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Narrative Essay About Running

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Published: Mar 14, 2024

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My Worst Best Marathon

When I arrived in Chicago for the 2021 marathon last week, I had every reason to believe I would beat my previous marathon time: a 3:29 at the 2020 Los Angeles Marathon that put me minutes under the Boston Marathon qualifying threshold. Qualifying for Boston is a big achievement for most runners, one I was proud of, and one I wanted to surpass. But it wasn't to be.

Eighteen months ago, I probably would have been too ashamed or embarrassed to write this story. But today, I'm surprised to find that not only do I want to, I feel proud to write it. The truth is, I've changed. I still want to chase big goals and push myself. But what happened Sunday during the 26.2 miles of the race made me better — even if it was my worst marathon time yet.

Running was not just a thing I did, it was a place I went. Somewhere I could be alone and let my thoughts unspool, or barely think at all.

When I started running more seriously five years ago, I instantly applied my Type A ambition to the endeavor. Running meant getting faster with every race. And for years, I did just that. Then, just a few short days after my running pinnacle at the LA Marathon, the city shut down. The pandemic took hold. I kept running, pulling up my mask whenever I came within 12 feet of my neighbors, but I was adrift. Like so many of us, I was full of grief for all we had lost, and a wave of depression left me feeling physically sick. It was hard to wake up in the mornings. My stomach always hurt. I cried when I listened to the news, then felt guilty for the crashing waves of my emotions, knowing how privileged I was and how much worse so many other people had it. But I still ran. I needed to. Running was not just a thing I did, it was a place I went. Somewhere I could be alone and let my thoughts unspool, or barely think at all. On my early-pandemic runs, I would ruminate on the beauty of the jacaranda trees in my neighborhood, leaving behind the stress that awaited me when I returned home to my computer and my phone, taking deep breaths and feeling how precarious and wonderful it was to be able to do just that. Then, in the summer of 2020, I sprained my ankle. Badly. Being injured is always hard. This time it was harder.

It was a long road back to recovery from me, both physically and when it came to mental wellness. But I dedicated myself to focusing on both. Not to, I felt, would be to disrespect everyone who wasn't able to do just that. I had to get better, I thought, simply because I had the opportunity to do it. I started back slow. In June of this year, when Nike asked me if I wanted to train for another marathon , I knew I was ready. I started working with running coach Rebeka Stowe to get race-ready for Chicago. It was a joyful training cycle. The world was cautiously reopening, and people were gathering together again. I ran with Koreatown Run Club and alongside my good friend Sheena as she prepared for the LA Marathon. I felt my speed returning, my belief in my running ability and my athletic determination trickling back into my body and brain.

Then it was race day. It wasn't long after I crossed the start line in Chicago that I realized I didn't feel right. I pride myself on my steel will, my ability to push through discomfort, and my dedication. I mean, marathons are supposed to be hard. But it also became clear that not only would reaching my goal time be nearly impossible after my rocky start, but to do it would require sacrificing something I didn't want to give: the joy of the run, the first of the American major marathons to take place since the pandemic began.

By mile eight, I knew that strange, elusive alchemy that creates the ideal race had not come together for me that day. And I changed my goal. As I looked around me at the tens of thousands of people running, I decided to let awe wash over me. All of us had survived, and here we were, back together, trying to do this impossible-seeming thing. Wow. How lucky was I to be sharing the asphalt with other runners again? To be able to be in my body, to smile, to laugh at the corny marathon signs people hoisted at us from the sidewalks? So lucky. My new focus was to lean into that feeling of elation, of gratitude, and turn my race into a fun run. To be honest, most of the miles were still not that fun. I've lucked out in my running career; even in my previous marathons, I didn't really struggle. Of course, those races were extremely hard, but I felt good — if challenged — throughout. This was different. My guts were twisted. My mouth felt made of cotton. It simply was not in me. Did I make some rookie mistakes that contributed to that? Yes. Did some things completely out of my control impact my performance? Yes. But do I feel the need to go into detail, make excuses, or offer to anyone an explanation? No.

The last year and a half has changed me. I'm still driven to push myself and accomplish more as an athlete, a writer, a person in the world. But as I gave myself the grace and understanding I needed during those long 26.2 miles in Chicago, I realized I'd grown. I'd come to learn that being kind to yourself doesn't always mean giving up on yourself. Being gentle with yourself doesn't always equal letting yourself off the hook. Sometimes it just means allowing yourself the grace you'd give anyone else in that moment. And that's hard. But I did it. And for that, I'm proud.

Don't doubt it: I'm still going to get that personal record. I know my Boston qualifying time was no fluke and I absolutely believe I can do it again. But I don't feel like I have to do it in order to prove something to myself or anyone else this time, to post my finish time on Strava and Instagram and impress some people, to feel like I've earned the label "fast." So, while my time in the Chicago Marathon wasn't an achievement for me, the race no doubt was. I've become a better athlete, a better person, and a better friend to myself. How could that not be a win?

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Fragments and Run-ons

What this handout is about.

