Module 1: The Narrative/Descriptive Essay
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Module 1: The Narrative/Descriptive Essay By Camille Willingham, Communications and Humanities Faculty, Kennedy-King College Course English 101 – Composition I English 101 – Composition I, 3 semester hours The goal of English 101 Composition I is the development of critical and analytical skills in reading and writing expository prose. The general objective is for students to learn strategic steps and the rhetorical devices and modes used in collegiate writing. The specific objective is for students to write a minimum of eight essays according to the basic rhetorical forms: narration, description, definition, example, process analysis, comparison/contrast, classification/division, cause/effect, and argumentation. For each writing assignment, students are expected to (1) select a manageable topic, (2) have a thesis statement that implies or states the essay’s plan of development, and (3) construct at least three paragraphs that develop the thesis with concrete, relevant, and cohesive support, using transitional words, phrases, and sentences. They are also expected (4) to use good diction and correct grammar, spelling, and punctuation in 80% of the sentences. Prerequisite: Placement test or grade of C or better in English 100 or consent of department chairperson. ____________________________________________________ Camille Willingham, 773/602-5295 [email protected] Kennedy-King College, 6800 S. Wentworth Avenue, Chicago, IL 60621-3798
Description This module is designed to facilitate student fulfillment of specific objectives 2 and 3 of our 101 course syllabus. Unity, support, and coherence are the requisites for the effective collegiate essay in all rhetorical modes. The student examination of sample essays is an excellent way to master these concepts. Consequently, our modules propose to examine appropriate sample essays that demonstrate these requisites in each of the eight rhetorical forms. Our modules will enhance student understanding of the function of thesis, logical organization, topic sentences, supporting paragraph details, and transitional words in each of the sample essays. This exercise will reinforce the concepts of unity, support, and coherence required to effectively set forth and develop a point. Each sample professional essay taken from Langan (2001) is presented in four on-screen computerized exercises. Transferability The enhancement of critical and analytical skills in writing and reading expository prose is essential in all other English composition, developmental reading, and literature courses. It is, in fact, essential in all of the liberal arts that students have the skills to identify the main idea, major supporting points, and the effectiveness of those points when reading. It is equally important that students, when writing papers and exams, are capable of formulating an essay that has a clear thesis and coherent and adequately supported points. An on-screen computerized analysis of a sample professional essay in their discipline would be a reinforcement or refresher to what they have been taught in English 101. Faculty Technology Skill • The ability to manage the Windows or Macintosh computer operating systems • The ability to use a wordprocessor (Microsoft Word, WordPerfect) • The ability to open, print, and close a file. • The ability to use a projector and computer for presentations Student Technology Skill • Need to know how to use a word processor • Need to be able to open, print, save, and close a file • Need to have the skill to use a mouse to do basic formatting—to make bold, to underline, to make italics Faculty Equipment • Individual computer with wordprocessor (Microsoft Word, WordPerfect) • LCD Projector (PC and/or Macintosh compatible) • Color Printer Student Equipment • Individual PC with wordprocessor (Microsoft Word, WordPerfect) • Printer, b/w or color (optional) Improvement on Teaching and Learning The concept of a well-developed essay, centered around one controlling idea, and connected by logical transitions between sentences and paragraphs, is a difficult one for many community college students to master. This technological approach to sample essay analysis gives the student the opportunity to observe the essay on the screen and have the benefit of a classroom
team approach to analysis. It encourages greater student involvement, and as an educational
approach, it is far more engaging.
Nontechnology Comparison
Traditionally, study of the eight rhetorical modes has included student analysis of the appropriate
sample essays as part of a homework assignment and then class textbook analysis of the essay to
strengthen student understanding of the rhetorical modes. Students still need to study their
sample essay and the theory of the rhetorical mode that it embodies before the class meeting.
This teaching approach is much more engaging and interesting than the individual textbook
approach because the student is no longer working as an individual in his or her own textbook,
but as a part of a collaborative interactive classroom team in the essay analysis.
