Schoolsweb
Listen

Link to the DfCFS home page
The Standards Site - Raising Standards

This website is changing: Find out more.

Narrative - Adventure

Specific features and structures of some narrative types

Children write many different types of narrative through Key Stages 1 and 2. Although most types share a common purpose (to tell a story in some way) there is specific knowledge children need in order to write particular narrative text types. While there is often a lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and progression. Each unit of work in the Primary Framework (Fiction, Narrative, plays and scripts) provides suggestions for teaching the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical settings, imaginary worlds) and style (older literature, significant authors).

Purpose:

To entertain

Link to:
Year 3 - Unit 3 - Adventure and mystery
Progression paper on narrative

Generic structureLanguage featuresKnowledge for the writer

Typically a recount or retelling of a series of exciting events leading to a high impact resolution. The most common structure is a chronological narrative. Building excitement as the hero faces and overcomes adversity is an important element, so more complex structures such as flashbacks are less common. Archetypical characters are the norm and much of the building tension comes from the reader predicting who or what represents the threat (the villain) and what is likely to go wrong for the hero.

Longer narratives build tension in waves, with one problem after another accelerating the adventure in several sections or chapters, with the high point of tension near the end.

The story can take place in any setting where there is the potential for adventure through a danger or threat.

ICT ‘adventure’ texts often employ different structures, allowing the user to select different routes through the order of events, sometimes with different resolutions that depend on the choices made by the reader.

An effective blend of action, dialogue and description develops archetypical characters who the reader will care about, at the same time as moving the plot along at an exciting pace.

Description adds to the sense of adventure by heightening the reader’s awareness, e.g. a sense of potential danger (The cliffs were high and jagged ...) or dropping clues to encourage involvement through prediction (The captain welcomed them aboard but his eyes were narrow and cruel-looking ...)

Dialogue is an element of characterisation but is used more to advance the action than to explore a character’s feelings or motivation. “What was that noise? Did you hear it too?”

Language usually has a cinematic quality, with powerful, evocative vocabulary and strong, varied verbs for action scenes. (He leaped from his horse, charged into the banquet hall and hurtled himself onto the table where the prince was devouring a chicken.)

Create characters your readers will have a strong opinion about. Make the reader like your hero so they want him/her to succeed.

Create a villain that is a good match for the hero, someone the reader definitely doesn’t want to win in the end. Don’t forget that villains we dislike most often work in subtle ways. They do sneaky, mean things that they might just get away with.

Keep the plot moving but vary the pace:

  • use fast-moving action to create excitement at a high point;
  • slow things down a little with description or dialogue when you want to build tension and create suspense.

Can you surprise the reader at the end? Perhaps someone who seemed insignificant saves the day and turns out to be a real hero, or perhaps a character that appeared good and helpful turns out to be two-faced.

Download this text type

PDF 28 KB RTF 87 KB Word 53 KB

 

Click here for information on different file formats and their usage.
Disclaimer notice
The Department for Children, Schools and Families wishes to make clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.