The retelling or recounting of an event or experience is referred to as a recount. The goal is to convey what happened, which is frequently based on the writer's actual experience. Daily news reporting in the classroom is an excellent preparation for this type of writing. Although personal, recounts may be be accurate or fanciful. For example, an account of a recent party could be factual in that the writer actually attended the party - even if it was a fake party designed to deceive others into thinking they were invited guests - or it could be fictional, such as a story told by one who didn't attend the party.
Recounts are useful tools for understanding events that have relevance to students' lives. For example, a student who has just moved to a new town can write a recount about how he/she found its main street and which shops were interesting to visit. Recounts can also help students understand concepts that are difficult to explain with other forms of writing. For example, a student who is struggling with his/her writing skills might want to reconsider whether he/she wants to continue writing until a coherent sentence is created. A good recount would help the student see that even though these sentences are incomplete, they are understandable. This insight would provide guidance on how to improve his/her writing.
Finally, recounts can be fun! Students should always feel free to add some humor to their writings when appropriate.
A recount is a retelling of a previous experience or incident. A recount can be used to enlighten, entertain, or reflect and analyze. A recount might concentrate on one aspect of an event or recreate the full tale. A recount should always be told in the sequence in which events occurred. A formal record of the events being recounted should be available for reference.
Formal recounts are held by governments who wish to verify the results of an election. They often involve the recoding of votes into electronic ballots that can then be analyzed by computer. In some countries, this is done automatically by hardware devices designed for the purpose; in others, it must be done by human counters who compare each ballot to every other ballot and record any differences. The original ballots (or a copy) must be kept after the recount is complete. If errors are found during the recount, voters have the right to request a redo of their vote. This right may be exercised either at the polling place or through an authorized agency such as an election board.
In addition to verifying the results of an election, formal recounts are also used to discover problems with voting machines before they cause confusion or controversy at the polls. For example, if votes are being discarded by a machine under certain conditions, these machines can be taken out of service before any major problem occurs.
Formal recounts are conducted by election officials either before or after the closing of the polls.
A recount text is one that recounts prior events or experiences. Its goal is to either inform or entertain the readers. Recounts delve into the sequence of events that occurred to participants. These events are the primary components of the recount text. The secondary components include the settings and characters involved.
Recount texts can be divided up into five categories: historical, fictional, journalistic, personal.
Historical recaps describe past events that have been documented in other texts. They are written for entertainment purposes only. Historical recaps are often based on actual events but also contain some original material. For example, Shakespeare's plays were historical recasts of real-life occurrences. Fictional recaps use stories instead of facts as their basis. They are written with the intent to amuse or interest readers. Examples of this type of recount text include fairy tales and comic books. Journalistic recaps report on current events from a journalistic perspective. They attempt to offer an impartial account of what has happened. They may include first-person accounts by participants in the events described. Personal recounts are written by individuals who share their experiences with the readers. They can be funny or sad, depending on the writer's mood. For example, Dr. Seuss wrote several books about his experiences as a child. These narratives are called "personal recounts" because they tell the reader about Seuss' childhood adventures.
A retelling is the recall of events from an oral narrative. A recount is a chronological account of events found in a book that the pupils have studied. The distinction is that a learner can use the text to recall the events in chronological sequence. But a teacher can also use the text to discuss the themes within it and how these change over time.
An orientation, a series of events in chronological order, personal reflections on the occurrences, and a reorientation that "rounds off" the sequence of events comprise a recount text. Recount texts are often used as preface or postface to other works.
Recount texts are commonly found in historical novels and memoirs. They can also be seen in newspapers and magazines. Some examples include: George Washington's autobiography (written in 1790 after his first term as president ended) and The Life of Benjamin Franklin (written by Franklin's son in 1771 - 72 while he was still serving as America's ambassador to France).
The Iliad and The Odyssey, which deal with the Trojan War and the travels of Odysseus, respectively, are ancient Greek poems that were probably written down by different poets about 500 years before Christ. They form the basis for many modern languages including English, French, and Spanish. The Iliad is considered one of the greatest achievements in ancient Greek poetry and it is still read today for pleasure and education. It is estimated to have been written over 2000 years ago!
The Aeneid, which means "the song of victory" in Latin, is an epic poem by the Roman poet Virgil (70-19 B.C.).
A literary recall retells a series of events for entertaining purposes. A literary recount is analogous to a factual recount. Both offer information about what happened, including who was involved, when and where the incident occurred, and what may have happened as a result. They differ mainly in their approach to presenting this information. For example, a literary recount can use more detail and descriptive language to make the story more interesting to read or listen to.
In crime fiction, literary recounts are used by authors to explain how they believe the crime was committed. The reader then uses this knowledge to try to work out who might have done it.
Literary recaps are found in many books, especially those that involve police investigations. You will often see them used in detective novels and thrillers where the author wants to explain something about the crime scene or the investigation that doesn't fit into the main narrative.
For example, an author might write: "The sheriff figured out that my character was set upon by muggers because there were no money bags lying around after the robbery. A literary recount revealed that none of the cash from the robbery was taken." In other words, the reader learns about the criminal's motive through reading an explanatory text.
Literary recaps are useful tools for writers to employ when trying to explain things that don't fit into the main storyline or aren't relevant to the characters' problems.