How Can Our Writing Impact the Community?

“Empathy is not connecting to an experience; it’s connecting to the emotions that underpin an experience”  – Bene Brown

Writing can have a profound real-world impact on social issues, particularly within local communities. By articulating the challenges and experiences of those affected by issues such as poverty and food insecurity, writers can raise awareness and inspire action. Compelling narratives and well-researched articles can highlight the complexities of these problems, fostering empathy and understanding among readers. Additionally, writing can serve as a powerful advocacy tool, influencing public opinion and policy decisions. For instance, local stories about food deserts can draw attention to the lack of access to nutritious food, prompting community initiatives and support for policy changes. Ultimately, effective writing bridges the gap between awareness and action, driving positive change in our communities.

Why You Should Care

This project can significantly impact the community by raising awareness about food insecurity and poverty through our English 101 writing. By creating detailed, evidence-based narratives that illustrate the struggles faced by low-income families, we can educate SCC students and Scottsdale residents about the realities of food deserts and financial instability. These stories have the power to foster empathy and understanding, motivating individuals to get involved in local initiatives and support nonprofit organizations working to alleviate these issues. Moreover, our writing can serve as a valuable resource for community partners, helping them communicate the urgency of their mission and attract more support and volunteers. Ultimately, this project can inspire positive change and community action, making a tangible difference in the lives of those affected by poverty and food insecurity.

Project Overview

You will create a detailed scene for “Mary’s Story,” an essential part of the Food for Thought poverty simulation at Scottsdale Community College. Your scene will include a narrative scenario, choices Mary must make, potential outcomes, and the next step in the story.

“Mary’s Story” is an interactive Choose-Your-Own-Adventure (CYOA) narrative developed collaboratively with students across multiple classes and disciplines. Participants who attend the Food for Thought exhibition will engage with Mary’s journey by scanning QR codes with their phones, allowing them to make decisions and see the outcomes in real time. As they navigate the poverty simulation exhibition Food for Thought, these digital interactions will immerse them in the challenging decisions faced by Mary, a 27-year-old single mother, highlighting the struggles of those living in low-income communities. The format ensures a dynamic and engaging educational experience, promoting empathy and understanding of food insecurity and poverty.

The goals of the Food for Thought exhibition are to:

• Engage: Capture participants’ interest through interactive and immersive experiences, fostering empathy by allowing them to walk in the shoes of those living in poverty.
• Educate: Inform visitors about the complexities of food insecurity, poverty, and social justice issues through hands-on activities and narratives like Mary’s Story.
• Empower: Provide knowledge and resources to inspire individuals to take action and advocate for positive change in their communities.

Important Notes for Your Project

Details and Resources for Mary’s Story

Creating a collaborative choose-your-own-adventure story for a public exhibition is a complex task. To support you in this process, refer to the information at the end of this chapter titled “Mary’s Story: A Guidebook.” This will provide an overview of the exhibit, outlining the various stations, details about Mary and Elijah, and other characters in the story. It will also explain the different outcomes, including the capabilities tracker. All this essential information will be easily accessible through this chapter, helping you understand and navigate the exhibit effectively.

Mary’s Story: A Guidebook — Scroll to the end of this chapter.

Use the information in “Mary’s Story: A Guidebook” to ensure consistency across all scenes in the narrative. The guidebook provides crucial details about the exhibit, characters, and outcomes, helping you avoid contradictions with other students’ work. By adhering to this information, you can contribute to creating a cohesive and unified story for the Food for Thought exhibition.

Professional Quality

Your project must meet high professional standards to be included in the exhibit. Our goal is to produce high-quality content that motivates a live audience to take action. Even a single typo or incorrect fact can lead to your work being dismissed as amateurish. This is also an opportunity to showcase your skills and enhance your resume and scholarship applications. Only work that meets these professional standards will be accepted.

Language Restrictions

Avoid using terms such as “game,” “play,” or “player,” even if your project includes gamified elements. The themes of our exhibit include poverty and food insecurity, which are serious topics. Using such language could undermine the seriousness of these issues. Focus your project on educating the audience about a specific food accessibility issue.

Open Educational Resource (OER) Agreement

This project is a collaborative effort that collects content from students across multiple disciplines each semester. To be considered for inclusion, you must sign an Open Educational Resource (OER) Agreement that allows your work to be shared. Projects may be developed or revised by other students, but all contributors will receive credit in the exhibit.

