How to write a personal recount

One of my most recent memories is the authentic experience at the mall with three of my friends, Eunice, Wing Kit and Cheng Ye. We went there to buy a gift for Cheng Ye’s cousin, Claire, from abroad, whom he has not met in a long time.

She is aged 14 years old, her favourite foods are ice- cream and sushi, and her hobbies are sleeping, swimming, cycling, running, and listening to music. She is also more of a sporty and hardworking person.

She likes playing on her phone, the colour PINK, using social media such as whatsapp, facebook to socialize. She dislikes computer games and the colour blue.

Cheng Ye has not seen Claire in quite a while, and Claire has not visited Singapore in ages, we have decided to get Claire a gift to welcome her. Thus we decided to go to Tampines Mall as there is a wide variety of shops there. Our budget is $50.

When we reached Tampines mall, it was very packed with shoppers, were lugging huge shopping bags.

How to write a personal recount

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The mall was filled with the noisy sound of people chattering and laughing. It was so noisy that I had to shout and strain my voice to talk to Eunice, who was just right beside me. Salespersons were announcing the various offers they were having. The smell of curry chicken entered my nostrils as I while gazed at the patrons savouring the mouth-watering curry chicken, causing my mouth to drool as we walked past the restaurant.

Finally, after browsing through many electronic stores, we decided upon an pink shiny earpiece from Courts that costs .

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We chose the product based on her preferences as she liked pink and shiny objects and also because it had a reasonable price and was within our budget.

After buying the earpiece, we were left with $30. Thus we decided to get her another gift based on her hobby of sports. We wanted it to be within our budget of $30, the colour pink and it to be useful and long-lasting.

Eventually, we headed down to the ‘ Royal Sporting House’ and chose a pair of pink as it would be useful to her as swimming was her favourite hobby which she did pretty often. Thus, she would be able to use it often as well.

In conclusion, this experience of going to Tampines Mall on 29 March 2014, was a wonderful experience.We had a lot of considerations at first, such as her personality,likes & dislikes, the budget for the gift and what gift would she really wanted. However, all of us worked together, communicated effectively and overcame the challenges. So, eventually we decided on the gift.

I also think that this experience was an educational and enriching one, as we learnt how to decide on things in a group without having any conflicts and how to take things into considerations before making a final decision.

In conclusion to this, this experience was a fun, educational and enriching experience.

This activity will support children to create their own personal recount based on their recent experiences. Children should be familiar with the key features of recount writing before embarking on this activity.

You can use or adapt this activity for children in your class while they are working either in school or through a blended learning approach. When designing learning activities, think about the range of learners in your class and their individual circumstances. This learning activity is based on second level experiences and outcomes.

Curriculum for Excellence (CfE) Experiences and Outcomes: Second level

  • In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader. LIT 2-22a
  • I can consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a
  • As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a

Purpose of the activity

At first level, children were encouraged to write about their own experiences using appropriate vocabulary to describe their feelings, thoughts and events.

This activity helps children to develop these skills further by creating their own recount of a personal experience describing context, events and personal reflection clearly to the reader. You may wish to consider the range of contexts which could be used to support children to recount their experiences. In this activity, we have focused on children reflecting on their experiences since returning to school. You could choose an alternative context which is appropriate to the needs of your children.

Learning activity

  • Begin by revisiting what children know about a recount. You may wish to look at some examples to help children to identify some key features.
  • Explain to the children that they are going to create a piece of writing which describes their experiences since returning to school and how this has made them feel.
  • Create agreed expectations together using a model text. This could support children to have a clear idea of what success looks like. This should focus on the appropriate technical skills required, such as punctuation and sentence structure, as well as all relevant information to make the context and events clear. The following link could be used to support this: Exploring recounts
  • Share with children some different ways for them to communicate their ideas. They could create a comic strip, newspaper report, leaflet, diary or suggest their own idea. The purpose here is for children to consider the layout and presentation of their recount and choose their own preferred format.
  • Once written, encourage children to check over their work against the agreed criteria. This will allow them to see what has been successful and what their next steps are. You could also set up writing buddies where children can review their work with a peer.

National benchmarks

  • Uses sentences of different lengths and types and varies sentence openings.
  • Links sentences using a range of conjunctions.
  • Uses paragraphs to separate thoughts and ideas.
  • Makes appropriate choices about layout and presentation, including in digital texts, to engage the reader, for example, headings, bullet points, fonts, graphics and/or captions.
  • When writing to describe and share experiences: Describes personal experiences, making context and events clear. Describes thoughts and feelings about the experience. Attempts to engage and/or influence the reader through vocabulary and/or use of language.

