By: Marilyn Ta, Sam Manalo, Ashley Douglas, Michelle Pantoja, Rafae Khawaja

Tells a story - based on personal experiences or other observations (from reading) Story told in chronological order - includes vivid details, a point of view, and occasionally, dialogue Very often, writers use narration as a way to enter into their topics Story supports your thesis CHARACTERISTICS

Purpose: - to tell a story that connects to the audience and thesis Function: - to engage the audience Effect: - the audience feels included and is able to connect with the characters RHETORICAL FUNCTION

Both include rich detailing - Description emphasizes on the details that appeal to the senses - Narration concentrates on the details of the events Both can paint vivid images in the audience’s mind - However, that picture will be part of the larger picture (the overall story) WHY IT IS NOT DESCRIPTION

Both include multiple items - Narration will include multiple incidents/events - Exemplification will include multiple examples WHY IT IS NOT EXEMPLIFICATION

“Two days later, my father took my three brothers and me to the hospital to visit her. She met us in the lobby in a wheelchair. No bandages were visible. I’ll never forget her radiance, the way she held herself in a purple velour robe and how she gathered us around her” (The Clan of One Breasted Women pg. 816, ¶ 9). “She would call for me, and I would rouse from exhaustion to sleepily call back: ‘You're all right, darling, go to sleep, it's just a dream,’ and if she still called, in a sterner voice, ‘now go to sleep, Emily, there's nothing to hurt you.’ Twice, only twice, when I had to get up for Susan anyhow, I went in to sit with her ’’ (I Stand Here Ironing pg. 226, ¶ 24). EXAMPLES

“This is when I wish I wasn’t eleven because all the years inside of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren’t even mine” (pg. 146, ¶ 18). “‘Rachel,’ Mrs. Price says. She says it like she’s getting mad. ‘You put that sweater on right now and no more nonsense.’ ‘But it’s not –’ ‘Now!’ Mrs. Price says” (pg. 146, ¶ 15). “But when the sick feeling goes away and I open my eyes, the red sweater’s still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right” (pg. 145, ¶ 13). EXAMPLES CONT…

1. In the story “Eleven,” Sandra Cisneros illustrates that the majority of the young generation wrongfully associate age with the authority while disregarding the righteous argument in a given situation. 2. Cisneros appeals to her audience by engrossing them in through a narrative approach, the lucid description of her experience in school while repeating important parts of her story that lays emphasis on her message. 3. The author’s descriptive language and explicit repetition is used in order to encourage young students to stand up for themselves in any situation regardless of age. 4. Cisneros directly addresses this controversy to young students because she tells the story of her struggle from an eleven-year-old’s point of view.