Pink Shoes

by Sydney Deegan

There is a pair of shoes, pink shoes. They are a size 7 in kids. I found them while walking past the prime student section of the school. This particular pair of shoes is worn. The white fuzzy rim is barely even white because it is crusted with mud. They smell like the freshly cleaned socks that a child would wear after taking a bath with their Johnson and Johnson soap mixed with dew from the outdoors. The black soles of the shoes look as though they have been dragged miles. These pink shoes must belong to a little girl. A little girl who plays outside and runs and jumps in mud and doesn’t care if her shoes get ripped because no matter what, her shoes will still be there when she wants to play again. However, her innocence will only last so long. One day, she will grow out of these shoes. She’ll have new responsibilities. She won’t get to play outside and jumps in mud puddles as much. This little girl will not be a prime student anymore and continue to graduate from middle school into high school and so on. She may even have to learn how to clean her own shoes. This pair of fuzzy white-rimmed, filthy, pink shoes will become only a memory of her childhood. They will only appear in pictures her mom took of her when she was young with a grin from ear to ear. One day, these shoes will no longer be important. But while she is still a size 7 in kids, she will run, jump, and tear them until they can’t take it any longer because these pink shoes will not last forever.

 

       The Writer’s and Artists Festival was an incredible experience. This was my second year doing the festival and I completely regret not doing it my freshmen year. Each workshop is so different, yet you can learn so much from each. This year I did the creative non-fiction workshop with David Giffels. I have to say I loved doing his workshop and I was able to further my writing abilities through an activity we practiced. It’s called the Mr. Potato head writing style and I thought I would share to help everyone else with setting the scene in their essay writing.

 

Eyes-

This is a way to start your descriptive essay by setting the scene and describing everything you see. This can help your reader imagine everything through you eyes.

 

Ears-

In this portion you can describe everything you are hearing, even if it’s the faintest or the loudest noises.

 

Nose-

Describing you are smelling can help your reader imagine everything your sensing throughout this process of setting the scene.

 

Tongue-

In this portion, you describe what you can taste. In some cases, this sense isn’t always used, but when it is, it really adds to your description.

 

Hands-

Lastly, describe what you are feeling and everything you are touching.

 

Although these are very simple and somewhat obvious, going through the process of thinking through each sense can greatly help you and your reader understand and picture the setting you are describing. The last step in the process of writing that we learned is figuring out a “so what?” statement that many of us struggle with (or at least I do). Mr. Giffels asked us to use the question, “How does this relate to/affect America?” This question doesn’t have to be literal, but it helps more with discovering why your argument matters. These tips have already helped me and I hope passing them along will help others with their writing abilities.