280W Standard Paper Format
(fill in the “blanks”)
(Adapted from Kristina Sundstrom Narrative Paper CAS 280W, November 19, 2004)
Note Name and Assignment on Paper: Kristina Sundstrom
Narrative Paper
CAS 280W, Lentz
November 19, 2004
I. Introduction
Opening sentence to introduce the central idea, or thesis.
Whenever we meet someone from a background that differs from our own we try to find commonalities that can connect us to the other person.
Story or description that gives Audience an imaginative experience.
Sometimes one accomplishes this connection through simple conversations; other times one must employ deeper creativity. I have come to a more profound understanding of the culture of India by spending time with my neighbors from that country. While they have told me a great deal about their culture, I have learned significantly more from experiencing events with them. For every Indian holiday my neighbors bring us different traditional foods such as Samosas and Tanduri chicken. In addition, I have gotten to attend several traditional celebrations such as an Arangatrum, a cultural dance ceremony. While I could have learned only by listening, I chose to try their food and attend their events, allowing myself to come to a much deeper understanding of the culture of India. In the same way, I have been able to help them understand American culture as they are experiencing it. The only reason that mutual learning occurs is because we both appreciate the other culture and do not try to change one another.
Transition to Thesis. (Sum up the idea that matches the thesis to follow immediately. This can be as short as a sentence closing the first paragraph, or as long as another paragraph.)
In The Poisonwood Bible the characters are faced with a similar challenge when Orleanna Price and her four daughters spend a year and a half in the Belgian Congo with their father as a missionary family. The family originally attempts to bring much of their American culture with them, however, as the novel progresses readers can see how the characters must immerse themselves in the culture of the Belgian Congo and modify the ways in which they try to connect with the people there. The reader sees throughout the progression of the novel how each of the narrators creates unique ways to relate to the culture and the people.
II. Central Idea/Thesis at the Beginning of a Paragraph (2nd or 3rd):
Kingsolver suggests that in order to successfully adapt to another culture one must work hard to understand the people of that culture while sharing his or her own culture respectfully.
III. Preview/Partition covering Author, Setting, Characters, Plot, Images, and Narrator’s Relation to Audience, in same paragraph as thesis. [One sentence or Phrase for each of the topics linking them to the theme. This may be one sentence for each section, or longer as below.]:
Her desire for this attitude has evolved from many of the experiences that she had as a child. These memories also impacted her choice of setting: the African Congo. She describes the setting with passion, highlighting its unique qualities that impact the way that Price women see the Congo, and her characters illustrate various personas that she encountered. The narrator of this particular passage, Leah, represents the “voice of Africa,” a woman who recognizes the plight of the continent and relates to it very deeply (Mhatre 262). Ruth May, the other major character in this passage, represents “innocence and purity” (Mhatre 263). Kingsolver shows this through Ruth May’s interactions with the African children who are enthralled by Ruth May and relate to her as fellow children, regardless of their backgrounds. They look up to her in a position of authority since she teaches them games, and they enjoying playing them together. The interactions among the children are significant because they are the first connections made by any member of the Price family. By making this the first successful interaction in the plot, Kingsolver is making a statement about the innocence, purity, and tolerance needed to relate to other cultures successfully. As the plot continues we see that all of the characters are coming to a greater understanding of the culture through the development of their comments and thoughts. Kingsolver also makes the point of having interest in another culture as a form of respect through the language of the characters. She employs African words to show the importance learning the language of the Congo in order to understand the culture better. By developing a different way that each character looks at the audience or one another I hope to show the diverse characteristics of the narrator and each of the characters. The audience will see how the characters relate to one another by the way they look at one area of the stage or another, and will feel in touch with the narrator as she, a fellow American, shares the experience of adapting to this change of culture. [Transition: Last sentence signals the end of the preview, and guides the reader to the first point – the author’s relationship to the theme – by mentioning Kingsolver.]
By imparting these ideas to the audience I hope to convey Kingsolver’s beliefs in the acceptance of and the adaptation to other cultures that is deeply rooted in her own personal experience.
IV. Body (With Topic Sentences Beginning Each Paragraph, Each Linking to a Theme like “Adapting to Other Cultures” )
- Author. (Three facts about the author that relate to your theme.)
