Narrative, Drama and Poetry

You have probably read many stories in class. These are called narratives. A narrative is a story told by a narrator. It is usually written in paragraphs and describes what characters do, say, think or feel. It usually includes: A narrator (someone who tells the story), characters (the people in the story), actions and events (what happens in the story) and descriptions (how people feel, what places look like, and what people do).

Example: Perfect walked into the room; her face was full of anger. She shouted at David for breaking her phone.

A play is a script written to be performed. It uses character names, dialogue and stage directions instead of paragraphs and narration.

Example:

Perfect: David! How could you? You broke my phone!

The key Features of a play ₁. Characters: refers to the list of people in the play.

2. Dialogue: refers to the words the characters say.

3. Stage Directions: refers to actions, emotions, or setting (written in brackets or italics).

4. Acts and Scenes: refers to optional divisions used in longer plays.

Steps to Convert a Narrative into a Play ₁. Read and understand the story: Know what happens in the story and why.

2. Identify the characters and setting: Who are the people in the story? Where and when does the story take place?

3. Break the story into scenes: Divide the story into parts: beginning, middle, and end, and each scene should show a key event.

4. Change narration into dialogue: Turn descriptions into spoken words and let the characters speak for themselves.

5. Add stage directions: Show what the characters are doing that includes emotions, movements, and actions (written in brackets or italics).

Note that, in a narrative, we are told what is happening where, as in a play, we see and hear what is happening through the characters’ speech and actions. The good actor will convey deeper insights into the character through gestures, control of actions, movement on stage, and so on.

Let’s compare the two.

Narrative: Regina entered the room quietly, her eye movements conveying that she was nervous. She took a deep breath and said, “Good morning.”

Play (Regina enters the room quietly, looking nervous. She takes a deep breath.)

Regina: Good morning.

Can you see the difference? In the narrative, a narrator tells us what’s happening. In the play, we see the action and hear the characters speak.

As a student, your task is to change a written story (narrative) into a play. This means:

a. Removing the narrator’s voice

b. Making the characters speak through dialogue

c. Showing actions and feelings using stage directions

d. Organising the story so it can be acted out on stage

Activity 3.4 Understanding and Creating Play Scripts

1. Turn to a partner and discuss how a narrative is different from a play. Share your ideas and then write down at least two key differences.

2. In groups of three, discuss the important parts of a play script.

3. Write your answers in your jotters/notebooks and choose one person to explain your group’s ideas to the class.

4. Work as a team of writers and actors. One group will create a short narrative from scratch. Another group will take that story and turn it into a play script.

Activity 3.5 Writing A Play Using Register-Specific Language

1. In groups of three, choose one field (sports commentary or media broadcast) and write a play that reflects the chosen field using the appropriate language register.

2. The key features, which are dialogue, stage directions and register-specific vocabulary, must be used.

A play script is the written form of a play meant to be performed by actors. It includes character names, dialogue, stage directions, scenes and acts. Present tense: less emotion or thoughts.

A narrative is a spoken or written story that tells what happened. It can be based on real or imaginary events and includes the narrator’s voice, descriptive language, past tense, thoughts and feelings, and direct and reported speech.

Practical Example: Read the play script below carefully and convert it to a narrative.

The scene unfolds in the market square. Owuraku enters looking disturbed.)

Owuraku: (frantically) Have you seen Asiedua? She left the shop at noon and hasn’t returned.

Amina: (calmly) Don’t worry, Owuraku. She said she was going to buy some oranges from Ayikuma in the next community.

Narrative version of the play script Owuraku burst into the market square, his face marked with fear and panic. “Have you seen Asiedua?” he asked frantically, scanning the crowd. “She left the shop at noon and hasn’t returned.” Amina, seated under the open market shed, looked up with a reassuring smile. “Don’t worry,” she said gently. “She went to buy some oranges from Ayikuma in the next community.”

Table 6.1: Key Features of Play and Narrative

Play Narrative

Character’s voice and dialogue Narrator’s voice and dialogue tags Stage directions Descriptive language Make use of the present tense of the verb Often use the past tense of the verb Involve minimal inner thoughts Involve internal thoughts and flashbacks Use direct speech Use both direct and reported speech Steps to Convert a Play Script to a Narrative ₁. Genuinely study the script: Read carefully until you are certain you understand it, and establish the topic, characters, setting, and conflict.

