ENGLISH 9A NARRATIVE ESSAY MODULE

Personal Narrative Essay

Write a personal narrative essay that tells a true story about a very brief event in your life (you will be using The Writing Process which is below to accomplish this essay). You must be the central character. A personal narrative re-creates a specific experience or event in your life. The narrative can focus on a funny situation, a frightening experience, or a life-changing encounter. Whatever the focus, a narrative uses sensory details (sight, sound, smell taste and touch), specific action, and revealing dialogue to bring the experience to life. Be sure to include enough specific details to make the incident come alive for your readers. Even if you can’t recall everything, fill in the gaps with details that seem to fit. (The pros do it all the time.) Use the notes from your brainstorming to think of ideas. You should have an exposition (beginning), rising action, climax and falling action (body/middle), and a resolution (end).

Your paper must be typed, MLA heading, Times New Roman font, 12 size type, and double-spaced.Exposition (Introductory Paragraph):

Start the essay with an “attention getter” – interests the reader. Next add the thesis statement – what the essay is about. Examples: Express your agreement or disagreement

with a popular saying. For example: “I recently learned that ‘Keeping a promise is easier said than done…’” OR “’Never give advice to a friend’ is not always true, as I learned after my best friend helped me through a difficult time in my life.”’

Setting (when and where does the story take place?) Main characters (who were the main characters?) Thoughts about the event or situation before the event occurred. Any information that a reader would need to understand the context in which your story exists.

Rising Action, Climax, Falling Action (Body Paragraphs): Each paragraph should have a focus (topic sentence). Provide plenty of descriptions. Try to use creative language – similes, metaphors, personifications, onomatopoeia, etc. It is imperative to include dialogue Make sure that the story transitions and is chronological.

Resolution (Conclusive Paragraph): The last paragraph should end the story. You should use this paragraph to discuss some significance of the event. Why is it important? What makes

the story useful? Why does this story stay in your memory? Or why will this event stay in your memory for years?

Requirements (also make sure you follow your rubric): Must have dialogue Must use, at least, two examples of figurative language (simile, metaphor, personification, etc.) You must be the central character Must have a title that is creative and descriptive of your essay Must have description Must have correct language usages and punctuation (conventions) Must be told in first person (I, me, my, mine, etc.)

Some topic suggestions:Firsts: driving, sleepover, onstage, day of school, job, airplane ride, trip out-of-state, concert attended, game,

concert performance, hiking, rock climbing, etc.Other ideas: learning to swim, most embarrassing moment, time when you surprised yourself, favorite vacations,

losing something and finding it, an important purchase, something scary that happened to you, giving away something precious, your worst hair day ever, a time when you were nervous, summer break, a light bulb moment, childhood event, achieving a goal, standing up for yourself, moving, etc.

Or choose your own topic.This is an example of a student’s Narrative Essay – make sure your essay is ALL double-spaced.

David Friggle

Mraz

English 9

26 August 2013

A Stranger’s Lesson

That Friday night started out normally. I was watching television when jarring ring broke into the studio audience’s laughter. Normally, I can wait out a phone call until the answering machine or one of my parents picks it up. This time, however, my resistance gave out first, and I picked it up, slightly annoyed.

“Hello?” This had better be good, I thought to myself, as I muted the television.

“Hi, John?” The woman on the phone mistook me for my father, which led me to believe she was either a co-worker of his or a distant relative who’d not seen me for quite some time.

“No, this is George. Who’s speaking?”

“Georgie? That’s you? I can’t believe it! You sound just like your father! You’ve grown so much since the last time I saw you!”

“Really? Thanks. Yeah, it’s Gorge. Who’s this?”

She suddenly took on a more serious tone.

“This is your aunt Catherine, dear. May I talk to your mother?”

“Sure, just hold on a sec. MOM!”

“YES?”

“Aunt Catherine on the phone!”

There was a pause, then some footsteps, than a click on the line. Suddenly, my mother’s voice came on, “Thanks, George, you can hang up now.