Possible approach to assessing learning

As practitioners, you know your learners well and can alter the expectations of outcomes for individuals in line with the benchmarks. You can look at ways to review or discuss children’s work and provide feedback to help move learning forward. When completing activities and providing guidance on assessment approaches, please take account of the latest guidance on assessment approaches.

The following reflective questions could also be used to consider children’s progress and next steps:

How to write a personal recount

With the exam season nearing, let’s take a look at a personal recount essay from a previous issue of Inspire magazine. This essay effectively uses the three-act narrative structure by identifying a problem (or inciting incident), vividly describing the rising action leading to the climax, and finally, nicely resolving the story. The next time you’re planning out a narrative or personal recount essay, try to incorporate the three-act structure to tell a more engaging and convincing story.

Coming in Second

Ever felt you were always playing second fiddle to someone?

The title of ‘Aaron’s younger brother’ – as if it were the illustrious rank earned only by the noblest of medieval knights – was 1bestowed upon me when I had won my first tennis tournament at the age of six. Whenever I stepped onto a tennis court, it was as though an adhesive name label 2emblazoned with ‘Aaron’s younger brother’ in bold letters had been permanently stuck onto me. All people had to do was refer to the imaginary label and they would intuitively know how to address me.

“Why don’t the two of you play doubles together?” This was a question that was repeatedly posed to me during the sign-ups for every tennis tournament, including this one. The answer was simple – I wanted to defeat Aaron, my older brother whose fame had reduced me to a nameless tennis player. As I shook Aaron’s hand at the start of the match, I stared at him with a 3smouldering intensity, focused on how this tennis match was going to change everything.

“I’m going to beat you today.” I 4mustered the confidence to stake my claim over the outcome of the match. Aaron 5chortled dismissively as he turned his back towards me and sauntered to his end of the court. For a brief moment, I regretted that display of over-confidence.

I nervously shifted my weight from one foot to the other. The tennis court seemed to stretch out further than usual, but I could still make out the smug look on Aaron’s face and the nonchalant way he swung his racket to intimidate his opponents. That look on his face was the same one he always had when I quietly admired the trophies that decorated his shelf. He knew that my 6accolades paled in comparison to his. My heart palpitated as he readied himself to serve. My clammy hands tightened their grip around my hand-me-down racket – the fifth one passed down to me from Aaron. If I did win today, it would justify my getting a new racket for a change.

We entered into a heated rally. I was persevering as expected, but I was not sure how long it would take before I faltered. We were down to the last set, neck and neck in points. I was fuelled with adrenaline as I inched closer to the possibility of victory. That was when my knees buckled, and I made a grave mistake. The ball ricocheted off my racket frame and flew upwards into the sky. Aaron seized his chance and leaped up, stretching his arm out. The unforgiving sun cast his silhouette over me, reminding me that I would always be walking in his shadow if I did not prove myself.

I braced myself for the finishing blow, images of Aaron’s past matches flooding through my mind as I recalled the 7fallible predictability of his smash – the ball would always fly towards the left of the court. I extended my arm to the left in anticipation of where the ball was going to land. The ball made contact with my racket and was 8lobbed over Aaron’s head. He could do nothing but witness his undefeated status as reigning champion being stripped away by his younger brother.

While I was still 9relishing the unfamiliar feeling of triumph minutes after the match was over, a man, whom I vaguely recognised from a prominent tennis club, approached me.

“What is your name, son?” he asked. A smile spread across my face.

bestowed: conferred or presented (an honour, right, or gift)
emblazoned: to conspicuously inscribe or display a design on
smouldering: denoting or showing barely suppressed anger, desire or another powerful emotion
mustered: summoned up (a feeling, attitude or response)
chortled: laughed in a noisy, gleeful way
accolades: awards or privileges granted as a special honour or as an acknowledgement of merit
fallible: capable of making mistakes or being wrong
lobbed: hit the ball over (an opponent) in a high arc
relishing: enjoying greatly
Click here to learn more about Inspire Magazine.

How to write a personal recount

So your students have been writing recounts for years now.

But do they really understand the FINER DETAILS that separate the rookies from the all-stars when it comes to producing high-quality writing?

Do they know recounts come in many styles to suit different AUDIENCES and PURPOSES?

They most certainly will after working this FIVE-LESSON UNIT covering the following

Revisiting the FUNDAMENTALS OF RECOUNT WRITING, and what an experienced recount writer should be including in their essays.

How to write an engaging PERSONAL RECOUNT that translates your emotions, experiences, and actions to an audience in a coherent manner.

How to write an IMAGINATIVE RECOUNT in a mature manner for a mature audience.

How to write a FACTUAL RECOUNT which holds up as both an engaging piece of writing, and as an artifact of an event in time.