2. Choose a narrator: Decide who is telling the story (1st or 3rd person).

3. Change the dialogue into story form: Add descriptions and connect the dialogue with actions.

4. Change stage directions into descriptions: Use words that appeal to the senses (what we see, hear, and feel).

5. Add emotions and thoughts: Show how the characters feel inside.

6. Maintain the sequence: Use time words (e.g., 'suddenly', 'later', 'then') to keep the story flowing.

7. Use proper grammar and style: Include literary devices like metaphors and similes where suitable.

Activity 6.4 Comparing Drama and Narrative Features

1. With your friend, compare and contrast the features of the dramatic and narrative texts provided.

2. Write your answers and compare with another group to see if you identified the same features.

Text A: Dramatic Text

Scene: Presidential Podium, Morning

President: (Adjusts microphone) Fellow citizens, today marks a turning point in our nation's journey. Our children deserve the best education, and we must invest in their future.

Audience Member 1: (Claps loudly) Yes! We believe in quality education!

President: Starting next term, every school will receive upgraded learning materials and teacher training support. No child should be left behind because of a lack of resources.

Audience Member 2: What about rural schools, Mr President?

President: They are our priority. Special funding has been allocated to ensure that no region is left out.

(Loud applause. The President raises his hand in gratitude.)

Text B: Narrative

On a bright morning, the president stood confidently behind the podium, addressing the eager crowd. He began by declaring that the day marked a new beginning for the nation, with a firm focus on education. He spoke passionately about the need to invest in children’s learning, promising upgraded materials and better teacher training.

The crowd responded enthusiastically, with some clapping and voicing their support.

One concerned voice from the audience asked about the fate of rural schools. In response, the president reassured everyone that rural areas were a top priority, and special funding had been set aside to bridge the educational gap. The audience erupted in applause as the president concluded his speech, smiling with gratitude.

Activity 6.5 Transforming Drama into Narrative Writing

1. In your group, rewrite the scene from the prescribed dramatic text provided below into a well-developed narrative.

2. Make sure to include key narrative elements such as setting, characters, context, imagery, and emotional content.

3. All group members, including those with special learning needs, should be actively encouraged and supported to contribute meaningfully throughout the writing process.

Dramatic Scene (Anowa by Ama Atta Aidoo: Excerpt from Scene Two) (Kofi Ako and Anowa are disagreeing about Anowa’s behaviour and choices.)

Kofi Ako: Why can’t you be like other women, Anowa? Quiet. Obedient. Content to stay at home?

Anowa: I was not born to be like other women. I want to walk beside you, not behind you. Is that too much to ask?

Kofi Ako (frustrated): This is not how a wife should behave. People are talking.

They say I’m not a real man because I let you do as you please.

Anowa: Let them talk. Do they live our lives for us? I married you to be a partner, not a prisoner.

(A pause. Kofi Ako looks away, shaking his head.)

Kofi Ako: Maybe I made a mistake marrying you.

Anowa (hurt, but firm): And maybe I made a mistake too. But I won't stop being myself.

Activity 6.6 Converting Drama Scenes Into Narratives

1. With a classmate, choose one scene from any drama text you have studied and rewrite it as a 150–200-word narrative, making sure to keep the characters' original intentions.

2. Present your group’s written narrative to the class and explain to them how changing the dramatic script into a narrative affected your understanding of the characters, events, and themes.

3. Listen respectfully to others' feedback and be prepared to give constructive feedback as well. In this way, real learning develops.

Activity 6.7 Folktale To Script And Story

In groups of four, select any short oral folktale you know and write a play script and its narrative version (150 – 200 words).

Style is the way each writer uses words to express ideas. It includes things like the words they choose, how they build their sentences, the mood or tone they create, and the writing techniques they use. A writer’s style is what makes his or her work unique or different from others.

Table 9.6: Key Elements of Style in Prose

Element Description Example

Diction The kinds of words the writer uses — they can be formal, informal, simple, or complex.