By following these guidelines, you will ensure your project meets the standards necessary for public display and contributes meaningfully to our Food for Thought exhibition.

Project Steps

Overview

Your Choose-Your-Own-Adventure (CYOA) scene must include a Narrative Scenario, Choices, Outcomes, and a Next Stop. You will also be integrating new evidence (that did not appear in your Issues in Context research essay). Please read each step carefully for what’s required in each part of this project.

Step 1: Evaluate the Rhetorical Situation

Take some time to evaluate the rhetorical situation, including purpose, audience, circumstances, and topic. You will find it useful to review previous assignments that led up to this project.

Purpose

Our rhetorical purpose is to help food-related nonprofit organizations. To achieve this purpose, we will be creating content for a poverty simulation that “tells the story” of how some Arizona communities struggle to access food. We need to ensure that our audience understands why these issues happen and motivate them to get involved.

Audience 

For this project, your audience will be SCC students and Scottsdale residents. Remember that the types of evidence, organization, rhetorical appeals, and how the text is written should demonstrate how this audience influenced your choices.

Circumstances 

Hundreds of thousands of Arizonans experience food insecurity and don’t know where their next meal will come from. Our community partners have stated that many Scottsdale residents are unaware of the poverty in our city, which impacts their ability to fulfill their mission.

Topic 

Our topic is food accessibility in Arizona. What factors cause this issue? Who is impacted? What content will educate the audience and motivate them to get involved?

Step 2: Review Content from Your Civic Action Project (Part 1)

Before writing your narrative scenario, review your Civic Action Project (Part 1) research essay thoroughly. Part 1 of the Civic Action Project will be available at the exhibit to provide participants with context on the issues. Reviewing your work is crucial because the information and evidence gathered in your essay will provide a strong foundation for your story. By integrating factual details and real-life statistics into your narrative, you can create a more authentic and impactful scenario.

Drawing from your research will also help you develop realistic choices and outcomes, ensuring that the narrative aligns with actual challenges and consequences faced by those living in poverty. This approach not only enhances the credibility of your story but also deepens the reader’s understanding and empathy for the subject.

Since many participants will be reading your Part 1 of the Civic Action Project after your Narrative Scenario, you want to have a strong relationship between the two. Check to make sure information isn’t redundant (appearing twice in both places). Ideally, the two projects should enhance and inform one another.

Step 3: Format a Google Doc Using MLA Guidelines

Create a Google Doc

1. Go to Google Drive and sign in with your Google account.
2. Click + New > Google Docs to create a new document.
3. Name your document using this format:
   LastName_CivicActionProject_Part1 (e.g., Smith_CivicActionProject_Part1).

Format Your Google Doc Using MLA Guidelines

Font & Spacing

All text must be Times New Roman, 12 point font, and double-spaced (including the Works Cited page). Indent the first sentence of every body paragraph using the Tab key.

Page Numbers

Your last name and page number in the upper right corner of every page. (Example: Smith 2) If you don’t know how to do this, see this tutorial for Google docs.

Header

Place the header in the upper left corner of page 1 (your full name, professor names, course, and date).

Title

Center a title below the header. Your title should grab the reader’s attention and preview your topic. Check out these great tips from “How to Title an Essay”

Works Cited Page 

Include a Works Cited with at least four credible sources at the end of your essay on the page after your conclusion. Don’t forget to alphabetize your sources.

Adjust Sharing Settings for Instructor Access

To ensure your instructor can both view and comment on your work:

1. Click the Share button in the top-right corner of the Google Doc.
2. Under General Access, change the setting to “Anyone with the link can comment”:
   • Click the dropdown next to “Restricted.”
   • Select “Anyone with the link”.
   • In the dropdown to the right, choose “Commenter”

Any updates you make to your Google Doc will automatically show in the link you submitted.

Your instructor will be able to view your Version History to track your edits.

Step 4: Understand How to Write in Second Person POV Using Present Tense

When writing your scene for “Mary’s Story,” it is essential to use the present tense and second person point of view. These narrative choices are appropriate for a choose-your-own-adventure format because they create a sense of immediacy and personal involvement, making the experience more engaging for participants.

Present Tense

Using present tense makes the action feel immediate and ongoing, helping participants feel as though they are actively involved in the story.

