tried to talk to me, but I met her with shy silence. Because I couldn't speak English. I moved to ESL classes to learn easier and faster. Despite that, I failed many times, until I'm about to have a language complex. I reminded myself: I must not despair or become discouraged, as most people fail in their beginnings, but they innovate with time. I used to say to myself: I must learn, must speak, I have no other choice. What can I do? What should I do? This internal dialogue was confusing me. Today, I trusted myself somewhat. I feel much better. I can speak and write in English. I feel that I have developed myself. It’s true. Although I have not reached the level of a citizen yet, I feel somewhat incomplete happiness.

In one year, I could speak English with a good accent, and I could learn English within a year. With hard work and good quiz grades, they took me off the ESL program, which was a program for students that speaks English as a 2nd language. The school took me out because I had improved on all of my studies. Also, I could be on the honor roll. I’m so proud of myself. And I'm thankful for everything that has happened to me. Now, I can speak English very well. ESL helped me a lot, and because of this, the teacher took me to a higher level. My language improved. Now, I'm thrilled, I can live, I can look for a job, and translate between Arabic and English.

Finally…

I can say the reason for every success is a lot of failures, so no one can feel the pleasure of success. This is how I learned English. I feel proud and confident because of my perseverance and diligence. Now I can say that the English language has become - for me - the same as the Arabic language and is better.

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Learning a Second Language Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Language is one of the most important tools in our interaction with others. Without language, it is highly unlikely that the human civilization would have developed as it has over the millenniums. For most people, being able to communicate in one language is sufficient. This is especially so if the language is English, French or Germany, all of which are internationally recognized languages.

While it is true that one can be able to comfortably go through life with the knowledge of one language, the person greatly limits his/her potential. This is because there are many advantages to be gained from being proficient in more than one language. This paper shall argue that every person should learn at least one second language so as to reap the benefits that such an undertaking brings to the individual.

We live in a world that is slowly being turned into a global village as a result of advances in transport and communication. Through the process known as globalization, major integration of economies and cultures is becoming rife. In such a world, people are constantly being forced to interact with others who come from different cultural backgrounds.

While in some cases these people from different cultures share a language, there are many instances where there is a language difference. If one has learnt at least one additional language, there is a higher possibility that communication between the people from varying cultures will be possible. As such, acquisition of an additional language will assist in bringing about harmony in a multicultural society.

Scientific studies have proved that learning of a second language may result in the enhancement of the intellectual capabilities of an individual. As a result of learning a second language, a person’s performance in arithmetic as well as his reading skills is greatly increased. This improvement is attributed to the fact that learning a new language results in divergent thinking in the person.

The divergent thinking develops since learning a new language involves not only obtaining a new vocabulary but also learning a different manner of constructing thoughts. Considering the fact that a higher intellectual capability is desirable since it increases the chances of a person succeeding in life, everyone should learn an additional language.

Being proficient in more than one language can give a person an advantage when they are applying for a job. This is because an additional language increases the versatility of an individual therefore making him a greater asset to an organization. Some organizations specifically deal with clients who do not converse in English.

It will therefore be a huge benefit for the organization if it can have a person who can converse in the native language of the clients. Having the knowledge of an additional language can therefore result in the career development of the individual.

This paper set out to argue that everyone should learn an addition language. To reinforce this assertion, this paper has discussed the various merits that acquisition of an additional language can have to not only the individual but the society at large. This paper has demonstrates that learning an additional language can result in the creation of a more harmonious global society.

In addition to this, this paper has shown that learning a different language develops one’s mental ability making them better thinkers and also increasing the individual’s chances to develop their career. For this reasons, everyone should learn at least one second language.

• "Divergent Social Worlds" by Lauren Krivo and Ruth Peterson
• Convergent and Divergent Impacts of Globalization on the World
• Addressing the Needs of People With Learning Disabilities
• Amazon.com Website Products Marketing
• The Interpretive Approach to Translation
• Race and Ethnicity in “Divergent Social Worlds” by Peterson & Krivo
• 8 Inflectional Morphemes in English: Full List & Examples
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• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, May 17). Learning a Second Language. https://ivypanda.com/essays/learning-a-second-language/

"Learning a Second Language." IvyPanda , 17 May 2018, ivypanda.com/essays/learning-a-second-language/.

IvyPanda . (2018) 'Learning a Second Language'. 17 May.

IvyPanda . 2018. "Learning a Second Language." May 17, 2018. https://ivypanda.com/essays/learning-a-second-language/.

1. IvyPanda . "Learning a Second Language." May 17, 2018. https://ivypanda.com/essays/learning-a-second-language/.

Bibliography

IvyPanda . "Learning a Second Language." May 17, 2018. https://ivypanda.com/essays/learning-a-second-language/.

The Ultimate Narrative Essay Guide for Beginners

A narrative essay tells a story in chronological order, with an introduction that introduces the characters and sets the scene. Then a series of events leads to a climax or turning point, and finally a resolution or reflection on the experience.

Speaking of which, are you in sixes and sevens about narrative essays? Don’t worry this ultimate expert guide will wipe out all your doubts. So let’s get started.

Table of Contents

Everything You Need to Know About Narrative Essay

What is a narrative essay.

When you go through a narrative essay definition, you would know that a narrative essay purpose is to tell a story. It’s all about sharing an experience or event and is different from other types of essays because it’s more focused on how the event made you feel or what you learned from it, rather than just presenting facts or an argument. Let’s explore more details on this interesting write-up and get to know how to write a narrative essay.

Elements of a Narrative Essay

Here’s a breakdown of the key elements of a narrative essay:

A narrative essay has a beginning, middle, and end. It builds up tension and excitement and then wraps things up in a neat package.

Real people, including the writer, often feature in personal narratives. Details of the characters and their thoughts, feelings, and actions can help readers to relate to the tale.

It’s really important to know when and where something happened so we can get a good idea of the context. Going into detail about what it looks like helps the reader to really feel like they’re part of the story.

Conflict or Challenge 

A story in a narrative essay usually involves some kind of conflict or challenge that moves the plot along. It could be something inside the character, like a personal battle, or something from outside, like an issue they have to face in the world.

Theme or Message

A narrative essay isn’t just about recounting an event – it’s about showing the impact it had on you and what you took away from it. It’s an opportunity to share your thoughts and feelings about the experience, and how it changed your outlook.

Emotional Impact

The author is trying to make the story they’re telling relatable, engaging, and memorable by using language and storytelling to evoke feelings in whoever’s reading it.

Narrative essays let writers have a blast telling stories about their own lives. It’s an opportunity to share insights and impart wisdom, or just have some fun with the reader. Descriptive language, sensory details, dialogue, and a great narrative voice are all essentials for making the story come alive.

The Purpose of a Narrative Essay

A narrative essay is more than just a story – it’s a way to share a meaningful, engaging, and relatable experience with the reader. Includes:

Sharing Personal Experience

Narrative essays are a great way for writers to share their personal experiences, feelings, thoughts, and reflections. It’s an opportunity to connect with readers and make them feel something.

Entertainment and Engagement

The essay attempts to keep the reader interested by using descriptive language, storytelling elements, and a powerful voice. It attempts to pull them in and make them feel involved by creating suspense, mystery, or an emotional connection.

Conveying a Message or Insight

Narrative essays are more than just a story – they aim to teach you something. They usually have a moral lesson, a new understanding, or a realization about life that the author gained from the experience.

Building Empathy and Understanding

By telling their stories, people can give others insight into different perspectives, feelings, and situations. Sharing these tales can create compassion in the reader and help broaden their knowledge of different life experiences.

Inspiration and Motivation

Stories about personal struggles, successes, and transformations can be really encouraging to people who are going through similar situations. It can provide them with hope and guidance, and let them know that they’re not alone.

Reflecting on Life’s Significance

These essays usually make you think about the importance of certain moments in life or the impact of certain experiences. They make you look deep within yourself and ponder on the things you learned or how you changed because of those events.

Demonstrating Writing Skills

Coming up with a gripping narrative essay takes serious writing chops, like vivid descriptions, powerful language, timing, and organization. It’s an opportunity for writers to show off their story-telling abilities.

Preserving Personal History

Sometimes narrative essays are used to record experiences and special moments that have an emotional resonance. They can be used to preserve individual memories or for future generations to look back on.

Cultural and Societal Exploration

Personal stories can look at cultural or social aspects, giving us an insight into customs, opinions, or social interactions seen through someone’s own experience.

Format of a Narrative Essay

Narrative essays are quite flexible in terms of format, which allows the writer to tell a story in a creative and compelling way. Here’s a quick breakdown of the narrative essay format, along with some examples:

Introduction

Set the scene and introduce the story.

Engage the reader and establish the tone of the narrative.

Hook: Start with a captivating opening line to grab the reader’s attention. For instance:

Example:  “The scorching sun beat down on us as we trekked through the desert, our water supply dwindling.”

Background Information: Provide necessary context or background without giving away the entire story.

Example:  “It was the summer of 2015 when I embarked on a life-changing journey to…”

Thesis Statement or Narrative Purpose

Present the main idea or the central message of the essay.

Offer a glimpse of what the reader can expect from the narrative.

Thesis Statement: This isn’t as rigid as in other essays but can be a sentence summarizing the essence of the story.

Example:  “Little did I know, that seemingly ordinary hike would teach me invaluable lessons about resilience and friendship.”

Body Paragraphs

Present the sequence of events in chronological order.

Develop characters, setting, conflict, and resolution.

Story Progression : Describe events in the order they occurred, focusing on details that evoke emotions and create vivid imagery.

Example : Detail the trek through the desert, the challenges faced, interactions with fellow hikers, and the pivotal moments.

Character Development : Introduce characters and their roles in the story. Show their emotions, thoughts, and actions.

