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Analysis of how “How I learned to ride a bike during my childhood” Models the literary style of Process
In the preceding paper the process of how to learn how to ride a bike is explored. The information was presented in such a way that anyone reading could have taken the directions (that were presented with the narrative style) and would be able to also start from not knowing how to ride a bike, to being able to ride a bike. The process followed a chronological sequence, and thus ensures that the audience would not have missed any steps needed to learn how to ride a bike, no matter at what age. The narration provides a guide to the audience to be able to reader their goal of being able to ride a bike, from not being able to ride a bike. The narrative clearly followed a chain of events that lead to the eventually goal and out-come of the narrator being able to ride a bike. These links in the chain of events can be clearly followed as a guide. The knowledge needed to complete the task is given. Hazards are warned, and the outlines of percussions are given, such as the narrator wearing a helmet to ensure she will not be seriously injured. Hazards are also discussed in the narrative, such as the dog-roses and their dangerous thorns. The narrator shows that she has learned to avoid these hazards by not going near them the next time she practices bicycling at the park. Other knowledge given to complete the task is given through the narrated dialogue between the narrator and her brother. He gives her instructions about how to start the bike moving and how to achieve the needed balance to ride the bicycle:
“The first thing you need to do is learn is our beginning foot.’ (…) He had his left foot on the ground as his right foot took up the pedal that was highest. He pushed down on the pedal and the bike began to move,”The instructions on how to begin to have a bike move are clearly given by the dialogue provided by her brother’s words, and by his actions that are demonstrated in the narrative. The narrator demonstrating that she has indeed tried these instructions and found them to work in helping her learn how to ride her bike further clarifies and reinforces the validity of the instructions.
“I’d balanced my weight at just the right angel and got the bike to move for a few more rotations of the pedals.”This reinforces the idea that the instructions given by her brother, when followed by someone else other than himself are valid, useful and effective.
Narrative exists for the sake of the story, and so the language used in the paper reflects that purpose. The language used reflects the spoken word. Also some word choices such as “Vélo” and “à pied” reflect the narrator’s upbringing as a French-Canadian, and reflect the mind of the child thinking. The word-choice should not confuse any knowledgeable Canadian, as these words are also part of contemporary terminologies. The audience of a narrative is more often than not the peers of the narrator, and thus the peers of this narrator would understand her word choice because they have most likely been exposed to the same dialects and terminologies that she has been exposed to.
The paper in which I demonstrate the process of how I learned to ride my bike clearly follows the process of the literary style of Process, and is an excellent example of the literary style.
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