She ran quickly (simple) vs She dashed frantically (complex) Syntax How sentences are built— short, long, or varied—to create effects like tension or calm.

Although she was tired, she finished her homework before midnight because she had a test the next day.

Complex Sentence

Tone The writer’s attitude or feeling on the topic.

Of course, I just love getting homework on a Friday! (sarcastic) The news broke my heart. (serious) Imagery Words that create pictures in the reader’s mind by using the five senses.

The aroma of roasted plantains filled the dusty street.

Figurative language Creative comparisons like similes, metaphors, or personification.

Simile: He was as fast as a cheetah.

Personification: The trees danced.

Punctuation and

grammar Using punctuation creatively to show mood, speed, or emotion.

Wait... what just happened? (suspense) No! Stop! Please! (urgency) Voice The writer’s personality or style in the writing.

Seriously, who needs sleep when you’ve got exams? (funny) This issue deserves action. (serious) How to Analyse Style in Prose When looking at a writer’s style, ask the following questions.

1. What kind of words does the writer use?

2. How are the sentences written? – Are they long and full of detail, or short and straight to the point?

3. What is the tone (feeling or attitude) of the writing?

How does that make you feel about the characters or events?

4. What kind of mood or atmosphere does the writing create?

Sample Style Analysis

Text: “Rain tapped gently on the window. She sat alone, tracing the drops with her finger, lost in thought. Outside, the world blurred like a watercolour painting.”

Analysis: The writer uses soft, gentle vocabulary to create a calm and reflective mood.

The verb “tapped” makes the rain sound peaceful. The phrase “lost in thought” shows the character’s quiet, emotional state. The simile “the world blurred like a watercolour painting” helps the reader picture the rainy scene and feel the character’s dreamy, thoughtful mood.

Different Types of Writing Style in Prose

Figure 9.1: Image showing types of prose What is Style in Drama?

Still with me? Good — let’s dive deeper!

Style in drama is the individual way a play is written, acted, and presented on stage.

It includes the words characters say, how the scenes are arranged, how the actors perform, and how the stage looks. Style helps create the feeling, message, and meaning of the play.

Table 9.7: Key Features of Style in Drama

Element What to Look For Example

Language & Dialogue The kind of language used in the play — is it formal, poetic, realistic, or full of slang?

A character in The Lion and the Jewel speaks in traditional, poetic language, while teens in Chatroom use casual, modern slang.

Structure How the play is put together

— does it go in chronological order or jump back and forth in time?

In Death and the King’s Horseman,

the play follows a linear structure, while Top Girls uses overlapping and non-linear scenes.

Characterisation How do we get to know the characters — through what they say, how they act, or what others say?

In The Trials, we learn about each young character’s personality through their testimonies and emotional reactions.

Tone & Mood The overall feeling or emotion of the play — is it serious, funny, sad, tense, or mysterious?

Sizwe Bansi is Dead creates a thoughtful, emotional mood; No Sugar mixes tension with moments of humour.

Performance Style

The way actors perform — is it realistic and natural, or dramatic and exaggerated?

The Island is performed in a simple, natural style, while Greek tragedy uses bold, exaggerated movement and speech.

Stagecraft How lighting, sound, costumes, and set design help tell the story and create atmosphere.

Drum beats and dim lighting in Wole Soyinka’s plays build tension;

colourful costumes in The Lion King help show culture and identity, which are further developed in the music and dancing.

How to Analyse Style in Drama

Ask yourself these questions

1. What kind of words do the characters use — are they formal, emotional, or casual?

2. Does the acting or speech appear real?

3. How are the scenes arranged? Do flashbacks or monologues alter our understanding of the story?

4. What kind of mood or feeling does the play give the audience?

5. How do lights, sounds, and costumes add meaning to the scene?

Click on the link or scan the QR code to watch how to analyse drama https://youtu.be/0e-dSRCPWEs Common Drama Styles You Should Know

1. Naturalism: Looks and feels like real life — realistic characters, dialogue, and everyday settings.

2. Expressionism: Uses exaggerated movement, lighting, or speech to show inner emotions rather than real life.

3. Epic Theatre: Makes the audience think instead of getting emotionally involved — uses narration, signs, and direct address.

