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Definition of recount

 (Entry 1 of 3)

transitive verb

Definition of recount  (Entry 2 of 3)

Definition of recount  (Entry 3 of 3)

Examples of recount in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'recount.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle English, from Anglo-French recunter , from re- + cunter to count, relate — more at count

re- + count

15th century, in the meaning defined above

1764, in the meaning defined above

1850, in the meaning defined above

Articles Related to recount

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Dictionary Entries Near recount

Cite this entry.

“Recount.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/recount. Accessed 2 Mar. 2024.

Kids Definition

Kids definition of recount.

Kids Definition of recount  (Entry 2 of 3)

Kids Definition of recount  (Entry 3 of 3)

Middle English recounten "to tell about," from early French recunter (same meaning), from re- "again" and cunter "relate, count"

from English re- (prefix) and count

More from Merriam-Webster on recount

Nglish: Translation of recount for Spanish Speakers

Britannica English: Translation of recount for Arabic Speakers

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Literacy Ideas

How to Write a Recount Text (And Improve your Writing Skills)

recount text,recount writing | how to write a recount 1 | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

WHAT IS A RECOUNT TEXT?

recount text,recount writing | what is a recount | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

The recount text type retells an experience or an event that happened in the past.   The purpose of a recount is to inform, entertain, and/or evaluate.

A recount can focus on a specific section of an event or retell the entire story.  The events in a recount are usually related to the reader in chronological order; That is, in the order they happened.

Recounts are an excellent genre for emergent writers to cut their teeth on. Written mainly in the past tense, recounts offer younger student-writers the opportunity to tell a story in writing without placing cumbersome demands on their creative abilities to construct a well-structured storyline. To avoid the necessity for any research, personal recounts are often the best place for beginners to start. All they’ll need for their plot is a half-decent memory!

A COMPLETE UNIT ON TEACHING RECOUNT WRITING

recount text,recount writing | Recount Lesson PLans 1 | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

MASTER RECOUNT WRITING  with this complete  EDITABLE UNIT  that ensures your students learn how to retell events with accuracy and energy.   covering  PERSONAL, FACTUAL, LITERARY  and  HISTORICAL RECOUNTS.

Teach your students to write AMAZING RECOUNTS in various styles with this COMPLETE 78 PAGE UNIT . No preparation is required.

WHAT ARE THE FIVE TYPES OF RECOUNT?

There are many different styles of recounting. Let’s take a look at the five main types before studying the recount text structure and features.

PERSONAL RECOUNT : A Personal Recount text retells an activity in which the writer has been personally involved. Personal recounts often build an intimate relationship between the writer and the reader. Some common types of personal recounts include anecdotes, diary & journal entries, personal letters, etc. While there are some differences, a personal narrative has much in common with a personal recount.

recount text,recount writing | how to write a personal narrative 1 | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

PROCEDURAL RECOUNT: A Procedural Recount records the steps in an investigation or experiment, thereby providing the basis for reported results or findings.  A procedural recount records events such as a science experiment or cooking. Procedural recounts present the events chronologically (in the order in which they happened). The purpose of procedural recounts is to inform the audience. They differ somewhat from a traditional procedural text .

FACTUAL / NEWSPAPER RECOUNT / HISTORICAL RECOUNT : Factual Recounts report the particulars of an incident by reconstructing factual information, e.g. police reconstruction of an accident, historical recount, biographical and autobiographical recounts.  A factual recount is an objective recount of an actual event by someone not personally involved in the situation. Its purpose is either to inform, entertain or both.

recount text,recount writing | historical recount writing guide | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

LITERARY RECOUNT: A Literary Recount retells a series of events for the purpose of entertainment.  A literary recount is like a factual recount in many regards.  Both provide details about what happened, including who was involved, when and where the event occurred, and what may have resulted. A literary recount can be about real or fictional events and characters.

IMAGINATIVE RECOUNT : Applies factual knowledge to an imaginary role to interpret and recount events, e.g. A Day in the Life of a German soldier, How I manned the first mission to the moon.  An imaginative recount is retelling events, usually in the first person. This style of recount allows for embellishment beyond facts and events- perfect for creative writing.

STRUCTURE AND FEATURES OF A RECOUNT

Recount structure.

ORIENTATION Explain the who, what, when, and where of the experience in your introduction.

FOCUS Only significant events are included.

CHRONOLOGY Events are described in the sequence in which they occurred.

ORGANIZATION Relevant information is grouped in paragraphs.

INSIGHT Include personal comments, opinions or interpretations of the recounted experience or event.

RECOUNT FEATURES

TENSE First and third person are used most frequently, and recall is always written in the past tense. Present tense can be used for analysis and opinion.

NOUNS Use proper nouns to refer to specific people, places, times and events.

VOICE Both active and passive voice is used in recounts.

CONNECTIVES Use conjunctions and connectives to link events and indicate time sequence.

HOW TO WRITE A RECOUNT

POINTS TO CONSIDER BEFORE WRITING :

Writing a recount text in English is a deeply reflective process.  As such, students will want to spend most of their writing time organizing the events, refining the details, and fine-tuning the language. Here are some questions for students to consider before beginning the writing process .

  • What are you going to tell your audience? What are you recounting?
  • What information will the audience need early in the text?
  • What are the important events or parts of the recount you want to describe? In what order will they occur?
  • How will you let your readers know the order of events? What language will you use to link the events?
  • What other information may it be helpful to include?
  • How will you conclude your recount?

recount text,recount writing | recount writing guide | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

Students must recount the who , what , when , and where as the bare minimum. To help them organize their thoughts, encourage the use of graphic organizers and mind maps.

At this point, students should consider some of the questions their audience might ask while reading the recount. For example:

  • What occurred?
  • Where did it take place?
  • When did it occur?
  • Who were the main characters/people involved?
  • Why did certain things happen?
  • How did things happen?
  • What were some of the reactions to the events that happened?
  • What are the concluding thoughts or ideas?

HOW TO STRUCTURE A RECOUNT IN 5 PARAGRAPHS

recount text,recount writing | graphicorganizerscomplete Page 071 | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

In terms of structure, the 5-paragraph/hamburger essay framework is perfect for the beginning writer. 

This template suits most nonfiction writing genres and lays out a composition with one introductory paragraph, followed by three body paragraphs and one concluding paragraph. Check out our comprehensive article here to learn more about this effective format.

When used in the context of writing a recount, the 5-paragraph essay will look something like this:

The Orientation: Paragraph 1

In the introductory paragraph, the student will establish the setting and introduce the characters and the topic of the recount. 

