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What techniques does each essayist use to structure the body of their essay? What are the parts or pieces
that each essay is constructed from? How do these different parts flow together?
Where is each writers’ theme or thesis? When do you understand what the essays are about?
How do they explore their complex relationships or juxtapositions to family, place, others
Where are the descriptive passages? How does each of them use descriptive language to paint a vivid
picture or to make a point?
Is there an oral flow to the text, (i.e. repetition. alliteration, memorable phrases, etc.)?
How do these writers describe scenes and give details of sight, sound, smell, taste? How do they use
descriptive language to explore outer events, activities, doing, and being?
Family and Personal Experience: Describing a Special Person or Place p. 2
Then, how do they evaluate experience? How do they move into inner reflection, assessment, description,
and evaluation?
In personal or disjunctive essays, the theme or thesis is woven throughout the essay in a carefully
crafted story. In the academic essay—the thesis is stated in the beginning and is highly structured
throughout. A personal or disjunctive essay, like all good storytelling, relies on the weaving together of
these two shifting perspectives—the inner and outer story.
A disjunctive essay is the marriage between the personal and academic essay. The essayist is
weaving together internal and external worlds, internal and external authorities, personal and academic
writing techniques. The theme and purpose of the disjunctive essay is more sophisticated to develop.
Look at the essays again. How does each essayist achieve their effect? As you prepare your explication or
analysis
Mark or show the inner story/ the outer story.
Mark or show the thesis or theme.
How they and begin and end?
What does this suggest?
III. Presentation: Return and Give you analysis of your essay to the other group. (30 min.)
Work alone on the following writing activity. Write your name, the date, and title of your entry,
“In-Class Workshop, Describing a Special Person and Place.” When completed, place this exercise in the
“In-Class Writings/ Workshops” section of your class portfolio. If there is time, you might share what you
have written.
Layers of our personal history converge with special places and people. Sometimes vivid sensory
experiences anchor them into our memories. Perhaps it's the smell of a summer rain storm; the clatter of
silverware in a sink; the sound of seagulls or ravens; the texture of fog or light on an autumn day; the smell
of an old, musty basement or the scent of a garage; suddenly you are taken back to a past event. Strong
sensory experiences bring our memories to life.
Whenever I smell the heady scent of sweet-peas, I am taken back to the colorful vines in my
grandmother’s garden in Montana. I am also remind of the taste of fresh tomatoes, peas, carrots and
strawberries eaten from the vine, and of home-made vanilla ice-cream made with fresh cream on warm
summer evenings.
1) Recall a significant person in your life; someone from your family, a close friend, or someone who is important to
you. What do they look like? How do they stand? What do they sound like? Use all of your senses to remember
and describe them. Write for 10 min.
2) Now describe a special place that you share with this person. Share in detail your connection to this
place. Recall the tastes, smells, sounds, and textures of this place. Write for 10 min.
3) Now, carry on a dialogue or conversation with this special person. What do you want to say to them?
What do they want to say to you? Perhaps you re-play a special conversation that you had in the past.
Invent a conversation that you would like to have in the future? What have you always wanted to say but
never shared? Write for 10 min.