When I read the first student's essay, it caught my attention right away because it was something that I did not notice. She said, "people experience those Light Bulb moments" and connected to Sedaris' statement " If my own little mind is nailed shut, why wouldn't theirs be?" (277). When she compared these in her introduction I thought how that's something that he relate to us readers, and it's okay to be confuse and lost while reading this text. In her essay I liked how she would talk about specific examples from Sedaris' article, and then talked about her own thoughts. Here, she makes me as reader connect with her and think about Sedaris' writing choices. She has good examples to support her controlling purpose, "I was debating on what I thought his purpose was, but then I kind of found it a mixer of both a serious problem and a persuading kind of article," later on she included what made her believe this was the controlling purpose.
After reading this student's essay, I came back to mine making sure that I did explain why I chose the quotes I chose and if my the quotes supported my controlling purpose. I mean I did have examples, but it seems to me that I cannot transition onto my own thoughts. I feel that if I do, I am not talking about Sedaris' purpose anymore. I know that I should include my thought of it , but how do I do it. Hopefully at conference I can get a better understanding of how to write my interpret essay correctly.
I didn't know that I just saved this as a draft. Sorry for the late post.
ReplyDeleteMake sure to give the example (or paraphrase) the example she includes! It sounds complicated but consider that your reader hasn't also read her essay.
ReplyDeleteWhat surprised you about the student's essay? Anything? Did it make you interested enough to keep reading? These are things that are worth considering for your own essay--what do you want your reader to feel when they read your writing?