Pertinent Issues
Teachers need to be aware of . . .
• Possible limitations on copyrighted commercial work.
• The range of text-available Internet sites, fee and free sources (when model essays are used
from sources other than the class textbook).
• Built-in limitations of older word processing programs and printers.
• Obstacles to learning presented by student lack of required computer skills.
• The fact that the module exercises can be adapted to the Blackboard course management
system.
How to Use This Module in the Classroom
It is imperative that a preliminary general discussion of rhetoric—the elements of the
essay—precede any specific consideration of rhetorical mode. Therefore, prior to teaching each
lesson on a specific rhetorical mode and the specific module given here to enhance that mode,
the instructor must begin the 101 course and each unit of rhetorical mode—illustration,
narration/description, process analysis, definition, division and classification, comparison and
contrast, cause and effect, argumentation—with a review of the general elements of the essay.
The initial units of the English 101 composition course should thoroughly cover general
rhetorical theory. The chapters and exercises therein may be assigned for homework. The
instructor may lecture on this rhetorical theory and as a classroom activity allow the students to
orally review the chapter exercises. At the completion of this unit, the student should understand
the following general rhetorical theory:
• Elements and Language of the Essay
An essay is a relatively short piece of nonfiction in which a writer attempts to
develop one or more closely related points or ideas.
The thesis of an essay is its main idea. Sometimes, it is implied rather than directly
stated. The thesis determines the content of the essay: everything the writer says
must be logically related to the thesis statement. A good thesis statement identifies
the topic and makes an assertion about it. A well-written essay should be unified;
that is, everything in it should be related to its thesis, or main idea. There should
be no digressions. A unified essay stays within the limits of its thesis. Your essay
is unified if you advance a single point and stick to that point. If all the details in
your essay relate to your thesis and supporting topic sentences, your essay is
unified.An effective essay requires a good introduction or beginning and a good conclusion or ending. A good beginning should catch a reader's interest and then hold it. In addition to capturing your reader's attention, a good beginning frequently introduces your thesis and either suggests or reveals the structure of the essay. The best beginning is the one most appropriate for the job you are trying to do. A conclusion may summarize; may inspire the reader to further thought or action; may return to the beginning by repeating key words, phrases, or ideas; or may surprise the reader by providing a particularly convincing example to support a thesis. The paragraph, like the essay, has its own main or controlling idea, often stated directly in a topic sentence. It should be unified, with every sentence relating to the main idea. Like the essay as a whole, the paragraph should be coherent with sentences and ideas arranged logically using appropriate transitional words. Moreover, like the essay, the paragraph requires adequate development—enough examples to convince the reader of the topic sentence. Transitions are words and phrases used to signal relationships between ideas in an essay and to join the various parts of an essay together. Writers use transitions to relate ideas within sentences, between sentences, and between paragraphs. The most common type of transition is the transitional expression, such as furthermore, consequently, similarly, granted, nevertheless, for instance, elsewhere, simply stated, finally, to conclude, and subsequently. Pronoun reference and repeated key words and phrases are the other important ways to make transitions. Good transitions enhance coherence: the quality of good writing when all sentences, paragraphs, and longer divisions of an essay are effectively and naturally connected. • The Narrative/Descriptive Essay Assign the chapter to your students for homework. They should read the theory and complete the exercises in their textbook. Upon completion of your lecture, the classroom discussion of theory, and the review of textbook exercises, your students should have gained the following understanding: The narrative essay relates a story to illustrate a point. Your purpose for writing the narrative influences your choice of events and details related. A good narrative essay should have a consistent point of view, include dialogue, and use vivid and exact language. The descriptive essay provides the reader with a picture in words. It creates a verbal picture of a person, place, or thing. The writer creates a dominant impression by observing and recording specific details that appeal to the readers' senses of sight, hearing, taste, smell, and touch. The descriptive essay requires colorful details. Now you may announce to your students, “To further enhance our understanding of this rhetorical mode, let us leave our textbook this class session and examine a model student essay that is not taken from our textbook” (Langan, 2001, p. 177).