The Events: Paragraphs 2-4

Using past tense verbs, the student will relate the events in chronological order in the body paragraphs.

The Conclusion: Paragraph 5

In the final paragraph of their recount, the students should typically make some sort of evaluative comment on what they think or how they feel about the events they have just related.

The 5-paragraph essay format is very flexible, as students can easily alter the number of body paragraphs according to their abilities and the complexity of the events they recount.

THE 5 PILLARS OF WRITING A RECOUNT TEXT?

For beginning writers, graphic organizers are extremely helpful tools to assist during the planning process. These can be built around the 5-paragraph essay structure as described above.

Another helpful planning tool to help students plan their recounts is employing The Five Pillars of a Recount .

Essentially, the five pillars comprise five questions students must answer in their recount. These are

recount text,recount writing | PILLARS OF WRITING | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

  • Who? Who are the main characters?
  • When? When did the events take place?
  • Where? Where did the events happen?
  • What? What happened?
  • Why? Why do these events matter?

The student will have a basic outline for writing their recount by answering each of these questions.

While the who , the when , and the where are usually addressed in the orientation or introductory paragraph, the what will be taken care of in the body paragraphs, with the why most often providing the focus for the concluding paragraph.

TIPS FOR WRITING A GREAT RECOUNT TEXT

  • Keep the title simple to summarise the text’s central element, such as “ A trip to the Zoo.”
  • Set the scene for the audience in terms of characters, setting and context. We refer to this as our orientation, and it will provide the reader with all the essential ingredients of the recount in the introduction by addressing the who, what, when and where.
  • Keep everything in chronological order in a recount and use a variety of time transitional terms and phrases to keep your audience engaged throughout.
  • Use a range of adjectives; try and avoid “And then, and then, and then.”
  • Each new section will require a new paragraph. Be sure to check out our Every new section will require a new paragraph. Be sure to check out our own complete guide to writing perfect paragraphs here.
  • Use the correct language and terms relevant to your recount. Consider your audience and the language they will connect with.
  • If you are writing from a specific point of view , use the relevant language to match the perspective. Most commonly, in a recount, you will be recounting in the first person.
  • Recounts are always written in the past tense, so be conscious of staying in this tense throughout. Everything has already happened, so ensure your vocabulary reflects this.
  • The challenge in writing a good recount is to provide the audience with the story as it happened but to leave out incidental and dull information.  
  • Ensure you also clearly understand your audience, as this will significantly impact the language you use.

recount text,recount writing | RecountFeatures | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

Tools & Resources

Use your students’ resources and tools below to improve their writing skills through proven teaching strategies.

RECOUNT TEXT GRAPHIC ORGANIZER

recount text,recount writing | historical recount template | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

RECOUNT WRITING PROMPTS AND TOPICS

Often, the topic of the recount will suggest itself in the form of a title. Recounts are great for forging cross-curricular links with other subjects. For example, you may want your students to write a historical recount on a topic they covered in social studies or create a procedural recount on an experiment they completed in science.

Generally, a recount’s focus is summed up in the title. For personal recounts, providing students with a title as a prompt is a great way to get the ball rolling without being too prescriptive, as it will still be up to the student to select the specific events they write about.

Here are a few ideas for titles for personal recounts:

  • My Most Magical Moment Ever
  • A Moment I Will Never Forget
  • A Moment I Will Always Regret
  • A Trip with My Best Friend
  • My Favorite Memory
  • The Biggest Surprise of My Life
  • My Proudest Achievement

You’ll find more recount writing prompts for students below.

recount text,recount writing | 2 recount writing prompts | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

Recount Writing Example (Student Writing Samples)

Below is an annotated recount text example and student samples.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to both read the different styles of recounting text in detail and also the teacher and student guides which highlight some of the critical elements of a recount to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of recount writing.

We would recommend reading the example either a year above or below, as well as the grade you are currently working with, to gain a broader appreciation of this text type .

Annotated Erosnal Recount Example

RECOUNT TEACHING RESOURCES

Easy recount writing activities for students.

ACTIVITY ONE: A SHARED VISUAL RECOUNT

Provide an image of a significant event all students could recount as a group. For example, this could be a school camp, the Olympic games, or a photo of a significant event within your community. Get students to work through the Who ? When ? Where ? What ? and Why ?

Once you have established these, students can start to place things in chronological order and prioritize what will be included in their recount draft.

At this point, get your students to collaborate on a recount of this shared event. You can use these as a starting point for comparison and analysis before students write their individual recounts.

ACTIVITY TWO: BUDDING JOURNALIST RECOUNTS

First, find a suitable video or a newspaper article. Set your students the task of taking notes on the KEY information. Make it clear to your students that they are writing a BRIEF newspaper article to share information with others and that personal opinions are not required for this task. The aim is to provide the audience with enough information to make their own opinions and inferences .

Let your students read or watch the article or video a maximum of twice. Notes should be brief. They are not trying to recreate the entire script or article.

When they have finished, check the chronology of their recounts. How successful were they in recounting the events in order?

ACTIVITY THREE: PAIRED FLOWCHARTS

When your students have created their own individual recounts, get them to share them with a partner. During this time, the reader will develop a flowchart of what happened and, if appropriate, be able to explain an action/reaction process, such as “You ate so much cake at your party that later that night, you got sick.”

By completing this conferencing process, students will hear first-hand if their recount makes sense to others.

RECOUNT WRITING CHECKLIST BUNDLE

writing checklists

RECOUNT WRITING VIDEO TUTORIALS

recount text,recount writing | recount tutorial videos 1 | How to Write a Recount Text (And Improve your Writing Skills) | literacyideas.com

MORE GREAT RECOUNT WRITING ARTICLES

recount text,recount writing | historical recount writing | How to Write a Historical Recount Text | literacyideas.com

How to Write a Historical Recount Text

recount text,recount writing | teaching recount writing | 5 Easy Recount Writing Lesson Plans students love. | literacyideas.com

5 Easy Recount Writing Lesson Plans students love.

recount text,recount writing | download | 15 Awesome Recount & Personal Narrative Topics | literacyideas.com

15 Awesome Recount & Personal Narrative Topics

The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

BRITISH Course

Space to find reference of english, recount text; definition, generic structures, purposes, language features.