If instructors have ever returned your papers with “frag,” “S.F.,” “R.O.,” or “run-on” written in the margin, you may find this handout useful. It will help you locate and correct sentence fragments and run-ons.

Before we get to the problems and how to fix them, let’s take a minute to review some information that is so basic you’ve probably forgotten it.

What is a complete sentence? A complete sentence is not merely a group of words with a capital letter at the beginning and a period or question mark at the end. A complete sentence has three components:

• a subject (the actor in the sentence)
• a predicate (the verb or action), and
• a complete thought (it can stand alone and make sense—it’s independent).

Some sentences can be very short, with only two or three words expressing a complete thought, like this:

They waited.

This sentence has a subject (They) and a verb (waited), and it expresses a complete thought. We can understand the idea completely with just those two words, so again, it’s independent—an independent clause. But independent clauses (i.e., complete sentences) can be expanded to contain a lot more information, like this:

They waited for the bus all morning.

They waited for the bus all morning in the rain last Tuesday.

Wishing they’d brought their umbrella, they waited for the bus all morning in the rain last Tuesday.

Wishing they’d brought their umbrella and dreaming of their nice warm bed, they waited for the bus all morning in the rain last Tuesday, determined to make it to class for their test.

As your sentences grow more complicated, it gets harder to spot and stay focused on the basic elements of a complete sentence, but if you look carefully at the examples above, you’ll see that the main thought is still that they waited—one main subject and one main verb. No matter how long or short the other sentence parts are, none of them can stand alone and make sense.

Being able to find the main subject, the main verb, and the complete thought is the first trick to learn for identifying fragments and run-ons.

Sentence fragments

A sentence fragment is an incomplete sentence. Some fragments are incomplete because they lack either a subject or a verb, or both. The fragments that most students have trouble with, however, are dependent clauses—they have a subject and a verb, so they look like complete sentences, but they don’t express a complete thought. They’re called “dependent” because they can’t stand on their own (just like some people you might know who are SO dependent!). Look at these dependent clauses. They’re just begging for more information to make the thoughts complete:

Because their car was in the shop (…What did they do?)

After the rain stops (…What then?)

When you finally take the test (…What will happen?)

Since you asked (…Will you get the answer?)

If you want to go with me (…What should you do?)

Does each of these examples have a subject? Yes. Does each have a verb? Yes. So what makes the thought incomplete? It’s the first word (Because, After, When, Since, If). These words belong to a special class of words called subordinators or subordinating conjunctions. If you know something about subordinating conjunctions, you can probably eliminate 90% of your fragments.

First, you need to know that subordinating conjunctions do three things:

• join two sentences together
• make one of the sentences dependent on the other for a complete thought (make one a dependent clause)
• indicate a logical relationship

Second, you need to recognize the subordinators when you see them. Here is a list of common subordinating conjunctions and the relationships they indicate:

• Cause / Effect: because, since, so that
• Comparison / Contrast: although, even though, though, whereas, while
• Place & Manner: how, however, where, wherever
• Possibility / Conditions: if, whether, unless
• Relation: that, which, who
• Time: after, as, before, since, when, whenever, while, until

Third, you need to know that the subordinator (and the whole dependent clause) doesn’t have to be at the beginning of the sentence. The dependent clause and the independent clause can switch places, but the whole clause moves as one big chunk. Look at how these clauses switched places in the sentence:

Because their car was in the shop, they took the bus.

They took the bus because their car was in the shop.

Finally, you need to know that every dependent clause needs to be attached to an independent clause (remember, the independent clause can stand on its own).

How do you find and fix your fragments? Remember the basics: subject, verb, and complete thought. If you can recognize those things, you’re halfway there. Then, scan your sentences for subordinating conjunctions. If you find one, first identify the whole chunk of the dependent clause (the subject and verb that go with the subordinator), and then make sure they’re attached to an independent clause.

They took the bus. (Independent clause. So far, all is well!)

Because their car was in the shop. (Dependent clause all by itself. Uh oh! Fragment!)

These are also called fused sentences. You are making a run-on when you put two complete sentences (a subject and its predicate and another subject and its predicate) together in one sentence without separating them properly. Here’s an example of a run-on:

My favorite Mediterranean spread is hummus it is very garlicky.

This one sentence actually contains two complete sentences. But in the rush to get that idea out, I made it into one incorrect sentence. Luckily, there are many ways to correct this run-on sentence.

You could use a semicolon:

My favorite Mediterranean spread is hummus; it is very garlicky.

You could use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so):

My favorite Mediterranean spread is hummus, for it is very garlicky. -OR- My favorite Mediterranean spread is hummus, and it is very garlicky.

You could use a subordinating conjunction (see above):

My favorite Mediterranean spread is hummus because it is very garlicky. -OR- Because it is so garlicky, my favorite Mediterranean spread is hummus.

You could make it into two separate sentences with a period in between:

My favorite Mediterranean spread is hummus. It is very garlicky.

You could use an em-dash (a long dash) for emphasis:

My favorite Mediterranean spread is hummus—it is very garlicky.