Our house is old, and you can half hear when someone talks downstairs. You may not hear the joke, but you know someone told one. But there was no laughter from my mom, nor was there any idle chatter. The muffled voices spoke of seriousness, gloom, and worry. Someone had died, I was sure of it.

The click of the phone hanging up led to a hushed conversation between my mom and dad in the living room. Then, as if on cue, I was called down to talk.

I asked what was wrong. My mom searched for words, her mouth moving as if to start saying every phrase she pondered, before finally telling me that my great-uncle Paul had died.

The initial shock of being told about a death quickly subsided, to be replaced with confusion. Who was Great-Uncle Paul? Was he nice? Had I ever met him? Why don’t I remember him? Should I remember him? Thoughts of my great-uncle Paul stayed in my mind until I was asleep. The funeral was Saturday. At least the mystery would be solved soon.

The car ride to the funeral home was awkward. My parents’ obvious grief and my persistent curiosity were offset by the saccharine voice of “Cousin Brucie,” the oldies station’s morning disc jockey. For an hour and a half, Cousin Brucie was the only one in the car who was talking. Herman’s Hermits and Derek and the Dominos didn’t seem to excite the same exuberance in my family as it did in Brucie.

The funeral service was no better. The generally uncomfortable mood during the car trip was evident tenfold at the funeral. Pop music was replaced by forced smiles, but jittery hands, nervous tapping of fee, and conversation without mention of my great-uncle Paul challenged the validity of any of the smiles. At least Cousin Brucie was genuinely excited about his silly asides.

Sitting in the corner, I felt like a complete stranger. Everyone seemed to know who I was, however. Co7usine of uncles and sister-in-law of aunts all came over to me in an effort to “cheer me up.” Half of them told me that if I thought high school was good, I’d love college, and the other half made some sort of weird joke when I told them I fenced in my spare time. I did my part by putting on a happy face and answering everything politely, but the whole time I wondered who was being comforted.

After a while, it was time for everyone to pay their respects. Although I had no idea what to do when I got there, went up because I didn’t know what else to do. There were several pictures of Great-Uncle Paul, in various stages of his life. He looked like my mother’s side of the family, but beside that, there was nothing I recognized about him.

Standing in front of a coffin next to mourning people makes one think, and thing I did. I thought about the impact he left on so many people. I thought about how I should have known him, how I should have remembered him, and how I no longer had a chance for any of that.

Suddenly, I stopped thinking about him as Great-Uncle Paul and started thinking him as Paul Horenburg. Paul Horenburg, who told jokes to friends at work, who laughed, who fell in love, who cried on occasion, who got angry, and just a few days earlier, died. I realized that although Paul Horenburg had died, the world didn’t. In days, weeks, months, or possibly years, the morning would stop, and everyone would go back to their normal lives. Memories of Paul Horenburg would crop up occasionally, as co-workers remembered funny stories he had told, or as friends looked back on evenings they had spent with him, or when his family remembered the helpful advice he had given them in times of trouble. Then, I finally realized that he had taught me something, too.

On that Saturday, I cried for a man I didn’t know.

Taken from Writing and Grammar Communication in Action – Prentice Hall – page 91

The Writing Process

Prewriting: Choosing a topic and gathering details

1. Search for a meaningful writing idea—one that truly interests you and meets the requirements of the assignment.

2. Use a selecting strategy (listing, webbing, clustering, free writing, outlining, and so on) to identify possible topics.3. Learn as much as you can about your topic.4. Decide on an interesting or important part of the topic—your focus—to develop. Express your focus in a

sentence to help map out your writing.5. Think about an overall plan or design for organizing your writing. This plan can be anything from a brief list to a

detailed outline.

Writing the Rough Draft: Connecting your ideas

1. Write the first draft while your prewriting is still fresh in your mind.2. Set the right tone by giving your opening paragraph special attention.