How to write a PROCEDURAL RECOUNT others could confidently follow and repeat based upon your experiences.

This FULLY EDITABLE, INTERACTIVE DIGITAL teaching resource will get you and your students crafting high quality writing in a structured sequenced manner that has proven highly successful.

This NO PREPARATION REQUIRED resource includes

Graphic Organizers to align thinking and streamline the writing process

A variety of writing samples to dissect and break-down

Interactive teaching content including video tutorials

Simple to follow teaching notes and slides that can be edited if required

Checklists and assessment tools that clearly outline expectations to all.

If your students are looking to take their recount writing to the next level then this resource is an excellent evergreen tool you can use or years to come.

How to write a personal recount

Following the encouraging response to our free online composition writing lesson for Primary School students, we have received an overwhelming number of requests to conduct a free online class for the Secondary/IP students as well!

Join us for our #writinghacks series!

FREE Online Class on HOW to write an AWESOME Personal Recount/Reflective Essays!

We will be sharing essay writing tips through an analysis of the 2019 ‘O’ Levels English Essay Question. The tips can be used by secondary 1-4 students, as well as IP1-2 students.

How to write a personal recount

How to write a personal recountAce Your Secondary/IP Essay Writing: Argumentative, Discursive & Expository Essays
Now available at Popular Bookstores!

How to write a personal recount

How to write a personal recount

How to write a personal recount

How to write a personal recount

Ace your secondary IP essay writing argumentative discursive expository model essays compositions online class tuition centre Singapore Marine Parade Punggol Seng kang Jurong Bishan Cedar Girls Catholic High

How to write a personal recount How to write a personal recount

The child is asked to write a recount of an event, like a special birthday party. They should read the prompts and jot down some notes about their event. The child should describe the activities in the order they occurred and add some of their own opinions. They should add lots of interesting details.

Write A Recount Of A Special Event

The child should read the recounts that children in Mrs Barker’s class have written about special events. Then, they should write one of their own. Their writing can be informal and can contain humour to make it interesting.

This series provides prompts to encourage children, of 7-11 years, to write. It provides starting points, to encourage even the most reluctant writers. In fact, the writer regularly dips into these packs for her own tutorial classes. With their lively ‘magazine style’ format, they are an ideal study aid to consolidate work on planning and writing stories and non fiction articles, expanding vocabulary and include many examples of children’s work. As well as this, the packs contain some very useful tips on writing techniques (as in writing simple, compound and complex sentences). The work in these packs will inspire children, who are practicing for exams, to write, and provide starting points for even the most reluctant writer, including those children with special educational needs and where English is a second language.

The work packs are ideal for home study and will reinforce the work done in school. They may be purchased in any order. There are a number of titles to choose from. By working through the packs, the student will grow in confidence and will learn to enjoy writing. The packs are also a useful resource for teachers and save hours of time when preparing lessons or homework tasks.

How to write a personal recount

Ace Your Essay Writing: Personal Recount, Reflective & Expository Essays is a compilation of 50 model compositions carefully curated and closely aligned with the Secondary, GCE O-Level and Integrated Programme (IP) English Language syllabus and curriculum.

This book is an excellent resource for students who aspire to write better essays with engaging and insightful storylines. From the model essays shared, students can also learn to utilise vivid descriptive phrases and expressions to achieve a more advanced and sophisticated writing style.

Commonly Tested Topics & Themes
The essay questions in this book are modelled closely after past years’ GCE O-Level examination questions as well as commonly tested Secondary and Integrated Programme (IP) composition examination questions.

This book is an excellent resource for students as it contains:
Concise teaching notes for different types of essay writing
Techniques for generating creative storylines for essays
An essay planning framework for exam preparation and revision
Strategies for writing excellent personal reflective essay conclusions
A wide variety of storylines and writing styles shared through quality model essays
Model essays on commonly tested essay questions in schools
A comprehensive list of 100 useful phrases/expressions for personal recount/reflective essays for reference and revision
Varied writing styles to cater to students of different abilities
About the Author
Grace Tan is the Founder-Principal of Learning Journey Education Centre and holds a Masters in Education (NIE-NTU) and a Bachelor of Arts (NUS). She is a bilingual education specialist with more than 15 years of teaching experience. She developed the award-winning curriculum for her centres’ Phonics and Primary 1 Preparation programmes, as well as the Primary, Secondary, Integrated Programme (IP) and General Paper (GP) English tuition programmes. As a passionate and versatile educator, she is committed to finding ways to help academically weaker students love the subjects they learn. Both Grace and Learning Journey Education Centre have been featured on Channel 5 (Talking Point), CNA938 and in The Straits Times, amongst others.