Present tense describes actions as they are happening right now. Here are some examples:

• • Incorrect (Past Tense): Mary walked to the bus stop.
  • Correct (Present Tense): Mary walks to the bus stop.

Second Person Point of View

Writing in second person directly addresses the participant, making them feel like they are the main character in the story, which enhances their emotional connection to the narrative. Second person point of view directly addresses the reader using “you.” Here are some examples:

• • Incorrect (First Person): I walk to the store.
  • Incorrect (Third Person): Mary walks to the store.
  • Correct (Second Person): You walk to the store.

For second person point of view, use verbs that indicate current action (e.g., “is,” “walks,” “says”) and avoid verbs that indicate past actions (e.g., “was,” “walked,” “said”).

Step 5: Write the Narrative Scenario

Your Narrative Scenario is the first part of the scene and establishes Mary’s situation. This part should be 7-10 sentences in length and include / integrate the following:

Conflict

Write a scenario for Mary that dramatizes a difficult situation that low-income people face. What is the conflict she must deal with? What is her objective? What choice must she make? Base your scenario off the topic from your Civic Action Project (Part 1): the Research Essay. For example, if the topic of your essay focused on the difficulty of applying for SNAP benefits, the conflict of your narrative should focus on Mary struggling to apply for SNAP.

Vivid Descriptions

Vivid descriptions use detailed and sensory language to create a clear, engaging mental image for the reader. They involve specific, concrete details that appeal to the senses—sight, sound, smell, taste, and touch—helping the reader experience the scene as if they were there. Vivid descriptions make writing more immersive and emotionally impactful, drawing readers into the narrative and fostering a deeper connection to the characters and events.

Include at least three vivid descriptions using sensory details (sight, sound, smell, taste, touch) throughout the narrative scenario.

Example: The faint scent of dish soap lingers in the air as you wipe down the chipped countertop, the sticky residue of spilled juice still clinging to its surface. Overhead, the flickering fluorescent light hums softly, casting a harsh glow that exaggerates the scratches on the faded linoleum floor beneath your feet.

Characterization

Characterization is the process of revealing a character’s personality, motivations, and traits to the audience. Rather than telling readers what a character is like, strong writers show characterization through vivid descriptions of the character’s actions, dialogue, and interactions with others. This approach allows readers to infer who the character is, making the portrayal more engaging and believable. By focusing on how a character behaves, speaks, or responds to situations, writers can reveal important qualities without explicitly stating them.

When you are writing about Mary for this project, using vivid descriptions to dramatize a single character trait—such as Mary’s nurturing side as a mother—can make her feel more real and relatable. Showing Mary doing something motherly, or saying something compassionate, gives readers insight into her role as Elijah’s caretaker without needing to directly state it.

Include at least two instances of action and/or dialogue that show characterization in your narrative scenario. 

Example: You slice the last orange into neat wedges, sliding them onto a plate in front of Elijah with a smile. “Eat up, buddy. You’ll need the energy for your quiz today.”

To reveal a character trait, focus on a specific moment or interaction that dramatizes it. For Mary, this might mean showing her juggling responsibilities, comforting Elijah, or making sacrifices for his well-being. Use vivid sensory details and natural dialogue to bring these moments to life. By choosing a single trait to highlight, students can create a more focused and impactful portrayal that helps readers truly understand Mary’s character.

Evidence

For your narrative scenario, include at least one piece of original, cited evidence that did not appear in your in Civic Action Project (Part 1): the Research Essay. This evidence should be specific and relevant to the scene you are creating, helping to deepen the realism and credibility of your story. You can integrate the evidence seamlessly into the narrative itself or include it as an informational citation at the end of the scenario. Make sure your evidence connects directly to the issues and themes presented in the scene, such as poverty, food insecurity, or education.

Example: As you look through the cabinets for something else Elijah can eat, you think about what his principal said during the student-parent orientation last week. “Kids need fuel to succeed. Make sure they get a nutritious breakfast before coming to school.” According to the Food Research & Action Center, children who face food insecurity are more likely to experience fatigue and difficulty concentrating in school, leading to lower academic performance (Smith, et al). 