Barbara Kingsolver drew on many of her own experiences when writing her novels about adapting to other cultures. Kingsolver was born in Annapolis, Maryland, moved to Kentucky, and then when she was in second grade she moved to the African Congo with her family (Dictionary). Her stories are peppered with recollections of her own times in the Congo (Authors). Through these experiences Kingsolver developed an interest in the themes of social justice and multicultural interaction, nature, and the role of the family and community (Novelist). “Her medicine is meant for the head, the heart, and the soul—and it goes down dangerously, blissfully, and easily” (Contemporary). [Transition: final sentence closes the topic of author.] She seeks to invoke self-analysis and a critique of modern society.
- Setting. (Three ways in which you can “show” the setting to the audience. For each you should have a line in the text that suggests the action, a description of the action in concrete terms---smiling, emphasizing a word--- and a reason for doing it that matches your theme. All these emphasize “adapting to a new culture.”).
The unique setting that Kingsolver describes enhances the different atmosphere to which the children adapt, and I hope to encourage this idea through motions and gestures. I will use my arm to emphasize the “gleaming black arc of children” that Leah describes to help the audience realize that this is an experience uncommon to the narrator (Kingsolver 111). Normally Leah does not find herself alone with a crowd of children and no adult supervision. In addition, the fact that all of the children are African is something that is unfamiliar to the characters. When the narrator Leah describes the children as “waist –high” (Kingsolver 111) I will look slightly down and all around me, moving my head quickly to indicate to the audience that there are not usually so many children surrounding the narrator in her culture back home. Then when Leah looks at the mud huts with Pascal I will crouch down and squint my eyes as if completely fascinated. [Transition: Last sentence closes topic of Setting---] Through all of these actions I hope to show the unique surroundings that Leah and her sisters are encountering and how they are adapting to the culture by intently observing the area in which the culture originated.
C. Character: (Three actions for each character and narrator, Kingsolver, Ruth May, and children’s voices.)
By conveying the attitude that Ruth May has I will show the audience how she is trying to adapt by taking on the role of a teacher and sharing her culture with the Congolese children. She hopes that by sharing the game of “Mother May I?” with them she will connect to them better. Then she might be able to learn more about their culture through the friendships developed. By speaking the directions to the game slowly and holding up four fingers when Ruth May is directing the children I will convey how Ruth May desperately wants the children to understand so they can experience this game together. Also, by saying “Yes, you may” more rigidly I will show the authority that Ruth May has attributed to herself (Kingsolver 111). I will also answer the children with a smile and a slightly downward glance to show a hint of an attitude and suggest that Ruth May is enjoying the power that she has. While Ruth May’s attitude may appear forceful, Kingsolver portrays Ruth May as an innocent child who is trying to adapt to the culture in the only way that she knows how, by playing a game she knows with these new playmates.
By showing Leah’s deep thoughts about language and the differences between American and African cultures I hope to impart the effort that she is putting forth to adapt to the new culture and relate to the people of the Belgian Congo. When Leah is trying to pronounce African words I will speak very slowly to indicate that she is thinking carefully before saying each syllable. I will also look upward and squint my eyes when I say the words to show that she is concentrating hard on the pronunciation and not letting anything else distract her. Then when discussing the differences between the American games of “Mother May I?” and “Hide and Seek” and the African games of “Find Food,” “Recognize Poisonwood,” and “Build a House” I will pause and look upward in order to impart to the audience how much she values the cultural differences (Kingsolver 114). Through these actions I hope to suggest to the audience how Leah is trying to adapt to the culture of the African Congo and understand it better.
I plan to illustrate how the Congolese children are learning and adapting to one aspect of American culture by intently trying Ruth May’s game. I will say “Ma-da-meh-yi?” loudly, concentrating on each syllable to show how they want to play the game with Ruth May and are trying their best to conform to the rules. Also, by standing with one hand behind my back and rocking on the balls of my feet, waiting excitedly and expectantly for permission, I will show the children’s eagerness to learn the game. I will also look slightly upward when responding, suggesting that Ruth May has power and authority over the other children. While the children’s obedience may suggest that Ruth May is forcing her ideas on them, Kingsolver portrays it in a way that presents Ruth May as an innocent child who is trying to adapt to this new African society. [Transition: Last sentence closes topic of character with reminder of the theme. ] Once Ruth May feels like part of the group of African children she will be more apt to adopt aspects of their culture by learning some of their games as well.