4. Tragedy: A serious story where the main character usually makes a mistake or has a weakness that leads to their downfall. It usually ends on a sad note.

5. Comedy: Uses humour to entertain or to make fun of society, people, or situations.

6. Physical Theatre: Focuses on movement, gesture, and the body instead of just dialogue to tell the story.

Style in Poetry

Style in poetry is the way a poet uses language to share ideas and feelings. It includes the words they choose, how the poem is shaped, the tone, and all special techniques used. Style affects how the poem sounds, how it looks, and how it makes you feel.

Table 9.8: Key Features of Style in Poetry

Element What It Means Example

Diction The kind of words used — are they simple, formal, emotional, or old?

Okara uses traditional and musical words in “Piano and Drums” Tone The attitude — serious, sad, funny, angry, or thoughtful?

A sad and reflective tone in “Ambush” by Gbemisola Adeoti, as the poet talks about hidden dangers in life.

Form and

Structure How is the poem set up? — Does it have stanzas, rhyme, or a special pattern?

The Weaver Bird” by Kofi Awoonor

employs free verse, without a fixed rhyme scheme.

Imagery Words that create pictures and appeal to the senses In “An African Thunderstorm” by David Rubadiri, vivid images describe the sky, wind, and storm.

Sound Devices Language that sounds musical — rhyme, repetition, alliteration.

In “A Song of Sorrow” (Dirge), repetition of “My clan is lost” creates a rhythm of mourning.

Figurative Language

Creative comparisons like similes and metaphors In “Piano and Drums” by Gabriel Okara, the drums are a metaphor for African tradition.

Enjambment & Caesura When lines run on or pause in the middle to control rhythm or meaning “Once Upon a Time” by Gabriel Okara employs pauses to show changes in emotion and memory.

Voice Who is speaking in the poem

— and what kind of feeling or personality do they show?

In “Telephone Conversation” by Wole Soyinka, the speaker’s voice is increasingly ironic and sarcastic.

How to Analyse Style in a Poem

When you’re reading a poem, ask yourself these questions.

1. What kind of words does the poet use?

Are they simple, formal, emotional, or full of imagery?

2. Is the poem written in a clear structure, or does it flow freely?

Does it have stanzas, rhyme, or follow a set pattern?

3. What is the tone or mood?

Is the poem sad, playful, angry, thoughtful, or joyful?

4. What poetic techniques can you spot?

Look for things like imagery, similes, metaphors, rhyme, and sound devices. What effects do they have?

5. Does the style match the topic of the poem? If not, what reason would you offer?

6. For example, does a calm tone suit a poem about nature? Does a strong voice match a protest poem?

Common Poetic Styles in Context

1. Lyric Poetry: A poem usually written in a musical style that expresses personal feelings, thoughts, or emotions.

2. Narrative poetry: A short poem where the poet shares personal thoughts or feelings.

3. Sonnet: A 14-line poem, usually about love or deep ideas like time or beauty.

4. Free verse: A poem with no set rhyme or rhythm — it sounds more like natural speech.

5. Dramatic monologue: A poem where one person speaks to someone else who doesn’t answer — like a speech.

6. Elegy: A sad or serious poem, often written for someone who has died.

Click on the link or scan the QR code to watch the video on the elements of poetry https://youtu.be/wW7a6H_3fLQ

Activity 9.5 Identifying Features Of Style

1. In groups of four, read the extract below and identify the following features:

a. Diction

b. Tone

c. Sentence Structure

d. Imagery Extract: The wind howled through the cracked windows, dragging with it the bitter scent of rain and rust. Shadows danced along the peeling wallpaper as lightning split the sky outside. Sarah stood still, her fingers trembling. Time, it seemed, had folded in on this house—quiet now, but heavy with voices unsaid and memories too loud to forget. She wanted to run, but her legs refused, as if the floorboards themselves had swallowed her courage. Somewhere deep in the silence, the house sighed.

2. Share your work with a different group and review each other’s work.

3. Give feedback by checking if all features have been well identified.

Activity 9.6 Rewriting Paragraphs into Different Styles

1. In your groups, rewrite the paragraph below, written in a formal style, into an informal style.

Students must recognise the value of consistent effort in the pursuit of academic success. While intelligence may offer certain advantages, it is ultimately dedication and perseverance that yield lasting results. Learners who manage their time effectively, seek assistance when necessary, and maintain a positive attitude are more likely to overcome challenges. Furthermore, actively working with the course material and participating in group discussions contribute significantly to a deeper understanding. It is advised that students approach their studies with seriousness and determination, as these qualities not only improve academic performance but also foster personal growth and responsibility.

2. Present your version to another group to check the appropriateness of your diction, sentence structure and grammatical errors.

3. Use the feedback from the other group to revise your work.

4. Show your final work to your facilitator for final review.

5. Which version do you think would be more meaningful for students?

Activity 9.7 Comparing Themes In Different Genres

1. In pairs, select a theme from the following:

a. Love

b. Conflict

c. Identity

d. Justice

2. Find two different genres (poem vs. short story) that explore the theme you have chosen and compare how the theme is presented in both genres in terms of Style and tone, Structure and form, Diction and imagery.

3. Share your view with another pair.

Section 14 will help you learn how to create extensions for stories, poems, and passages you already know. Creating an extension means adding something new, such as an ending, diary entry, letter, or flashback, without changing the original meaning or characters. It allows you to show that you understand the text, think creatively and can connect ideas while staying true to the story.

You will read short passages, discuss themes and key elements and then write your own extensions. The activities will guide you step by step from understanding the original text to writing, sharing and revising your work.

By the end of this section, you will be able to think like a writer, imagining new parts of a story while respecting its voice and message.

KEY IDEAS

• Extension: Adding new parts to a story, poem or passage without changing its meaning or characters.

• Alternative Ending: A different way the story could end.

• Epilogue: A short part at the end of a story that tells what happens to the characters later.

• Diary Entry: A character’s private thoughts written in a diary about events before, during or after the story.

Creating an extension means adding new parts to a given text like a story, poem or passage, without changing its original meaning, characters or message. The added part must sound like it belongs to the original text. In other words, it must match the tone, style, and voice of the original story.

Importance of creating an extension for a variety of texts ₁. Understand the original story deeply.

2. Can think creatively and critically.

3. Can use your own ideas without changing the story's meaning.

4. Your extension must make sense, add value and connect well with the original text.

Table 14.1: Types of Extension You Can Write

Types of

extension What it means Alternative Ending Write a new way the story could end. What if it ended differently?

Epilogue Add a short part that tells what happens to the characters after the story ends.

Letter A personal message from one character to another. It may reveal feelings or explain events.

Diary entry A character’s private thoughts are written in their diary. It could be before, during or after an event Monologue One-character talks alone, expressing his or her thoughts or feelings aloud.

Flashback Add a memory or a scene from the past that explains or adds meaning to the main story.

How to Create a Good Extension

1. To write a powerful and meaningful extension, follow these steps:

a. Understand the Original Text

b. Who are the main characters?

c. What is the setting?

d. What is the main conflict or problem?

e. What are the main themes or messages?

f. What tone or mood does the story use?

2. Choose the Right Type of Extension

Decide if you want to write a letter, flashback, diary entry, alternative ending, epilogue or monologue.

3. Keep the Same Style and Mood

Use similar vocabulary, sentence structure and tone. Don’t let the character sound different from the original story.

4. Think About Culture and Context

Make sure your writing fits the original setting. Consider local customs, beliefs and values if the original story includes them.

5. Use Evidence and Inference

Use clues from the original story. Your extension should support the original storyline and not go against it.

6. Be Creative and Think Deeply

You can add new ideas or moments that show a deeper understanding of the character or situation, while staying true to the message. It’s often a good idea to think more and write less.

7. Edit and Revise

Check for spelling, grammar and flow. Does your extension connect well to the original?

Learning Strategies for Creating an Extension of a Text As a learner, here are strategies that will help you write a good extension of a story, passage or poem.

1. Understand Why You Are Learning This

Know how creating an extension can help you in real life; for example, in creative writing, journalism, or literature.

