A composition workshop designed for by

Sue Stindt

How to complete this workshop…

Thank you for participating in “Finding Meaning.” This workshop is intended to help you find meaning in your stories and writing topics and to convey that meaning to readers. This workshop is a tutorial and requires your participation.

To receive full credit for this two-hour workshop:

Scroll through the slides one by one. Read the information thoroughly; give each point thought and consideration. Almost immediately, you will come upon an “Activity” slide. The workshop contains 10 Activities, brief assignments for you to do or write, usually after reading a few discussion slides.

You must complete all 10 Activities. Many activities do not have specific right or wrong answers. Some ask for your thoughts, ideas, or experiences.

Your work may be handwritten or typed (unless your teacher specifies typed).

You do not have to complete this workshop in one sitting. You can work through it at your own pace as time allows.

When finished, turn your work in to your instructor for credit.

As you will discover, there’s no single method of conveying meaning in writing. There’s no prescription that will help all writers. The beautiful thing about writing is that it’s very individual and there are many interesting and creative devices to help you weave meaning into your work and to make both your personal and informative writing more interesting to more readers.

If you have any questions about the content, please feel free to email me at stindtlynettes@jccmi.edu and I will do my best to answer your questions and help you in any way I can. Good luck!

http://www.m-w.com/

ACTIVITY 1…Familiarizing yourself with the formal definition of several important words used throughout this workshop will aid in your ability to add deeper meaning to your written work, both in personal and informative essays.

Go to the link to the right or use another online or in-print dictionary.

In your own words, write the definitions for the following words:

1. Introspection

2. Analyze

3. Insight

4. Reveal

5. Reflect

6. Perspective

7. Vicariously

When given more than one meaning to choose from, choose the one that best applies to writing essays.

Many of us go through our lives with little introspection – we don’t often take the time or make the effort to think about why things happen to us and what they mean or why we and others behave in certain ways. But essay writers must reflect, analyze and make meaning of the stories they tell and the information they present.

Why do you tell the stories you tell?

What do they mean?

Think of stories as the everyday activities and adventures you describe to your friends and family.

Telling stories helps us make meaning of our lives.

In our personal stories, we express emotions, such as fear, happiness, frustration, anger, joy, pleasure. We talk about our interests and values.

We compare stories with others. We measure people’s reactions to our stories.

When we take the time to think about the stories we tell and what they mean, we are examining ourselves and others, and we learn from that examination.

Through stories, we make personal connections with others. We reveal ourselves. We define ourselves.

MAKING MEANING OF OUR LIVES…

When writing a story, we recreate an experience for the reader; when reading a story we may live vicariously through the tales of others. But, as writers and readers we must do more than that.

We must look below the surface to find meaning; we must look deeper than the events or experiences themselves.

LOOK BELOW THE SURFACE…

There are many possible correct answers to this

question, and as a writer, in a single essay you may use

one or several methods to weave more meaning into

your writing. So…consider the many possibilities.

“Meaning stems from the events of the story, but it is larger than the story and has everything to do with the writer’s perspective, how he or she sees the story,” say authors Rebecca Rule and Susan Wheeler in their book about writing, True Stories: Guides for Writing from Your Life (Rule, Wheeler 129).

MEANING IS….

MEANING IS THE REWARD…

Readers WANT something when they read. The payback readers want is to learn, to grow, to gain insight, to understand the writer’s thinking, to identify or connect with what the writer has to say.  

MEANING IS your perspective of the stories you tell.

MEANING IS your purpose for choosing a particular story to tell.

MEANING IS the significance of the story.

MEANING IS knowledge, revealing insights, something you learned or saw in a new way.

MEANING IS a connection of new knowledge to old knowledge.

MEANING IS an acknowledgement of your readers.

A writer must reveal these truths (perspective, purpose, significance, knowledge, connection)

in his or her essay.

The following slides and activities will focus on…

Perspective

Purpose

Significance

Knowledge

Connection

Acknowledgement of Readers

and their relationship to theme and meaning.

A writer’s perspective, point of view or interpretation of an experience, is what makes each writer’s story unique.