December 12, 2017 British Course Explanation of Text Genre 1

Assalamualaikum Warahmatullahi Wabarakatuh😊

Bismillahirrahmanirrahim

Hallo everybody I’m sure all of students who is still studying in junior high school or senior high school requires an interesting and easy explanation to understand the material of Recount Text. Just relax guys,, on this occasion I’m trying to present it for all you. Please read this article by praying first, we hope what we learn can make us able to master English, amien …

Maybe a lot of friends is still confused what is the difference between Recount Text and Narrative Text. Indeed both are types of narration text in which the types of text tells the story in the past. If we learn narrative text, we will find a complication or problem that appears in a story; this is different from recount text. Do you know what are the differences? Okay I will continue, in recount text, there is only event; and the order of the story is neat. (Note: I’m sorry I’m just new English teacher, I agree that this text is called the ancestor of the narrative text, although in linguistics I have not found a ‘right word’ for this type of text).

For more details, let us understand the following description.

Definition of Recount Text

Literally, recount means “to tell.” So recount text can be interpreted as “Text that tells”. If we refer to the information in school books (Read: Junior High School / Senior High School), recount text is a text that tells the reader about one story, action or activity. Its goal is to entertaining or informing the reader. But Inside Recount Text there is no complication just like in Narrative Text.

Generic Structure of Recount Text

# Orientation : tells who was involved, what happened, where the events took place, and when it happened. # Events : tell what happened in chronological sequence. # Re-orientation : consists of optional-closure of events / ending.

Purpose of Recount Text

The purpose of a recount is to list and describe past experiences by retelling events in the order in which they happened. Recounts are written to retell events with the purpose of either informing or entertaining their audience (or both).

In a simple word the purpose of recount text is to retell past experience.

Language Features of Recount Text

– Using the simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense. – Using temporal sequence, e.g. On Saturday. On Monday, On Sunday – Focus on specific participant, e.g. I (the writer) – Using the conjunctions, such as: then, before, after, etc. – Using action verb, e.g. went, stayed

Example of Recount Text

Example of recount text about vacation, my vacation with my beloved people.

One day, my sister named Putri said to me that she really wanted to go to the beach. So I promised her that the next week we would go to Mutun beach in Lampung.

The next week, we prepared everything needed in the morning. We brought some foods and beverages, such as chocolate wafers, potato chips, water and orange juice. Before going to the beach, I ask our brother, Bayu, to join us. He agreed to join and we went there together with our parents. We went there by car. It took 3 hours to arrive there. Then, we bought tickets in the entrance gate. Before swimming, we changed our clothes first. We swam there for more than one hour. We felt so tired that we decided to eat the foods that we had brought. Next, three of us created a very big sand castle, while my parents were enjoying the beautiful scenery there. After that, we decided to go home because it was getting dark.

On the way home, we still felt hungry. So we stopped at a restaurant to have dinner. I ordered sruit, Lampungnese traditional food, while my brother, my sister, and my parents ordered fried rice. After finished eating, we paid our bills. Then, we went home. We arrived at home at 9 o’clock. We were tired but we were absolutely happy.

Example of Recount Text about Experience with Someone

My experience met with taufik hidayat.

Orientation: Last Sunday, there was Thomas cup badminton championship between Indonesa and China. It was held on Istora Gelora Bung Karno. I went to Istora Gelora Bung Karno with my brother, Andi.

Events: Before entering Istora Gelora Bung Karno, we looked the bus that took Indonesian badminton team players. I saw Taufik Hidayat, Muhammad Ahsan, Hendra Setiawan, Hayom Rumbaka, Angga Pratama, Rian Agung, Simon Santoso, Sony Dwi Kuncoro and the other Indonesian badminton players in that bus. They were very handsome. Then, we followed that bus to main-entrance. I found that Taufik Hidayat left from the bus. When we wanted to get close to Taufik Hidayat, a security guard held me back. But, I thought that security guard was familiar because he was my old friend when I was senior high school, he was Andre. After that, he let me in, finally I could meet Taufik Hidayat and got his signature.

Example of Recount Text about School

Came late to school.

Last Wednesday, I came late to my school because I played playstation untill 2.00 am in the night. Because that I woke up late.

I woke up about 6.30 am and the class would be began at 7.00 am. I ran to bathroom to take a bath. I usually had a breakfast after took a bath, but in that day I did not do that.

I always went to school by my motorcycle. But in that day, I forgot where I put the key. So, I went to the school by public transportation. It made me took a longer time. I arrived at school at 7.15 am, I ran to my class but I saw my teacher has stood in front of the class to teach. I entered to my class and of course my teacher was angry to me because I came late.

It was my bad experience and I hoped I would not do that again.

Example of Recount Text about Holiday

My busy holiday.

On February 8th, 2016, I thought this would be a great holiday for me because that was Chinese New Year holiday. I didn’t celebrate the Chinese New Year as I’m not Chinese but I guessed that it was a good time for me to get full refreshing. I was so tired to studying. However, the unpredictable fact broke everything up.

First like an ordinary daughter, I had to get up early morning to help my mother, of course after I prayed. Then I did the dishes, cleaned up my room, and did my bed. I was really in danger if my mom knew that my room was messy. So, I made it as soon as possible. After finishing everything, my aunts called me in the afternoon. I did not meet them for a long time so we kept for hours to talk about some up to date gossips. Not long after that, my neighbor who is also my schoolmate visited me. She asked my help to finish her homework. At last, the time was running and the homework was successfully finished. An unpredictable moment happened after that. To my surprised, I just remembered that I had a lot of homework too. I got confused and regretful why I did not check it. As the consequence, I did my homework until late night and it was hardly finished. Since then, I always check my home work before having a holiday.

I did not feel this was holiday instead of I had to work hard and got a long ship with my homework.

Liburanku yang Sibuk

Tanggal 8 Februari, 2016, saya pikir hari itu akan menjadi hari libur yang sangat menyenangkan bagi saya karena itu adalah hari libur tahun baru China (Imlek). Saya tidak merayakan Tahun Baru Imlek karena saya bukan orang Cina tapi saya berfikir bahwa itu adalah waktu yang tepat bagi saya untuk mendapatkan refreshing sepanjang hari. Aku sangat lelah untuk belajar. Namun, fakta yang tak terduga menghancurkan semuanya.