Step 6: Write the Choices, Outcomes, & Capabilities Tracker Scores

The purpose of the Choices, Outcomes, and Capabilities Tracker in this project is to engage participants in making realistic decisions that reflect the challenges faced by low-income individuals. By exploring the consequences of these decisions, participants gain a deeper understanding of the complexities of poverty and the impact of these choices on various aspects of life.

Choices

Provide 2-3 Choices that Mary must make in this scenario. Choices should be based on realistic options a low-income individual would face based on their personality and resources.

Outcomes & Capabilities Tracker (CT)

In your scene, the outcomes of the choices participants make are linked to the capabilities tracker, which measures the impact on Mary’s finances, family well-being, physical health, emotional health, and mobility. As you develop your scene, decide which of the capabilities tracker meters should be affected by the outcomes based on the realistic consequences of each choice. This will help create a detailed and authentic portrayal of the challenges faced by individuals living in poverty. For instance, if Mary chooses to spend more on nutritious food, this might decrease her finances but improve her physical health.

There are five meters in the Capability Tracker (CT) that determine Mary’s overall freedom to thrive in her environment:

Capability Tracker Values

A value refers to a numerical amount. When writing your Outcomes, include a value for each CT meter. You get to decide how much the CT meters rise or fall based on your narrative scenario. The CT meter might go up, down, or remain the same. Adjust this meter in increments of 5, 10, 15, or 20. If you want to raise or lower a CT meter beyond 20, please talk to your instructor first.

For example, if Mary loses her job, her Emotional Health meter might do down by 20 points.

For each choice that Mary makes, provide changes to at least two of the CT meters (Finances, Family Well Being, Physical Health, Emotional Health, and Mobility).  

Including Evidence & Explanation in Your Capability Tracker Scores

Then, for each CT meter score that changes, include 2-6 complete sentences explaining why the meter has changed and include at a new piece of cited evidence from credible sources that does not appear in your Civic Action Project (Part 1) research essay. 

Example: Family Well-Being: -10. Elijah’s health worsens due to being forced to go to school while sick, illustrating the health risks children face when their parents cannot afford to take time off work (American Academy of Pediatrics).

You must include evidence for every CT meter that changes. A total of 4 new pieces of evidence (not used in your Research Essay) must therefore be placed throughout the CT meter scores. 

Step 7: Proofread the Text for Global Issues

Global issues are the elements that are most important in good communication. Proofread your text to make sure each global issue is effectively used.

Rhetorical Appeals

Does the writing include facts, statistics, and expert testimony (logos)? Do you create an emotional connection between the topic and intended audience (pathos)? Is the writing well-researched, error-free, and demonstrates your interest in the topic (ethos)?

Organization

Organizing your writing means placing ideas in an order that makes sense to your audience. For example, when you return from the grocery store, you organize items in a logical fashion. Food is placed in the kitchen, toothpaste is stored in the bathroom. You should similarly organize your writing to help your reader understand your ideas and how they relate to one another.

Unity

Unity is closely related to organization. A unified paragraph means that everything is relevant to the main point and nothing is off-topic. If you found a refrigerator in a bathroom, you’d (hopefully) agree that it doesn’t belong there. Make sure your writing doesn’t drift off-topic, and that every sentence supports the claim in the topic sentence. Unity can also be created by using transitional words and phrases to help show how ideas connect to one another.

Development

Development means that you have thoroughly explored a topic or idea (and not intentionally or accidentally left something out of your writing). Imagine eating a salad that only has lettuce–that salad needs to be developed with additional elements (tomatoes, croutons, dressing, etc.) to be satisfying. If your paragraphs or essay do not feel sufficiently developed, ask yourself if you need to conduct further research or if you need to analyze the evidence in greater depth.

Evidence

Is your evidence relevant and specific to the claims? Does the evidence sufficiently support your arguments? Do you have the right amount of evidence (not too much, not too little)?

Explanation

Are you using explanation techniques both before and after each piece of evidence?

Coherence / Clarity

How clearly are your ideas communicated for the intended audience? Are you using a diction (word choice) that is appropriate and engaging? Is your writing clear? Can you simplify sentences and clarify connections between ideas?

Step 8: Check Your Work

Before submitting your text, evaluate it using the following checklist:

Check Your Work in Grammarly

Copy and paste your text into Grammarly. Either accept or decline each suggestion. Please note that AI will provide some useful tips and suggestions, but not every comment will be correct. You will need to use your judgment to determine whether to apply the advice. You can also ask your instructor for input and clarification.

Cite All Your Sources

Make sure all evidence includes in-text citations. Grammarly can also help you format your work using MLA.

Format the Works Cited Page

Make sure the Works Cited page is double-spaced and uses Times New Roman font. Citations must be alphabetized.

Read Your Work Aloud

It may feel silly, but reading your work aloud will greatly improve your writing. Your ear will catch problems your eyes miss, such as awkward phrasing, clunky transitions, confusing sentences, and grammatical errors.

Work with The Writing Center or the Embedded Tutor

SCC offers free and convenient tutoring services. You can visit in-person, submit online, or schedule a live online session. Just use the links below under Essential Resources.

Step 9: Submit Your Draft to Canvas

Upload the link to your project to Canvas.

What a Successful Project Looks Like

A successful Choose-Your-Own-Adventure scene will engage your intended audience (Scottsdale residents) and motivate them to get involved in the issue. To accomplish this, your work should be of professional-grade quality, featuring accurate information, no typos, and a consistent, clear design. The information you include should be well-organized and directly relevant to the topic of food insecurity and poverty. Additionally, your narrative should effectively convey the mood and context of the scene, using vivid descriptions and appropriate word choices. By carefully crafting each element, you will create a compelling and informative experience that resonates with your audience and encourages them to take action.

Helpful Resources

These resources will improve your understanding of the project and/or skills necessary to complete it.

• The Writing Center – Use the Writing Center to improve your work, even if you are a talented writer. The best way to improve your writing is by getting feedback.
• Embedded Librarian – Contact Nancy Deegan at nancy.deegan@scottsdalecc.edu for researching resources and strategies.
• Embedded Tutor – Contact Lorraine Howland at lorraine.howland@scottsdalecc.edu for personal feedback on your work. 

Bonus for Superior Work

If your first draft earns a high enough grade, you will not need to submit a final revision of the project at the end of the semester.

Rubric

The rubric is available on Canvas. The most successful students read the rubric before beginning your project, and use it as a checklist throughout the writing process.

Mary’s Story: A Guidebook

Welcome to the guidebook for Mary’s Story. This section serves as a comprehensive guide for creating your own choose-your-own-adventure scene that will be a key activity at the Food for Thought exhibition. Here, you will find detailed information, including:

1. Mary’s Story: A link to the online version of Mary’s story. This is the story you will be developing.
2. Story Structure: A breakdown of the elements your choose-your-own-adventure (CYOA) scene should include.
3. Capabilities Tracker: A breakdown of the meters that will track Mary’s progress throughout the story, such as financial, physical health, emotional health, family well-being, and mobility.
4. Character Profiles: Detailed descriptions of Mary, Elijah, and other key characters in the story. This includes details to help you accurately portray the physical aspects of characters and settings, as well as details to avoid.
5. Timeline: An overview of the story’s timeline.
6. Settings & Stations: Insights into the various locations and environments within the narrative, including stations focused on employment, finances, education, family, housing, and transportation.
7. Factual Information: Advice for blending evidence into the story.
8. Key Themes and Scene Ideas: An overview of the critical issues of poverty and food insecurity, which your scenes should address. This section also includes some scene ideas you can use as inspiration for your assignment.

By thoroughly reviewing this chapter, you will be equipped with the essential information needed to create engaging and consistent scenes that contribute meaningfully to the overall narrative of “Mary’s Story.” Your adherence to these guidelines will help maintain a cohesive and impactful experience for the audience.

Mary’s Story

Visitors to the Food for Thought exhibition will be Mary over the course of a simulated month in July and will make choices based on real-world low-income scenarios, navigating challenges related to employment, housing, and family life. The decisions at the end of each scene will impact Mary’s financial stability, well-being, and overall quality of life, offering an immersive experience into the struggles faced by individuals in similar situations.

You can access “Mary’s Story” on Twine to see how it works by clicking on the link below. This will give you a firsthand experience of the interactive narrative, helping you understand how to structure your own scenes within the story.

Mary’s Story

Story Structure

Each scene in the story must include the following four components:

Capabilities Tracker

The Capabilities Tracker (CT) consists of five meters that measure Mary’s ability to thrive in her environment. Each meter tracks a crucial aspect of her well-being and financial stability:

Character Profiles

Details to Include

The character profiles below provides detailed profiles for key figures in “Mary’s Story.” When writing your scenes, use these profiles to ensure consistency in how characters are portrayed. Focus on integrating their core traits and behaviors into your narrative to maintain realism. Avoid deviating from these established characteristics or introducing traits that are not aligned with the profiles provided, as this can disrupt the story’s coherence and impact.

Details to Avoid

While effective narratives depend on details, our goal is to engage a broad audience. Some details may unintentionally alienate our audience or use harmful stereotypes about poverty. Also, since several dozen students will be contributing to this poverty simulation, we want to avoid details that may contradict the work of another student. Therefore, please avoid including details about the following:

• Last names
• Physical appearance (hair and eye color, weight, height)
• Race / ethnicity
• Politics
• Religion
• Insensitive or stereotypical language about poverty and low-income individuals

Creating New Story Content

You are encouraged to create new content, including characters, settings, and scenarios, for your scenes as long as it aligns with the established story and does not contradict existing information. Feel free to use your creativity to enrich the narrative, but ensure consistency with the details provided in the character profiles and settings. If you have any questions or need clarification, please do not hesitate to contact me for guidance.

Timeline

The poverty scenario will follow Mary for one month in August. Your scene will take place on a specific day during that month. Above your narrative scenario, please include both a title for your scene and the date in which it occurs. Here are some examples:

• August 6 / A Struggle for Education
• August 12 / Choosing Health: A Delicate Balance
• August 18 / A Crisis Unfolds
• August 27 / The Challenge of Feeding a Family

The story is designed to highlight the stresses placed on low-income individuals. This means that Mary’s Capabilities (e.g. finances, physical health, etc.) will be progressively lower as the month goes on. For example, if your scene takes place towards the end of the month, Mary will have little to no money, and her emotional health may be very low.

Take these factors into consideration as you create your scene. For example, by the end of the month, Mary may be experiencing extreme exhaustion and stress, which will shape how she talks, moves, and behaves.

Settings & Stations

Mary’s Neighborhood

Use this interactive map to explore the area where Mary lives.

The neighborhood in Southwest Phoenix, where Mary’s story unfolds, is characterized by its stark contrasts and limited resources. Located at the crossroads of Broadway and 19th Avenue, this area is known as a food desert, marked by its scarcity of essential amenities.

The landscape is dominated by industrial and commercial areas, and the streets are line primarily with convenience and dollar stores, auto repair shops, warehouses, fast food restaurants, and payday lending stores. Parks are nearly non-existent, and schools and hospitals are located far from the neighborhood, adding to the daily challenges. The lack of greenery and recreational spaces creates a sense of confinement, with most outdoor areas consisting of cracked sidewalks and neglected lots. The area reveals a lack of investment.

Using the Available Settings

Use the settings section below to guide the creation of your scene for “Mary’s Story.” Familiarize yourself with each station and the specific locations within them, and then decide where your story will take place. By understanding the context of Mary’s environment, you can create a compelling and cohesive narrative that aligns with the overall story.

You must write your choose-your-own-adventure scene based on one of these settings, ensuring that the next step at the end of your scene logically and consistently sends participants to another relevant station.

Factual Information

As much as possible, details in Mary’s story should be factual and accurate.

Please also avoid making up information that can be easily researched. For example, don’t say that Mary spent $20 at the grocery store to buy five apples. When including details, take a moment to go online and find accurate information that will help reinforce a sense of realism.

Key Themes

This list of key themes offers a starting point for exploring the various elements of Mary’s story. While these themes cover significant aspects such as financial struggles, single parenthood, and educational aspirations, they are not exhaustive. You are encouraged to draw from your own research and insights gained throughout the semester to identify additional themes that resonate with your scenes. Use this list as a guide to help shape your narrative, but feel free to incorporate other themes that emerge from your exploration.

Scene Ideas

In this section, you’ll find a variety of scene ideas organized by station to help inspire your work on “Mary’s Story.” You are welcome to select one of these scenes and adapt it to fit your vision or create entirely new scenes that align with the existing narrative. As you develop your scenes, ensure they reflect relevant issues related to poverty and food insecurity. Your goal is to highlight these challenges authentically while maintaining consistency with the established story. Feel free to be creative, but remember to stay true to the themes and circumstances of Mary’s life.