What you bring to your story is YOU.

A writer’s perspective is partially revealed in the telling of a story because the writer chooses exactly what he or she wants to reveal to the reader by making decisions about facts, details, and sequencing. A writer develops characters and plot.

All the components of a story can and should reveal the meaning. But, the writer should also discuss meaning in the essay.

PERSPECTIVE…

ACTIVITY 2…

The following slides make a point about PERSPECTIVE. They contain pictures and instructions.

Follow the instructions on each slide. After viewing all three:

• Write a paragraph describing what you saw on each slide.

• Were you able to change your perspective?

• Write a paragraph about how perspective and change of perspective applies to writing an essay.

PERSPECTIVE…

Glance at the picture below. What’s the first thing you see?

Look again. Do you see something different the second time?

M.C. Escher

Google Images

What do you see first in the picture below? At second glance?

Sky and Water I

1938Woodcut M.C.Escher http://www.mcescher.com/

Is this a picture of a young or old woman?

Look again.

Try to see both.

Complete Activity 2 (slide 13).

www.coolopticalillusions.com/

How we see things in the black and white sketches is dependent on whether or not we put the light up front or the shadows up front, or on what we see first.

We make meaning based on our point of view and perspective, how we see things.

 Our reality in the stories we tell and the discoveries we make comes from our point of view.

We can change how we see things. 

Sometimes it takes an outside observer (or reader) to help us see things differently.

 

Every time I have done this workshop in person, several students only see the woman in the third drawing one way. Either they see her as the young woman or the old woman. And no matter what they do -- I tell them to squint, because sometimes that helps them see the second interpretation -- they can only see the drawing one way.

Finally, another student or I point to the chin or the ear or the hair and trace the outline of the form they can’t see on their own. And, presto! They see the drawing in a new way.

Experiences can be the same. We see them one way – our perspective – until we talk to a friend or family member about what happened.

NEW WAYS OF SEEING SOMETIMES COME FROM OTHERS…

Activity 3…

Respond to the following:

Describe an event or situation you experienced that you didn’t understand or you could only interpret in one way until you told the story to a friend or family member and that person helped you understand it or see it differently.

As we grow, accumulate new experie

nces

and

mature, change in perspectiv

e is inevita

ble.

Our views change with new knowledge…

When we look at an abstract painting, we try to find a picture in it, a representation, because we first learn that artists paint images. Later we learn more about art -- about colors, lines, flatness, mood, tone, and an artist’s vision or way of seeing, and we “read” the same painting differently.

SIMPLE TECHNIQUE ONE FOR INSERTING MEANING INTO AN ESSAY…

In your essay, acknowledge and discuss changes in your perspective. Insert “thoughtshots” to reveal your thinking at the time of the event. In the conclusion, reflect -- look back on the event -- and show how your thoughts or feelings changed or matured with time or new knowledge. Or, explain how gaining more life experience or further knowledge has change your thinking.

SIMPLE TECHNIQUE TWO FOR INSERTING MEANING INTO AN ESSAY….

Discuss the knowledge gained from the experience you describe. In your essay, talk about what you learned from an experience or event. What new understanding do you have? What insight did you gain? What do you know now that you didn’t know before? How has this new understanding or knowledge changed what you do or think?

Activity 4…The following activity is from Rule and Wheeler:

Think of a person you feel strongly about, someone about whom your thoughts and feelings have changed over time. For instance, children change their views of parents drastically from babyhood through adolescence and maturity. No matter where you are on this child-looking-at-parent spectrum, you will see changes in your perceptions. If you have a parent about whom you are or have been conflicted, write about your relationship using this model: Once I thought x, later I thought Y, and now looking back I think Z.

 Analyze and discuss those changes in perspective. Try to speculate that maybe the parent or child acts a certain way because… or perhaps it’s because… try using words like maybe, I wonder if, it could be that, or might be. You can also use phrases like “sometimes I think this way, other times that way” (Rule & Wheeler 136).

 

Through writing, we can begin to understand or see our own stories in a new way.

