Writing Experience
Writing Experience
Background Introduction
The paper is a report on the experience of coming up with a topic in unit 1102. The focus is on applying narrative devices in writing. In particular, the paper explores the application of settings, characters, and theme and plot elements. These elements make the difference in making a paper average or exceptionally presented. The way a writer applies them can be either shallow or it can be deep, which tells the story in vivid imagery. This applies in the descriptive presentation of subjects, personalities, and places or events.
In preparation for this presentation, Oliver Sacks ‘The Man Who Mistook His Wife for a Hat’ has been studied and discussed. The case of Dr. P is analyzed from the quiz in line with relating the visual representation and interpretation. Visual cognitive performance and processing are central to interpreting works of creative non-fiction. It is from such abilities that one can be able to interpret, appreciate and creatively perceive the author’s visual projection. The projection to the reader is drawn from the creative use of vivid imagery, description of people and places and colorful events’ description.
Dr. P’s peculiar case of inability to interpret a glove or judge it can be described as a visual misalignment. He was unable to interpret or judge the glove for its functionality or concrete nature due to a misaligned cognitive judgment. Obviously, his visual perception in the brain was misaligned; hence, causing discord in the cognitive perception of non-abstract forms and objects. Despite being a prolific cognitive hypotheses developer, Dr. P does not relate things in the comprehensive visual concrete personal interpretation. We can, therefore, interpret his inability as fundamentally related to setting and sphere misalignment in visual information processing.
Although Dr. P has visual information in his brain, he lacked the normal visual processing element, which other people have. The problem was not in fact the lack of visual processing function or ability, but rather the loss of the element, which aided the same. Indeed, he had previously been able to correctly perceive and interpret information correctly. Following classic schematic neurology, we can conclude that the faulty visual processing was not related to his attitude. Fundamentally there was nothing amiss in Dr.P’s attitude. He related what he saw from abstract relation and cognitive memory.
Visual Perception and Creative Interpretation
That can explain why faces with no prominent visual markers of abstract relation such as set jaw line or mustache were not identified or recognized by Dr. P. There was a defective schema where there is no clear mutual exclusivity in the attitude and visual perception of the subject, Dr. P. The subject was not able to integrate the objects he saw with the visual perceptions stored in his mnemonic bank. The defective element of visual processing had however some links with the abstract attitude of the subject. For example, he could recall those people, whom he had familiarity about his preference of abstract artistic features. The categorization of the abstract and non-abstract features here brought about the judgmental flaw such as that of the shoe and foot at the doctor’s office.
According to Arnold (2007), the abstract attitude in judgmental error contributed to the incapability to have a correct perception identity. It also rendered Dr. P incapable of making visual judgments of the nature and function of objects, which he previously knew and probably had used, such as the glove. From the visual- neurological reports, there is the contribution of judgment downfall brought about by front lobe syndromes.
Writing Experience
My writing experience in 1102 involved creating a creative nonfiction narrative based on real events and people that existed. I started by recollecting an actual event that I witnessed or had deep knowledge about. I had to ensure that the story had an interesting plot in the realistic sense of its happening. A creative nonfiction story remains a true record of events only told in an interesting and innovative way. The story in itself, however, must have certain basic aspects, that make it unique. The creativity in delivery is amplified if the fundamental concept of the selected story carries some interesting people or events, which the reader will want to read deeply. As a result, I decided to present an interesting occurrence in which a former school teacher vindicated the validity of the theory of self-fulfilling prophecy.
The role played by the judgment in the empirical sense functions in the presence of abstract attitude. When this judgment as a faculty of the higher life is neurologically misinterpreted, mechanical errors follow. It should be noted that mental processes are highly personal. When the aspect of personalized feeling and judging does not exist, the case of computer like recognition occurs. Such was the case that happened with Dr. P when his cognitive senses were turned to the defective apprehension of the reality and concrete comprehension. The condition of agnosia did not allow him to see things in their concrete and real form. Rather, he interpreted things as if there were unfamiliar and strange objects for study and puzzling out. He had become computation and very abstract in his perception and interpretation of things. The case of Dr. P is critical in the discussion of my writing experience.
Application
The topic of the former fourth-grade teacher vindicating the validity of the self-fulfilling prophecy was chosen after several considerations. For one, the story presents a unique, yet realistic happening. It is not every day that we get to witness a psychological theory being tested and proven to us with instant positive feedback. Also, the fact that it involved human behavioral psychology made it all the more an intriguing topic for a reader. The theme of the self-fulfilling prophecy in itself is also controversial enough to entice even a casual reader. The majority of people find human stories of great interest, and the chosen topic was not going to disappoint. As Gutkind says, creative nonfiction carries elements of a cocktail rich in ideas, flavors and techniques (Lee, 2016). The story of testing the self-fulfilling hypothesis on children involved ideas, which hold abstract realities as well as virtual reality all in a very novel basis.
Creative Processing of the Narrative Experience
I ensured that I did not change, exaggerate, tweak or falsify the original reality of the story in my narrative to stay true to the banner of creative nonfiction. The only thing I did was to ensure my presentation and the narration was going to be as colorful and vivid as possible without distorting information. The teacher had tested the theory of self-defeating on us after noting that there was a lot of bullying going on in the class. While the bullying was more of a discipline case, the consequences of prolonged or serious bullying had affected some of the learners negatively. Bullied learners could be withdrawn, reclusive and suffered obvious signs of inferiority complex. The effects, in turn, were negatively affecting their performance in class. Mrs. Orlando, therefore, divided the class into two groups of red and blue. She did not tell us about the experiment, though.
On the first day after the classification of Red and Blue groups, she told the Blue group that there were superior and better than the red team. The result was that the learners in Blue group were very active, enthusiastic and participated in every class activity. In contrast, the Red group, which was deemed to be inferior stayed withdrawn and morose. Even when a Red group learner knew the answer to a question, they did not convincingly answer and seemed hesitant, doubtful and not sure of their answers. The behavior was observed in all Red group learners including the loud, confident class bullies.
On the second day, the concept was reversed with the Red team now being made ‘superior’ and ‘smart’ by the teacher. The ‘Dumb’ and ‘Inferior’ Blue team reacted in the same way the Red team had reacted during the first period. On the third day, the teacher disbanded the groups and explained the concept of self-fulfilling the prophecy to us. She explained that when we let someone bully us into some inferior position, we can mentally suppress ourselves and think ourselves as less intelligent, smart or better than others. It was an interesting discovery to note that even the bullies had their insecurities only that they were not being forced into suppression to manifest them.
Setting and Plot
Nonfiction Creative Writing Techniques Experience
How the teacher manipulated the learners and how they unsuspectingly responded to the manipulation is built in the most intimate way. My technique was to draw the reader into the pain, struggles, challenges and joys of the young learners, as they were tossed from one place to another. A comical, psychological and dramatic entertainment element was, however, a struggle to balance. Whilst I needed to remain true to the events, I also needed to give my reaction, opinion and perspective. Such a personal touch is allowed in nonfiction as long as it is separated from the actual events happening. For the characters, there was no much struggle in presenting them in the story. A lot of recall in describing how the characters (learners) behaved was required. I also added my personal perception of their visual and character basis to ensure the writer connected to them. Such helped in developing empathy and consequently interest in my story.
References
Arnold, D. (2007). Poetry and language writing. Liverpool: Liverpool University Press.
Bearne, E. & Wolstencroft, H. (2007). Visual approaches to teaching writing. London: Paul Chapman.
Harper, G. & Kroll, J. (2008). Creative writing studies. Clevedon: Multilingual Matters.
Lee, G. (2016). Retrieved 17 June 2016, from https://www.creativenonfiction.org/online-reading/what-creative-nonfiction