Exercise 1 First, let us look at scrambled sentences from a paragraph of this essay and unscramble them to test our understanding of logical organization. My car, and the solitary miles ahead of me, would be lonely. But they wouldn't be as lonely as that diner at midnight. Finally, a tired-looking waitress approached me with her thick order pad. I ordered the coffee, but I wanted to drink it fast and get out of there. Exercise 2 Now, let us look at these scrambled paragraphs, which appear out of their correct order in the essay and match them to their appropriate topic sentences. In addition, in orange, let us underline any sentences that do not advance the topic and thereby violate paragraph unity. This exercise enhances our understanding of paragraph unity and support. Paragraphs Topic Sentences My Escort pulled to a halt in front of the The diner was quiet when I entered. dreary gray aluminum building, which looked like an old railroad car. A half-lit neon sign sputtered the message, "Fresh baked goods daily," reflected on the surface of the rain-slick parking lot. Only half a dozen cars and a battered pickup were scattered around the lot. An empty paper coffee cup made a hollow scraping sound as it rolled in small circles on one cement step close to the entrance. I pulled hard at the balky glass door, and it banged shut behind me. As there was no hostess on duty, only the Even the outside of the diner was faint odor of stale grease and the dull hum uninviting. of an empty refrigerated pastry case greeted me. The outside walls were lined with vacant booths, which squatted back to back in their black vinyl upholstery. On each black-and-white checkerboard-patterned table were the usual accessories—glass salt and pepper shakers, ketchup bottle, sugar packets silently waiting for the next morning's breakfast crowd. I glanced through the round windows on the two swinging metal doors leading to the kitchen. I could see only part of the large, apparently deserted cooking area, with a shiny stainless-steel range and blackened pans of various sizes and shapes hanging along a ledge.
Exercise 3 For another exercise in logical organization, let us look at the scrambled five paragraphs of this essay and put them into logical order. Scrambled Paragraphs Logical Order The diner was quiet when I entered. As there was no hostess on duty, only the faint odor of stale grease and the dull hum of an empty refrigerated pastry case greeted me. The outside walls were lined with vacant booths, which squatted back to back in their black vinyl upholstery. On each black-and-white checkerboard-patterned table were the usual accessories—glass salt and pepper shakers, ketchup bottle, sugar packets silently waiting for the next morning's breakfast crowd. I glanced through the round windows on the two swinging metal doors leading to the kitchen. I could see only part of the large, apparently deserted cooking area, with a shiny stainless-steel range and blackened pans of various sizes and shapes hanging along a ledge. I slid onto one of the cracked vinyl seats at the Formica counter. Two men in rumpled work shirts also sat at the counter, on stools several feet apart, smoking cigarettes and staring wearily into cups of coffee. Their faces sprouted what looked like a daylong stubble of beard. I figured they were probably shift workers who, for some reason, didn't want to go home. Three stools down from the workers, I spotted a thin young man with a mop of curly black hair. He was dressed in new-looking jeans with a black Gap polo shirt, unbuttoned at the neck. He wore a blank expression as he picked at a plate of limp french fries. I wondered if he had just returned from a disappointing date. At the one occupied booth sat a middle-aged couple. They hadn't gotten any food yet. He was staring off into space, idly tapping his spoon against the table, while she drew aimless parallel lines on her paper napkin with a bent dinner fork. Neither said a word to the other. The people in the diner seemed as lonely as the place itself.