Activity 5…

Read and examine the first essay or story you wrote for ENG 090 or ENG 131.

Did you use either of the two techniques discussed on slides 24 & 25 to include purpose or significance, the meaning of the experience? If so, which one? If not, which would fit best with your own story or piece and why?

Discuss what you have already done and explain what you can or will do to clarify the meaning in your essay.

Remember, readers are looking for a reward. What are you giving them?

NOW, LET’S DIG DOWN AND TAKE A DEEPER LOOK AT HOW WRITERS WEAVE MEANING THROUGHOUT ESSAYS…

The following slides discuss the use of theme and how to find and develop theme in an essay.

The Personal Narrative (review)…

An essay is a focused piece of writing

It is mostly idea, often supported by story (True Stories 10).

A narrative is mostly story supported by an idea.

A personal narrative is about the author, or a story told from the author’s point of view written in the first person (“I”).

A personal narrative essay combines all the above elements, and you can think of it either way:

A first person story focused on an “idea” OR

An “idea” supported by a story told in first person

Either way, all the elements must be included.

“Meaning comes from a writer’s exploration of theme,” what he or she makes of the experience or event. The writer shows or explains the effect of the experience on his or her thinking, his or her life (Rule, Wheeler 130).

IN AN ESSAY…

Ah, the idea is like a theme!

When writing an essay, the writer must have a PURPOSE for choosing and telling a story and must reveal and discuss the SIGNIFICANCE of the story.

In addition to the events of the story, purpose and significance give the story meaning.

Often instructors and textbooks refer to these qualities as THEME.

A theme is the main idea that the writer explores or conveys. Theme reveals the purpose and significance of the story.

Remember the reward readers WANT?

THEME…

Theme is dependent on the writer’s perspective – his or her insights.

Insights are “glimpses of understanding,” says Denis Ledoux in his book Turning Memories into Memoirs.“Oh, now I understand what she meant!” “Ah, that makes sense, she was trying to…”

Insights help us draw conclusions about our stories and lives. By describing insights (glimpses of understanding) in our essays, we reveal purpose and significance of the experience or the event to our readers. We make sense of our experiences, showing how we learn and grow.

Decisions about (and discovery of) theme come about in two ways:

Sometimes, as writers, we approach a story with the theme or meaning in mind and construct the story around the theme. For example, a writer might want to write a story that shows how he or she learned that “life isn’t always fair.”

More often the theme unfolds as (or after) we tell the story, because we don’t always know how to interpret loss, abandonment, our heritage, or adolescence at the time. We must sometimes experience events and then look back on them (reflection) with a new perspective. This new perspective allows us to put the experience and/or event in the context of our whole lives. In this case, after writing the story, the writer might include a reflection developing theme and meaning at the end of the story.

FINDING THEME…

FINDING LIFE THEMES AND UNIVERSAL EXPERIENCES…

Chances are that if you’ve had a particular experience, some or many of your readers will have had similar experiences.

Humans are social creatures and love to share and compare experiences. We like to compare our perspective to another person’s perspective. By focusing on one of the experiences that many readers have in common – a life theme or universal experience -- you acknowledge your audience. You engage them. You gain their attention and interest.

Making this connection is another way to create, develop and discuss meaning.

When we read another person’s story, our minds try to connect that story with what we know. If we read a story about the experience of divorce, we may try to connect it to our own family situation or other families we are familiar with.

We interpret the meaning based on what the author says, our ability to empathize, and own experiences. We are making meaning of life experiences.

MAKING CONNECTIONS from a

readers point of view… …

Peter Elbow, a writing teacher and author of A Community of Writers, suggests that writers look for “powerful experiences or interests or preoccupations that shaped [their] reactions” (291), life themes. Some examples of life themes that many readers will connect to are: relations between parents and children, love, sex, divorce, nature or the outdoors, fighting, loneliness, adventure, independence or breaking free of obligations (Elbow 291).

FINDING AND USING LIFE THEMES…

A writer can develop any one of these topics into the theme of an essay and support the theme or idea with a personal story about the writer’s experience with that topic.

