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Reflecting on an Experience

22.2 Techniques

Looking back in order to look forward,
(Abrams picked up this phrase from Kelly Gallagher. Gallagher, Kelly. Write Like This, Stenhouse, 2011).
or
I wish that I knew what I know now when I was younger.
From Faces. “Ooh La La.” Ooh La La, 1973.
As you draft your narrative, keep in mind that your story or stories should allow you to draw some insight that has helped you or may help your reader in some way: reflection can help you relate a lesson, explore an important part of your identity, or process through a complicated set of memories. Your writing should equip both you and your audience with a perspective or knowledge that challenges, nuances, or shapes the way you and they interact with the world. This reflection need not be momentous or dramatic, but will deepen the impression of your narrative.
Reflection relies on what I call the diegetic gap. Diegesis is a term from the field of narratology referring to narration—the story as it is portrayed. In turn, this gap identifies that time has passed between the plot events and your act of writing.
Simply put, the diegetic gap is the distance between you-the-author and you-the-character:

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Because we are constantly becoming ourselves, shaped by our relationships and experiences, “you” are a different person at all three points. By looking back at your story, you can cultivate meaning in ways you could not during the events or immediately following them. Distance from an event changes the way we see previous events: time to process, combined with new experiences and knowledge, encourages us to interpret the past differently.
As you’ll see in the upcoming activities, looking back through this gap is a gesture akin to the phrase “When I look back now, I realize that…”

22.2.1 Wrap-up vs. Weave

Students often have a hard time integrating reflective writing throughout their narratives. In some cases, it is effective to use reflection to “wrap up” the story; it might not make sense to talk about a lesson learned before the story has played out. However, you should try to avoid the “tacked on” paragraph at the end of your story: if your reflective writing takes over at the end of the story, it should still feel like a part of the narrative rather than an afterthought. In other words, you should only reserve your reflective writing for the last paragraph or two if the story has naturally and fluidly brought us across the diegetic gap to present day.

Instead of a wrap-up, though, student writing often improves by weaving their reflection in with the story itself.

While your weave doesn’t need to be obvious, consider how the author’s choices in this essay enhance both the narrative and your understanding.

22.2.2 Spelling it Out vs. Implying Meaning

Finally, you should be deliberate about how overt you should make your reflection. If you are trying to connect with your reader, sharing your story so they might better know you, the world you live in, or even themselves, you need to walk the fine line between subtlety and over-explanation. You need to be clear enough that your reader can generalize and relate.

It is also possible, though, to be too explicit. Take, for example, Charles Perrault’s 1697 publication of a classic folk story, “Little Red Riding Hood.” 33 As with many fairy tales, this story is overtly didactic, stating the following moral after Little Red Riding Hood’s demise:

Moral: Children, especially attractive, well-bred young ladies, should never talk to strangers, for if they should do so, they may well provide dinner for a wolf. I say “wolf,” but there are various kinds of wolves. There are also those who are charming, quiet, polite, unassuming, complacent, and sweet, who pursue young women at home and in the streets. And unfortunately, it is these gentle wolves who are the most dangerous ones of all.

Admittedly, this story is a not the kind of narrative you will write if your teacher has assigned a descriptive personal narrative: it is fictional and in third person. For the purposes of studying reflection as a rhetorical gesture, though, “Little Red Riding Hood” does some of the same things that a personal narrative would: it uses a story to deliver a didactic message based on learning from experience.

I encourage you to discuss the misogynist leanings of this moral with your class. For our purposes here, though, let’s consider what Perrault’s “wrap-up” does, rhetorically. With a target audience of, presumably, children, Perrault assumes that the moral needs to be spelled out. This paragraph does the “heavy lifting” of interpreting the story as an allegory; it explains what the reader is supposed to take away from the fairy tale so they don’t have to figure it out on their own. On the other side of that coin, though, it limits interpretive possibilities. Perrault makes the intent of the story unambiguous, making it less likely that readers can synthesize their own meaning.

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Expression and Inquiry by Chris Manning, Sally Pierce, and Melissa Lucken is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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