NOTE : You CANNOT simply add a comma between the two sentences, or you’ll end up with what’s called a “ comma splice .” Here’s an example of a comma splice:

My favorite Mediterranean spread is hummus, it is very garlicky.

You can fix a comma splice the same way you fix a run-on—either change the punctuation or add a conjunction. The good news is that writers tend to be either comma splicers or run-on artists, but almost never both. Which one are you? If you have particular trouble with comma splices, try looking at our handout on commas .

Finding run-ons

As you can see, fixing run-ons is pretty easy once you see them—but how do you find out if a sentence is a run-on if you aren’t sure? Rei R. Noguchi, in his book Grammar and the Teaching of Writing, recommends two methods for testing your sentences. Try these two tests:

• Turn your sentences into yes/no questions.
• Turn your sentences into tag questions (sentences that end with a questioning phrase at the very end—look at our examples below).

These are two things that nearly everyone can do easily if the sentence is not a run-on, but they become next to impossible if it is.

Look at the following sentence:

My favorite Mediterranean spread is hummus.

If you turn it into a question that someone could answer with a yes or no, it looks like this:

Is my favorite Mediterranean spread hummus?

If you turn it into a tag question, it looks like this:

My favorite Mediterranean spread is hummus, isn’t it?

The first sentence is complete and not a run-on, because our test worked.

Now, look again at the original run-on sentence:

The yes/no question can only be made with each separate thought, not the sentence as a whole:

Is my favorite Mediterranean spread hummus? Is it very garlicky?

Is my favorite Mediterranean spread hummus is it very garlicky?

The tag question can also only be made with each separate thought, rather than the whole:

My favorite Mediterranean spread is hummus, isn’t it? It’s very garlicky, isn’t it?

My favorite Mediterranean spread is hummus it is very garlicky, isn’t it?

Unlike the complete sentence, the run-on sentence doesn’t pass these tests. When you try to turn the run-on sentence into a single question, you immediately see that the sentence has more than one complete concept. Make sure you try both tests with each of your problem sentences, because you may trick yourself by just putting a tag on the last part and not noticing that it doesn’t work on the first. Some people might not notice that “My favorite Mediterranean spread is hummus it is very garlicky isn’t it?” is wrong, but most people will spot the yes/no question problem right away.

Every once in a while, you or your instructor will see a really long sentence and think it’s a run-on when it isn’t. Really long sentences can be tiring but not necessarily wrong—just make sure that yours aren’t wrong by using the tests above.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Hacker, Diana, and Nancy Sommers. 2014. A Writer’s Reference , 8th ed. Boston: Bedford/St Martin’s.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Noguchi, Rei. 1991. Grammar and the Teaching of Writing: Limits and Possibilities . Urbana, IL: National Council of Teachers of English.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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ENGL001: English Composition I

Avoid run-on sentences.

Read this article on run-on sentences.

What is a Run-on Sentence?

A run-on (or fused) sentence consists of two or more independent clauses that have been joined without appropriate punctuation or coordinating words. Dividing a run-on sentence into concise, meaningful units can help to clarify your message.

How to Divide a Run-on Sentence

• Locate the fused independent clauses; it may help to underline the subject-verb pairs.
• Draw a vertical line (or lines) on your paper to separate the independent clauses.
• Use an end mark and proper capitalization to separate the independent clauses into two (or more) complete sentences.
• Use a comma followed by a coordinating conjunction (fanboys: for, and, nor, but, or, yet, so ) to separate related independent clauses.
• Use a semicolon (;), colon (:), or dash (–) to separate related independent clauses.
• Change one independent clause into a dependent clause and join the two clauses, using appropriate punctuation.
• Rewrite two fused independent clauses as one cohesive independent clause.

Let's Look at an Example:

Incorrect : One way to confront a problem is to seek advice it can come from someone with more life experience.

Correction A : One way to confront a problem is to seek advice; it can come from someone with more life experience.

Correction B : One way to confront a problem is to seek advice. Frequently, guidance can come from someone with more life experience.

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A run-on sentence is two or more independent clauses incorrectly presented in a single sentence. This can be highly distracting to readers and prevent the writer from successfully communicating key information.

General Considerations

Fused sentence and comma splice are two terms that describe specific kinds of run-on sentences. When two or more independent clauses are included in a single sentence with no punctuation between them, this is a fused sentence .

Class began the professor lectured. The professor lectured students took notes.

When two or more independent clauses are included in a single sentence separated only by commas, this is a comma splice .

The professor lectured, students took notes. Class began, the professor lectured, students took notes.

An independent clause is a group of words that contains a subject and verb and is by itself a complete sentence. A few simple examples would be: Class began. The professor lectured. Students took notes.

In Practice

Run-on sentences can be fixed in a number of ways, some of which can help add variety, flair, or sophistication to your writing.

1. The easiest way to fix a run-on sentence is to punctuate each independent clause with a period.

The professor lectured. The students took notes. Class began. The professor lectured. Students took notes.