2. Start with a Story You Know

Use a story or folktale you are already familiar with. It makes the task easier and more fun to work on. You will have the chance to twist the story for your purposes.

3. Study an Example

Read or listen to a short story and see how the writer builds the characters, setting and message. This helps you see how to do the same in your writing.

4. Break the Task into Small Steps: Use this simple guide to plan your extension.

Step 1: Understand the original story – Who are the main characters? What happened?

Step 2: Choose your extension type – Letter? Flashback? Diary entry?

Step 3: Plan your ideas – You can draw a story map or outline.

Step 4: Write in the same tone – Make your writing sound like the original.

Step 5: Review your work – Check it yourself or ask a classmate for feedback.

5. Be Creative

Use your imagination to explore what the characters could be thinking or what else could have happened—but always stay true to the original message.

6. Reflect on Your Work

After writing, take time to think about what you did well and what you can improve next time. This helps you grow as a writer.

7. Use Real-Life Connections

Think of how this skill can help you outside the classroom—like writing news articles, storytelling, or writing creative pieces for fun or for a career.

8. Share Your Work

Be proud of what you write. Share your extension with your class. You can read it aloud or display it during a class gallery walk.

Creating an extension of a text is not just about adding more words. It’s about understanding, thinking, imagining, and staying true to the original story. Whether you’re writing an ending, a diary, or a flashback, your goal is to make your writing feel like it belongs inside the original story.

Be bold. Be creative. But most importantly, stay true to the story.

Activity 14.1 Identifying Themes in Sample Text

Read the short excerpt below in your group “You know, I’ve always told you that I am not like the other girls. I don’t want to sit at home weaving or pounding or carrying babies on my back all day long. No! I want to work beside my husband. I want to walk the roads, carry goods to market, and make my own money. That is the kind of woman I am.

Sometimes, I wonder if I made the right choice. A wife should bring peace, not constant talk and unrest. My house is not a place of rest anymore. She argues too much, questions everything, and refuses to live like other women. Is that what a good wife does?”

a. Underline key actions of the characters

b. Identify the main theme from the excerpts

c. Write a short paragraph explaining why you and your group members think the theme is important in the story.

d. Share your thoughts with other groups.

Activity 14.2 Discussing Key Elements of A Given Text Read the short text below with two friends and do the activities that follow "We were told the war was for freedom, but none of us knew exactly whose freedom it was. Young men marched off with hope in their hearts, singing songs they did not understand, and fighting battles in places they had never heard of. In the end, some came back with missing limbs and broken minds, while others never returned. The village mourned quietly, not fully knowing what had been gained or lost.

Esi stood by the window, watching the trucks roll past, their tyres stirring up clouds of dust and memories. Things were not as they used to be. The songs were different. The faces were tired. The war had left holes in the hearts of many, and although the guns had fallen silent, the fear and hunger still echoed through the streets. People spoke of independence now, but even that word tasted strange on their tongues."

1. Identify and explain the following in the text you have read

a. Setting

b. Characters

c. Conflict/problem

d. Tone/mood

e. Literary devices

2. With your members, do the following activities:

a. Discuss the key element you have identified in Activity 14.1.

b. Discuss with your group members what happened in the text.

c. Discuss questions that need to be answered in the text read.

Activity 14.3 Creating an Extension to A Given Text The school bell rang for the last time that term, and Kwame slung his backpack over his shoulder, ready to sprint out of the dusty compound of Aburi Senior High. But something in Ama’s voice stopped him.

“Kwame,” she said softly, “have you thought about what we discussed?”

He turned, his smile fading. “About Kobby?” he asked.

Ama nodded. He’s been skipping classes for three weeks now, and nobody is saying anything. I heard he’s been going to town every morning to help his uncle sell phone accessories in the market…

1. In pairs, write the continuation of the text below in 3 to 4 paragraphs Be sure to:

a. Stay true to the characters (Kwame, Ama, and Kobby) and the school setting.

b. Show how the situation develops and what decision do they make?

c. Think about the consequences of their actions (positive or negative).

2. Share your pair work with another pair to review and revise to make your work better.

3. Give the final work to your facilitator for further review.

4. Paste the final reviewed work for your group on the classroom wall for a gallery walk.