Introduction/Opening Paragraph: should help clarify your thinking about your topic and accomplish three things: (1) GAIN YOUR READER’S ATTENTION – Attention Getter, (2) IDENTIFY YOUR THESIS, and (3) INTRODUCE YOUR MAIN IDEAS

Thesis Statement: identifies the focus for your academic essays. It usually highlights a special condition or feature of the topic, expresses a specific feeling, or takes a stand.

Middle Paragraphs: should support your thesis. Make sure to use your pre-write (mind map, outline, list, cluster) as a general guide for your writing.Conclusion/Closing Paragraph: allows you to tie up your essay neatly. You can refer to your thesis, review your main supporting points, answer any unresolved questions, or connect with the reader’s experience.

Any of the following can be used for your Introduction and Conclusion*Share some thought-provoking details about the subject.*Ask your reader a challenging question.*Begin with an informative quotation*Provide a dramatic, eye-opening statement.*Open with some thoughtful dialogue or an engaging story.*Identify the main points you plan to cover.

3. Refer to your plan for the main part of your writing but be flexible. A more interesting route may unfold as you write.

4. Don’t worry about getting everything right at this point; just concentrate on developing your ideas.

Revising: Improve your writing - adding information, deleting information, reordering material, reworking material, transitions (use a different colored writing implement than you use for the editing/proofreading)

1. Review your rough draft, checking the ideas, organization, voice, word choice, and sentence fluency of your writing.

2. Ask at least one classmate to react to your work.3. Add, cut, reword, or rearrange ideas as necessary (You may have to change some parts several times before they

say what you want them to say.)4. Carefully assess the effectiveness of your opening and closing paragraphs5. Look for special opportunities to make your writing as meaningful and interesting as possible.

Editing and Proofreading: Checking for accuracy (use a different colored writing implement than you use for the revision)

1. Edit your revised writing for conventions.2. Have a dictionary and thesaurus close at hand as you work.3. Ask a reliable editor—a friend, a classmate, a parent, or a teacher—to check your writing for errors you may

have missed.4. Proofread the final draft for errors before submitting it.

Publishing: Sharing your work

1. Share the finished product with your teacher, writing peers, friends, and family members.2. Decide if you will include the writing in your portfolio.3. Post your writing on your personal or class Web site or elsewhere online.4. Consider submitting your work to a school, a local, or a national publication. Make sure to follow the

requirements for submitting manuscripts.

Parts of a paragraph

Paragraphs begin with a topic sentence, identifying the topic of the writing. The sentences in the body of the paragraph support or explain the topic, while the closing sentence brings the paragraph to a logical stopping point. The Topic Sentence: tells your readers what your paragraph is about.

The Body is the main part of the paragraph. This is where you place all the information readers need, to understand the topic. The sentences in the body should contain details that clearly support the topic sentence. Arrange these details in the best possible order.

The Closing (clincher) sentence comes after all the details have been included in the body of the paragraph. This sentence may (1) remind readers of the topic, (2) summarize the paragraph, or (3) link the paragraph to the next one.

Six Traits

The six traits listed below identify the main features found in effective essays, stories, and articles. If you write with these traits in mind, you will most likely be pleased with the results.

IDEAS: Effective writing presents interesting and vital information about a specific topic. It has a clear purpose or focus, or as writer Donald Murray states, “It has a controlling vision, which orders what is being said.” The ideas are thoroughly elaborated and analyzed and hold the reader’s attention from start to finish.

ORGANIZATION: In terms of basic structure, good writing has a clearly developed beginning, middle, and ending. Within the text, transitions are used to show relationships between ideas. The overall arrangement of ideas unifies the writing and makes the writer’s purpose clear.

VOICE: In the best writing, you can hear the writer’s voice – her or his special way of expressing ideas and emotions. Voice gives writing personality: it shows that the writer sincerely cares about her or his topic and audience.

WORD CHOICE: In good writing, the nouns and verbs are specific. The modifiers are colorful (and used somewhat sparingly). The overall level of language helps to communicate the message and set an appropriate tone. In short, all the right words are in all the right places.

SENTENCE FLUENCY: Effective writing flows from sentence to sentence. But it isn’t, by any means, predictable. Sentences vary in length, and they don’t all begin in the same way. Sentence fluency gives rhythm to writing, which makes the writing enjoyable to read.

CONVENTIONS: Good writing follows the accepted standards of punctuation, mechanics, usage, and spelling. It is edited with care to ensure that the work is accurate and easy to follow.

There are many types of details you can include in paragraphs (and longer forms of writing)

Facts: are details that can be proven. Facts remain constant, regardless of the type of paragraph you write.

Statistics: present significant numerical information about a chose topic.

Examples: are individual samples that illustrate a main point.

Anecdotes: are brief stories or “slices of life” that helps you make your point. They can illustrate a point more personally than a matter-of-fact listing of details.

Quotations: are words from another person that you repeat exactly in your writing. Quotations can provide powerful supporting evidence.

Arranging your Details

Chronological order (time) is effective for sharing personal narratives, summarizing steps, and explaining events in the order in which they occurred

Order of location (spatial) is useful for many types of descriptions. Details can be described from left to right, from right to left, from top to bottom, from edge to center, and so on.

Illustration (deductive) is a method of arrangement in which you first state a general idea (thesis statement) and follow with specific reasons, examples, and facts.

Climax (inductive) is a method of arrangement in which you present specific details followed by a general statement or conclusion.

Compare-contrast is a method of arrangement in which you show how one topic is different from and similar to another topic.

Cause-effect is a type of arrangement that helps you make connections between a result and the events that came before it. Usually, you begin with the cause of something, and then you discuss a number of specific effects.

Problem-solution is a type of arrangement in which you state a problem and explore possible solutions.

Classification is a type of arrangement that can be used to explain a term or a concept (a machine, a theory, a game, and so on). Begin by placing the topic in the appropriate class, and then provide details that show how your subject is different from and similar to others in the same class.

Transitions

Illustration Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.

Contrast On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast,

yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be

true.

Addition And, in addition to, furthermore, moreover, besides, then, too, also, both-and, another, equally

important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.

Time After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly,

rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.

Space At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under,

around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Concession Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in

spite of, of course.

Similarity Of Comparison Similarly, likewise, in like fashion, in like manner, analogous to.

Emphasis Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also,

furthermore, in addition.

Details Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.

Examples For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.

Consequence Or Result So that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so,

because, since, due to, as a result, in other words, then.

Summary Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.

Suggestion For this purpose, to this end, with this in mind, with this purpose in mind, therefore.

How to Think like Leonard da Vinci by Michael J. Gelb

LEARN THE RULES OF MIND MAPPING

At the end of the Treatise on Painting, Leonard wrote, “These rules are intended to help you to a free

and good judgment: for good judgment proceeds from good understanding, and good understanding comes

from reason trained by good rules, and good rules are the children of sound experience, which is the common

mother of all the sciences and arts.”

The rules of mind mapping are “intended to help you to a free and good judgment.” They are “the

children of sound experience,” having been extensively tested and refined over the past thirty years.

All you need to begin mind mapping is a topic, a few colored pens/pencils, and a large sheet of paper.

Follow these rules:

1. Begin your mind map with a symbol or picture (representing your topic) at the center of your page. Pictures

and symbols are much easier to remember than words and they enhance your ability to think creatively about

your subject.

2. Draw IMAGES (preferably) and write down KEY WORDS (only KEY WORDS). Images and key words

are the information-rich “nuggets” of recall and creative association.

3. Connect the IMAGES and KEY WORDS with lines radiating from your central image. By linking

images and words with lines (“branches”), you’ll show clearly how IMAGES and THE KEY WORD relate to

another.

4. Print your KEY WORD . Printing is easier to read and remember than writing.

5. Draw ONE IMAGE or write ONE KEY WORD per line. By doing this, you free yourself to discover the

maximum number of creative associations for each IMAGE and KEY WORD.

6. Use colors, pictures, dimension, and codes for greater association and emphasis. In particular, you want to

use pictures or images on your mind map, VERY FEW WORDS. Highlight important points and illustrate

relationships between different branches of your mind map. Pictures and images, preferably in vivid color,

should be used wherever possible; they stimulate your creative association and greatly enhance your

memory!

Planning a NarrativeSince all narratives contain story elements such as characters, setting, conflict, plot events, theme, point of view,

and style, this organizer can help you plan before you begin writing. This can work as your Pre-write.

Purpose: story telling (tell of an important lesson/event, entertain your readers, share an emotional reaction to an experience, etc.) SHOW Don’t TELL!!!!!

1. Topic: ________________________________________________________________________________________2. Title: ___________________________________________________________________________________________3. Characters (main and minor): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Setting (where and when):__________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________5. Rising Action: a series of actions/events that build in intensity or suspense to the climax; could be conflicts: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. Climax: high point of the action/event or conflict: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7. Falling Action: incidents/events in which a resolution is achieved, and this leads to the resolution/conclusion: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Resolution/Conclusion:_____________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Theme (point of story or insight learned): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10. Point of View: (first person (I) (me) (my): _____________________________________________________________11. Style: (formal, informal): __________________________________________________________________________12. You must use at least 2 literary terms in your essay, and write out the sentences that you used them in and what they are. Some of the literary terms are: Similes, Metaphors, Personification, Imagery, Foreshadowing, Symbolism, etc. (you can find more in your Literature book):_______________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

***Don’t forget to include the most important elements of writing: dialogue, details, and description!EDITOR:_____________________________ AUTHOR: ______________________DATE:____________

PEER EDITING REVIEWEXPOSITION/INTRODUCTORY PARAGRAPH YES SOMEWHA NO

TDid you find the Attention Getter and Thesis Statement?Did you meet all of the characters? Do you understand the setting? Did you check for spelling, grammar, and punctuation? Did you check the tense usage?How could the writer improve the exposition? Give at least 1 idea.

Write out the Attention Getter:

Write out the Thesis Statement:

MAKE SURE EACH PARAGRPAH HAS A TOPIC SENTENCE!RISING ACTION/BODY PARAGRAPH(S) YES SOMEWHAT NODo you have an idea of the climax that is coming? Did you check for spelling, grammar, and punctuation? Did you check the tense usage?How could the writer improve the rising action? Give at least 1 idea.

Write out the topic sentence for each paragraph:

CLIMAX/BODY PARAGRAPH (S) YES SOMEWHAT NODo you feel that the climax is exciting? Did you suggest more sophisticated words that the author could use?Did you check for spelling, grammar, and punctuation? Did you check for the tense usage? How could the writer improve the climax? Give at least 1 idea.

Write out the Climax:

Write out the topic sentence for each paragraph:

FALLING ACTION/BODY PARAGRAPH (S) YES SOMEWHAT NODo you have an idea that the event/conflict is being finished/resolved? Did you check for spelling, grammar, and punctuation? Did you check the tense usage? How could the writer improve the falling action? Give at least 1 idea.

Write out the topic sentence for each paragraph:

RESOLUTION/CONCLUSIVE PARAGRAPH YES SOMEWHA NO

TDo you feel that the story ended? Did you check for spelling, grammar, and punctuation? Did you check the tense usage? How could the writer improve the resolution? Give at least 1 idea.

Write out the reworded Attention Getter:

Write out the reworded Thesis Statement:

GENERAL YES SOMEWHAT NODo feel the characters are fully explained?Is there enough dialogue? Did the story remain in the same point of view – first person?Have transitions been used?Did you suggest more specific nouns, verbs and colorful modifiers?