These sentences are grammatically correct, but if you think you might like more variety in your sentences, other solutions might be better.

2. Another relatively easy way to fix run-ons is to separate independent clauses with semicolons.

Class began; the professor lectured. The professor lectured; students took notes.

The semicolon is a good solution if you have two independent clauses in your run-on sentence. If you have three independent clauses, inserting two semi-colons is technically correct, but may look awkward to readers.

Class began; the professor lectured; students took notes.

There are other, better options for repairing a run-on sentence with three independent clauses.

3. You can also fix a run-on using one or more commas and one of the following coordinating conjunctions: and, but, so, or, nor, for.

Class began, and the professor lectured. The professor lectured, so the students took notes.

In these examples, two independent clauses are being joined, and one comma before the conjunction is all that is necessary. However, to join three independent clauses, insert a comma after the first two.

Class began, the professor lectured, and students took notes.

This is often a very effective way to repair a run-on with three independent clauses.

4. The most sophisticated way to fix a run-on is to subordinate one of the independent clauses. When you subordinate a clause, you change the wording so that it is a dependent rather than an independent clause.

When class began the professor lectured. The professor lectured while the students took notes.

Adding “when” and “while” to what had formerly been independent clauses made them dependent clauses that could be joined to an independent clause with no punctuation. Sometimes, when you subordinate a clause, you may need a comma.

5. Any of the solutions above are great ways to repair a run-on. Once you are familiar with them, you can use them together to add even more variety to your writing. The following sentence uses solutions 1 and 3: 

Class began. The professor lectured, and students took notes.

This sentence uses solutions 1 and 4: 

When class began, the professor lectured. Students took notes.

This one uses solutions 2 and 4: 

When class began, the professor lectured; students took notes.

Revise these sentences to eliminate run-ons. [Note: One sentence requires no editing.]

• Scholars argue about the veracity of this claim this paper will defend it.
• The experiment was a success, my lab group and I were pleased with the results.
• Historians have one view of this evidence, while religious authorities have a different view.
• My research resulted in three useful articles, I will use them as evidence for my thesis.
• This method has some advantages other methods are less promising.

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What exactly is a run-on paragraph?

I recently learned there is such a thing as a run-on paragraph. Whenever I write stories my paragraphs become a page or longer at times, so I began to wonder if I make run-on paragraphs. I haven't been able to find much information on it, so I came here. Can someone please explain to me what a run-on paragraph is?

• 6 It is not a formal error, it's just somebody's cute way of saying they think a paragraph should be broken up. –  StoneyB on hiatus Commented Jun 29, 2014 at 23:48
• I was gonna say that runon sentences were common and definable, but run-on paragraphs not so much. But Brian's answer below gives a good etiology. I think a paragraph should be short enough to fit on a screen easily; generally 20 lines of 70 characters or so is more than enough, and is probly too long. –  John Lawler Commented Oct 2, 2015 at 23:49

2 Answers 2

Every once in a while you must give your reader permission to take a break from your stream of words for the purpose of processing the meaning—figuring out what it is, and whether he or she agrees. Among the permission-giving signals, in increasing order of magnitude, are comma, semicolon, sentence break, paragraph break, new section heading, and new chapter heading. Being too stingy with any leads to reader fatigue. Being too stingy with paragraph breaks leads to the specific kind of reader fatigue that generates accusations of “run-on paragraphs.”

A "paragraph" (as "officially" defined) is supposed to consist of one or more sentences -- one "topic" sentence (usually the first), and zero or more additional sentences which expand on the topic. The last sentence (when there are several) will often be a "concluding" sentence which sort of "wraps up" the topic.

Breaking a long body of text into paragraphs serves first the writer, as he must consider how the discussion is to be structured and "outline" it, either in his head or on paper. Then the paragraphs serve the reader, first by simply providing visual "handles" on the page/screen so that the eyes do not lose track of where they were last reading (especially important on a screen), then by presenting the ideas of the writer to the reader as coherent "thought packages" which can be read and internalized one at a time.

However, there are (outside of prescriptivist college English courses) no "hard" rules about paragraph structure -- it's largely a question of what serves best the communication process between writer and reader.

Not the answer you're looking for? Browse other questions tagged paragraphs or ask your own question .

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Why 'Run' Is The Most Complex Word in the English Language

By emily petsko | may 17, 2019.

English can be hard for other language speakers to learn. To use just one example, there are at least eight different ways of expressing events in the future, and conditional tenses are another matter entirely. For evidence of the many nuances and inconsistencies of the English tongue, look no further than this tricky poem penned in 1920. (For a sample: “Hiccough has the sound of cup. My advice is to give up!”)

As author Simon Winchester wrote for The New York Times , there’s one English word in particular that’s deceptively simple: run . As a verb, it boasts a record-setting 645 definitions. Peter Gilliver, a lexicographer and associate editor of the Oxford English Dictionary , spent nine months sussing out its many shades of meaning.

“You might think this word simply means ‘to go with quick steps on alternate feet, never having both or (in the case of many animals) all feet on the ground at the same time,’” Winchester writes. “But no such luck: that is merely sense I.1a, and there are miles to go before the reader of this particular entry may sleep.”

This wasn’t always the case, though. When the first edition of the Oxford English Dictionary was published in 1928, the word with the most definitions was set . However, the word put later outpaced it, and run eventually overtook them both as the English language's most complex word. Winchester thinks this evolution is partly due to advancements in technology (for instance, “a train runs on tracks” and “an iPad runs apps”).

He believes the widespread use of run— and its intricate web of meanings—is also a reflection of our times. “It is a feature of our more sort of energetic and frantic times that set and put seem, in a peculiar way, sort of rather stodgy, rather conservative,” Gilliver told NPR in an interview.

So the next time you tell your boss you "want to run an idea" by them, know that you’re unconsciously expressing your enthusiasm—as well as all the other subtleties wrapped up in run that previous words like set failed to capture.

[h/t The New York Times ]

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Narrative Essay

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A narrative essay is a form of storytelling where the writer shares a personal experience in a detailed and engaging manner. Crafting a Short Narrative Essay allows the author to focus on a specific event or moment, making it concise and impactful. Writing a Beneficial Narrative Essay helps readers connect with the author’s journey, providing insight and reflection. The Thesis Statement for Narrative Essay serves as the guiding idea, encapsulating the main point or lesson learned. A well-crafted Narrative Summary ensures the story is coherent and compelling, leaving a lasting impression on the audience.

What is Narrative Essay?

A narrative essay is a form of writing that tells a story from the writer’s personal experience, using vivid details and a clear sequence of events. It aims to engage readers by making them feel a part of the journey, often imparting a meaningful lesson or insight.

Examples of Narrative Essay

• A Memorable Family Vacation – Recount a family trip that left a lasting impression.
• My First Day at School – Describe the emotions and experiences of your first school day.
• An Unexpected Adventure – Share a surprising and exciting experience you had.
• Overcoming a Fear – Narrate the story of how you faced and conquered a fear.
• A Life-Changing Event – Detail an event that significantly impacted your life.
• A Lesson Learned the Hard Way – Explain a situation where you learned an important lesson through a challenging experience.
• My Favorite Childhood Memory – Describe a cherished memory from your childhood.
• A Time I Helped Someone – Share a story where you helped someone in need and what you learned from it.
• A Day I Will Never Forget – Narrate a day that stands out vividly in your memory.
• My First Job Experience – Recount your experiences and lessons learned from your first job.
• The Best Decision I Ever Made – Explain a decision that positively changed your life.
• A Time I Stood Up for Myself – Describe an instance where you confidently defended your beliefs or actions.
• A Significant Challenge I Faced – Narrate how you dealt with a major challenge in your life.
• My Favorite Holiday Celebration – Share your experiences and traditions during a special holiday.
• A Friendship That Changed Me – Describe a friendship that had a profound impact on you.
• A Moment of Personal Growth – Explain a situation where you experienced significant personal development.
• A Funny Incident from My Life – Recount a humorous event that still makes you laugh.
• A Time I Felt Truly Happy – Describe an experience that brought you immense joy and fulfillment.
• My Experience Moving to a New Place – Share your feelings and experiences about relocating to a new environment.
• A Mistake That Taught Me a Valuable Lesson – Narrate a mistake you made and the lessons you learned from it.

Narrative Essay Examples for Students

• My First Day at High School : My first day at high school was a mix of excitement and nervousness. Walking through the crowded halls, I felt lost but eager to start a new chapter.
• Overcoming Stage Fright : In eighth grade, I was chosen to lead the school play. Though terrified, I practiced tirelessly and eventually overcame my stage fright.
• A Memorable Family Vacation : Last summer, my family and I went on a trip to the Grand Canyon. The breathtaking views and the bonding moments we shared made it an unforgettable experience.
• The Day I Got My First Pet : Getting my first pet, a golden retriever named Max, was a day filled with joy. I vividly remember the feeling of holding him for the first time and the instant bond we formed.
• Learning to Ride a Bike : Learning to ride a bike was a significant milestone in my childhood. My dad spent countless hours running beside me, encouraging me not to give up.

Narrative Essay Topics

• A Life-Changing Experience
• My First Day at a New School
• An Unforgettable Family Reunion
• The Day I Overcame a Fear
• A Time I Got Lost
• The Best Birthday Party Ever
• A Lesson Learned from a Mistake
• The Moment I Realized I Was Growing Up
• A Memorable Road Trip
• An Unexpected Act of Kindness
• A Funny Incident in My Life
• A Time I Stood Up for Myself
• A Significant Challenge I Faced
• My First Job Experience
• A Time When I Felt Truly Happy
• A Difficult Decision I Had to Make
• The Day I Met My Best Friend
• An Adventure in Nature
• A Family Tradition That Means a Lot to Me
• The First Time I Tried Something New

Narrative Essay Format

Introduction.

From a young age, I was terrified of public speaking. The very thought of standing in front of an audience made my palms sweat and my heart race. However, my journey to overcome this fear taught me valuable lessons about courage and perseverance.

In eighth grade, I was unexpectedly chosen to play the lead role in our school play. At first, I wanted to decline the offer, but my teacher encouraged me to step out of my comfort zone. With her support and my parents’ encouragement, I reluctantly agreed.

As the day of the performance approached, my nerves intensified. However, I remembered my teacher’s advice: “Focus on the story you’re telling, not on the audience.” On the night of the play, I took a deep breath and stepped onto the stage, my heart pounding in my chest.

To my surprise, as I delivered my first lines, the fear began to fade. I became immersed in my character, and the audience’s presence seemed to disappear. By the end of the play, I felt a sense of accomplishment and pride that I had never experienced before.

Overcoming my stage fright was a pivotal moment in my life. It taught me that facing my fears head-on and persevering through challenges can lead to personal growth and unexpected rewards.

How to write Narrative Essay

Choose a Topic : Pick a story or experience from your life that you can describe in detail and that has a clear point or lesson.

Create an Outline : Outline the main events of your story in the order they happened. This will help you organize your thoughts and ensure your essay flows smoothly.

Write the Introduction:

• Hook : Start with an interesting opening sentence to grab the reader’s attention.
• Setting the Scene : Provide background information about where and when the story takes place.
• Thesis Statement : Briefly explain the main point or lesson of your story.

Write the Body Paragraphs :

• Paragraph 1: Beginning of the Story
• Paragraph 2: Rising Action
• Paragraph 3: Climax
• Paragraph 4: Falling Action
• Write the Conclusion : Summarize the lesson or main point of your story.

Tips for Narrative Essay Writing

• Start with a Strong Hook
• Use Vivid Descriptions and Sensory Details
• Show, Don’t Just Tell
• Reflect on the Significance

How does a narrative essay differ from a biography?

Unlike a Biography Narrative Essay , a narrative essay focuses on a specific event or experience.

Can a narrative essay include fictional elements?

Yes, a narrative essay can blend fact and fiction for creative storytelling.

What is a narrative history essay?

A narrative history essay recounts historical events in a story-like format.

How do you start a narrative essay?

Begin with an engaging hook, setting the scene or introducing key characters.

What are the key components of a narrative essay?

Introduction, plot, characters, climax, and conclusion are essential.

How should a narrative essay be structured?

Follow a chronological order or a logical progression of events.

What tone should a narrative essay have?

The tone can vary but should suit the story’s context and audience.

How do you end a narrative essay?

Conclude by reflecting on the story’s significance or lessons learned.

How important is the setting in a narrative essay?

A well-described setting enhances the story’s mood and context.

What is the purpose of a narrative essay?

To entertain, inform, or convey personal experiences and insights.

Text prompt

• Instructive
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10 Examples of Public speaking

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Macbeth – A* / L9 Full Mark Example Essay

This is an A* / L9 full mark example essay on Macbeth completed by a 15-year-old student in timed conditions (50 mins writing, 10 mins planning).

It contained a few minor spelling and grammatical errors – but the quality of analysis overall was very high so this didn’t affect the grade. It is extremely good on form and structure, and perhaps could do with more language analysis of poetic and grammatical devices; as the quality of thought and interpretation is so high this again did not impede the overall mark. 

Thanks for reading! If you find this resource useful, you can take a look at our full online Macbeth course here . Use the code “SHAKESPEARE” to receive a 50% discount!

This course includes: 

• A full set of video lessons on each key element of the text: summary, themes, setting, characters, context, attitudes, analysis of key quotes, essay questions, essay examples
• Downloadable documents for each video lesson 
• A range of example B-A* / L7-L9 grade essays, both at GCSE (ages 14-16) and A-Level (age 16+) with teacher comments and mark scheme feedback
• A bonus Macbeth workbook designed to guide you through each scene of the play!

For more help with Macbeth and Tragedy, read our article here .

MACBETH EXAMPLE ESSAY:

Macbeth’s ambition for status and power grows throughout the play. Shakespeare uses Macbeth as an embodiment of greed and asks the audience to question their own actions through the use of his wrongful deeds.

In the extract, Macbeth is demonstrated to possess some ambition but with overriding morals, when writing to his wife about the prophecies, Lady Macbeth uses metaphors to describe his kind hearted nature: “yet I do fear thy nature, / It is too full o’th’milk of human kindness”. Here, Shakespeare presents Macbeth as a more gentle natured being who is loyal to his king and country. However, the very act of writing the letter demonstrates his inklings of desire, and ambition to take the throne. Perhaps, Shakespeare is aiming to ask the audience about their own thoughts, and whether they would be willing to commit heinous deeds for power and control. 

Furthermore, the extract presents Macbeth’s indecisive tone when thinking of the murder – he doesn’t want to kill Duncan but knows it’s the only way to the throne. Lady Macbeth says she might need to interfere in order to persuade him; his ambition isn’t strong enough yet: “That I may pour my spirits in  thine ear / And chastise with the valour of my tongue”. Here, Shakespeare portrays Lady Macbeth as a manipulative character, conveying she will seduce him in order to “sway “ his mind into killing Duncan. The very need for her persuasion insinuates Macbeth is still weighing up the consequences in his head, his ambition equal with his morality. It would be shocking for the audience to see a female character act in this authoritative way. Lady Macbeth not only holds control of her husband in a patriarchal society but the stage too, speaking in iambic pentameter to portray her status: “To catch the nearest way. Thou wouldst be great”. It is interesting that Shakespeare uses Lady Macbeth in this way; she has more ambition for power than her husband at this part of play. 

As the play progresses, in Act 3, Macbeth’s ambition has grown and now kills with ease. He sends three murders to kill Banquo and his son, Fleance, as the witches predicted that he may have heirs to the throne which could end his reign. Macbeth is suspicious in this act, hiding his true intentions from his dearest companion and his wife: “I wish your horses swift and sure on foot” and “and make our faces vizards to our hearts”. There, we see, as an audience, Macbeth’s longing to remain King much stronger than his initial attitudes towards the throne He was toying with the idea of killing for the throne and now he is killing those that could interfere with his rule without a second thought. It is interesting that Shakespeare presents him this way, as though he is ignoring his morals or that they have been “numbed” by his ambition. Similarly to his wife in the first act, Macbeth also speaks in pentameter to illustrate his increase in power and dominance. 

In Act 4, his ambition and dependence on power has grown even more. When speaking with the witches about the three apparitions, he uses imperatives to portray his newly adopted controlling nature: “I conjure you” and “answer me”. Here, the use of his aggressive demanding demonstrates his reliance on the throne and his need for security. By the Witches showing him the apparitions and predicting his future, he gains a sense of superiority, believing he is safe and protected from everything. Shakespeare also lengthens Macbeth’s speech in front of the Witches in comparison to Act 1 to show his power and ambition has given him confidence, confidence to speak up to the “filthy nags” and expresses his desires. Although it would be easy to infer Macbeth’s greed and ambition has grown from his power-hungry nature, a more compassionate reading of Macbeth demonstrates the pressure he feels as a Jacobean man and soldier. Perhaps he feels he has to constantly strive for more to impress those around him or instead he may want to be king to feel more worthy and possibly less insecure. 

It would be unusual to see a Jacobean citizen approaching an “embodiment” of the supernatural as forming alliance with them was forbidden and frowned upon. Perhaps Shakespeare uses Macbeth to defy these stereotypical views to show that there is a supernatural, a more dark side in us all and it is up to our own decisions whereas we act on these impulses to do what is morally incorrect. 

If you’re studying Macbeth, you can click here to buy our full online course. Use the code “SHAKESPEARE” to receive a 50% discount!

You will gain access to  over 8 hours  of  engaging video content , plus  downloadable PDF guides  for  Macbeth  that cover the following topics:

• Character analysis
• Plot summaries
• Deeper themes

There are also tiered levels of analysis that allow you to study up to  GCSE ,  A Level  and  University level .

You’ll find plenty of  top level example essays  that will help you to  write your own perfect ones!

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Eddie and Venom are on the run. Hunted by both of their worlds and with the net closing in, the duo are forced into a devastating decision that will bring the curtains down on Venom and Eddi... Read all Eddie and Venom are on the run. Hunted by both of their worlds and with the net closing in, the duo are forced into a devastating decision that will bring the curtains down on Venom and Eddie's last dance. Eddie and Venom are on the run. Hunted by both of their worlds and with the net closing in, the duo are forced into a devastating decision that will bring the curtains down on Venom and Eddie's last dance.

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Essay on Doctors Day in 500+ Words for School Students in English

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• Jul 1, 2024

National Doctors Day is celebrated in India every year on 1 July in honour of the contributions of physicians to the lives of individuals and communities. This essay on Doctors Day aims to explore the importance of the day and the crucial role they play in Indian society. 

Table of Contents

• 1 Origin and Significance of Doctors Day
• 2 The Evolving Role of Doctors in Indian Society
• 3 Celebrating Doctors Day: Ideas and Initiatives
• 4 The Future of Medicine and Doctors in India
• 5 Conclusion

Origin and Significance of Doctors Day

The roots of Doctors Day in India can be traced back to the life and legacy of Dr. Bidhan Chandra Roy, who was an excellent physician and second chief minister of West Bengal. 

He worked actively to help the people as a doctor and a public servant. His selfless life inspires us to honor all the doctors on this auspicious day. 

The Evolving Role of Doctors in Indian Society

The role of doctors can be traced back to Indian society, which has undergone a significant transformation over the centuries. From the practising of Ayurveda by the Vaidyas to the physicians armed with allopathy and the use of new technologies, the journey of medical practice is certainly fascinating. This incredible journey further involves the study of evolution and adaptation. 

In ancient times, the healers were figured as divine figures who possessed the knowledge to cure the illness and head off the diseases. The traditional systems of medicine healing ailments such as Ayurveda, Siddha, and Unani were deeply rooted in the cultural learnings of India. 

On entering the modern era, western medical practices spread roots and led to a mix of traditional as well as medicine. These mixed practices helped in curing the wounds and sickness of the people of India and took care of their healthcare. 

With the development of practicing medicine in society, the role of doctors has also seen a drastic change. While people respect them for their knowledge and skills, the rise of the commercialization of healthcare and some sad, occasional examples of unfortunate incidents have led to more complex relationships between doctors and patients. Some of the challenges faced by doctors in the present era are as follows:

• Loads of responsibilities for patients, which is overburden in public hospitals.
• Long working hours are seen to lead to burnout.
• The constant need to update their medical knowledge in a changing and updated environment. 
• Dealing with the rising incidents of aggression and violence by people against healthcare workers.
• Filling the gap between the urban-rural division of healthcare and quality access. 

Despite the above challenges, the doctors keep on continuing to serve the patients with dedication and are often seen going beyond their official call of duty to ensure the well-being of their patients.

Celebrating Doctors Day: Ideas and Initiatives

In India National Doctors Day is celebrated for honouring medical professionals and raising awareness about their contributions. Some other ways to celebrate the day include the following:

1. Recognition of Government: On this auspicious day, the Government of India often issues special stamps or coins. Special awards are presented to doctors who have made exceptional contributions to the field of medicine or public health.

2. Celebration in the institution: Many hospitals and medical institutions organize felicitation ceremonies, seminars, and learning workshops to celebrate the day. These events often focus on both celebrating the achievements as well as discussing the challenges faced by doctors in the medical field.

3. Initiatives by Communities: Many communities organize health camps, blood donations, and free medical checkups on this day. Doctors also volunteer their time and expertise to add value to the day.

4. Social Media Campaigns: Social media is yet another popular platform for expressing gratitude to doctors. Many hashtags like #NationalDoctorsDay trend on social media platforms with people sharing their stories of positive experiences with doctors.

The Future of Medicine and Doctors in India

Advances in telemedicine, artificial intelligence in healthcare, and personalized medicine make the future of medicine in India look promising. However, there is an urgent need to increase the number of doctors and improve health care, especially in rural areas.

Physicians have an important role to play in maintaining the health and well-being of our society. As we celebrate Doctors’ Day, let us recognize their valuable contributions and support programs that improve their working conditions and overall healthcare in India.

Ans: Doctor’s Day is celebrated on July 1st every year. The day leveraged the doctors’ hard work and dedication to keeping people healthy.

Ans: One can thank their doctor by writing a small thank note, giving a useful gift, or simply saying “thank you.” 

Ans: Doctors’ Day is important for us because it reminds us of the important role of doctors and what role do they play in our lives. It also encourages us to appreciate the efforts of doctors in caring for patients.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

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

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Hillary Clinton: I’ve Debated Trump and Biden. Here’s What I’m Watching For.

By Hillary Rodham Clinton

Mrs. Clinton was the Democratic nominee for president in 2016.

Last week I had the time of my life at the Tony Awards introducing a song from “Suffs,” the Broadway musical I co-produced about the suffragists who won women the right to vote. I was thrilled when the show took home the awards for best original score and best book.

From “Suffs” to “Hamilton,” I love theater about politics. But not the other way around. Too often we approach pivotal moments like this week’s debate between President Biden and Donald Trump like drama critics. We’re picking a president, not the best actor.

I am the only person to have debated both men (Mr. Trump in 2016 and, in the 2008 Democratic presidential primary race, Mr. Biden). I know the excruciating pressure of walking onto that stage and that it is nearly impossible to focus on substance when Mr. Trump is involved. In our three debates in 2016, he unleashed a blizzard of interruptions, insults and lies that overwhelmed the moderators and did a disservice to the voters who tuned in to learn about our visions for the country — including a record 84 million viewers for our first debate.

It is a waste of time to try to refute Mr. Trump’s arguments like in a normal debate. It’s nearly impossible to identify what his arguments even are. He starts with nonsense and then digresses into blather. This has gotten only worse in the years since we debated. I was not surprised that after a recent meeting, several chief executives said that Mr. Trump, as one journalist described it, “could not keep a straight thought” and was “all over the map.” Yet expectations for him are so low that if he doesn’t literally light himself on fire on Thursday evening, some will say he was downright presidential.

Mr. Trump may rant and rave in part because he wants to avoid giving straight answers about his unpopular positions, like restrictions on abortion, giving tax breaks to billionaires and selling out our planet to big oil companies in return for campaign donations. He interrupts and bullies — he even stalked me around the stage at one point — because he wants to appear dominant and throw his opponent off balance.

These ploys will fall flat if Mr. Biden is as direct and forceful as he was when engaging Republican hecklers at the State of the Union address in March. The president also has facts and truth on his side. He led America’s comeback from a historic health and economic crisis, with more than 15 million jobs created so far, incomes for working families rising, inflation slowing and investments in clean energy and advanced manufacturing soaring. He’ll win if that story comes through.

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