Vivid Description of People and Places
Read for the author’s description of people and places. In the essays in this chapter, notice
the specific details describing what people look like, how they dress, gesture, and talk;
the sensory images showing what the narrator saw, heard, smelled, touched, and tasted.
Autobiographical Significance
Read also to understand the story’s autobiographical significance. This is the point the writer is trying to make — the purpose for writing to a particular audience. Effective writers both tell and show
by remembering feelings and thoughts from the time the event took place;
by reflecting on the past from the present perspective;
by choosing details and words that create a dominant impression.
Basic Features
18 CHAPTER 2: REMEMBERING AN EVENT
Purpose and Audience Whatever the writing situation, writers usually have various purposes in mind, including both self-discovery and self-presentation. Keep in mind, however, that the remembered event essay is a public genre meant to be read by others. Sometimes the audience is specific, as in a personal essay composed for a college or job application. Often, however, the audience is more general, as in an academic essay written in a college course to be read by the instructor and fellow students.
As you read remembered event essays, ask yourself what seems to be the writer’s purpose in writing about this particular experience. For example, does the writer seem to be writing
to understand what happened and why, perhaps to confront unconscious and possibly uncomplimentary motives;
to relive an intense experience, perhaps to work though complex and ambiva- lent feelings;
to win over readers, perhaps to justify or rationalize choices made, actions taken, words used?
You should be aware that as an insightful reader, you may be able to see larger themes or deeper implications — what we call significance — beyond those the writer consciously intends or even acknowledges.
As you read, also try to grasp the writer’s assumptions about the audience. For example, does the writer
expect readers to be impressed by the writer’s courage, honesty, ability, and so on;
assume readers will have had similar experiences and therefore appreciate what the writer went through and not judge the writer too harshly;
try to convince the reader that the writer was innocent, well intended, a victim, or something else;
hope readers will laugh with and not at the writer, seeing the writer’s failings as amusing foibles and not serious shortcomings?
READINGS
Readings
JEAN BRANDT wrote this essay as a first-year college student. In it, she tells about a memorable event that occurred when she was thirteen. Reflecting on how she felt at the time, Brandt writes, “I was afraid, embarrassed, worried, mad.” In disclosing her tumultu- ous and contradictory remembered feelings, Brandt makes her story dramatic and reso- nant. Even if readers have not had a similar experience, they are likely to empathize with Brandt and grasp the significance of this event in her life.
READINGSBRANDT / CALLING HOME 19
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Calling Home
Jean Brandt
As we all piled into the car, I knew it was going to be a fabulous day. My grand-
mother was visiting for the holidays; and she and I, along with my older brother and
sister, Louis and Susan, were setting off for a day of last-minute Christmas shopping.
On the way to the mall, we sang Christmas carols, chattered, and laughed. With
Christmas only two days away, we were caught up with holiday spirit. I felt light-headed
and full of joy. I loved shopping — especially at Christmas.
The shopping center was swarming with frantic last-minute shoppers like our-
selves. We went first to the General Store, my favorite. It carried mostly knickknacks
and other useless items which nobody needs but buys anyway. I was thirteen years
old at the time, and things like buttons and calendars and posters would catch my
fancy. This day was no different. The object of my desire was a 75-cent Snoopy button.
Snoopy was the latest. If you owned anything with the Peanuts on it, you were “in.”
But since I was supposed to be shopping for gifts for other people and not myself, I
couldn’t decide what to do. I went in search of my sister for her opinion. I pushed my
way through throngs of people to the back of the store where I found Susan. I asked
her if she thought I should buy the button. She said it was cute and if I wanted it to
go ahead and buy it.
When I got back to the Snoopy section, I took one look at the lines at the cashiers
and knew I didn’t want to wait thirty minutes to buy an item worth less than one dollar.
I walked back to the basket where I found the button and was about to drop it when
suddenly, instead, I took a quick glance around, assured myself no one could see, and
slipped the button into the pocket of my sweatshirt.
I hesitated for a moment, but once the item was in my pocket, there was no
turning back. I had never before stolen anything; but what was done was done. A
few seconds later, my sister appeared and asked, “So, did you decide to buy the
button?” “No, I guess not.” I hoped my voice didn’t quaver. As we headed for the
As you read, look for places where Brandt lets us know how she felt at the time the event occurred. Also consider the questions in the margin. Your instructor may ask you to post your answers or bring them to class.
Basic Features
How does Brandt set the stage for her story? How does she try to get you to identify with her?
– tail would help you visualize the place and people?
– titude toward her younger self?
action verbs (highlighted) in pars. 3–5?