#Recount for wowmatrix how to

This is where the writer makes any personal comment, opinion, or interpretation of the events. Getting students to draw up timelines of recent events in their lives can be a helpful way to illustrate the concept of chronology.Įxplain to the students that a recount conclusion comes at the end and usually contains a final evaluative comment on how the writer thinks or feels about the events or experience described. This section, usually the longest of the three sections, answers the fourth pillar question, i.e., why? In the body paragraphs of a recount, significant events are related in a chronological sequence, that is, in the order that they happened. It answers three of the four pillar questions, e.g., Who? Where? and When? The orientation will provide the reader with all the necessary background details to understand what the recount is about. In the orientation or introduction, the student sets the scene for the reader in terms of characters, setting, and context. We can further organize recounts into three main sections: These they can then present to the class. They can then work together to identify the answers to each of the four ‘pillar’ questions. One activity that can help get your students to think in terms of these four pillars is to organise them into pairs and provide them with some sample texts.

Who? Who are the main participants/characters in the recount?.

We can refer to these as The Four Pillars of a Recount. Though your students will be aware at this stage that there are many different types of recount, they must understand that there is a generic structure underlying all of these.Įssentially, there are four questions that students will need to answer in their recount, no matter what type they’re writing. Now your students have a clear sense of the purpose of recounts, they’ll need to become thoroughly familiar with the main features and foibles of this text type – and that’s where Day 2 comes in! A COMPLETE UNIT ON TEACHING RECOUNT WRITING They can share and discuss these at the end.

To get some practice at writing titles that sum up the main focus, finish today’s session by asking students to write titles for the two truths and one lie they wrote for the activity earlier. My First Day at College, An Eventful Trip to Madagascar, An Accident on Highway 6, etc. Generally, a recount’s primary focus is encapsulated in the recount’s title, e.g. Relate the purpose to the title of each text. Spend some time discussing the different purposes of the various texts. Or, alternatively, you could provide a selection of different recount texts for the students to sort and categorize in class. If the school library is available, perhaps you could challenge them to browse the texts to identify as many distinct types of recounts as possible. Ask your students to identify as many different types of recounts as they can. Inform your students that recounts retell experiences or events from the past. Play this game for a few rounds and then explain to the class that they have just been writing recounts two of them factual and one of them fictional.

The class must attempt to identify the ‘lie’ by taking a vote a class vote. The students then jumble up the order of these and take turns reading their list out to the class. They should add this to their secret list too. Now, ask the students to make up one thing they haven’t done. They should write these down secretly on a piece of paper. To do this, ask the students to think of two fantastic things they have done in their lives. This is better demonstrated than explained.Ī fun way to demonstrate the purpose of a recount to your class is to play the game Two Truths and a Lie with them. Hyperbole: A Complete Guide for Students and Teachersīefore students can begin to produce their own recount texts, they’ll need to have a clear grasp in their minds on what the exact purpose of that recount is.Literary Devices & Figures of Speech Expand.Writing engaging Characters and Settings.5 Paragraph (Hamburger) Essay Structure.

#Recount for wowmatrix how to

How to Start an Essay with Strong Hooks and Leads.