Pertama seperti layaknya seorang anak perempuan, saya harus bangun pagi untuk membantu ibu, tentu saja setelah saya sholat. Lalu saya mencuci piring, membersihkan kamar saya, dan merapikan tempat tidur. Aku benar-benar berada dalam bahaya jika ibu saya tahu bahwa kamar saya berantakan. Jadi, saya mengerjakannya sesegera mungkin. Setelah menyelesaikan segalanya, bibi saya memanggil saya di sore hari. Saya sudah lama tidak bertemu dengan mereka sehingga obrolan kita berlangsung berjam-jam membicarakan tentang beberapa gosip terkini. Tidak lama setelah itu, tetangga saya yang juga teman sekolah saya mengunjungi saya. Dia meminta bantuan saya untuk menyelesaikan PR-nya. Akhirnya, waktupun berlalu dan pekerjaan rumah berhasil kami selesaikan. Saat yang tak terduga terjadi setelah itu. Saya sangat terkejut ketika saya baru saja ingat bahwa saya punya banyak pekerjaan rumah juga. Saya bingung dan menyesal mengapa saya tidak memeriksanya. Sebagai konsekuensinya, saya mengerjakan pekerjaan rumah saya sampai larut malam dan itu hampir tidak selesai. Sejak saat itu, saya selalu memeriksa pekerjaan rumah saya sebelum memiliki liburan.

Saya tidak merasa hari itu adalah liburan, karena saya justru harus bekerja keras untuk menyelesaikan pekerjaan saya.

Orientation:

Last Sunday, there was Thomas cup badminton championship between Indonesa and China. It was held on Istora Gelora Bung Karno. I went to Istora Gelora Bung Karno with my Brother, Andi.

Before entering Istora Gelora Bung Karno, we looked the bus that took Indonesian badminton team players. I saw Taufik Hidayat, Muhammad Ahsan, Hendra Setiawan, Hayom Rumbaka, Angga Pratama, Rian Agung, Simon Santoso, Sony Dwi Kuncoro and the other Indonesian badminton players in that bus. They were very handsome. Then, we followed that bus to main-entrance. I found that Taufik Hidayat left from the bus. When we wanted to get close to Taufik Hidayat, a security guard held me back. But, I thought that security guard was familiar because he was my old friend when I was senior high school, he was Andre. After that, he let me in, finally I could meet Taufik Hidayat and got his signature.

Reorientation:

Then, I went back to my seat at the Istora stadium to support Indonesian team. The supporter was very crowded. They shouted “IN-DO-NE-SI-A” during the match.

Pengalamanku Bertemu dengan Taufik Hidayat

Minggu lalu, ada kejuaraan bulutangkis Thomas antara Indonesa dan China. Acara digelar di Istora Gelora Bung Karno. Saya pergi ke Istora Gelora Bung Karno bersama kakak saya, Andi.

Sebelum memasuki Istora Gelora Bung Karno, kami melihat bus yang membawa pemain tim bulutangkis Indonesia. Saya melihat Taufik Hidayat, Muhammad Ahsan, Hendra Setiawan, Hayom Rumbaka, Angga Pratama, Rian Agung, Simon Santoso, Sony Dwi Kuncoro dan pemain bulutangkis Indonesia lainnya di bus itu. Mereka sangat tampan. Kemudian, kami mengikuti bus itu menuju pintu masuk utama. Saya menemukan bahwa Taufik Hidayat berangkat dari bus. Ketika kami ingin mendekati Taufik Hidayat, seorang satpam menahanku. Tapi, saya pikir satpam itu akrab karena dia adalah teman lama saya saat saya SMA, dia adalah Andre. Setelah itu, dia membiarkan saya masuk, akhirnya saya bisa bertemu Taufik Hidayat dan mendapat tanda tangannya.

Kemudian, saya kembali ke tempat duduk saya di stadion Istora untuk mendukung tim Indonesia. Pendukungnya sangat ramai. Mereka berteriak “IN-DO-NE-SI-A” selama pertandingan berlangsung.

Related Articles : Narrative Text ; Definition, Generic Structures, Purposes, Language Features

I think that’s all my explanation about recount text. I hope this article is useful for you. Thanks for your visiting this site.

Reference : Rudi Hartono, Genre of Texts, (Semarang: English Department Faculty of Language and Art Semarang State University, 2005). https://www.englishindo.com/2018/01/recount-text-full-materi-contoh-2018.html Mark Andersons and Kathy Andersons, Text Type in English 1-2, Australia: MacMillanEducation, 2003.

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Hi. Could you post it with the source? Im looking for a book about recount text or any kinds of text but it’s hard for me to find it. Thanks in advance

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KS2 Text Types – Biographical Recounts

Resource Collection WAGOLL: text types writing packs

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Teach children how to write informative biographical recounts with this Key Stage 2 text types resource pack.

Pupils will write a biography about an influential person, either someone that they know or someone who is in the public eye. Two model texts are included, showing WAGOLL (what a good one looks like), to inspire writing.

This KS2 resource includes:

  • Model Text 1 Great Uncle John an example biography about a relative who inspires
  • Model Text 2 Jessica Ennis-Hill an example biography about an influential public figure
  • Biography writing sheet a PDF containing success criteria that pupils can use to support their writing; it includes examples of adverbials and past tense verbs which can be used to create cohesion
  • Biography research sheet a PDF for pupils to record key information about the person for whom they are writing a biography
  • Biography writing plan a worksheet to support pupils to plan and structure their writing
  • Writing frame A PDF sheet that pupils could use to present their work
  • Themed writing paper

What is a biography?

A biography is a written account of someone’s life, written by someone else.

National Curriculum English programmes of study links

  • Pupils should plan their writing by discussing writing that is similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Pupils should draft and write by using simple organisational devices 9for example headings and subheadings).
  • Pupils should plan their writing by identifying the audience for and purpose for writing, selecting the appropriate form and using other similar writing as models for their own.
  • Pupils should draft and write by using a range of devices to build cohesion within and across paragraphs.

This resource is part of the WAGOLL: text types writing packs collection. View more from this collection

  • Teaching notes
  • Biographical writing research sheet
  • Biographical writing planning sheet
  • Biography writing frame
  • Biography model text - Great Uncle John
  • Biography model text - Dame Jessica Ennis-Hill

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to relate or narrate; tell in detail; give the facts or particulars of.

to narrate in order.

to tell one by one; enumerate.

Origin of recount

Synonym study for recount, other words for recount, words that may be confused with recount.

  • 1. recant , recount
  • 2. re-count , recount

Words Nearby recount

  • recordkeeping
  • record label
  • record of achievement
  • record player

Other definitions for re-count (2 of 2)

to count again.

a second or additional count , as of votes in an election.

Origin of re-count

Words that may be confused with re-count.

  • re-count , recount

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use recount in a sentence

After their first date, Willie recounted a conversation they’d had about commitment.

As the Times video and our colleague Philip Bump recounted, the coronavirus numbers for South Dakota are pretty terrible.

In his other two books, On Wars and On Buildings, Prokopios recounts the magnificent achievements of this imperial couple.

By candlelight, and through a Spanish interpreter, the Honduran mother recounted how she had managed to make it to Maryland.

As they recount in a study published in the journal Marine and Freshwater Behaviour and Physiology, the researchers even started to decipher some of the signals.

And the more she is forced to recount , the more her grasp of reality slips, or heightens, depending on your point of view.

Though a recount is likely, Grothman had a 215-vote lead in the initial tally.

But the Oscar put the kibosh on doubters; certainly nobody demanded a recount , save perhaps the four losers in his category.

She plays Lolly, an affable inmate who listens to Piper recount her gruesome bashing of Pennsatucky, whom she believes she killed.

The examples of this latest explosion of hypersensitivity are too numerous to recount , but a few should suffice.

Their beaming faces showed what heroes they considered themselves, and they longed to get on shore to recount their adventures.

Their salutation finished, these worthies proceed to recount the sport they have had on earth.

We would anticipate and partake the pleasure with which they will then recount the steps of New England's advancement.

It is inessential here to recount the details of these movements.

One of my difficulties was so peculiar that I will recount it.

British Dictionary definitions for recount (1 of 2)

/ ( rɪˈkaʊnt ) /

(tr) to tell the story or details of; narrate

Derived forms of recount

  • recountal , noun

British Dictionary definitions for re-count (2 of 2)

to count (votes, etc) again

a second or further count, esp of votes in a closely contested election

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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recount verb 3

  • Show all quotations

What does the verb recount mean?

There is one meaning in OED's entry for the verb recount . See ‘Meaning & use’ for definition, usage, and quotation evidence.

How common is the verb recount ?

How is the verb recount pronounced, british english, u.s. english, where does the verb recount come from.

Earliest known use

The earliest known use of the verb recount is in the mid 1700s.

OED's earliest evidence for recount is from 1764, in the writing of Oliver Goldsmith, author.

recount is formed within English, by derivation.

Etymons: re- prefix , count v.

Nearby entries

  • recorte, n. 1909–
  • recotising, n. 1586
  • recouch, v. a1639–
  • recounsel, v. c1384–1679
  • recounseller, n. a1425
  • recounselling, n. a1500–62
  • recount, n.¹ 1490–
  • recount, n.² 1850–
  • recount, v.¹ 1477–
  • recount, v.² 1490
  • recount, v.³ 1764–
  • recountable, adj. 1483–
  • recountal, n. 1825–
  • recounter, n.¹ 1410–
  • recounter, n.² 1485–
  • recounter, v. 1410–
  • recountering, n. 1410–1688
  • recountermand, n. 1570
  • recounting, n.¹ 1485–
  • recounting, n.² 1793–
  • recountless, adj. 1601–1837

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Meaning & use

Pronunciation, compounds & derived words, entry history for recount, v.³.

recount, v.3 was revised in June 2009

recount, v.3 was last modified in July 2023

oed.com is a living text, updated every three months. Modifications may include:

  • further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
  • new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into recount, v.3 in July 2023.

Earlier versions of recount, v.3 were published in:

OED First Edition (1904)

  • Find out more

OED Second Edition (1989)

  • View recount, v.3 in Second Edition

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Citation details

Factsheet for recount, v.³, browse entry.

An Analysis of Biography Recount Texts in English Textbooks for Senior High School Grade 10th : Systemic Functional Linguistic Perspective

Ibrahim, Fina Aufar Laela (2015) An Analysis of Biography Recount Texts in English Textbooks for Senior High School Grade 10th : Systemic Functional Linguistic Perspective. S1 thesis, Univeritas Pendidikan Indonesia.

Baca Full Text klik disini

This study focused on the analysis of Biographical Recount texts in English textbooks and the relevancy of the English textbook to the criteria ofagood source for teaching and learning Biographical Recount text. This study used a descriptive-qualitative method utilising document analysis technique, especially using Transitivity analysis of SFL Framework. The primary data of this study were 4 Biographical Recount texs from Pathway to English for General Program textbook for grade X textbook and Bahasa Inggris untuk Kelas X SMA, SMK-MA textbook implemented 2013 curriculum. The data was analysed following several steps, including explaining the aspects of Biographical Recount texts, such as social purposes, schematic structure and linguistic features. The study reveals two findings. Firstly, almost all of Biographical Recount texts analysed are relevant to the criteria of their purposes; Secondly, the schematic structures of all Biographical Recount texts are consistent with the structures suggested by Knapp & Watkin, (2005), Nafisah & Kurniawan (2007), Hattingh (2011), Emilia & Christie(2013).In terms of linguistic features, the Transitivity analysis finds out that the texts possess the criteria of a good Biographical Recount seen from the frequent use of material processes, and adverbs or adverbial groups. Apart from the findings of schematic structures and linguistic features, there are also some limitations found in the texts e.g. no distinction among the stages, the use of simple present tense and the differences of orientation stage in second text. In spite of the limitations found, it can be derived from the findings that the Recount texts in both textbooks are suitable to be used as sources for learning and teaching English, but somehow it is also suggested to find other sources which provide more explanations, more examples, and more exercises. Keywords : Transitivity analysis, Biographical Recount texts, English textbooks

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The recount Text Social function, Definition, Generic structures, Language features and examples

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to retell events for the purpose of informing or entertaining

Related Papers

Jerusman Marbun

biography recount definition

Indonesian Journal of Applied Linguistics

Seful Bahri

This paper is based on a study aimed to find out the types of thematic progression patterns the students mostly employ in their recount texts and to examine the coherence of fourth semester students’ recount texts viewed from their thematic progression of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016 who took Genre-Based Writing (GBW) class in Rombel 1. This study was a written discourse analysis which was used to figure out the realization of meanings. The findings showed that all of the students employed more than one pattern in their recount texts. They tended to use combination between reiteration (constant), zig-zag (linear), and multiple theme patterns. However, reiteration was the most dominant one. The second dominant pattern was zig-zag pattern. The third pattern found in the students’ recount texts was multiple theme. The analysis also showed that the number of clauses and the thematic progression patterns produced by the students ar...

