Both Tiffani Hill-Patterson and Jaqueline Jones Royster use “scenes” to develop and organize their narrative, yet they do this in different ways. Ms. Royster is very straight forward in her approach of using scenes, going so far as to tell her audience that she is going to use several “scenes” from her personal life to lead credence to her subject matter. “My sense of things is that individual stories placed one against another against another build credibility and offer, as in this case, a litany of evidence” (Royster 30). Within each “scene,” she used smaller scenes to show how her emotions, and not just her role as an educator push her to pursue knowledge of issues close to her heart. “When the discovering hits so close to home, however, my response is visceral, not just intellectual…” (Royster 31). Reading her work, I get the impression that Ms. Royster’s goal is to teach her audience something on a larger scale, or maybe it is not something on a larger scale, but her subject matter is one that is a more pressing issue in today’s society. Whereas, Tiffani Hill-Patterson’s goal seems a bit smaller, her goal seems to simply be to share how a crush on a boy a long time ago reminds her not to take little things for granted. Ms. Hill-Patterson uses each song from Garth Brooks’s album to frame each “scene” and vice versa. The “scenes” are not organized in a linear fashion, because of the way the songs are used to evoke each memory (or “scene”), which propels the narrative forward. She uses the songs like passageways to her memories, and those memories help the reader to experience the same emotions as the author, and they help the readers to maybe remember some similar “scenes” from their own pasts.