Personal_Objective_Narrative_Description

Name: Brooke Edwards Personal Object Narrative Description Objectives: By completing this assignment you will: • write a narrative that examines the personal significance of an object • use sensory details to describe an object of personal value • connect explicitly the narrative to the object’s worth—tell us Why Do We Care • demonstrate an understanding of the different types of values A personal description examines a subject that the writer find meaningful. That subject should be a valuable object that is small enough to be held in your arms and not be alive (no cars, no pets). Write a personal description is like making a multi-sensory film. Begin by setting the scene, where the object is found. You want readers to sense the object vividly—all the sights, sounds, smells, tastes, and textures that make this subject come alive. Second, tell the story of the object; either its acquisition or when it became meaningful. In order to do this, you want to select and develop details that create a dominant impression of the subject. To conclude, bring our attention back to the object, highlighting how that object has worth for you. This worth, value, or meaning is your Why Do We Care. Developing your description can be a rich experience. Because the writing process will press you to examine the subject closely, you’ll learn something valuable about your connection with it. Your goal is to describe that object so completely and richly that the reader can see, touch, smell, feel, and experience both your object and its significance to you. ASSIGNMENT: You will write a personal narrative that describe an object. You will also tell a story about your object; from how it was received to how it acquired meaning. Finally, you must include a discussion of the object’s worth. Why is it valuable and what kind of value does it hold' In class we brainstormed many kind of value—both intrinsic and extrinsic—and the more kinds you can connect to your object the better. TOPICS TO CONSIDER: Think about a special gift, a tool you use, a cherished object that has been damaged in some way. Do you have a journal you have kept since you were six' Do you have the hat your grandfather wore when he returned from WWII' Do you have a special bouqet of flowers from your grandmothers funeral' Whatever object you choose, it should represent something greater than just itself. Also, it should not be something where an easy substitute can be found. For instance, you can’t write about a hockey stick because you like to play hockey. You can, however, write about the stick you used when your team won the state championship. Don’t write about a piano because you like to play, but if you have played the same piano since you were four—then you are set. FINAL THOUGHTS: Be curious. Set out to learn more about your object than you know now. Review easy-to-recall memories, but then dig out those details that lie hidden like your baby pictures. Be bold. Describe what you see—blemishes and all. Help the reader smell both the roses and the rubbish. Create a dominant and powerful impression—as strong sense of the subject’s essential nature, overall values, and personal meaning to you. Be precise. Reading a description that uses almost as disappointing as socks for Christmas Choose strong nouns, verbs, and modifiers that focus details for the reader. Look over the attached rubric for ideas how this project will be graded. As always, come see me should any questions arise while in the writing process. Good luck. Name: Brooke Edwards Objectives: By completing this assignment students will: • learn the importance and power of effective word choice • differentiate between strong and weak nouns, adjectives, and verbs • model strong word choice with descriptions • improve the nouns, adjective, and verbs in their rough drafts Title: What Do You Really Want to Say' Appropriate for: High school students Time period for assignment: One, 55 minute class period Lesson Outline: • Mini-lecture on strong vs. weak nouns, adjectives, and verbs (7-10 minutes) o What examples can you think of for strong vs. weak word choice' o Listen to examples—which creates more interest' • Creative writing activity (40 minutes) o Get into groups o Look at your group’s cartoon character o Without naming your character, write a description of his or her appearance. Your description should be detailed enough that another group can draw your character from the description. Pay special attention to strong nouns, verbs, and adjectives. o Switch your descriptions with another group and attempt to draw their character based on the descriptions. o Come back as a large group for sharing. o Large class sharing of topics. • Final thoughts (5-7 minutes) o Was describing your character easy or hard' Why' o Was drawing the character easy or hard' Why' o How does this relate to the description of the object in your personal narrative' • Homework o Go through the first paragraph of your essay and circle all the nouns. Now draw a web from that noun and think of other words that you could use. Which word is best' o Do the same on the second paragraph using verbs. o Do the same on the third paragraph using adjectives. o Repeat, alternating between nouns, verbs, and adjectives with each paragraph o Bring your “webbed” rough draft to class on Monday. Materials needed: examples of strong and weak words, pictures of cartoon characters, notebook paper for descriptions, white paper for drawing, markers, and colored pencils.