Universal Experiences or Life Themes…

Coping with lossCoping with changeManaging stressFeeling rejectedWanting to fit inFulfilling a dreamWorking hardGaining respectLosing respectForming friendshipsBelieving in justice

Riding a bikeLearning to readGetting marriedGoing on first dateLearning to driveBreaking family bondsHaving a babyFalling in loveForming belief systemFeeling insecureFeeling sad

ACTIVITY 6…

Choose three of the life themes from the previous slide – or others that you can think of not listed on the slide.

Write a paragraph for each theme that briefly describes the time and event(s) in your life that taught you something about those themes or universal experiences.

Make sure you include an explanation of exactly what you learned or a reflection about how the experience changed you or your thinking.

IDEAS and ABSTRACT WORDS…

Remember, an essay must discuss an idea, not just tell a story.

Abstract words do not mean the same thing to one person as to another. For example, my brother-in-law, a forest ranger and biologist, thinks that bugs are beautiful (abstract word). Bugs are not my idea of beautiful. He holds this view because of his knowledge of the insect world (and because he’s a little strange -- another abstract word).

Theme topics are often “ideas” or abstract concepts, e.g. justice, stress, love, jealousy.

Activity 7…

1. List as many abstract ideas as you can think of.

2. Circle the ones you could write an essay about.

3. Choose four abstract words or ideas and write one line stating what you KNOW (based on your experience)

Examples for No. 1. ...– Peace– Love – Justice– Envy

Abstract Ideas…

loss win change stress rejection acceptance dreams work respect friendship injustice justice love hate jealousy anger fear beliefs values humor joy goals want disgust karma

competition courage failure embarrassment inspiration greed obsession excellence hope discipline wish revelation panic luck enemy despair terror envy goodness kindness praise success

Abstract (Ideas) vs. Concrete…

“Many of us feel more comfortable with concrete things rather than abstract ideas, yet we all have symbols (often concrete things) in our lives that are attached to emotions” (Pugh et al. 16).

For example, have you ever heard a song on the radio that transported you instantly to another time in your life because it evoked a powerful memory? Or maybe you own an object that reminds you of the person who gave it to you or of a promise you made. A wedding ring is an example.

Objects tend to store our memories and emotions.

www.deni.net/trusts.html

Activity 8…

• Freewrite about an object or song that represents something other than what it is. Maybe it brings back a memory of a person, an event or incident.

• Describe the importance of the the person or event.

• What life theme and/or abstract idea can you connect with this event or time or person?

(http://www.robertopiecollection.com/Application/Images/Musg/MUS019lg.jpg)

REVISIT THEME AND MEANING THROUGHOUT…

On an earlier slide [28], I used the word “weave,” implying that meaning is ideally woven throughout an essay.

True. One statement of explanation of meaning is not enough. Your theme, or idea and the meaning, should appear occasionally throughout your essay.

As a beginning writer, if you’re not sure how to accomplish this, the following slides may help. They explain how to incorporate your theme into the introduction, the body and the conclusion of your essay.

Have you ever played a sport or a musical instrument?*

A SIMPLE TECHNIQUE FOR PUTTING IT ALL TOGETHER…

*If your answer is “no,” see the note on the following page.

Sport or MusicDid you play alone or with a group?

Did you learn on your own or take lessons?

What did playing soccer or the trombone teach you about life?

What values did you learn?

What universal experiences did you have?

Note: If you have never played or sport or musical instrument, apply the questions to something you have experienced (video games, quilting, working, etc.)

ACTIVITY 9…

1. Complete one of the sentences below . (This is yourtheme. When using this technique, the introduction to your essay should contain such a statement.)

Athletes who have played a competitive team sport (or an individual sport) understand that…

ORYoung people who have learned a musical instrument know that…

After trying this, go to the next slide. Revise your answer if necessary.

Note: If you have never played or sport or musical instrument, apply the idea to something you have experienced (video games, quilting, working, etc.)

Sports Music• not every call will go their

way.• participating as a unit to

achieve a goal creates a bond like no other experience.

• like everything else, the experience has its ups and downs.

