The CEA Forum - Winter/Spring 2007 - Special Section - Empathy and Ethics - Not Looking Away: The Homeless Journal

Oct 15, 2026

Uploaded by SANS

The text presents “Not Looking Away: The Homeless Journal” within the CEA Forum Winter/Spring 2007 special section on empathy and ethics. Debra H. Matthews describes a vivid encounter with homelessness, then links that perspective to the aftermath of Hurricane Katrina. It explains the classroom value of building character sketches and providing structured writing prompts, especially for anxious or nontraditional students, culminating in journal assignments where students assume homeless identities.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

SPECIAL SECTION: EMPATHY AND ETHICS

Not Looking Away: The Homeless Journal

Character Sketch and Classroom Assignment

The CEA Forum Winter/Spring 2007: 36.1 SPECIAL SECTION: EMPATHY AND ETHICS NOT LOOKING AWAY: THE HOMELESS JOURNAL Debra H. Matthews It is a hot, steamy day, as the rays of the sun bounce off the pavement. She is positioned in her usual spot. The heavy black coat hangs about her shoulders like a metal shield. Beneath the coat, she wears several sweaters, a shirt, and a burlap skirt. Silver bracelets line her wrists in search of a resting place. Her shoes are made of cardboard boxes folded with a piece of string holding them together. She also wears an old, black felt hat and chants the same tune to each passerby—“Can you spare a quarter today?” Positioned beneath the garbage can and the train station, always with the black trash bags full of mysteries close by, she patrols up and down the sidewalk with the dignity of a Buckingham Palace Guard—always on duty. For the commuters who pass her both morning and afternoon, she is a common part of the scenery, a familiar face. She is as much a part of the setting as the top of the Washington Monument in the background. This description is actually a combination of two women who were often near the train station each day in Washington, D.C. , and as one might imagine, I simultaneously felt great compassion and despair for them. The description is also one that I often use as a starting point with students when introducing the Homeless Journal. However, a more vivid image has found a place in my mind, as well as in the minds of my students. I see the faces following Hurricane Katrina, people wading through the water, or clustered on a bridge with an all too common blank stare, a loss of hope, a sense of dismay and uncertainty. The kind of homelessness that occurs instantly, the kind to which anyone of us could fall victim. Therefore, if I were introducing the Homeless Journal today, there would most certainly have to be some mentioning of the devastation following Katrina, a devastation which still prevails, images which live on long after the storm. The writing of the character sketch is an important first step in the journal; however, before elaborating on the journal in more detail, it is beneficial to have a brief history of the assignment. Much of my teaching experience has been with apprehensive writers, and while teaching freshman English to primarily nontraditional students, I found that the students were often nervous about the writing process, as well as exhausted after arriving to class after eight or more hours of work. The students acknowledged that they felt threatened by the evaluation process, and some were intimidated by the writing assignments. Frequently, students said they had no source of reference for a given topic. This feeling may have been justified in some cases; however, it has been my experience, after many years in the classroom, that often what students need is confidence and not necessarily a new topic. For example, during the first two weeks of any of my freshman composition courses, I generally spend a great deal of time prewriting with students on a variety of topics. Often, I will have them create a branch or cluster using something like “green” or “purple.” Of course, the initial response is, “I don't know anything about green or purple.” However, when students think fora moment, they are often surprised by the ideas they are able to generate, which is the point of the exercise. By exposing students to numerous topics, I encourage them to think and not be intimidated by any topic. For the apprehensive writer, as well as the nonapprehensive one, the topic may be a source of great anxiety; however, if students will calmly consider their options, they are generally able to determine an appropriate approach to the topic. While I do not feel that students should be intimidated by the topic, I do feel a responsibility to develop topics that will challenge students, stimulate them to think creatively, and generate the type of respons

FAQs

How does Matthews use the Homeless Journal to teach empathy and ethics?

She starts with a vivid description that evokes compassion and despair, then connects the topic to real images of homelessness and Katrina’s devastation. The assignment asks students to write from assumed identities, encouraging ethical reflection and empathy.

Why does Matthews emphasize character sketches before elaborating on the journal?

Character sketch writing is described as an important first step, helping students develop a foundation for their journal entries. It supports more confident storytelling and clearer engagement with the activity.

What is the classroom structure of the Homeless Journal assignment?

After a brief discussion and guidelines, students develop longer character sketches and, each day, choose a different place to eat and sleep. Some fictional entries include shelter, cardboard boxes or doorways, and even being arrested for a night.

Oct 15, 2026

Uploaded by SANS