To show that he was about to describe something that happened at a different time, the author of “Thunder and Enlightenment” provide clues like the phrase “several weeks ago” and “twenty-five years later.” Shifts in time aren’t the only changes that require transitions, though. Sometimes, the purpose or mode of the writing shifts, too. For example, a writer may shift from narrative mode (telling a story) to expository mode (explaining an idea). Some of the most interesting and meaningful essays combine these two modes of writing.
![Man telling a story.](https://s3.amazonaws.com/cms.accelerate-ed.com/image/36534526-cfcf-42fe-bdca-b5cfca06596c.jpg)
![Man switching from telling a story to explaining an idea.](https://s3.amazonaws.com/cms.accelerate-ed.com/image/a33699a4-b4be-40f3-b02c-22c8abaae709.jpg)
![Man explaining an idea.](https://s3.amazonaws.com/cms.accelerate-ed.com/image/3bb1c631-48ef-45ac-b526-a1db14276108.jpg)
In “Thunder and Enlightenment,” the author shifts from narrative to expository mode to provide background information or context for the events in his story. Answer these questions to make sure you notice each point in the essay where these shifts occur.
Thunder and Enlightenment
Every student in the class looked up at me, waiting for my answer. The room was quiet, unusually quiet for this group of boisterous 12-year-olds, who rarely sat still on their creaky wooden benches and whose attention often flitted about like the sparrows that came to the open windows.
But today was exam day, and exams are serious business in Nepal. A student's grade can mean the difference between continuing in school or returning to labor in the terraced rice fields that surround the Himalayan mountain village.
Ram Gopal, who had asked the question, was still standing, waiting for permission to resume his seat after addressing the teacher, as was the custom. I told him to sit, adding that I thought his question was a good one, trying to buy a few moments to compose my thoughts. His request was so simple on the surface: "Sir, do you want your answer or our answer on number three?"
I glanced down at the exam: "Briefly explain the cause of thunder and lightning."
I realized Ram's question came from something that had taken place in class a few weeks earlier. We were studying a science unit on weather, concentrating on thunder and lightning. The text gave a rather complicated explanation that involved atmospheric temperature gradients, rising air masses, ionic exchanges, positive and negative electronic discharges, and the speed of light versus the speed of sound. Pretty heavy stuff for these young boys and girls who live far from roads and electricity!
I had tried to make the lesson more interesting and understandable by explaining it in simpler words, using demonstrations of static electricity with combs and small bits of paper, and taking the class outside to observe thunderhead clouds forming in the afternoon sky.
This was my second year teaching science in Gahonsahor, an agricultural village two days' walk east of the Pokhara airport. My command of the local alphabet had grown to where I could write on the blackboard to illustrate my diagrams, and my ear for the hill dialect allowed me to follow their discussions about what we were studying. So I was delighted one day when a student bravely asked me, "Sir, would you like to hear our explanation of thunder and lightning?" There was an expectant pause, with all attention on the teacher.
"Yes, tell me!" I replied, making no attempt to act like the traditional teacher who strives to be the sole source of all knowledge and academic wisdom.
What followed was one of the most exciting conversations I have ever heard in a classroom. Students eagerly took turns telling me about Indra, the weather god who lives in the sky. Interrupting and correcting each other in their enthusiasm, they explained how Indra occasionally becomes angry and throws "thunderbolts" down to Earth. These flash brilliantly through the sky and strike the ground with a thunderous crash, shattering anything in the way.
These bolts are triangular pieces of rock, rather like very large arrowheads. Usually they are smashed to dust by the impact, the students told me, but once in a while one is found where lightning has struck: black, very hard, smooth like glass on the outside. They are hard to crack, but if you can break off a piece and grind it up, it's a powerful medicine that can cure many problems of the body and spirit.
I asked if anyone had ever seen such a thunderbolt. Most had only heard of them, but a couple of students knew someone who knew someone who had found one, and one student even had an uncle who might actually have one!
I was astonished the next day when one of the students returned to class with a small piece of rock, broken from the original triangle. He excitedly showed it to the entire group, then presented it to me as a gift from his family, to take home and use when necessary. Twenty-five years later, I still keep this treasure in a special brass bowl by my bedside, strong medicine for when I need it.
The science unit on weather had taken several weeks to cover, much longer than the four or five days I had originally scheduled. I was not sure exactly what my students had learned. I would find out from this exam. However, I certainly came away with a feeling of satisfaction that something important had happened.
But now the class was waiting for my answer to Ram's question, and I felt as if I was the one being tested. My reply would tell them how much I understood their culture and accepted what was important to them. Who is "right" here? If the students accept "my" scientific concepts, are they turning their backs on their own heritage? Is my work here then undermining the very cultural uniqueness I have learned to respect? On the other hand, if they assume "their" answer is correct, are they really learning science? I needed a flash of inspiration.
I focused again on my students. There was no ambivalence in their faces. These children were easily able to grasp both sets of beliefs without a problem. One they explored in their classroom, the other was a part of their religion and folklore. Both made sense, both were acceptable. At this moment all they wanted to know was: Which would be the correct answer on the test?
I spoke without further hesitation. "Since this is a science exam, give the scientific explanation. In Hindu culture class, you could give the explanation that involves Indra. But here let's use the one that comes from our textbook."
Relieved at having the issue clarified, the students resumed writing, concentrating on their sentences, occasionally gazing out the window to gather their thoughts. I sat quietly, watching them with fond amazement. Far off in the mountains, signaling the development of an afternoon storm, there was a faint rumble of thunder.
By Duane Karlen - Peace Corps Volunteer: Nepal (1970-1972)
What is the purpose of the essay’s first paragraph?
- to express the author’s feelings about his students’ noisiness
- to help the reader understand the meaning of the exam question
- to explain the cultural conflict between students and teacher
- to set the scene of the story and build suspense about the answer
The students’ expectant looks create suspense by causing the reader to wonder what the question was and why the teacher has not yet answered it.
The students’ expectant looks create suspense by causing the reader to wonder what the question was and why the teacher has not yet answered it.
The students’ expectant looks create suspense by causing the reader to wonder what the question was and why the teacher has not yet answered it.
The students’ expectant looks create suspense by causing the reader to wonder what the question was and why the teacher has not yet answered it.
Why does the author explain how he taught the science unit on weather?
- to provide context for Ram’s question
- to add interesting details to the author’s story
- to show that the students disliked science
- to help the reader learn facts about weather
This is expository information that provides context for the student’s question.
This is expository information that provides context for the student’s question.
This is expository information that provides context for the student’s question.
This is expository information that provides context for the student’s question.
Why does the author summarize the students’ explanation about the thunderbolt rocks?
- to make the story into an exciting fantasy
- to describe his students’ cultural beliefs
- to add action to an otherwise boring story
- to express an opinion about the myth of Indra
The cultural story about Indra is important expository information. It helps prepare readers to understand the story’s conflict.
The cultural story about Indra is important expository information. It helps prepare readers to understand the story’s conflict.
The cultural story about Indra is important expository information. It helps prepare readers to understand the story’s conflict.
The cultural story about Indra is important expository information. It helps prepare readers to understand the story’s conflict.
What modes of writing does the writer shift between at the start of this paragraph?
- from narrative to expository
- from expository to narrative
- from descriptive to expressive
- from narrative to persuasive
At this point, the author shifts back to the time frame of the story and resumes his narrative.
At this point, the author shifts back to the time frame of the story and resumes his narrative.
At this point, the author shifts back to the time frame of the story and resumes his narrative.
At this point, the author shifts back to the time frame of the story and resumes his narrative.
What is the main purpose of this paragraph?
- to narrate the author’s inner thoughts
- to make the reader agree with the author
- to explain an underlying cultural conflict
- to identify the theme of the author’s story
In this paragraph, the author explains his inner dilemma about the question.
In this paragraph, the author explains his inner dilemma about the question.
In this paragraph, the author explains his inner dilemma about the question.
In this paragraph, the author explains his inner dilemma about the question.
What shift occurs in the second-to-last paragraph?
- a shift from expository to narrative
- a shift from narrative to expository
- a shift from an abstract to a specific idea
- a shift from description to explanation
Here the author shifts back to narrative writing. He provides the exact words he spoke to the students during the exam.
Here the author shifts back to narrative writing. He provides the exact words he spoke to the students during the exam.
Here the author shifts back to narrative writing. He provides the exact words he spoke to the students during the exam.
Here the author shifts back to narrative writing. He provides the exact words he spoke to the students during the exam.
Summary
Questions answered correctly:
Questions answered incorrectly: