RECOUNTS... What do they need to include?

Last week we wrote recounts to share our holiday adventures. You have probably received our ‘first drafts’. This means that apart from spelling (some), they have not been added to or improved yet.

It would be great if you could work with your child to help them work towards meeting the criteria below. We look at this criteria at school and discussions at home will help reinforce their learning and understanding

Below is a checklist for what a recount should include.

Structure                                                              Met

The title grabs the reader’s attention (it usually summarises the text).
There are specific participants (mum, the crab).
A setting or orientation gives background information answering who? when? where? why?
Events are identified and described in chronological order.
The details of time, place and incident are clearly stated. (At 11.15 pm, between Reid Rd and Havelock St a man drove at 140 kms toward the shopping centre).
Personal thoughts/reactions are included.
Paragraphing is used.
Concluding comments may express a personal opinion regarding the events described
The ending may describe the outcome of the activity (in e.g. a science activity).

Language

Recounts are written in the past tense (she yelled, it nipped, she walked).
Words which link events in time (next, later, when, then, after, before, first, at the same time, as soon as she left, late on Friday) are used.
Events are described using:     * verbs (action words),     * adverbs (which describe or add more detail to verbs).
Details are chosen to add interest or humour.
Personal pronouns  (I, we) are used.
Figurative language (alliteration, onomatopoeia, simile, metaphor, personification) may be used.
Sentences create tension/excitement.
Descriptive details provide information (He was a skinny boy with a blue shirt, red sneakers and long tied back hair).