D. Plot: (Three actions that can “show” the audience key moments in the literature)
The plot of this passage shows an increase in the characters’ understanding of the Congolese culture by emphasizing the new levels of comprehension they reach when they adapt to some of the ideals of African culture. By beginning at a higher pitch when describing Ruth May’s first inroads I will convey the surprising nature of making these connections with the people of the village. Until this point no one in their family had been successful. Then, by pausing after “But, mother may I broke the ice” I will signal to the audience the importance of breaking that ice for the rest of the family members to begin to build relationships and adapt to the culture (Kingsolver 112). A change has occurred in the dynamics of the relationships between the Price family and the Congolese. Then when discussing the differences between American games and Congolese games I will emphasize the words “our” and “his” to relay the importance of these different categories (Kingsolver 114). Also by waiting after revealing the differences between the games I will call attention to the significance of Leah’s realization about the cultural differences and how she is adapting to the Congolese lifestyle. [Transition:] In these ways I can show the growing understanding of other cultures that is key to the story.
E. Language: (Actions that can highlight important words or images).
I will also show how the characters are learning new things about the culture and adapting to it by emphasizing the new words and ideas they are learning. By slowing down at the African words I will show the significance of Leah wanting to learn the language of the people there as a way to better connect with them and adapt to their lifestyle. Also, by speaking “Ma-da-meh-yi?” without making it a clear question I hope to convey the idea that the children do not know the meaning of the words or understand the idea that they are being polite and asking permission, but that they are simply obeying the rule that they must say those words before they can move. The children are participating in a game they do not fully understand to that they can learn about American culture. Finally, by pausing between the phrases “a girl” and “in pants” I hope to emphasize the idea that this is a foreign concept in the Congo, and Leah recognizes this (Kingsolver 113). [Transition:] By drawing attention to each of these individual words I hope to suggest how both the Price women and the Congolese children are trying to adapt to and understand the culture that is so far removed from their understanding.
F. Narrator/Audience Relationship: (How is placement & focus present?)
The way that the narrator interacts with the audience as well as how the other characters do not interact with the audience will help to emphasize Leah’s relationship to the audience and her ability to convey her experiences of adapting to this new culture through their commonalities as Americans. By looking at the audience when I am speaking as Leah, the narrator, I hope to include the audience in the experience of watching Ruth May interact with the other children and make inroads into a previously detached environment. Also, when speaking as Ruth May I will look to the left and slightly downward to convey the idea that she feels in a place of authority compared to the children and that she is completely engrossed in this experience; she is not telling the story. When I am speaking the lines of the Congolese children I will look to the right and slightly upward, implying that they see Ruth May as superior to them and that they are also immersed in the scene. By showing the relationships between the characters as well as the relationship between the narrator and the audience I hope to convey the feeling of Leah sharing with the audience how she learned to adapt to the Congo. [Transition: Last sentence closes topic of narrator & audience relationship.] I hope to deliver the image of Ruth May interacting with the Congolese children and adapting to their culture through the eyes of Leah.
V. Conclusion
[A Summary of Points is not required, but is often helpful. The important element is a concrete example/story/quotation that gives the audience one more image or experience with the theme.]
When one is faced with the situation of understanding a new culture, one must try and adapt to the new culture as much as possible and also attempt to engage in a mutual sharing of different cultural experiences so that each group can learn from the other. When I went to England and spent two weeks staying with a host family I experienced first hand how to adapt and share culture with another family. Their styles of schooling as well as their family lifestyle and eating habits are very different from those in America. I had to be careful not to condemn some of their common foods, such as eating a ham sandwich with butter on the bread. They enjoyed sharing the typical cuisine of their country. I was also challenged in how to tactfully refuse to eat beef because Mad Cow Disease had become such a prevalent problem. However, by being conscious of their culture and accepting things about their lifestyle such as ham and butter, I came to a much deeper understanding of the English culture. I would not have such a clear picture of their lifestyle if I had spent all of my time in a hotel eating only at restaurants that sounded appealing to me. I truly got to experience the culture of Chester, England. Through this process the family also afforded me the opportunity to share some of our culture with them. I explained how our school system worked and what comprised our typical meals. It was imperative for me to express a desire to understand their culture and adapt to their lifestyle while I stayed there in order to facilitate a mutual learning environment. The characters in The Poisonwood Bible face the same challenges when they must learn to adapt to the culture of the Belgian Congo and understand it before they can begin to share some of the characteristics of their own home culture. My selection can help an audience understand the difficulties and the joys of this process.