“If we can share our story with someone who responds with empathy and understanding, shame can’t survive.” Brene Brown, Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Love, Love, Parent and Lead

WNB #2: DIDLS in “Shame” Tape the DIDLS directions to the page opposite your dialectical journal. Make five columns on your horizontal page. Each column should have three entries with commentary that should address effect or author’s purpose. Make sure each entry includes TEXT and COMMENTARY Diction Images Detail Language Syntax Text: “I never . . . I had . . I was . . I was. . She was . . I think. . I brushed . . It was. . . ” Paragraph 1 Sentence beginnings. Commentary: Sentence structure is very elementary which is fitting as this autobiographical excerpt Is written from the point of view of a young boy. All but two of these sentences begin with “I” because he is focused on himself.

Tackling “Shame”- Take Notes as Needed What and Why How If we can share our story with someone who responds with empathy and understanding, shame can’t survive.”- Brene Brown Think about this quote and how it relates to Dick Gregory’s “Shame.” Consider a possible theme for the piece. Consider the purpose for Gregory’s writing. Look over your annotations and Journal Entry #2. What stands out as the most impactful technique? Was there more than one? What is the effect? How would you organize an essay or focusing on style? Each paragraph should begin with an assertion including an active verb . Develop with text and commentary. Use transition words for reinforcement.

Building a Strong Assertion Utilizing authentic dialogue and vivid details, Gregory dramatically re-creates an experience from childhood in order to expose the damaging effects of shaming a child. Participle phrases are excellent introductory phrases to relay WHAT technique was used. Use author’s last name and an action verb to state the effect of the technique. Clarify why he did this. This is the purpose of writing.

Embedding text evidence Explaining that his “momma beat [him] and called [him] a little rat” for throwing away the mackinaw that marked him as different, Gregory exploits the negative connotations he associated with charity (2). This use of simple diction reflects the youthful pain and naiveté endured by young Richard. In addition to this, Gregory alludes to the irony of the name of the charity: ”Worthy Boys Annual Christmas Dinner”(2). Although the benevolent foundation provides the boys with dinner and warm coats, these “brown and orange and white mackinaws” are identical, causing the boys to be categorized. Consequently, when children are singled out as needy and less fortunate, these children are made to feel anything but worthy. This is not a conversation; do not use the following: -the author states -the author says Author cited in sentence, so only page number needed. Use brackets when changing original text (to make sure you use literary present tense and third person pronouns). Transition words help reinforce your assertion and connect your evidence. They direct the argument. This example represents the inner half of a paragraph. A developed paragraph requires an assertion, support (embedded text evidence and other connecting details), and commentary.