For more on detailing, see Chapter 2.
Naming identifies the notable features of the subject being described; detailing makes the features more specific or particularized. Naming answers the questions What is it? and What are its parts or features? Detailing answers questions like these:
What size is it?
How many are there?
What is it made of?
Where is it located?
What is its condition?
How is it used?
Where does it come from?
What is its effect?
What is its value?
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To add details to names, add modifiers—
He was ten inches long, thin as a curve, a muscled ribbon, brown as fruitwood, soft-
— ANNIE DILLARD, Teaching a Stone to Talk
In addition to providing details that show readers what this specific weasel looked like, Dillard also conveys her thoughts and feelings during the encounter. For example, when she writes that the weasel’s “face was fierce,” she is making a judgment. She uses details like this to make readers see the weasel as a wild animal, not a soft and cuddly pet.
In describing people, writers often combine physical details with details characterizing aspects of the individual’s personality. These characterizations or evaluations let readers know something about the writer’s thoughts about the person, as the following examples illustrate:
Physical description
Evaluative details
My father, a fat, funny man with beautiful eyes and a subversive wit . . .
— ALICE WALKER, “Beauty: When the Other Dancer Is the Self”
I was afraid of her higharched bony nose, her eyebrows lifted in half-
— EUDORA WELTY, “Miss Duling”
Sometimes physical details alone can be enough to symbolize a person’s character or the writer’s feelings toward that person, as in the following passage:
Physical details suggesting a powerful, threatening character
Rick was not a friendly looking man. He wore only swim trunks, and his short, powerful legs rose up to meet a bulging torso. His big belly was solid. His shoulders, as if to offset his front-
— BRAD BENIOFF, “Rick”
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Return to the description you wrote in Exercise 15.1. Put brackets around the details you used to help describe the scene. Add any other details you think of now—
Look again at paragraphs 12 and 13 of Annie Dillard’s “An American Childhood” in Chapter 2. In Exercise 15.2, you underlined the names Dillard used. Now put brackets around the details. You might begin, for example, with the modifiers yellow and backyard. How do you think detailing contributes to Dillard’s description? How do these details help you imagine Dillard’s experience of the chase?
Turn to paragraphs 10 and 13 of Amanda Coyne’s “The Long Good-Bye: Mother’s Day in Federal Prison” in Chapter 3. Read and put brackets around the words that detail the description of Stephanie and her son, Ellie. If you have not read the entire essay, read it now, and consider how Coyne uses these contrasting descriptions of the inmate and her son to emphasize her main point in the essay.