Example : Describe how each character reacted to the dwindling water supply and supported each other through adversity.

Dialogue and Interactions : Use dialogue to bring the story to life and reveal character personalities.

Example : “Sarah handed me her last bottle of water, saying, ‘We’re in this together.'”

Reach the peak of the story, the moment of highest tension or significance.

Turning Point: Highlight the most crucial moment or realization in the narrative.

Example:  “As the sun dipped below the horizon and hope seemed lost, a distant sound caught our attention—the rescue team’s helicopters.”

Provide closure to the story.

Reflect on the significance of the experience and its impact.

Reflection : Summarize the key lessons learned or insights gained from the experience.

Example : “That hike taught me the true meaning of resilience and the invaluable support of friendship in challenging times.”

Closing Thought : End with a memorable line that reinforces the narrative’s message or leaves a lasting impression.

Example : “As we boarded the helicopters, I knew this adventure would forever be etched in my heart.”

Example Summary:

Imagine a narrative about surviving a challenging hike through the desert, emphasizing the bonds formed and lessons learned. The narrative essay structure might look like starting with an engaging scene, narrating the hardships faced, showcasing the characters’ resilience, and culminating in a powerful realization about friendship and endurance.

Different Types of Narrative Essays

There are a bunch of different types of narrative essays – each one focuses on different elements of storytelling and has its own purpose. Here’s a breakdown of the narrative essay types and what they mean.

Personal Narrative

Description : Tells a personal story or experience from the writer’s life.

Purpose: Reflects on personal growth, lessons learned, or significant moments.

Example of Narrative Essay Types:

Topic : “The Day I Conquered My Fear of Public Speaking”

Focus: Details the experience, emotions, and eventual triumph over a fear of public speaking during a pivotal event.

Descriptive Narrative

Description : Emphasizes vivid details and sensory imagery.

Purpose : Creates a sensory experience, painting a vivid picture for the reader.

Topic : “A Walk Through the Enchanted Forest”

Focus : Paints a detailed picture of the sights, sounds, smells, and feelings experienced during a walk through a mystical forest.

Autobiographical Narrative

Description: Chronicles significant events or moments from the writer’s life.

Purpose: Provides insights into the writer’s life, experiences, and growth.

Topic: “Lessons from My Childhood: How My Grandmother Shaped Who I Am”

Focus: Explores pivotal moments and lessons learned from interactions with a significant family member.

Experiential Narrative

Description: Relays experiences beyond the writer’s personal life.

Purpose: Shares experiences, travels, or events from a broader perspective.

Topic: “Volunteering in a Remote Village: A Journey of Empathy”

Focus: Chronicles the writer’s volunteering experience, highlighting interactions with a community and personal growth.

Literary Narrative

Description: Incorporates literary elements like symbolism, allegory, or thematic explorations.

Purpose: Uses storytelling for deeper explorations of themes or concepts.

Topic: “The Symbolism of the Red Door: A Journey Through Change”

Focus: Uses a red door as a symbol, exploring its significance in the narrator’s life and the theme of transition.

Historical Narrative

Description: Recounts historical events or periods through a personal lens.

Purpose: Presents history through personal experiences or perspectives.

Topic: “A Grandfather’s Tales: Living Through the Great Depression”

Focus: Shares personal stories from a family member who lived through a historical era, offering insights into that period.

Digital or Multimedia Narrative

Description: Incorporates multimedia elements like images, videos, or audio to tell a story.

Purpose: Explores storytelling through various digital platforms or formats.

Topic: “A Travel Diary: Exploring Europe Through Vlogs”

Focus: Combines video clips, photos, and personal narration to document a travel experience.

How to Choose a Topic for Your Narrative Essay?

Selecting a compelling topic for your narrative essay is crucial as it sets the stage for your storytelling. Choosing a boring topic is one of the narrative essay mistakes to avoid . Here’s a detailed guide on how to choose the right topic:

Reflect on Personal Experiences

• Significant Moments:

Moments that had a profound impact on your life or shaped your perspective.

Example: A moment of triumph, overcoming a fear, a life-changing decision, or an unforgettable experience.

• Emotional Resonance:

Events that evoke strong emotions or feelings.

Example: Joy, fear, sadness, excitement, or moments of realization.

• Lessons Learned:

Experiences that taught you valuable lessons or brought about personal growth.

Example: Challenges that led to personal development, shifts in mindset, or newfound insights.

Explore Unique Perspectives

• Uncommon Experiences:

Unique or unconventional experiences that might captivate the reader’s interest.

Example: Unusual travels, interactions with different cultures, or uncommon hobbies.

• Different Points of View:

Stories from others’ perspectives that impacted you deeply.

Example: A family member’s story, a friend’s experience, or a historical event from a personal lens.

Focus on Specific Themes or Concepts

• Themes or Concepts of Interest:

Themes or ideas you want to explore through storytelling.

Example: Friendship, resilience, identity, cultural diversity, or personal transformation.

• Symbolism or Metaphor:

Using symbols or metaphors as the core of your narrative.

Example: Exploring the symbolism of an object or a place in relation to a broader theme.

Consider Your Audience and Purpose

• Relevance to Your Audience:

Topics that resonate with your audience’s interests or experiences.

Example: Choose a relatable theme or experience that your readers might connect with emotionally.

• Impact or Message:

What message or insight do you want to convey through your story?

Example: Choose a topic that aligns with the message or lesson you aim to impart to your readers.

Brainstorm and Evaluate Ideas

• Free Writing or Mind Mapping:

Process: Write down all potential ideas without filtering. Mind maps or free-writing exercises can help generate diverse ideas.

• Evaluate Feasibility:

The depth of the story, the availability of vivid details, and your personal connection to the topic.

Imagine you’re considering topics for a narrative essay. You reflect on your experiences and decide to explore the topic of “Overcoming Stage Fright: How a School Play Changed My Perspective.” This topic resonates because it involves a significant challenge you faced and the personal growth it brought about.

Narrative Essay Topics

50 easy narrative essay topics.

• Learning to Ride a Bike
• My First Day of School
• A Surprise Birthday Party
• The Day I Got Lost
• Visiting a Haunted House
• An Encounter with a Wild Animal
• My Favorite Childhood Toy
• The Best Vacation I Ever Had
• An Unforgettable Family Gathering
• Conquering a Fear of Heights
• A Special Gift I Received
• Moving to a New City
• The Most Memorable Meal
• Getting Caught in a Rainstorm
• An Act of Kindness I Witnessed
• The First Time I Cooked a Meal
• My Experience with a New Hobby
• The Day I Met My Best Friend
• A Hike in the Mountains
• Learning a New Language
• An Embarrassing Moment
• Dealing with a Bully
• My First Job Interview
• A Sporting Event I Attended
• The Scariest Dream I Had
• Helping a Stranger
• The Joy of Achieving a Goal
• A Road Trip Adventure
• Overcoming a Personal Challenge
• The Significance of a Family Tradition
• An Unusual Pet I Owned
• A Misunderstanding with a Friend
• Exploring an Abandoned Building
• My Favorite Book and Why
• The Impact of a Role Model
• A Cultural Celebration I Participated In
• A Valuable Lesson from a Teacher
• A Trip to the Zoo
• An Unplanned Adventure
• Volunteering Experience
• A Moment of Forgiveness
• A Decision I Regretted
• A Special Talent I Have
• The Importance of Family Traditions
• The Thrill of Performing on Stage
• A Moment of Sudden Inspiration
• The Meaning of Home
• Learning to Play a Musical Instrument
• A Childhood Memory at the Park
• Witnessing a Beautiful Sunset

Narrative Essay Topics for College Students

• Discovering a New Passion
• Overcoming Academic Challenges
• Navigating Cultural Differences
• Embracing Independence: Moving Away from Home
• Exploring Career Aspirations
• Coping with Stress in College
• The Impact of a Mentor in My Life
• Balancing Work and Studies
• Facing a Fear of Public Speaking
• Exploring a Semester Abroad
• The Evolution of My Study Habits
• Volunteering Experience That Changed My Perspective
• The Role of Technology in Education
• Finding Balance: Social Life vs. Academics
• Learning a New Skill Outside the Classroom
• Reflecting on Freshman Year Challenges
• The Joys and Struggles of Group Projects
• My Experience with Internship or Work Placement
• Challenges of Time Management in College
• Redefining Success Beyond Grades
• The Influence of Literature on My Thinking
• The Impact of Social Media on College Life
• Overcoming Procrastination
• Lessons from a Leadership Role
• Exploring Diversity on Campus
• Exploring Passion for Environmental Conservation
• An Eye-Opening Course That Changed My Perspective
• Living with Roommates: Challenges and Lessons
• The Significance of Extracurricular Activities
• The Influence of a Professor on My Academic Journey
• Discussing Mental Health in College
• The Evolution of My Career Goals
• Confronting Personal Biases Through Education
• The Experience of Attending a Conference or Symposium
• Challenges Faced by Non-Native English Speakers in College
• The Impact of Traveling During Breaks
• Exploring Identity: Cultural or Personal
• The Impact of Music or Art on My Life
• Addressing Diversity in the Classroom
• Exploring Entrepreneurial Ambitions
• My Experience with Research Projects
• Overcoming Impostor Syndrome in College
• The Importance of Networking in College
• Finding Resilience During Tough Times
• The Impact of Global Issues on Local Perspectives
• The Influence of Family Expectations on Education
• Lessons from a Part-Time Job
• Exploring the College Sports Culture
• The Role of Technology in Modern Education
• The Journey of Self-Discovery Through Education

Narrative Essay Comparison

Narrative essay vs. descriptive essay.

Here’s our first narrative essay comparison! While both narrative and descriptive essays focus on vividly portraying a subject or an event, they differ in their primary objectives and approaches. Now, let’s delve into the nuances of comparison on narrative essays.