ISBN: 978-981-48-6357-5
Size: 260 by 190 mm (closed)
No. of Pages: 188 pages

Writing skills is one type of language skills which should be controlled by the student. The students must be familiar with English especially to writing skill which write about their experience at the past time or to write recount text. For this reason, the researcher intended to investigate the students’ ability in constructing paragraph of recount text. The objective of this research is to measure students’ ability in constructing paragraphs and find out the causes of error made by the students. The design of this research is quantitative decriptive to measure students ability in constructing paragraphs at recount text. The population was students Madrasah Aliyah Negeri Model Sorong Grade XII. The technique of collecting data, the students were assigned to write the paragraphs in personal recount text based on their experiences in 60 minutes so the students decided the theme by themselves. The result of this research shows that 10 students score 43,4 % in good, then the students category of average was 9 students (39,1 %), and the students category of excellent was 4 students (17,1 %). The writer concluded that the students ability in constructing paragraph was average.



Abbas, S. (2006). Developing self-assessment through journal writing. . Jurnal of Instructional Pedagogies, 125-134.

Anderson, M., & Ketty, A. (1997). Text Types in English. Australia: Macmillan Education Australia PTY LTD.

Diana, N. (2007). Writing Ability Among Indonesian Students. Journal of English Language Teaching, 34-42.

Gie, L. (2002). The Component of Writing. Buckingham: Open University Press.

Graham, B., & Perin, W. (2007). The Structure of Writing. New York: Rouletdge.

Harmer, J. (2004). How to Teach Writing. United Kingdom: Longman.

Linse, C. T. (2006). Practical English Language Teaching: Young Learnersin.

Nunan, D. (2008). English Language Teaching in Education. New York: McGraw-Hill.

Measty, S. A. (2016). Improving Students’ Writing Ability in Recount Text by Using Cooperative Integrated Reading and Composition. Semarang: Walisongo State Islamic University Semarang.

Ngabut, C. Y. (2003). Instructional Material of Writing II. Palangkaraya: The Faculty of Teacher Training and Education of University of Palangkaraya.

Pahlavi, R. (2013). The Ability of Writing Paragraph Description of Audiovisual Media Students By Students in Class X SMAN 1 Babalan Academic Year 2012/2013. Medan: State University of Medan.

Tarin, G. (2008). Enhancing EFL Learners’ Writing Skill via Journal Writing. Journal of Language Teaching, 56-68.

Watkins, W. (2005). Genre of Text. United Kingdom: Longman.

Yunianto, A. T. (2014). Improving Students’ Writing Abilities In Writing A Recount Text By Using Journal Writing Of Class Viii A Students Of Smp N 4 Sleman In The Academic Year Of . Yogyakarta: State University of Yogyakarta.

W hen I was five years old, I took an extreme liking to my sister’s toys. It made little difference that I had a trunk overflowing with dolls and toys of my own. Her “big girl” treasures were much easier to break, and much more appealing.

How do you write a personal recount?

How to write a recount

  1. Write your recount in the first person because it happened to you! Eg “I felt excited.”
  2. Use the past tense because it has already happened.
  3. Recounts are written in the order in which they happened.
  4. Using descriptive words will make it seem like your reader is there with you.

How do you write a personal short story?

6 Guidelines for Writing Personal Narrative Essays

  1. Write Your Personal Narrative as a Story.
  2. Give Your Personal Narrative a Clear Purpose.
  3. Show, Don’t Tell.
  4. Use “I,” But Don’t Overuse It.
  5. Pay Attention to Tenses.
  6. Make Your Conclusion Satisfying.

How do I recount a story?

You can recount a story by telling the important events from the beginning, middle, and end. Read this story. Think about what happens at the beginning, in the middle, and at the end. Retelling stories will help you understand the order of events and how these events happen.

What makes a good personal recount?

Writing a personal recount requires you to retell an activity or event that happened in your own life. You must structure your story in a way that makes sense while using language that matches the same purpose.

Why do we write recounts?

The purpose of a recount is to inform, entertain, and/or evaluate. Recounts are not restricted to one specific writing genre. A recount can focus on a specific section of an event or retell the entire story.

How do you write a powerful personal story?

Through the process I have found six important steps to be helpful:

  1. Tap into your emotions. Your story won’t resonate with others if it is void of emotion, as I discovered when writing that first draft of my own story.
  2. List the turning points.
  3. Write everything down.
  4. Use the senses.
  5. Find the theme.
  6. Tell a story.

What is factual and personal recount?

4. TYPES OF RECOUNT  Personal Recount: Retelling an activity that the writer has been personally involved (diary entry, biography)  Factual Recount: Recording the particulars of an incident (police report, news report)  ImaginativeRecount: Taking on an imaginary role and giving details of events.

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