In the English classroom, narrative writing is often separated from the work of reading literature or used merely to coax reluctant students into discussing textually relevant topics. This article discusses a close writing activity, Image Explosion, that engages students in narrative writing that brings attention to the smallest details of literary texts. Having revised and refined the activity since learning of it at Bard College's Institute for Writing and Thinking, the author outlines how Image Explosion can sharpen students' ability to discuss diction, imagery, tone, and theme; develop engaging literary analysis topics; and strengthen classroom community through the sharing of personal narratives. Drawing on Louise Rosenblatt's conception of the reader's role and Laurence Perrine's delineation of a literary text's area of meaning, the author contends that there is a place for students' personal narratives in the analytical classroom -- and that those narratives can advance analysis of literary texts.