other. The people in the diner seemed as lonely as the place itself. Finally, a tired-looking waitress approached me with her thick order pad. I ordered the coffee, but I wanted to drink it fast and get out of there. My car, and the solitary miles ahead of me, would be lonely. But they wouldn't be as lonely as that diner at midnight. Even the outside of the diner was uninviting. My Escort pulled to a halt in front of the dreary gray aluminum building, which looked like an old railroad car. A half-lit neon sign sputtered the message, "Fresh baked goods daily," reflected on the surface of the rain-slick parking lot. Only half a dozen cars and a battered pickup were scattered around the lot. An empty paper coffee cup made a hollow scraping sound as it rolled in small circles on one cement step close to the entrance. I pulled hard at the balky glass door, and it banged shut behind me. I've been in lots of diners, and they've always seemed to be warm, busy, friendly, happy places. That's why, on a recent Monday night, I stopped in a diner for a cup of coffee. I was returning home after an all-day car trip and needed something to help me get through the last 45 miles. I'd been visiting my cousins, with whom I try to get together at least twice a year. A diner at midnight, however, was not the place I had expected—it was different, and lonely. Exercise 4 Now, let us look at this sample for the last time and better perceive the logic and coherence of essay organization by drawing a red line under the thesis or main idea; a blue line under the topic sentences in the body, which support that thesis or main idea; and a green line under the transition words that enhance coherence between these paragraphs.
The Diner at Midnight I've been in lots of diners, and they've always seemed to be warm, busy, friendly, happy places. That's why, on a recent Monday night, I stopped in a diner for a cup of coffee. I was returning home after an all-day car trip and needed something to help me get through the last 45 miles. I'd been visiting my cousins, with whom I try to get together at least twice a year. A diner at midnight, however, was not the place I had expected—it was different, and lonely. Even the outside of the diner was uninviting. My Escort pulled to a halt in front of the dreary gray aluminum building, which looked like an old railroad car. A half-lit neon sign sputtered the message, "Fresh baked goods daily," reflected on the surface of the rain-slick parking lot. Only half a dozen cars and a battered pickup were scattered around the lot. An empty paper coffee cup made a hollow scraping sound as it rolled in small circles on one cement step close to the entrance. I pulled hard at the balky glass door, and it banged shut behind me. The diner was quiet when I entered. As there was no hostess on duty, only the faint odor of stale grease and the dull hum of an empty refrigerated pastry case greeted me. The outside walls were lined with vacant booths, which squatted back to back in their black vinyl upholstery. On each black-and-white checkerboard-patterned table were the usual accessories—glass salt and pepper shakers, ketchup bottle, sugar packets silently waiting for the next morning's breakfast crowd. I glanced through the round windows on the two swinging metal doors leading to the kitchen. I could see only part of the large, apparently deserted cooking area, with a shiny stainless-steel range and blackened pans of various sizes and shapes hanging along a ledge. I slid onto one of the cracked vinyl seats at the Formica counter. Two men in rumpled work shirts also sat at the counter, on stools several feet apart, smoking cigarettes and staring wearily into cups of coffee. Their faces sprouted what looked like a daylong stubble of beard. I figured they were probably shift workers who, for some reason, didn't want to go home. Three stools down from the workers, I spotted a thin young man with a mop of curly black hair. He was dressed in new-looking jeans with a black Gap polo shirt, unbuttoned at the neck. He wore a blank expression as he picked at a plate of limp french fries. I wondered if he had just returned from a disappointing date. At the one occupied booth sat a middle-aged couple. They hadn't gotten any food yet. He was staring off into space, idly tapping his spoon against the table, while she drew aimless parallel lines on her paper napkin with a bent dinner fork. Neither said a word to the other. The people in the diner seemed as lonely as the place itself. Finally, a tired-looking waitress approached me with her thick order pad. I ordered the coffee, but I wanted to drink it fast and get out of there. My car, and the solitary miles ahead of me, would be lonely. But they wouldn't be as lonely as that diner at midnight. Recommendation for Assessment It is highly recommended that instructors using this module assess learning by selecting a model essay from a source other than the student textbook. Reference Langan, J. (2001). College writing skills with readings. New York: McGraw-Hill.
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