ENG1101 TRU My First Day In Kindergarten Narrative Essay

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For your second essay, you will narrate the events of the best day (or, if you would rather depress but perhaps ultimately impress or inspire your reader, your worst) you’ve yet experienced. Give a clear sense of why the day sticks with you. The events need not be life-changing (a wedding, graduation, funeral, et cetera), but even a day without a “grand” event can be important and powerfully enjoyable (or miserable).

Describe the day’s events in detail—we are building on Essay 1 here—but be sure to explain how the events built up into that feeling of the day being the best you’ve ever experienced (or, conversely, the worst). There should be a clear thesis—use the claim with reasons structure if at all possible to guide the reader into the essay—as well as clear descriptions and examples.

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ENG 1101 Essay 2: Narration Draft Due: 4.7 Revision Due: 5.19 Length: 2-3 pages / minimum 500 words For your second essay, you will narrate the events of the best day (or, if you would rather depress but perhaps ultimately impress or inspire your reader, your worst) you’ve yet experienced. Give a clear sense of why the day sticks with you. The events need not be life-changing (a wedding, graduation, funeral, et cetera), but even a day without a “grand” event can be important and powerfully enjoyable (or miserable). Describe the day’s events in detail—we are building on Essay 1 here—but be sure to explain how the events built up into that feeling of the day being the best you’ve ever experienced (or, conversely, the worst). There should be a clear thesis—use the claim with reasons structure if at all possible to guide the reader into the essay—as well as clear descriptions and examples. Things to consider: • Be as specific as possible—talk about what was needed to make the day so special—was there equipment needed? How much time did it take? Were there any other people involved? • When did you feel like the day was going so well (or so poorly)? Did the day simply work perfectly (or terribly), or did it go up and down before ultimately settling on the final mood? • Likewise, your conclusion should make it clear what you got out of the day: Is your life more complete or less fulfilled? • Were other people involved? Did you have a coach, supervisor, parent, partner, etc who helped you work out the details? • Speaking of details, be sure to be as accurate and complete with your descriptions of the details of this day—that’s how the reader will get a sense of how you proceeded through it. • Narration is the skillful joining of details and plot to form a coherent whole— don’t just list what you did, put it together into an interesting story—make your reader get involved and care about your day, even if it was a terrible day. Basic Guidelines: • • • Double space your essay; include your name, the course number and section at the top of the first page. Avoid the use of the second person as it is conversational and too direct. Use the first person to describe your own thoughts, but better to use the third person in most of your analysis. Do not focus on the writing process. Instead of telling your reader what you are going to do, do it. • Write in the present tense unless specifically describing past events. How it will be graded: • • 15% Introduction The student introduces the subject being described, creating a sense of context and import that builds up to the thesis statement. • • 15% Purpose The essay asserts the overall significance of the story it tells. It defines for the reader, whether at the beginning or end of the essay, the meaning of import illustrated by the story arc. This includes defining the time, place, and people involved in the story. • • 20% Narrative Structure Over the course of the paper the student conveys a sense of action or sequence, a beginning, middle, and end, that demonstrates the claims of the thesis statement. • • 20% Descriptive language The student demonstrates improvement from Essay 1 by attending to any vague language issues marked by the instructor. In other words, if the student has a tendency to use “this” as a noun (“This shows…”), he or she in this essay has made an effort at more specific or sensory word choice (“This boondoggle,” “This disaster of a date.…”). • • 15% Tone The essay conveys a sense of control over the emotional effect the story aims to achieve. The tone may be comic, melancholy, exuberant, or romantic, but regardless of specific emotion the student creates a mood that is appropriate to the subject matter. • 5% The student avoids straining to “wrap up” the essay by summarizing what he/she has already said. Instead, the paper aims for either a sense of emotional climax or denouement in its ending: it avoids saying “This incident changed me forever” but instead dramatizes the effect on the story’s characters. • • 10% Grammar and Punctuation Improvement The essay demonstrates a commitment to correcting grammar issues identified in Essay 1. The student has learned to avoid any proofreading mistakes to which he/she is prone. How it will be graded: • A failing paper, either a “D” or an “F,” will either be completely off-topic, so short as to be negligible, and/or be so marred by mechanical errors that meaning • • • is lost. Further, the argument may not be grounded in a thesis or else lack examples or explain why the examples given mean for the interpretation. A “C” paper is one that manages to competently convey information to the reader—each part has a logical organization with clear thesis statements, contains coherent and complete sentences, appropriately answers the essay prompt, and does not have so many mechanical flaws that legibility suffers. A “B” paper has all the characteristics of a “C,” and in addition displays effective insights into the essay prompt (possibly acknowledging multiple perspectives on the issues, or making particularly good choices about what material to address), has fewer mechanical flaws, and has an organizational scheme and general tone appropriate to the material. An “A” paper has all the characteristics of a “B,” and in addition displays few or no mechanical flaws, pays attention to appropriateness of word choice and shifting tonality through the essays, displays a command of pacing and sentence variety appropriate to the varied content of the essays, and may display particularly thoughtful insights, of contain stylistic devices which illuminate the material. After you turn the paper in through Canvas, I will grade and return it to you via email as a Word or OpenOffice file. I will make comments throughout the paper to offer guidance on how to improve the paper and your writing in general. If you choose, you may revise the paper once for a new grade—I am a big believer in revision, so I urge you to take advantage of this option. You may have until the end of the term to re-submit any or all of your formal essays for a re-grade.
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Hi, please see the attached paper. Have a look at it and in case of any edit, please let me know. Otherwise, it is my pleasure to have you as my buddy now and future. Until the next invite, Bye!

Running Head: MY FIRST DAY IN KINDERGARTEN

My First Day in Kindergarten
Student’s Name
Course
Institutional Affiliation

1

MY FIRST DAY IN KINDERGARTEN
My First Day in Kindergarten
As a child, I had always asked my mother when I was to join kindergarten. I guess I was
more fascinated by the fact that I was to have the opportunity to play with other children than the
idea of joining the school to stay in the classroom and learn. I looked forward to that day, and
when it eventually arrived, I was surprised that I felt like I was going to miss my family
members especially my mother who had always been by my side. It was the first t...

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