Personal Narrative Essay Forms Rubric

The Writing Process:Pre-Write- Mind Map Rubric:______ 5 points The mind map has a symbol/picture in the center of the paper representing the topic.______ 10 points The mind map has big branches representing the main ideas of the topic – images/pictures

or words are used.______ 15 points The mind map has smaller branches (details of the main ideas are portrayed by images/

pictures) branching off from the big branches (main ideas).______ 5 points Each branch has only one image or word and if text was used it was printed.______ 5 points The mind map is done very creatively and neatly.______ 10 points The mind map is colorful and color coded to show the connections of the details (smaller

branches) of the essay to the main ideas (larger branches).Mind Map 50 points ______

Rough Draft 10 points ______Revision 10 points ______Edit/Proofread 10 points ______Planning a Narrative form 18 points ______Peer Edit Review 20 points ______

Final Essay Rubric:__________ IDEAS(4 points) Focuses on a specific experience or time in the writer’s life(2 points) Tells about it by using First Person Point of View(2 points) Presents an appealing picture of the action and the people(6 points) Uses dialogue and sensory details(2 points) Makes the reader want to know what happens next_________ ORGANIZATION(6 points) Begins by pulling the reader into the narrative – Introductory Paragraph: attention getter,

thesis statement, setting, main characters, and thoughts about the event(2 points) Gives events in an order that is easy to follow – chronological order(4 points) Conclusive Paragraph – ends the story and discusses the significance of the event(4 points) Uses transition words and phrases to connect ideas (these are in The Writing Process packet)__________ VOICE, TONE, MOOD, STYLE(4 points) Uses words and language in a concise and precise way that creates a picture in the reader’s mind(2 points) Creates a tone and mood that fit the topic(2 points) Shows the writer’s personality__________ WORD CHOICE(6 points) Contains specific nouns, vivid verbs, and colorful modifiers__________ SENTENCE STYLE(2 points) Sentences flow smoothly from one idea to the next(6 points) Uses a variety of sentence lengths and structure: sentence structure reflects a balance of simple,

compound, and complex sentence structures__________ FIGURATIVE LANGUAGE(6 points) Uses two different examples of figurate language/literary terms (for example: simile,

Metaphor, personification, onomatopoeia, etc.) These are in your green literature book – on page R12 (back of the book)

__________ CONVENTIONS Correctly applies the basic rules of writing (spelling, punctuation, uses consistent agreement

between parts of speech, uses correct tense usages, grammar) 3 errors = minus 1 point

Final Essay 60 points ______TOTAL POSSIBLE POINTS (178)

______

Mraz 1

First and Last Name (Kathy Mraz)

Teacher (Mraz)

Class and Period (English 9, Period 1)

Day Month Year (9 September 2012)

Creating the MLA Template on Microsoft Word (title is always centered)

1. After you bring up a blank Word Document, change the font type to “Times New Roman” and the size (next

to it) to 12.

2. In the middle of the icons, on the second row, look for the blue up and down arrows. This is to set the line

spacing. Set the line spacing to 2 (double space).

3. At the top, see the “Page Layout” tab. Click on the Page Layout tab, and you will see an icon labeled

“Margins.” Click Margins and set the margins to Normal (1 inch all around).

4. Now find the “Insert” tab at the top. Click on the Insert tab and find the icon for Page #. (It is near the

middle and under Header and Footer). Click on Page #, then click “Top of Page”. Click on “Plain #3”,

and you will see the cursor blinking right before the number one. Right there, where the cursor is, type

your last name before the “1” and hit the space bar. Then, click the X (or close) in the Red Close Box in

the top right corner.

5. Click back on the Home tab. (Make sure your cursor is aligned left.) Type your first and last name and

return. Type your teacher’s name on the second line and return. Type the class (English 9) and Period

on the third line and return. On the fourth line, type the Date in Military Style – day then month then

year. 28 September 2012

6. Click on the colorful icon in the circle at the top left corner of the screen. (That is the “Office Button”).

7. Click “Save As” and choose your student folder (with your name). Do not save in “My Documents,” you

must save it in your student folder. Title the file name “MLA Template” and click Save.

Congratulations on completing your 1st essay!