• it takes intense practice and dedication to become a skilled player.

• performing is different than playing for yourself.

• music stirs the emotions and can fill your heart with joy.

• the competition for band chairs can motivate musicians to work harder and play better.

• the competition for band chairs can be cutthroat and cause much disappointment.

EXAMPLE ANSWERS for No. 1…

ACTIVITY 9 CONTINUES ON NEXT SLIDE…

ACTIVITY 9 continued…2. Support your point with a brief story or life

experience. (Using this technique, your story is the body of

your essay.) Remember, the details of your story must support your theme or main idea. For example, if I make a negative statement about chair competition in band– that’s it’s competitive and cutthroat-- my story cannot be about my successes; it must contain the details of my negative competitive experience, about the unfair treatment I received or about the aggressiveness or meanness of the competitors. And, most importantly, it must contain my thoughts and feelings that reinforce my theme.

3. Reflect on this life experience and discuss how it changed the way you view things, or how it changed your thinking. Or, further discuss the lesson you learned and its consequences. (Using this technique, this discussion would be the conclusion to your essay.)

Congratulations! If you completed Activity 9, you have just outlined an essay that contains an idea, a theme, and meaning. It’s really that simple!

This is a formulaic (prescriptive) approach. There are many techniques and ways of weaving meaning into an essay. If you understand the basics presented here, you can experiment and create your own ideas for sharing your experiences and making meaning clear to your readers.

The more you develop the concepts, ideas and meaning of the story, the stronger and more interesting your essay will be.

SUMMARY OF TWO METHODS… 1. Write your story2. Look for life themes or universal

experiences in your story OR

Look for abstract ideas that are directly connected to your story

3. Develop and discuss the theme or ideas (life themes, universal experiences, or abstract ideas) in your essay

OR

1. Build your story around a life-theme or abstract idea

2. Introduce your theme in the opening paragraph.

3. Tell your story using details, thoughtshots, and comments to support the theme.

4. Comment, again, on the theme in the closing paragraphs.

Activity 10…

Now that you have nearly completed this workshop, once again look at the stories you have written so far and examine them for theme.

What are your stories saying beyond the facts? Finish this sentence for each of your stories: This story shows how it is important for people to…. Continue with these thoughts, writing a paragraph or two. Are you gearing your theme (message) to an intended audience? How has this influenced your plot development, your characterization, and your use of setting?

 What have you discovered about your theme while writing? Has the theme changed? (Ledoux 114-8)

WARNING!! AVOID CLICHÉS

Beginning essay writers often make the mistake of using a cliché in their introduction or conclusion to explain or interpret meaning.

“Life is short…”

“I shouldn’t take people for granted…”

“Practice makes perfect…”

Remember, readers WANT your individual perspective stated in your authentic and original voice, complete with specific examples of how your thinking or behavior changed.

Avoid clichés. If a cliché is appropriate to your story, use your own words to describe the lesson. Use your personal examples (“show, don’t tell”) to describe your insights, what you learned or how you changed.

Yes, we do have universal experiences, but the writer’s interpretation, his or her perspective is the unique and interesting aspect of any essay.

Students often think that their stories aren’t important, that they have nothing interesting to say or nothing exciting has ever happened in their lives. But, meaningful stories can be found in everyday life, in our daily interactions with people and in our interpretation of these events.

 “Trust that your way of seeing and thinking and feeling and knowing are worth writing about.”

(Rule, Wheeler 19)

Elbow, Peter and Pat Belanoff. A Community of Writers Second Edition. New York: McGraw Hill Inc., 1995.

Ledoux, Denis. Turning Memories into Memoirs: A Handbook for Writing Lifestories. Lisbon Falls, Maine: Soleil Press, 1993.

Pugh, Sharon L., Jean Wolph Hicks and Maria Davis. Metaphorical Ways of Knowing: The Imaginative Nature of Thought and Expression. Urbana, IL: NCTE, 1997.

Rule, Rebecca and Susan Wheeler. True Stories: Guides for Writing from Your Life. Portsmouth, NH: Heinemann, 2000.

Works Cited

August 17, 2006