Journal of English and Education

This study aims to investigate how the students organize their ideas in the texts. This study employs a qualitative case study research design . The data were obtained by collecting students’ writing products in the class. Six students’ writing products were selected from three different levels of achievement — low-, mid-, and high- achiever based on the advice from the teacher. For the framework of the text analysis, this study draws on Systemic Functional Linguistic theory, especially of thematic progressions as suggested by Halliday & Mathiessen (2004). The results show that all students’ texts from all levels had acquired the main purpose and the schematic structure of a recount text. Moreover, in terms of thematic progression consistency, the most occurrence of thematic progression pattern is the reiteration pattern, followed by the zigzag pattern. Meanwhile, no occurrence of multiple theme pattern in students’ recount texts indicate that the texts are not cohesion and coherenc...

Al-jalil Gaio

Allif bania

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describ...

Tri Septiana Ningsih, S.Pd

Johannes Gultom

This study was aimed at investigating the types of theme and the pattern of thematic progression in students’ recount texts. The research was a descriptive qualitative research. It was conducted at SMP Maria Goretti Kabanjahe in North Sumatera. The subjects of the study were 35 students at ninth grade. The data were collected using documentation technique. The procedures of the analysis were: separating a text into clauses, identifying and classifying the types of theme of every clauses, and identifying and classifying the pattern of thematic progression of the texts. There were 310 clauses found in the students’ writing. The findings showed that there are four types of theme in the students’ recount texts, namely: Unmarked Simple Theme (177/57%), Marked Simple Theme (6/2%), Unmarked Multiple Theme (97/31.4%), and Marked Multiple Theme (30/9.6%). In addition, the patterns of thematic progression found were Constant Theme Pattern (47/88%) and Simple Linear Pattern (5/12%). Keyword: ...

Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

yenni rozimela

DARI TEKS RECOUNT KE NARATIF: MENGEMBANGKAN KETERAMPILAN MENULIS DAN MENINGKATKAN KEPERCAYAAN DIRIThis article seeks to explain the use of recount text to help students develop their narrative text. The idea was induced by students’ common problems in writing a narrative and teachers’ difficulties in scaffolding their students to write that genre. As recount and narrative genres share similar features, it is argued that using a recount as a basis, students will be able to produce a narrative more easily. Three main topics addressed here include a brief theoretical synthesis of narrative and recount, the procedures of teaching to write narrative from recount, and a brief report of a classroom-based study using the strategy. The result of the study shows that the strategy could help the students produce their narratives well. In fact, they could produce stories of various themes, interesting conflicts, and ending. In addition, their language became more descriptive which made their de...

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Kinds of Text, Recount Text : Definition, Purposes, Generic Structures, Language Features, Text Kinds - mediainggris.com

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Definition and the Purpose of Recount Text

Generic structure of  recount text, the characteristics / language feature of recount text:, kinds of  recount text, personal recount, factual recount, imaginative recount, recount text examples, recount text example;  personal recount text, recount text example;  imaginative  recount text, handy 2019-02-13 tags: english , kinds of text.

autobiography

What is autobiography definition, usage, and literary examples, autobiography definition.

An  autobiography  (awe-tow-bye-AWE-gruh-fee) is a self-written  biography . The author writes about all or a portion of their own life to share their experience, frame it in a larger cultural or historical context, and/or inform and entertain the reader.

Autobiographies have been a popular literary genre for centuries. The first Western autobiography is attributed to Saint Augustine of Hippo for his 13-book work titled  Confessions , written between 397 and 400 CE. Some autobiographies are a straightforward narrative that recollects a linear chain of events as they unfolded. The genre has expanded and evolved to include different approaches to the form.

The word  autobiography  comes from the Ancient Greek  auto  (“self”) +  bios  (“life”) +  graphein  (“to write”) = “a self-written life.” It is also known as autography .

The History of Autobiography

Scholars regard Augustine’s  Confessions  as the first Western autobiography. Other autobiographical works from antiquity include Jewish historian Flavius Josephus’s  Vita  (circa 99 CE) and Greek scholar Libanius’s  Oration I  (374 CE). Works of this kind were called apologias, which essentially means “in my defense.” Writers approached these works not as acts of self-documentation but as self-defense. They represented a way to explain and provide rationale for their life, work, and escapades. There was also less focus on their emotional lives.

The Book of Margery Kempe , written in 1438 by an English Christian mystic, is the earliest known autobiography in English. (Though it didn’t see full publication until the 20th century.) Other early English-language biographies of note include:

  • Lord Herbert of Cherbury’s 1764 memoirs
  • John Bunyan’s  Grace Abounding to the Chief of Sinners  in 1666
  • Jarena Lee’s  The Life and Religious Experience of Jarena Lee  (the first autobiography of an African American woman)

Philosopher Jean-Jacques Rousseau’s  Confessions was published in 1782. It paved the way for the more thoughtful, emotionally centered autobiographies seen today. Autobiography as a literary genre emerged a few years later, when British scholar William Taylor first used the term to describe a self-written biography. He did so disparagingly, suggesting the form was  pedantic . In 1809, English Romantic poet Robert Southey used the term more seriously to describe self-written biographies.

Starting in the 20th century, more young people started writing autobiographies. Perhaps the most famous example is Anne Frank’s  The Diary of a Young Girl , about her time hiding from the Nazis in an Amsterdam attic. The 21st century saw an increase in autobiographical essay collections and memoirs by younger celebrities, including:

  • Anna Kendrick
  • Mindy Kaling
  • Gabourey Sidibe
  • Mike Birbiglia
  • Lena Dunham
  • Chelsea Handler

Autobiographies are not immune to controversy. One notable scandal involved author James Frey’s  A Million Little Pieces . Originally billed as a memoir, evidence later emerged that Frey invented key parts of the story. This example underscores how easily authors can cross over into autofiction—fictional autobiography—and how seriously readers take authors’ responsibility to accurately and honestly market their books.

Types of Autobiographies

There are a few different types of self-written works that qualify as autobiography.

Standard Autobiographies

In the most traditional form, authors recount their life or specific formative events from their life. This approach often utilizes a chronological format of events, but it doesn’t necessarily have to. An author’s approach might include a framing device such as flashbacks, in which they move from the present to the past as they remember their lives. For example, Broadway star Patti LuPone’s self-titled autobiography begins on the opening night of  Gypsy  in 2004 before moving back in time to LuPone’s childhood. An author could take a more stream-of-consciousness style, in which one memory links to another by a common theme. Irish writer Seán O’Casey narrates his six-volume  Autobiographies  in this manner

This is a type of autobiography that is narrower in scope and focus. It places greater emphasis on particular memories, thoughts, and feelings. A standard autobiography can certainly cover some of this same ground—most do—but the memoir is more interested in individual events or defined portions of the author’s life and the emotions and lessons behind them.

Henry David Thoreau is a notable memoirist. In Walden , he reflects on his time spent living in solitude in the woods of Massachusetts and what he learned about life and nature throughout this experience. Another example is  The Year of Magical Thinking  by Joan Didion, which relates the death of her husband and its impact on her life and work. Another is  Wild  by Cheryl Strayed, wherein Strayed remembers her time hiking the Pacific Crest Trail during a period of great change in her life.

Autofiction

The fictionalized autobiography, or autofiction, is another type of autobiography. The author presents their story not as fact but as fiction. This method gives them considerable space to take creative license with events and characters, thereby blurring the lines between reality and fiction. The overall goal is less about the author wanting to obscure facts and make things up and more a matter of taking another tactic to delve into their experiences in service of self-discovery.  Taipei  by Tao Lin is a work of autofiction. The central character, Paul, mirrors Lin’s own life and experiences, from the literary world of New York City to his ancestral roots in Taiwan.

Spiritual Autobiographies

These autobiographies center on the author’s religious or spiritual awakening and the subsequent journey their faith has taken them on. Common elements include struggles and doubt, a life-altering conversion, periods of regression, and sharing the “message.” These all act as endorsements of the author’s faith. Augustine’s  Confessions , Paramahansa Yogananda’s  Autobiography of a Yogi , and Augusten Burroughs’s  Toil & Trouble: A Memoir  are all spiritual autobiographies.

Autobiography vs. Biography

Both autobiographies and  biographies  are records of real lives, but there is one major distinction. A person other than the book’s subject writes a biography, while the subject themselves writes an autobiography. In this way, an autobiography is essentially a biography of the self. The biographer’s job is typically more involved, entailing detailed research into the life of the subject. The autobiographer, however, is usually not burdened by this because they lived through the events they write about. They may need only to confirm dates and stories to accurately relate the pertinent details.

The Function of Autobiography

An autobiography allows the author to tell the true story of their own life. This is the reason why autobiographies have always been written by famous people. History tends to remember notable individuals for just one significant contribution or event and, even then, the public’s perception of it may be inaccurate. Writing an autobiography allows the author to share the real story and put it into the larger context of their life and times.

Most readers pick up an autobiography expecting some degree of subjectivity from the author. After all, the events chronicled happened to the author, so the writing will of course have a biased  perspective . There are advantages to this subjectivity, though. The reader gets the real story directly from the person who lived it, unvarnished by others’ opinions or erroneous historical data.

One way this subjectivity is problematic is that the author may not possess the ability to see the story they’re telling from other perspectives. For example, they may not acknowledge any hurt they caused others, dangerous behaviors they engaged in, or the “other side” of a controversial event in which there are equally valid opposing viewpoints and experiences. Any of these deficiencies can result in a somewhat skewed narrative.

Writers Known for Autobiography & Autobiography Books

  • Maya Angelou,  I Know Why the Caged Bird Sings ,  Gather Together in My Name
  • Jung Chang,  Wild Swans: Three Daughters of China
  • Isak Dinesen,  Out of Africa ,  Shadows on the Grass
  • Carrie Fisher,  Wishful Drinking ,  Shockaholic
  • Anne Frank,  The Diary of a Young Girl
  • Ernest Hemingway,  A Moveable Feast
  • Karl Ove Knausgård,  My Struggle
  • Frank McCourt,  Angela’s Ashes
  • Anaïs Nin,  The Diaries of Anaïs Nin
  • Marcel Proust,  Remembrance of Things Past
  • Patti Smith,  Just Kids ,  M Train
  • Mark Twain, The Autobiography of Mark Twain
  • Benjamin Franklin, The Autobiography of Benjamin Franklin
  • Malcolm X, The Autobiography of Malcolm X
  • Agatha Christie, Agatha Christie: An Autobiography
  • Nelson Mandela, Long Walk to Freedom
  • Mahatma Gandhi, Gandhi: An Autobiography 

Examples of Autobiographies

1. Maya Angelou,  I Know Why the Caged Bird Sings

Angelou’s autobiography is the first installment in a seven-volume series chronicling the life of the legendary poet, teacher, actress, director, dancer, and civil rights activist. Given all those roles, it’s easy to see why Angelou’s life story makes for interesting reading.

This volume centers primarily on her early life in Stamps, Arkansas, and the devastating effects of a childhood rape. It also explores racism in the American South. It discuses the important role reading plays in helping young Maya deal with the sexual assault and pervasive prejudice in her environment.

2. Helen Keller,  The Story of My Life

Keller’s autobiography details her first 20 years, starting with the childhood illness that caused her blindness and deafness. She discusses the obstacles she had to overcome and the life-changing relationship she shared with her teacher, Anne Sullivan, who helped her learn to read and write. Keller also documents her friendships with several famous figures of her day, including Alexander Graham Bell, John Greenleaf Whittier, Oliver Wendell Holmes, and First Lady Frances Cleveland.

3. Vinh Chung,  Where the Wind Leads

Chung’s autobiography recalls the harrowing story of a Vietnamese refugee and his journey to make the American Dream his own. Born in South Vietnam, Chung comes of age in a changing political climate that eventually compels his family to flee the country. Their voyage takes them through the South China Sea, run-ins with pirates, resettlement in Arkansas, and Chung’s graduation from Harvard Medical School.

How to Write an Autobiography

Autobiography is a truly universal art form and is accessible to anyone, whether you're in high school or 100 years old. Exploring the process of writing an autobiography deserves an article in itself, but the process should include these steps:

  • Determine your "why." What lessons do you want to impart via your story, and why are they worth sharing with a broader audience?
  • Draft an autobiographical outline. It should include information about your upbringing, impactful moments throughout your life, stories of failure and success, and meaningful mentors.
  • Begin with the easiest sections. Getting started is often the greatest hurdle, so begin by writing the chapters that feel most accessible or enjoyable.
  • Write your first draft. Once you write the first chapters, it will feel easier to write the rest. Capitalize on your momentum and write a full draft.
  • Step away. As with anything, stepping away from your work will help foster fresh perspectives when you return.
  • Edit and re-write your draft. Your first draft will probably benefit from thorough revisions, as will your second draft, and maybe your third. Continue to edit and revise until it feels right.
  • Ask for help. Bring in a trusted family member or friend or professional editor to help with final edits.

Further Resources on Autobiography

ThoughtCo. shares some  important points to consider before writing an autobiography .