Narrative Essay:

Storytelling: Focuses on narrating a personal experience or event.

Chronological Order: Follows a structured timeline of events to tell a story.

Message or Lesson: Often includes a central message, moral, or lesson learned from the experience.

Engagement: Aims to captivate the reader through a compelling storyline and character development.

First-Person Perspective: Typically narrated from the writer’s point of view, using “I” and expressing personal emotions and thoughts.

Plot Development: Emphasizes a plot with a beginning, middle, climax, and resolution.

Character Development: Focuses on describing characters, their interactions, emotions, and growth.

Conflict or Challenge: Usually involves a central conflict or challenge that drives the narrative forward.

Dialogue: Incorporates conversations to bring characters and their interactions to life.

Reflection: Concludes with reflection or insight gained from the experience.

Descriptive Essay:

Vivid Description: Aims to vividly depict a person, place, object, or event.

Imagery and Details: Focuses on sensory details to create a vivid image in the reader’s mind.

Emotion through Description: Uses descriptive language to evoke emotions and engage the reader’s senses.

Painting a Picture: Creates a sensory-rich description allowing the reader to visualize the subject.

Imagery and Sensory Details: Focuses on providing rich sensory descriptions, using vivid language and adjectives.

Point of Focus: Concentrates on describing a specific subject or scene in detail.

Spatial Organization: Often employs spatial organization to describe from one area or aspect to another.

Objective Observations: Typically avoids the use of personal opinions or emotions; instead, the focus remains on providing a detailed and objective description.

Comparison:

Focus: Narrative essays emphasize storytelling, while descriptive essays focus on vividly describing a subject or scene.

Perspective: Narrative essays are often written from a first-person perspective, while descriptive essays may use a more objective viewpoint.

Purpose: Narrative essays aim to convey a message or lesson through a story, while descriptive essays aim to paint a detailed picture for the reader without necessarily conveying a specific message.

Narrative Essay vs. Argumentative Essay

The narrative essay and the argumentative essay serve distinct purposes and employ different approaches:

Engagement and Emotion: Aims to captivate the reader through a compelling story.

Reflective: Often includes reflection on the significance of the experience or lessons learned.

First-Person Perspective: Typically narrated from the writer’s point of view, sharing personal emotions and thoughts.

Plot Development: Emphasizes a storyline with a beginning, middle, climax, and resolution.

Message or Lesson: Conveys a central message, moral, or insight derived from the experience.

Argumentative Essay:

Persuasion and Argumentation: Aims to persuade the reader to adopt the writer’s viewpoint on a specific topic.

Logical Reasoning: Presents evidence, facts, and reasoning to support a particular argument or stance.

Debate and Counterarguments: Acknowledge opposing views and counter them with evidence and reasoning.

Thesis Statement: Includes a clear thesis statement that outlines the writer’s position on the topic.

Thesis and Evidence: Starts with a strong thesis statement and supports it with factual evidence, statistics, expert opinions, or logical reasoning.

Counterarguments: Addresses opposing viewpoints and provides rebuttals with evidence.

Logical Structure: Follows a logical structure with an introduction, body paragraphs presenting arguments and evidence, and a conclusion reaffirming the thesis.

Formal Language: Uses formal language and avoids personal anecdotes or emotional appeals.

Objective: Argumentative essays focus on presenting a logical argument supported by evidence, while narrative essays prioritize storytelling and personal reflection.

Purpose: Argumentative essays aim to persuade and convince the reader of a particular viewpoint, while narrative essays aim to engage, entertain, and share personal experiences.

Structure: Narrative essays follow a storytelling structure with character development and plot, while argumentative essays follow a more formal, structured approach with logical arguments and evidence.

In essence, while both essays involve writing and presenting information, the narrative essay focuses on sharing a personal experience, whereas the argumentative essay aims to persuade the audience by presenting a well-supported argument.

Narrative Essay vs. Personal Essay

While there can be an overlap between narrative and personal essays, they have distinctive characteristics:

Storytelling: Emphasizes recounting a specific experience or event in a structured narrative form.

Engagement through Story: Aims to engage the reader through a compelling story with characters, plot, and a central theme or message.

Reflective: Often includes reflection on the significance of the experience and the lessons learned.

First-Person Perspective: Typically narrated from the writer’s viewpoint, expressing personal emotions and thoughts.

Plot Development: Focuses on developing a storyline with a clear beginning, middle, climax, and resolution.

Character Development: Includes descriptions of characters, their interactions, emotions, and growth.

Central Message: Conveys a central message, moral, or insight derived from the experience.

Personal Essay:

Exploration of Ideas or Themes: Explores personal ideas, opinions, or reflections on a particular topic or subject.

Expression of Thoughts and Opinions: Expresses the writer’s thoughts, feelings, and perspectives on a specific subject matter.

Reflection and Introspection: Often involves self-reflection and introspection on personal experiences, beliefs, or values.

Varied Structure and Content: Can encompass various forms, including memoirs, personal anecdotes, or reflections on life experiences.

Flexibility in Structure: Allows for diverse structures and forms based on the writer’s intent, which could be narrative-like or more reflective.

Theme-Centric Writing: Focuses on exploring a central theme or idea, with personal anecdotes or experiences supporting and illustrating the theme.

Expressive Language: Utilizes descriptive and expressive language to convey personal perspectives, emotions, and opinions.

Focus: Narrative essays primarily focus on storytelling through a structured narrative, while personal essays encompass a broader range of personal expression, which can include storytelling but isn’t limited to it.

Structure: Narrative essays have a more structured plot development with characters and a clear sequence of events, while personal essays might adopt various structures, focusing more on personal reflection, ideas, or themes.

Intent: While both involve personal experiences, narrative essays emphasize telling a story with a message or lesson learned, while personal essays aim to explore personal thoughts, feelings, or opinions on a broader range of topics or themes.

A narrative essay is more than just telling a story. It’s also meant to engage the reader, get them thinking, and leave a lasting impact. Whether it’s to amuse, motivate, teach, or reflect, these essays are a great way to communicate with your audience. This interesting narrative essay guide was all about letting you understand the narrative essay, its importance, and how can you write one.

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Personal Narrative Essay Draft 1

ENG 1121 – D465

                               The Experience of Learning a New Language

Once Mahatma Gandhi said, “Live as if you were to die tomorrow. Learn as if you were to live forever.” I have learned so many things in my life, but I will never forget the experience of learning English. Moving to the USA and learning a new language wasn’t easy because I had to learn the definition of each word, the pronunciation of the word and use the word in a sentence.

When I was in Bangladesh, the word “English” was hard for me to pronounce and read. My first language is Bengali, and I was in Bangladesh for fourteen years. I learned my mother language but not English. My uncles applied for our family to go United States and we all got the Visa. I didn’t want to leave my village and friends but I had to go with my family. After a few days we came to the USA when I was fifteen years old. I went outside with my cousin who was talking to his friends, and I was looking at them and feeling bad. I asked my cousin how I could learn English. He told me to watch television and go to the library. From that day I started watching the English channel on TV which was cartoons, movies, and news. I didn’t understand what they were saying, but I put the subtitles on. I still didn’t understand. I was wondering the whole night how I was going to survive in this country. The next day my parents were talking about my school which made me more nervous.

I started going to school in 9th grade, and I thought that I was blind because everything looked different to me. I was so upset, and I really wanted to go home because nobody was there to talk with me. The teacher was trying to talk to me, but I couldn’t talk to him. Fortunately there was a Bengali guy who helped me. He really helped me with everything. He translated for me and showed me everything. His name was Rashid, he became my good friend. I started hanging out with him and I asked him how I could learn English. He told me to talk English with everyone and don’t be shy or scared and to read books. I b ro o ught a book home and I start ed reading it as well as borrowing the book; also I borrowed an “English to Bengali” dictionary from the library. Whichever word I didn’t understand I looked for it and found what the word meant. Also whenever I saw a hard word, I wrote those words in a notebook and wrote the word’s meaning. The teacher started giving homework which looked really hard for me, so I asked Rashid to help and we did the homework together and he explained it to me. From the homework, I saw some hard words so I wrote those hard words in a notebook and wrote the meaning. When I got home I read the word and read word, like ten times. However, I didn’t learn English perfectly yet, but there are more steps to go.

The biggest change was in junior year during my internship which was about teaching kids. When I was in eleventh 11th grade, I had to do a internship in a school. The first day I went to my internship I was really upset because I had to talk with everyone and be friendly. I was sitting down, and then the teacher said, “Don’t be shy or scared, you have to talk with everyone.” So I started talking with the students and being friendly with them and reading books with them. There were some words that I didn’t understand so I asked the teacher and learned from her. I went to elementary school in Bangladesh but not in USA. In American USA elementary school they teach word definitions which was really helpful for me. I had to talk a lot; from that I learned to talk in professional language. I will never forget how much I learned from the internship.

The process of learning english wasn’t easy because first I had to learn the definition of each word, pronunciation the word and use the word in a sentence. In your life if you don’t make mistakes then you will never learn anything. I made a lot of mistakes in my high school and I learned from it. Also I learned English by talking with my friends. I had a hard time when I couldn’t speak English but now I feel really proud. I feel really proud when I talk with someone in English. If I had a chance to make my ideal world then I would make every country should be same as the USA so people don’t have to came to the came USA to for study and learn a new language.

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Literacy Narratives

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Hey everyone! If you’ve ever taken a class that focuses on writing, you may have heard the terms “literacy narrative,” “literacy biography,” or something along those lines before. Today’s post is going to delve into traditional literacy narratives, what they’re all about, what their purpose is, and how they are really amazing tools for finding out about how you write! There will also be some helpful tips for writing literacy narratives, too!

First thing’s first—what exactly is a literacy narrative?

To make things simpler, let’s start out by defining these two words separately. According to the Oxford English Dictionary (OED) literacy can be defined as “the quality, condition, or state of being literate; the ability to read and write.” However, there’s more to literacy than that! In the article, “College Writing Tips: Write a Good Literacy Narrative,” Sarah from Letterpile explains that there is a second definition of literacy that covers different facets, such as “professional literacy, hobby-related literacy, language literacy, or many other types of broadened understanding of a subject brought on by its connection to language.” For example, someone who studies music has a literacy in music; they can read sheet music and they understand musical terms, (like accelerando, sforzando, glissando, etc.). Bearing that in mind, we move on to define “narrative,” which, according to the OED, is “an account of a series of events, facts, etc., given in order and with the establishing of connections between them; a narration, a story, an account.”  

So basically, if you put these three definitions together, you get a really vague sense of what a literacy narrative is. A literacy narrative is a story about your own experience with writing and reading, as well as your knowledge on a particular subject of your choosing, whether it be music, learning a new language, the story of how you learned to read—anything! In assigning literacy narratives, professors are asking students to take what they’ve learned about literacy development and apply that to their life stories. Depending on the class and the professor, students may be asked to explore stories that include substantial experiences and powerful sponsors, (people,) who motivated them, and to reflect on them.

Now that we have a somewhat solid idea of what exactly a literacy narrative is, you’re probably wondering about the purpose of it all.

Many professors use literacy narratives in their classes because it’s a great assignment for self-examination. In fact, most University Writing courses (UWRT) have some form of a literacy narrative/biography assignment because it helps students learn to reflect on their experiences with writing and reading. Of course, there are many reasons why literacy narratives are popular assignments in first year writing (and other!) classrooms. Here are three examples of how literacy narratives are amazing tools (inspired by the awesome article, “10 Ways Literacy Narratives Will Rock Your World (or at least your writing classroom)”).

• Reflection & Overcoming Resistance : In this article, the author chooses to use words like “exorcism” and “scar tissue;” however, those words seem a little too simple to encompass what literacy narratives can actually do. Literacy narratives offer students a chance to examine past experiences—be they pleasant memories, uncomfortable baggage, voices, scars, etc.—and allow them to write through those experiences. While reflecting on these experiences, some students can then go further and use their writing as a way of overcoming the resistance found in those moments, and in turn, they have a successful product that shows their resilience. Now, I’m not saying that literacy narratives turn classrooms into a “Dead Poets Society” sort of scenario (cue the scene from the movie, “Oh captain, my captain!”) However, assignments like literacy narratives really do give students opportunities to deal with sometimes tough, uncomfortable issues, and that is a great learning experience.
• Connection : When working on literacy narratives, sometimes professors have students work in groups to brainstorm or revise their ideas/papers. This can seem a little awkward at first, (that’s natural!) but working with others and opening yourselves up via literacy narratives can really help students learn to connect with one another. In fact, these experiences working with group members can help students collaborate with others in the future.
• Scaffolding : Not only can literacy narratives be extremely cathartic, but they can also be fun. Yeah, yeah, I know it’s almost blasphemy to say that an assignment can be fun, but it’s true! Compared to other assignments that students have in other classes, a literacy narrative may not be seen as challenging. In fact, many students often take pleasure in literacy narratives because it gives them time to focus on themselves, (instead of the rest of their never ending homework) to reflect, and to write.

Now that you know what literacy narratives generally are and why they are awesome, you’re probably beginning to wonder about how to go about writing one yourself!

Like all assignments, sometimes it’s hard to find a place to begin. Don’t sweat it though! That’s natural and something we all struggle with. Here are some reliable tips to help you tackle any form of a literacy narrative:

• First thing is first: follow the prompt! Everyone has their own different ideas of what a literacy narrative is, so what your professors asks you to write about will ultimately affect where you start and what you write about. Make sure you understand exactly what it is your professor wants you to explore in your literacy narrative and you will be good to go.
• Sarah from Letterpile suggests that you ask yourself some thought-provoking questions to get yourself started. She writes, ““Generate a few topics that are meaningful to you. Ask yourself, what do I want to write about for my literacy narrative? Do I want to write about my favorite book? Do I want to write about writing poetry? Do I want to write about overcoming a big hurdle? List those topic ideas” (Letterpile).
• After you consider these questions, decide what exactly you want to write about. The Norton Field Guide to Writing also offers some great ideas to get you started, such as:

*(Courtesy of   https://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp )

• Once you choose a topic, then you can start to consider other things, like your audience and the story you want to tell!
• The Pen & The Pad also suggests using “vivid details” to help your narrative really sparkle! They also emphasize the importance of reflection, and recommend that you take some time to reflect “on how the event you’re writing about changed or shaped you” (The Pen & The Pad).

These are only a few suggestions to help you begin your literacy narrative. However, there’s no one right way to go about it—what is important is that you take some time to think, write, and reflect on your story. As simple as that seems, it can really open your eyes to how you have evolved as a writer and reader!

–Katherine

Resources Consulted

https://letterpile.com/writing/Write-a-Good-Literacy-Narrative

https://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp

https://letterpile.com/writing/How-to-Write-a-Literacy-Narrative

http://penandthepad.com/write-literacy-narrative-7850269.html

http://metawriting.deannamascle.com/10-ways-literacy-narratives-will-rock-your-world-or-at-least-your-writing-classroom/

https://sites.psu.edu/english15fonash/literacy-narrative/

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• How to write a narrative essay | Example & tips

How to Write a Narrative Essay | Example & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

A narrative essay tells a story. In most cases, this is a story about a personal experience you had. This type of essay , along with the descriptive essay , allows you to get personal and creative, unlike most academic writing .

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Table of contents

What is a narrative essay for, choosing a topic, interactive example of a narrative essay, other interesting articles, frequently asked questions about narrative essays.

When assigned a narrative essay, you might find yourself wondering: Why does my teacher want to hear this story? Topics for narrative essays can range from the important to the trivial. Usually the point is not so much the story itself, but the way you tell it.

A narrative essay is a way of testing your ability to tell a story in a clear and interesting way. You’re expected to think about where your story begins and ends, and how to convey it with eye-catching language and a satisfying pace.

These skills are quite different from those needed for formal academic writing. For instance, in a narrative essay the use of the first person (“I”) is encouraged, as is the use of figurative language, dialogue, and suspense.

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Narrative essay assignments vary widely in the amount of direction you’re given about your topic. You may be assigned quite a specific topic or choice of topics to work with.

• Write a story about your first day of school.
• Write a story about your favorite holiday destination.

You may also be given prompts that leave you a much wider choice of topic.

• Write about an experience where you learned something about yourself.
• Write about an achievement you are proud of. What did you accomplish, and how?

In these cases, you might have to think harder to decide what story you want to tell. The best kind of story for a narrative essay is one you can use to talk about a particular theme or lesson, or that takes a surprising turn somewhere along the way.

For example, a trip where everything went according to plan makes for a less interesting story than one where something unexpected happened that you then had to respond to. Choose an experience that might surprise the reader or teach them something.

Narrative essays in college applications

When applying for college , you might be asked to write a narrative essay that expresses something about your personal qualities.

For example, this application prompt from Common App requires you to respond with a narrative essay.

In this context, choose a story that is not only interesting but also expresses the qualities the prompt is looking for—here, resilience and the ability to learn from failure—and frame the story in a way that emphasizes these qualities.

An example of a short narrative essay, responding to the prompt “Write about an experience where you learned something about yourself,” is shown below.

Hover over different parts of the text to see how the structure works.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Teaching and Learning in the SBU English Department

Let’s get personal: teaching the literacy narrative in first year composition.

“The narrative essay was the easiest because all I had to do was write about myself,” and “I struggled with the personal narrative the most because I’m not used to writing about myself to a wider audience” are the reactions I usually get from my First Year Composition students when, at the end of fifteen long weeks of analyzing a variety of texts and genres, I ask them about their experience in the class.

This semester, however, I experimented with teaching a new genre, still very much tied to personal writing, but more theoretically framed. Inspired by my colleague Meghan Buckley’s approach, I decided to teach the literacy narrative, shaping my syllabus around literacy acquisition and Deborah Brandt’s concept of “sponsors of literacy.”

In part, my decision to teach the literacy narrative stemmed from my desire to diversify my pedagogical approach–to find different and creative ways to engage students in discussions about authorship and audience in academic discourse. But more importantly, I wanted to explore – in published and classroom writing – the connection between identity, place and writing. Particularly, my current syllabus seeks to examine the ways in which writers develop and reflect on their relationship with the social, cultural, political spaces around them through the role that writing and literacy play in their lives.

The process I used Deborah Brandt’s concept of “sponsors of literacy” as the framework for our discussion on literacy acquisition, the circumstances and participants that can hinder or foster it, and its larger implications in an individual’s personal and professional success.

In her 1998 article “ Sponsors of Literacy ,” Brandt argues that our literacy development is dependent on our access to “sponsors of literacy,” whom she defines as “any agents, local or distant, concrete or abstract, who enable, support, teach, or model, as well as recruit, regulate, suppress, or withhold literacy – and gain advantage by it in some way” (166). Drawing on case studies, Brandt examines how literacy functions as a key skill in the job market, increasing the individual’s competitiveness and employability.

At first, I was unsure about assigning a theoretical piece at the start of the semester, but the students seemed intrigued by the concept and how it might apply to their own experiences. In preparation for our discussion in class, I had the students read the essay at home and write a response journal highlighting five quotes that they had found particularly interesting, confusing or that they agreed/disagreed with, and then write a short comment explaining why they had picked them. This was a low-stakes assignment meant to engage student and theory. In class, the students discussed the article in small groups following a series of guiding questions I had prepared beforehand. This helped focus the general class discussion afterward, as most of the groups had been able to put together their own interpretation of Brandt’s argument. During our discussion, we looked at some rhetorical elements at play in the article, namely Brandt’s examination of contrasting literacy acquisition experiences gathered through anecdote, but mostly we worked to parse out Brandt’s definition of “literacy” and “sponsorship.” Brandt expands literacy to mean not just learning to read and write, but the acquisition of any skill that may prove socioeconomically beneficial to the individual – this would be the cornerstone of their essay assignment.

The next few classes consisted of close reading literacy pieces through these newly defined concepts. We looked at the way the lack of racial diversity and a sociopolitically stifling educational environment can hinder one’s writing development in Junot Díaz’s “ MFA vs. POC .” Then we read an excerpt from David Sedaris’ Me Talk Pretty One Day , where the writer describes his efforts to learn French in spite of an abusive teacher. We focused on the shifting literacies and sponsors at play in each text, but also examined more closely the rhetorical elements used to make these texts compelling.

Then came time to introduce the literacy narrative assignment: in 4-5 pages, the students would focus on one/more key moments in their personal literacy development, as well as the people who had helped or hindered their process of acquisition. The specific guidelines were as follows:

• The student should choose one type of literacy and focus on a moment(s) when they felt they were becoming or had become literate in that skill – this literacy could be anything, from reading to learning a new language, playing a sport or an instrument.
• The student should draw on specific experiences, not produce a chronological list of events. Because of the informal nature of the essay, the student was encouraged to use narration, description, dialogue and reflection – show, not tell.
• Along with the assignment description, together we analyzed examples of literacy narratives written by students in previous classes (I used samples kindly provided by Buckley, but you can also find plenty of materials at the Digital Archive of Literacy Narratives ( DALN ). We focused on the strategies that these writers employed to make their narratives creative and engaging to their audience, such as use of detailed descriptions, colorful language and dialogue.

Once I had explained the assignment, it was time to start writing! In class, I asked the students to write about a skill they had developed and the person who had helped (or not) in the process. This low-stakes free writing assignment would be the starting point of many of these students’ first drafts.

One last theoretical framework I tied in was Lloyd Bitzer’s “Rhetorical Situation,” which I often use to teach rhetorical analysis, but also like to discuss in the context of the personal essay because of its emphasis on purpose and audience. In this context, we talked about “exigency” – the purpose or main idea that the student is trying to convey – and audience expectations.

The results The experiment was pretty successful! While some students struggled to find a central moment around which to develop their narratives, resulting in fairly generic essays that would need further revision, many showed a good understanding of literacy and sponsorship, and were able to create nuanced interpretations of these concepts.

The literacies students explored

A significant number of non-native speakers wrote about their efforts to learn English, often demonstrating frustration with the insufficient resources available to them in public education. Many walked their readers through the process of learning to play the clarinet or the piano, one of them describing the moment their fingers touched the keys so vividly that you felt you were there. Interestingly, a couple of students combined the acquisition of multiple literacies, showing how one skill had fostered another, one student having learned to read English by playing videogames and another one working to overcome their speech disability through playing baseball. And my favorite essay traced the student’s ability to apply make-up, giving us a completely new lens through which to understand literacy – which was ultimately the goal of this assignment.

So, here are some of my main takeaways from teaching the literacy narrative for the first time:

• Literacy narratives instill a sense of confidence in students’ ability to write for an academic audience: students are asked to draw on a concrete resource – their own life – to make a point, as opposed to the abstract classroom concepts of “analysis” or “rhetorical device.” “Describe the first moment you learned to sound out a word” is a much more relatable prompt than “explain the rhetorical function of simile in Jhumpa Lahiri’s short story.”
• Students become comfortable with the use of first person, which in turn helps them develop a sense of authorial agency. My class is often made up of first and second-year students who have been taught to never use “I” and so are often uncertain as to whether “it is ok” to use personal perspective in their essays. Starting the semester with an assignment that focuses entirely on their own experiences helps them overcome the self-doubt and uncertainty that they bring into the classroom. First-year Ph.D. Jessica Hautsch has written a great piece on how she teaches first-person use in her own classes. You can check it out here .
• The literacy narrative makes genre analysis more accessible. I used model texts to help students become more familiar with the features of the literacy narrative genre, so that they would be able to identify and practice applying them to their own writing. This helped students transition into the rhetorical analysis.

As we move on to more formal assignments, I look forward to seeing what other ideas and skills my students bring with them from the literacy narrative and in what interesting ways their new sense of their literacy acquisition informs their academic work. As for myself, I am already thinking of new strategies I can incorporate the next time I teach this assignment.

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Narrative Writing: A Complete Guide for Teachers and Students

MASTERING THE CRAFT OF NARRATIVE WRITING

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

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

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

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

WHAT IS A NARRATIVE?

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

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

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

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

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

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

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

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

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

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

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

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

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

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

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

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

NARRATIVE FEATURES

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

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

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

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

THE PLOT MAP

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

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

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

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

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

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

HOW TO WRITE A NARRATIVE

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

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

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

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

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

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

1. SETTING THE SCENE: THE WHERE AND THE WHEN

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

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

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

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

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

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

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

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

Popular Settings from Children’s Literature and Storytelling

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

2. CASTING THE CHARACTERS: THE WHO

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

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

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

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

Understanding Character Traits

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

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

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

Popular Character Traits in Children’s Stories

• Determination
• Imagination
• Perseverance
• Responsibility

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

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

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

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

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

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

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

Popular Conflicts found in Children’s Storytelling.

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

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

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

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

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

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

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

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

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

Popular Climax themes in Children’s Stories

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

5. RESOLUTION: TYING UP LOOSE ENDS

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

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

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

Popular Resolutions in Children’s Stories

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

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

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

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

TIPS FOR WRITING A GREAT NARRATIVE

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

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

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

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

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

NARRATIVE WRITING PROMPTS (Journal Prompts)

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

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

NARRATIVE WRITING VIDEO TUTORIAL

Teaching Resources

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

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

FREE Narrative Graphic Organizer

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

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

NARRATIVE WRITING CHECKLIST BUNDLE

⭐⭐⭐⭐⭐ (92 Reviews)

OTHER GREAT ARTICLES ABOUT NARRATIVE WRITING

Narrative Writing for Kids: Essential Skills and Strategies

7 Great Narrative Lesson Plans Students and Teachers Love

Top 7 Narrative Writing Exercises for Students

How to Write a Scary Story

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

10.1 Narration

Learning objectives.

• Determine the purpose and structure of narrative writing.
• Understand 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 any one essay. In covering the nine modes, this chapter also emphasizes the rhetorical modes as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas.

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.

The big distinction between factual and fictional narratives is based on a writer’s purpose. The writers of factual stories try to recount events as they actually happened, but writers of fictional stories can depart from real people and events because the writers’ intents are not to retell a real-life event. Biographies and memoirs are examples of factual stories, whereas novels and short stories are examples of fictional stories.

Because the line between fact and fiction can often blur, it is helpful to understand what your purpose is from the beginning. Is it important that you recount history, either your own or someone else’s? Or does your interest lie in reshaping the world in your own image—either how you would like to see it or how you imagine it could be? Your answers will go a long way in shaping the stories you tell.

Ultimately, whether the story is fact or fiction, narrative writing tries to relay a series of events in an emotionally engaging way. You want your audience to be moved by your story, which could mean through laughter, sympathy, fear, anger, and so on. The more clearly you tell your story, the more emotionally engaged your audience is likely to be.

On a separate sheet of paper, start brainstorming ideas for a narrative. First, decide whether you want to write a factual or fictional story. Then, freewrite for five minutes. Be sure to use all five minutes, and keep writing the entire time. Do not stop and think about what to write.

The following are some topics to consider as you get going:

The Structure of a Narrative Essay

Major narrative events are most often conveyed in chronological order , the order in which events unfold from first to last. Stories typically have a beginning, a middle, and an end, and these events are typically organized by time. Certain transitional words and phrases aid in keeping the reader oriented in the sequencing of a story. Some of these phrases are listed in Table 10.1 “Transition Words and Phrases for Expressing Time” . For more information about chronological order, see Chapter 8 “The Writing Process: How Do I Begin?” and Chapter 9 “Writing Essays: From Start to Finish” .

Table 10.1 Transition Words and Phrases for Expressing Time

The following are the other basic components of a narrative:

• Plot . The events as they unfold in sequence.
• Characters . The people who inhabit the story and move it forward. Typically, there are minor characters and main characters. The minor characters generally play supporting roles to the main character, or the protagonist .
• Conflict . The primary problem or obstacle that unfolds in the plot that the protagonist must solve or overcome by the end of the narrative. The way in which the protagonist resolves the conflict of the plot results in the theme of the narrative.
• Theme . The ultimate message the narrative is trying to express; it can be either explicit or implicit.

Writing at Work

When interviewing candidates for jobs, employers often ask about conflicts or problems a potential employee has had to overcome. They are asking for a compelling personal narrative. To prepare for this question in a job interview, write out a scenario using the narrative mode structure. This will allow you to troubleshoot rough spots, as well as better understand your own personal history. Both processes will make your story better and your self-presentation better, too.

Take your freewriting exercise from the last section and start crafting it chronologically into a rough plot summary. To read more about a summary, see Chapter 6 “Writing Paragraphs: Separating Ideas and Shaping Content” . Be sure to use the time transition words and phrases listed in Table 10.1 “Transition Words and Phrases for Expressing Time” to sequence the events.

Collaboration

Please share with a classmate and compare your rough plot summary.

Writing a Narrative Essay

When writing a narrative essay, start by asking yourself if you want to write a factual or fictional story. Then freewrite about topics that are of general interest to you. For more information about freewriting, see Chapter 8 “The Writing Process: How Do I Begin?” .

Once you have a general idea of what you will be writing about, you should sketch out the major events of the story that will compose your plot. Typically, these events will be revealed chronologically and climax at a central conflict that must be resolved by the end of the story. The use of strong details is crucial as you describe the events and characters in your narrative. You want the reader to emotionally engage with the world that you create in writing.

To create strong details, keep the human senses in mind. You want your reader to be immersed in the world that you create, so focus on details related to sight, sound, smell, taste, and touch as you describe people, places, and events in your narrative.

As always, it is important to start with a strong introduction to hook your reader into wanting to read more. Try opening the essay with an event that is interesting to introduce the story and get it going. Finally, your conclusion should help resolve the central conflict of the story and impress upon your reader the ultimate theme of the piece. See Chapter 15 “Readings: Examples of Essays” to read a sample narrative essay.

On a separate sheet of paper, add two or three paragraphs to the plot summary you started in the last section. Describe in detail the main character and the setting of the first scene. Try to use all five senses in your descriptions.

Key Takeaways

• Narration is the art of storytelling.
• Narratives can be either factual or fictional. In either case, narratives should emotionally engage the reader.
• Most narratives are composed of major events sequenced in chronological order.
• Time transition words and phrases are used to orient the reader in the sequence of a narrative.
• The four basic components to all narratives are plot, character, conflict, and theme.
• The use of sensory details is crucial to emotionally engaging the reader.
• A strong introduction is important to hook the reader. A strong conclusion should add resolution to the conflict and evoke the narrative’s theme.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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In Memoriam: Ivannia Soto

Opera for educators, california bill would mandate science of reading, celebrate mother language day, celebrating multilingual learner identity through personal narrative instruction.

Kate Kinsella shares a process and resources to implement a personal narrative unit that honors diversity while building communicative competence

• multilingual
• English Language Learner
• Kate Kinsella

The social isolation and countless hours of silent, independent assignments young linguistically diverse scholars have endured during the past year of online learning have left scores in dire need of lessons that affirm their identities while advancing their academic communication skills. In hopes of engaging acolytes in dual language or English language development coursework, empathetic educators often search for writing prompts that offer creative outlets for positive identity development and creative expression. Narrative assignments can certainly provide multilingual learners with unique opportunities to explore their cultural and linguistic heritages and apply language for a range of purposes. Narrative assignments focusing on multilingual experiences and cultural diversity also hold great potential within a classroom for establishing commonalities, respectfully acknowledging differences, and building community. However, well-intentioned educators frequently underestimate the complexities of crafting an effective personal narrative for learners composing in either their primary language or English as an additional language.

Unexpected Complexities of a Personal Narrative Assignment

Early in my career teaching adolescent English learners, I naively perceived a personal narrative assignment as an engaging and accessible formal writing task to launch the school term. I was under the misguided assumption that an opportunity to delve into a significant, culturally relevant experience in and of itself would activate voices and unleash writing talents. While the narrative prompt surely appeared less intimidating to my language development charges than a text-dependent informative essay, the lackluster prose they produced illustrated my profound instructional naivete.

Standards-aligned personal narrative assignments in upper-elementary and secondary coursework entail far more than the simple stories anticipated in primary grades. In fact, in many ways, a compelling personal narrative requires considerably more linguistic dexterity and organizational prowess than an opinion or informative text assignment—that is, when students are allowed in initial practice assignments to draw upon relevant background information and experiences rather than course reading material. To illustrate, a fail-safe introductory opinion paragraph prompt I have utilized with novice and long-term English learners alike is the following: Are animals capable of demonstrating any common human emotions? Construct an opinion paragraph, including a topic sentence that states your claim, appropriate transitions, a convincing reason, and a relevant example. Draw from your personal experience or background information. From an English language proficiency standpoint, taking a stance on whether a family pet or wild animal can experience a familiar human emotion such as joy or jealousy is less challenging than crafting a compelling narrative, real or imagined. Prior to assigning this prompt, I have built related schema with an accessible article from the Scholastic News magazine (Jan. 5, 2015, fifth grade) highlighting studies that document evidence of domesticated and wild animals displaying what researchers perceived as empathy, excitement, and jealousy.

After completing the text, I have engaged students in small-group and unified-class discussion of incidences they have witnessed or heard about and supported their verbal contributions with response frames and nouns naming emotions they could later leverage while independently drafting. For this initial opinion paragraph assignment, I have also provided students with a topic sentence frame to ease them into writing an effective claim, drawing key words from the prompt: Animals are quite capable of (demonstrating, experiencing) _ the common emotion _ . Equipped with a manageable tool kit of appropriate transitions (e.g., for example, in addition, furthermore, for these reasons ), a bank of precise topic words (e.g., fear, pride ), and a paragraph exemplar to analyze as a class and emulate, even reticent second-language writers are able to construct a competent response.

Guiding English learners in drafting a related personal narrative has proved more linguistically challenging. To describe a memorable experience witnessing an animal displaying an emotion, a skillful writer consciously deploys a sophisticated range of word choices, cohesive devices, and sentence structures. A coherently organized narrative includes temporal words and phrases to signal event order like from then on and eventually that are more challenging for novice English learners than familiar transitions used in oral language and simple narratives like first, next, after, and then . Additionally, a compelling narrative is likely to incorporate carefully selected, vivid, and memorable dialogue to show characters’ reactions to situations. Even more linguistically daunting for English learners, teachers are apt to assess final work with a laser-like focus on strong word choices and artful phrasing that make the experience come to life. By far the most elusive aspect of composing an effective personal narrative for a novice English writer is the conclusion, which unlike that of a simple story should achieve two distinct goals:

1) logically concluding the sequence of events; and

2) reflecting as the narrator on what was actually learned, gained, or resolved.

Ineffective Instructional Responses to Disappointing Personal Narratives

Years of supporting English learners in grades 4–12 to successfully transition from the routine journal and simple story assignments of primary and newcomer coursework to grade-level, standards-aligned assignments like personal narratives have deepened my understanding of the conscientious planning and intentional instruction these students deserve. Simple teacher recommendations like “Try to capture your reader’s attention with vivid description in your final draft” ring hollow to a striving reader with profound English vocabulary voids.

A detailed single-score holistic rubric designed by and for teachers as a common assessment tool is also highly unlikely to illuminate this striving second-language reader and set him on a productive pathway to revision. Former ninth- and tenth-grade students, all long-term English learners, in a college readiness class for first-generation students memorably described for me the confusion and utter bewilderment they experienced receiving different holistic rubrics from core content-area teachers, all equally uninterpretable and seemingly written in yet another foreign language. Moreover, relying solely upon a classmate who also happens to be a long-term English learner to provide productive, actionable feedback for revision and editing seems at once naive, unfair, and indefensible.

Evidence-Based Directives in Developing English Learner Writing Proficiency

Current research on teaching academic content and writing to English learners in intermediate and secondary grades points to the need for explicit guidance and targeted language supports to help students move from information presented in a graphic organizer to writing sentences, and from writing sentences to composing paragraphs. Additionally, planned and interactive examination of exemplar texts must undergird units of study in informative, argumentative, and narrative writing. Schleppegrell (2017) advocates for such “genre-based” writing instruction for English learners at all levels of English proficiency to ensure they comprehend the organizational features and language forms characteristic of distinct academic writing types.

Another key finding is that formal writing assignments should be anchored in content, particularly informative and argument prompts, and that prewriting lessons should integrate intentional, interactive oral and written language instruction in priority vocabulary, sentence structures, and grammatical forms students can later leverage in formal assignments (What Works Clearinghouse, April 2014, NCEE 2014-4012).

Of equal importance, English learners benefit from an asset-based approach to curriculum and instruction, integrating well-designed materials that capitalize on students’ diversity (NASEM, 2018) while affording them carefully executed opportunities to reflect on their linguistic journeys as they build advanced language, literacy, and critical thinking skills (Bucholtz et al., 2014).

Preparing to Implement a Personal Narrative Unit with English Learners

A successful personal narrative unit incorporating English language development hinges on conscientious preparation. Prior to assigning a prompt, careful consideration should be devoted to the resources at your discretion to guide text analysis and highlight the genre’s novel features. Experience has shown me that the prompts and exemplars provided by ELA curriculum publishers are frequently unwieldy, irrelevant, or devoid of intent to promote positive identity development. Even if I manage to locate an accessible exemplar, I have not found it beneficial to devote class time to extensive analysis of a personal narrative text that is completely unrelated to the specific prompt I intend to assign.

English learners invariably fail to see the connection, and the unrelated narrative model lacks precise topic words, suitable transitions, and phrasing for the reflective conclusion they might repurpose. Similarly, the English Department rubric aligned to state writing standards requires more than modest tinkering to become a productive teaching tool within an English language development context. Moreover, ELA prompts that dovetail with an assigned literary selection are rarely preceded by language-building lessons for English learners addressing the vocabulary, syntactic structures, and grammatical forms demanded by the assignment. Prior to assigning an introductory personal narrative prompt, I recommend collaborating with colleagues on these six aspects of curriculum development. To illustrate each step, I offer and expand upon resources I have designed, field tested with teacher partners, and found highly impactful.

• Write an appropriate, relevant, and high-interest prompt
• Prepare a clear definition of the academic writing type
• Identify, adapt, or design a student-friendly analytic scoring guide
• Identify, adapt, or write an appropriate exemplar text
• Determine language priorities for exemplar analysis and instruction
• Design a prewriting discussion guide with relevant language supports

Step 1: Write an Effective Personal Narrative Prompt

When assigning a prompt to an English learner, it makes sense to follow a complexity progression, in terms of both the organizational demands and the level of personal introspection warranted by the topic. In my ELD classroom experience with English learners in middle and high school, students from diverse backgrounds have displayed varying degrees of comfort discussing issues and experiences related to their family dynamics, their journeys to the U.S., or their processes of understanding and acclimating to new cultural mores.

Mindful that a personal narrative prompt requires more reflection and disclosure than an informative or argument writing prompt, I have found it beneficial to introduce English learners to this genre with one or two relatively benign topics addressing universal experiences like receiving a special gift or teaching someone how to do something. Although I intend to segue to topics that encourage critical examination of their multilingual histories, more neutral initial prompts place the focus on understanding the structural and linguistic features of the writing type. Once students have had a dry run with less subjective prompts, they seem better poised to transition to prompts requiring greater introspection, identity analysis, and linguistic complexity.

I also recommend assigning prompts that are more detailed and explicit than a single provocative question or declarative statement. One reason is that English learners have often been assigned an array of one-sentence prompts for informal quick-writes in previous schooling, such as “Write about your favorite holiday memory” or “What superhero would you like to be?” We want to clearly signal that the assignment warrants more than a journal-entry response while helping them understand the formal prompt expectations. In addition, prompts on English language proficiency and state assessments tend to be rather lengthy, so English learners benefit from learning how to navigate a multisentence prompt.

For a formal assignment, I advise designing a three- to four-sentence prompt that accomplishes the following: 1) builds background; 2) prompts reflection; and 3) provides clear directions for writing. The sample prompts below illustrate this principle.

Sample Introductory Prompts Focused on Universal Experiences

• Recent studies have shown that animals and humans share some common emotions, such as joy, pride, sadness, and jealousy. Think about a time when you observed a household pet or wild animal demonstrating a human emotion. Write a personal narrative describing what happened and how it helped shape your views about animal feelings.
• A personal possession like a framed picture, a wristwatch, or a book may have monetary value, sentimental value, or both. What is one of your most precious childhood possessions? Write a personal narrative describing how you obtained this item, how you felt and reacted when you received it, and the reason you cherish it.
• Describe a childhood event when you did something to make your family particularly proud of your behavior or accomplishment. Perhaps you improved your grades, assisted someone in need, won an award, or learned how to play a musical instrument. Write a personal narrative describing what you did to make your family appreciate and recognize your actions.

Sample Prompts Addressing Multilingual Learner Assets and Experiences

• Being multilingual can be beneficial at home, at school, at work, and in our social lives. Switching from one language to another while communicating with others is both a skill and an advantage. Write a personal narrative describing a recent experience in which you utilized two languages to accomplish a goal, handle a difficult situation, assist a person in need, or connect meaningfully with someone.
• In different cultures and communities, families pay tribute to loved ones who have passed away with special rituals. Families may also honor relatives or community members who are still living, perhaps on the occasion of a milestone birthday or anniversary. Write a personal narrative describing how you honored and celebrated someone special in your life such as your parents, grandparents, or a teacher.
• Our formal given names and our informal nicknames often have special significance. Perhaps you were given your name to honor the legacy of a relative or highlight your unique talent, appearance, or character. Write a personal narrative describing the origin of your given name or a nickname you earned from a family member, classmate, or friend.
• Our given names and nicknames may have personal, familial, or cultural significance. These formal and informal names can also be the source of positive and negative memories. Write a personal narrative describing a time you had a positive or negative experience due to your name, including how you reacted, felt, and possibly learned an important lesson.

Step 2: Prepare a Clear Definition of the Writing Type

Many English learners, novice and long-term alike, are apt to approach a personal narrative prompt with comprehension gaps regarding the essential elements of the writing type.

It is therefore imperative to present an accurate yet accessible definition, one suitable for their age, level of English proficiency, and literacy skills. I offer the following definitions as examples from my ELD practice, the first pitched at an entry point for a younger or emergent speaker with basic English literacy skills, the second more detailed and nuanced for an adolescent English speaker and reader at intermediate to advanced proficiency.

Definition for Novice English Learners

What Is a Personal Narrative? A personal narrative tells a story about a person’s true experience. The beginning introduces the characters and the topic. The middle gives details about the events in the order they happened. The end summarizes the important details.

Sample Narrative Definition for Intermediate–Advanced English Learners

A personal narrative tells a story from the writer’s life and explains how his or her life changed as a result.

• Introductory sentences identify the context, characters, and purpose of the narrative.
• Transition words or phrases help move the reader through the events.
• Descriptive language , such as action verbs, precise adjectives, and adverbs, make the story more vivid and interesting.
• Concluding sentences explain how the event ended and the importance of the story, what the writer learned, gained, or resolved.

Step 3: Prepare a Student-Friendly Analytic Scoring Guide

An appropriate scoring guide is an essential tool in teaching and assessing English learner writing. Drawing from extensive experience as an ELD instructor, curriculum author, and researcher, a standard single-score holistic rubric designed for teacher use is not the most suitable instrument to place in the hands of either current or former English learners at any grade level. A conventional personal-narrative holistic rubric includes a tome of sophisticated descriptors intended for an adult, professional reader, on a proficiency sale of 1–4, for the genre’s distinct assessment categories: focus/setting; organization/plot; narrative techniques; language use. A neophyte English speaker and reader will undoubtedly find limited to no value in descriptors of the genre’s organizational features like the following: “uses temporal words, phrases, and clauses to manage the sequence of events in a logical progression”; “provides a thoughtful sense of closure from the narrated experience.”

I am an ardent proponent of analytic scoring guides. I purposefully utilize the term scoring guide with English learners rather than rubric , pointing out that I use a rubric with colleagues to compare student work and make decisions about instructional needs and course placement. For my own ELD teaching purposes, however, I provide English learners with a manageable and clearly worded assessment tool to support my instruction for a specific writing type and their student learning. An analytic scoring guide, like those provided below, is a customized teaching and assessment tool that identifies the essential elements of the writing type and allows the reader to assign a separate score to each element.

In contrast, a holistic instrument, designed for summative assessment purposes, assigns a single overall score to a piece of student writing for placement, reclassification, and comparison purposes. If a second-language writer continually receives a disappointing holistic score of one or two from a teacher, it isn’t clear from the dizzying array of rubric descriptors where to focus revision efforts in future work.

An analytic scoring guide is a nimble tool for teacher and peer formative feedback, ideally separating content and organization from grammar and mechanics so English learners can readily comprehend their specific strengths and areas in need of more careful attention. An additional attribute of an analytic scoring guide is that a few items may be weighted more heavily in the final summative assessment, such as use of effective transitions or correct past-tense verb forms, if instructional time has been devoted to these genre features.

Students can be notified that these elements will count for twice as many points, that is eight instead of four, as their personal narrative is scored and graded. Moreover, because an analytic scoring guide spells out the genre features so carefully, it greatly facilitates analysis, discussion, and guided text marking of a writing exemplar.

Step 4: Prepare a Writing Exemplar with Marking Tasks and Frames

Based on consistent feedback from former students, whether in secondary or college ELD coursework, the most valuable writing instruction they received was analysis and marking of an exemplar that met the assignment expectations. The challenge is identifying an exemplar that is not only on topic but also suitable for learners within a specific English proficiency range. Because a relevant exemplar is such a pivotal teaching and learning tool, I advise composing a suitable model or adapting a piece of former student writing. If I devote time to writing an exemplar text for a more advanced ELD cohort, I can easily modify it for learners approaching the task at earlier stages of English proficiency. Optimally, colleagues can collaborate on identification and development of appropriate exemplars for prompts that will become curricular mainstays. Once students have submitted final work, these compositions can be archived with permission and adapted to serve as models or drafts for practice revising and editing.

Along with an assignment exemplar, students benefit immensely from a set of marking tasks and response frames to guide reading, discussion, and text marking. When the exemplar is merely projected on a screen, students lack a tangible resource to interact with and return to for precise language choices and review of correct grammatical forms. A familiar set of marking tasks and response frames can be repurposed as students read and offer feedback on each other’s drafts.

Introductory Prompt and Exemplar

Think about a time you helped someone feel like they belonged. Perhaps it was a student from another city or country entering your class mid-year, a neighbor settling in to a new home, or an athlete who didn’t know any of the other teammates or much about the sport. Write a personal narrative describing what happened, what you learned, or how it changed your relationship.

Helping Someone Belong

When I was in fifth grade, a new student named Gaby joined our class right after the Thanksgiving holiday. Her family had recently moved to the U.S. from Guatemala. Before class, my teacher, Mr. Sloan, asked me if I could be Gaby’s peer ambassador for the week. At that time, I was happy to help a new student who also spoke Spanish, but I didn’t realize that she would become my lifelong friend. At the beginning of class, she looked as frightened as a kitten who had been chased up a tree by an unleashed big dog.

Mr. Sloan sat her down next to me and handed her a folder, text, and pencil case. She kept staring at the supplies and seemed frozen stiff, so I tried to imagine ways I could help her feel more comfortable.

First, I told her to tap my shoulder whenever she felt confused or afraid. Next, I assured her that I would be happy to whisper to her in Spanish whatever she needed to do. At early recess time, I took her gently by the hand and introduced her to a few nice classmates who also spoke Spanish.

Then, they invited us to join them in playing four square, but that was a new game for Gaby so I tried to carefully explain the rules. She turned out to be an impressive athlete who quickly caught on. She even beat the rest of us during lunchtime recess! When the bell rang and we returned to the classroom, she looked so much more relaxed and confident. After school, I told Mr. Sloan that I would be happy to be Gaby’s helper for as long as she needed support.

Now Gaby and I are in seventh grade, and we have become very close friends. We share interests in coding and music besides planning to go to college. Because we both moved to the U.S. from Central America, we are committed to helping new immigrant students feel welcome in our school, just as I did for Gaby in fifth grade.

Text Marking and Discussion Tasks Mark the narrative text elements. Then discuss them with your partner.

• Circle the characters’ names. ( One, another) character is ___.
• Underline the setting. The narrative takes place (at, in) ___.
• Double underline the topic of the story. The narrative is about ___.
• Draw a box around transition words or phrases. (One, another) transition is ___.
• Number (1–4) events of the narrative. The (first, second, next, following, final) __ event in the narrative is ___.
• Star four precise words that made the writing more vivid. An example of a precise (noun, verb, adjective, adverb) is ___.
• Put parentheses around the ending of the story. The ending is that ___.
• Put brackets around the importance of the story. The importance is that ___.

Step 5: Determine Language Priorities for Exemplar Analysis and Instruction

An effective personal narrative requires agility with a range of vocabulary and cohesive devices. An introductory narrative language tool kit should include appropriate transitional devices to logically sequence the event, precise word choices to evoke characters’ thoughts and feelings related to the topic, and strong past-tense verbs to describe completed actions. The reflection component of the conclusion warrants a productive array of verbs to discuss what was learned, gained, or resolved.

I have listed a small number of language objectives relevant to personal narrative text instruction. English learners benefit from guidance in identifying language targets within an exemplar such as transitional words and phrases, correct pronoun reference, and strong verb choices.

My ELD classroom experience has convinced me of the additional need for a brief grammatical tune-up lesson on a priority grammatical target following exemplar analysis such as use of irregular past-tense verb forms to note completed actions within the narrative.

The teaching resource outlining transition words and phrases used to present the four distinct stages in a narrative provides appropriate choices to include in exemplar texts for a range of English language proficiencies. I don’t recommend distributing the resource but instead selecting suitable candidates for the students’ proficiency level to embed in exemplar texts and preparing a more manageable student reference.

Sample Personal Narrative Language Objectives: Intermediate English

• Write an introductory sentence including a precise adjective that prepares the reader for a story describing a surprising experience: surprising, unusual, unexpected.
• Use basic transition words that show the order of events: first, after, then, next, later, finally.
• Use advanced transition words and phrases that show the order of events: initially, at that time, after that moment, from then on, as time passed, eventually.
• Describe a character’s positive emotions using precise adjectives: surprised, excited, overjoyed, thrilled, delighted, proud.
• Describe a character’s completed actions using strong simple past-tense verbs ending in -ed: arrived, departed, dashed, avoided .
• Use strong present-tense verbs to describe what you have gained from an experience: understand, realize, recognize, appreciate.

Step 6: Design a Prewriting Discussion Guide with Relevant Language Supports

Graphic tools are widely employed by teachers of English learners to help students generate and organize ideas; however, a concerted effort to expand ideation and equip students with more accurate vocabulary choices and grammatical forms for the specific writing prompt is not as commonplace. English learners reap multiple benefits from engaging in purposeful class discussions with embedded language development prior to drafting personal narratives. They can be stimulated and acknowledged by peers while also building a potent language tool kit to approach the formal writing task with more linguistic mindfulness and precision than their routine journal responses.

The following prewriting discussion is adapted from an ELD unit for multilingual learners focused on identity exploration in my recent publication Language Launch (Kinsella, 2020). The personal narrative assignment includes a targeted array of focused, interactive prewriting lessons for idea generating, vocabulary building, and grammatical awareness.

Concluding Thoughts

A well-crafted personal narrative unit holds great potential for providing multilingual learners with lessons that are thought-provoking and inclusive while advancing their spoken and written language for academic purposes. These writing assignment attributes seem all the more important for diverse learners attending virtual classes with individuals they have never met in person. As we transition to hybrid instruction, I am hoping fellow educators across the nation will devote some precious real-time instructional minutes to a personal narrative unit with more than one opportunity for multilingual learners to build their communicative competence while reflecting on their unique cultural and linguistic histories.

Kate Kinsella , EdD ( [email protected] ), writes curriculum, conducts K–12 research, and provides professional development addressing evidence-based practices to advance English language and literacy skills for multilingual learners. She is the author of a number of research-informed curricular anchors for English learners, including English 3D, Language Launch, and the Academic Vocabulary Toolkit.

References Bucholtz, M., Lopez, A., Mojarro, A., Skapoulli, E., VanderStouwe, C., and Warner-Garcia, S. (2014). “Sociolinguistic Justice in the Schools: Student Researchers as Linguistic Experts.” Language and Linguistics Compass 8 (4), 144–157. Kinsella, K. (2020). English 3D: Language Launch. Houghton Mifflin Harcourt. NASEM. (2018). English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC. National Academies Press. NCEE. (April 2014–4012). Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Educator’s Practice Guide/What Works Clearinghouse. Washington, DC. National Center for Education Evaluation and Regional Assistance. Schleppegrell, M. J. (2017). “Systemic Functional Grammar in the K–12 Classroom.” In Handbook of Research in Second Language Teaching and Learning (Vol. 3), edited by Eli Hinkel. New York, NY: Routledge.

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Why it’s never too late to learn a language as an adult

The long-held idea that language learning is better before adulthood is up for debate. Adults have a number of advantages when it comes to learning a second language, and it comes with major benefits.

For those looking to learn a new language, the process can feel daunting, especially as an adult.

It’s long been thought that the earlier you learn new skills, the easier they are to pick up . The idea that age can play a huge role in a person’s language learning ability is one of the reasons why early childhood was once considered the best time to introduce a second language. But whether that holds true has been heavily debated in the scientific community.  

Unfortunately, the idea has helped perpetuate doubt in older individuals’ ability to quickly adapt to new grammar, syntax, and semantics, thwarting the rise of many potential polyglots.  

A complex organ capable of constant evolution, the human brain has potential for higher learning after puberty, research suggests—adults and children simply absorb and learn things differently.  

“Research says that adults are better learners at everything because we have a lot of self-regulation and we're very intent when we want to learn something,” says Lourdes Ortega, a professor of linguistics at Georgetown University, who herself speaks four languages. “Adults all over the world arrive at different proficiencies, fluencies, capacities for what they want to do with language, but there is no ceiling to it.”

People who can communicate outside their mother tongue also experience a number of cognitive benefits, suggesting that it may be well worth expanding your verbal horizons.  

What it takes to learn a second language

According to the U.S. Census Bureau, about 20 percent of the U.S. population speaks another language other than English, compared to 59 percent of Europeans who can speak at least a second language, illustrating how different regions value language learning.    

Yet Ortega, who specializes in how people learn new languages beyond childhood, says that factors beyond age, like immersion, make a bigger difference in language learning success. “Without [the] opportunity to be exposed to the language, there's no learning that can happen, early or late,” she says.  

For most, it can take years to reach proficiency in a foreign language, says Ortega. According to The Foreign Service Institute (FSI) , factors like a person’s natural ability, their previous linguistic experience, and the consistency of their lessons affect the language learning process.    

The FSI says languages that native English speakers would find similar to their own, such as Spanish or French, can be taught relatively quickly in about 24-30 weeks. In contrast, languages that have significant cultural differences from English, like Greek or Russian, will take about 44 weeks. Learning time could double that for languages considered exceptionally hard, such as Arabic or Mandarin.  

Such estimates reflect a stringent study model, with a dedicated number of hours spent practicing for multiple days per week, says Ortega. It’s impossible and unlikely to expect one individual to follow such a strict schedule on their own, especially as the rise of language learning apps like Babbel and Duolingo has widened accessibility to foreign education by allowing people the time and confidence to reach certain goalposts at their own pace.  

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“No one can learn, as an adult, a new language unless they love it and unless they make it part of their life,” says Ortega. “In theory, it's a great thing, but you need to have reasons for it and the time to invest [in] it.”

That said, children and adults do have their own unique strengths and weaknesses when it comes to grasping new connections. Children tend to learn new languages more intuitively , may have more opportunities to play and experiment with new languages, and may be forced to adapt without the aid of translation apps or other resources. Adults can employ custom strategies to hone their language learning experience, like creating their own memorization systems or visualization techniques.  

Still, Joshua Hartshorne, a research associate professor at the MGH Institute of Health Professions, says scientists are finding that a lot more is going on at ages that they weren't really thinking about before.  

“People have been assuming that you more or less have gotten as good as you're going to get in a new language within four or five years,” says Hartshorne. “What we saw was actually, [as] people continue learning for about 30 years, they’ll continue to get better.”  

How a second language nourishes the mind    

Increasingly, longer-lived generations are looking to enhance their cognitive health and social lives, and the growing demand to learn another language has quickly proven to be a great way to accomplish it.  

“There are all sorts of cognitive benefits of being bilingual,“ says Boaz Keysar , a professor of psychology at The University of Chicago. “The more languages you learn, the more you realize what an important part [that] language is for our life. We take it for granted.”

For older adults, possible benefits include an increase in memory retention and obtaining a more expansive vocabulary. What’s more, many studies suggest learning another language as an adult could even help stave off dementia . Language learning enables students to become more flexible thinkers, says Keysar.

“You're more willing to take risks when you use a foreign language,” he says. “The words don't connect as much to your emotions.” Additionally, multilingual people are better at perspective-taking , meaning that they’re more tuned in to the intention of the speaker, says Keysar. It’s an ability that allows for smoother cross-cultural social interaction, and another facet of language that adults seem to be better equipped for.  

Despite language-bonding being a fantastic tool to expand a person’s social network, there’s still a lack of research surrounding the challenges older adults face when aiming to learn a new language.

According to one 2019 study that investigated the struggles they can face in classroom settings, older individuals may find themselves forced to use textbooks that don't consider their needs, like ones that utilize examples and activities that might be too childish or inappropriate for them to take seriously—and be reluctant to speak up to avoid making mistakes.

Nevertheless, discovering a language other than your own can be very rewarding. The best way to reap the bulk of those rewards is to start today.  

“It would be wonderful if people would be more open to the idea that it can bring a lot of richness to your life,” says Ortega. ‘If nothing else, don't just try one language, try at least two because each of them feels very different.”

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