The Living Handbook of Narratology delves into the  history of the autobiography .

MasterClass breaks autobiography writing down into  eight basic steps .

Pen & the Pad looks at the  advantages and disadvantages of the autobiography .

Lifehack has a list of  15 autobiographies everyone should read at least once .

Related Terms

  • Frame Story
  • Point of View

biography recount definition

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  4. Recount

  5. What is Biography Recount Text??

  6. What is Biography? Example? #biography #example #definition #nelsonmandela

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  1. Kinds of Text, Biography Text: Definition, Purposes ...

    Definition of Biography Text A biography is simply an account or detailed description about the life of a person. It entails basic facts, such as childhood, education, career, relationships, family, and death. ... Recount Text Biography 7. Cristiano Ronaldo was born on February 5, 1985, in Funchal, Madeira, Portugal. Manchester United paid £12 ...

  2. Recount Definition & Meaning

    The meaning of RECOUNT is to relate in detail : narrate. How to use recount in a sentence.

  3. How to Write a Recount Text (And Improve your Writing Skills)

    The recount text type retells an experience or an event that happened in the past. The purpose of a recount is to inform, entertain, and/or evaluate. A recount can focus on a specific section of an event or retell the entire story. The events in a recount are usually related to the reader in chronological order; That is, in the order they happened.

  4. Recount Text; Definition, Purposes, Generic Structures, Language

    Recount text is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader. (sebuah teks yang menceritakan sebuah cerita, aksi ataupun aktifitas. Tujuan recount text adalah untuk menghibur atau memberi informasi kepada pembaca) Or (atau) Recount is a text which retells event or ...

  5. Recount Text; Definition, Generic Structures, Purposes, Language

    Definition of Recount Text. Literally, recount means "to tell." So recount text can be interpreted as "Text that tells". If we refer to the information in school books (Read: Junior High School / Senior High School), recount text is a text that tells the reader about one story, action or activity. Its goal is to entertaining or ...

  6. PDF CHAPTER I INTRODUCTION 1.1 Background of the Study

    4. Recount text is a text retelling what is happening and involving writer`s interpretation (Emilia, 2011, p. 75; Nafisah & Kurniawan, 2007, p. 65). 5. Biographical Recount is a factual recount retelling events or what happened in the past which are arranged in a temporal sequence and specifically focuses on

  7. KS2 Text Types

    Teach children how to write informative biographical recounts with this Key Stage 2 text types resource pack. Pupils will write a biography about an influential person, either someone that they know or someone who is in the public eye. Two model texts are included, showing WAGOLL (what a good one looks like), to inspire writing. This KS2 resource includes: Model Text 1 Great Uncle John an ...

  8. RECOUNT

    RECOUNT meaning: 1. to describe how something happened, or to tell a story: 2. to count something again 3. another…. Learn more.

  9. RECOUNT

    RECOUNT definition: 1. to describe how something happened, or to tell a story: 2. to count something again 3. another…. Learn more.

  10. RECOUNT Definition & Usage Examples

    Recount definition: . See examples of RECOUNT used in a sentence.

  11. recount, v.³ meanings, etymology and more

    See 'Meaning & use' for definition, usage, and quotation evidence. See meaning & use. ... Please submit your feedback for recount, v. ... Oxford Dictionary of National Biography; Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education ...

  12. Bush v. Gore

    Bush v. Gore, 531 U.S. 98 (2000), was a landmark decision of the United States Supreme Court on December 12, 2000, that settled a recount dispute in Florida's 2000 presidential election between George W. Bush and Al Gore.On December 8, the Florida Supreme Court had ordered a statewide recount of all undervotes, over 61,000 ballots that the vote tabulation machines had missed.

  13. An Analysis of Biography Recount Texts in English Textbooks for Senior

    This study focused on the analysis of Biographical Recount texts in English textbooks and the relevancy of the English textbook to the criteria ofagood source for teaching and learning Biographical Recount text. This study used a descriptive-qualitative method utilising document analysis technique, especially using Transitivity analysis of SFL Framework.

  14. The recount Text Social function, Definition, Generic structures

    Social function of the recount text: to retell events for the purpose of informing or entertaining Definition of the recount text: Recount text is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the readers. There is no complications among the participants and that differentiates from ...

  15. Example of Recount Text Biography

    Writing biography can be analogized as writing a recount text. Mostly, recount texts are about one's experience, background life, and also working experiences. I have posted an example of recount text about retelling a terrible experience. And this is another recount text in a biography, a short written account of a Dallas Cowboys starter.

  16. RECOUNT

    RECOUNT definition: 1. to tell a story or describe an event: 2. to count something again 3. a second count of votes in…. Learn more.

  17. Kinds of Text, Recount Text : Definition, Purposes ...

    Definition and the Purpose of Recount Text Recount text is a text that telling the reader about one story, action or activity. Its purpose is to entertaining or informing the reader. Or a text which retells event or experiences in the past. Writers should remember that while the purpose is to retell they still need to craft their retelling to be interesting to the reader.

  18. Recount Definition & Meaning

    Britannica Dictionary definition of RECOUNT. [+ object] formal. : to tell someone about (something that happened) : to describe or give an account of (an event) John later recounted how he got lost on the way home. He recounted the conversation that he had with his boss. — compare 2 recount. 2 recount /ri ˈ kaʊnt/ verb.

  19. Nonfiction Biography & Autobiography

    A biography is a story intended to tell the true facts about the life of a real person. The biography definition in literature has three basic elements:

  20. Example of Recount Text Biography

    Recount text is commonly labeled as non-fiction writing. It is one of kind text genres, beside of narrative, spoof and others. Recount text can be a found in many ways to write a biography of famous person. The following is an example of recount text about the written account of famous scientist life, Albert Einstein. Short Biography of Albert ...

  21. Autobiography in Literature: Definition & Examples

    Autobiography Definition. An autobiography (awe-tow-bye-AWE-gruh-fee) is a self-written biography. The author writes about all or a portion of their own life to share their experience, frame it in a larger cultural or historical context, and/or inform and entertain the reader. Autobiographies have been a popular literary genre for centuries.

  22. recount

    recount meaning: 1. to tell a story or describe an event: 2. to count something again 3. a second count of votes in…. Learn more.

  23. Biography Definition & Meaning

    Biography definition: An account of a person's life written, composed, or produced by another. Dictionary Thesaurus Sentences ... recount; prosopography; personalia; verb To write a biography of. Wiktionary. Other Word Forms of Biography Noun Singular: