- Type the title.
- Select two to three paragraphs from the first 25% of your book. Type it word for word on this blog. Include the page number in parenthesis (this is a reference point for other members).
- SOAPS the excerpt. Make sure that you are specific as possible, and always write in complete sentences. Points will be deducted for punctuation and spelling errors.
- This must be posted by Friday morning (10/8).
Tuesday, October 5, 2010
2nd Blog (Period 3 only)
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Hurt
ReplyDelete"I decided to function as a participant-observer at a public high school in North Los Angeles County. I chose Crescenta Valley High School because it is a nationally recognized Blue Ribbon School for excellence in academic achievement; as a widely diverse ethnic population (including newly arrived immigrant students); has historically strong and diverse sports, music and drama programs; and has a mean population that is socioeconomically middle class with an extremely wide economic divergence. In addition, the co-principals were supportive of many noninvasive research methods and were even interested in interacting with and learning from the study in order to improve the academic experience for each student in the school.
In attempting to understand more fully what life is like from middle adolescence, I decided to conduct an ethnographic study (I basically became apart of their world) instead of relying on either objectified quantitative instruments such as written questionnaires, which would greatly limit the scope of the inquiry, or less personal qualitative methodologies such as phone surveys, which depend heavily on small sample interviews and controlled environment settings. Participant/ observation research methodology allows for and even encourages new and fresh insights and avoids a priori conceptual or theoretical limitations in a changing sociocultural environment. A tenet of qualitative methodology is the conviction that "social research is an interactive rather than controlling process." Therefore, ethnography, a form of more deeply qualitative research, is a useful tool in attempting to grasp the world of a specific population and changing environment. Although this type of research has some obvious limitations, such as the researcher's own historical, socioeconomic, gender, and ethic biases, a great deal of insight can be gained when a social scientist is welcomed into a relatively closed system and is able to function as a participant who is also allowed to record his or her experiences as an observer." (10-11)
S:The subject deals with the overall process by which, and the reasons for, the conduction of this particular teenage investigation.
O:This occasion was a declaration, or introduction to the inevitable following prognosis that will be described.
A:The audience was to adults (probably between 35-55) who have teenager, or had teenagers and are curiously about this person's specific analysis.
P:The purpose of this passage was to tell why the author chose this school: it has done well academic, is very diverse including new immigrant students, has a mostly middle class quo, and has a defined culture (sports, music et alli).
S:The speaker is the researcher, manifested as a most likely conservative republican Christian whose bias is manifested enough that he had to mention it himself.
Reviving Ophelia: Saving the Selves of Adolescent Girls
ReplyDelete"The story of Ophelia, from Shakespeare's Hamlet, shows the destructive forces that affect young women. As a girl, Ophelia is happy and free, but with adolescence she loses herself. When she falls in love with Hamlet, she lives only for his approval. She has no inner direction; rather she struggles to meet the demands of Hamlet and her father. Her value is determined utterly by their approval. Ophelia is torn apart by her efforts to please. When Hamlet spurns her because she is an obedient daughter, she goes mad with grief. Dressed in elegant clothes that weigh her down, she drowns in a stream filled with flowers.
Girls know they are losing themselves. One girl said, 'Everything good in me died in junior high.' Wholeness is shattered by the chaos of adolescence. Girls become fragmented, their selves split into mysterious contradictions. They are sensitive and tenderhearted, mean and competitive, superficial and idealistic. They are confident in the morning and overwhelmed with anxiety by nightfall. They rush through their days with wild energy and then collapse into lethargy. They try on new roles every week-this week the good student, next week the delinquent and the next, the artist. And they expect their families to keep up with these changes.
My clients in early adolescence are elusive and slow to trust adults. They are easily offended by a glance, a clearing of the throat, a silence, a lack of sufficient enthusiasm or a sentence that doesn't meet their more immediate needs. Their voices have gone underground-their speech is more tentative and less articulate. Their moods swing widely. One week they love their world and their families, the next they are critical of everyone. Much of their behavior is unreadable. Their problems are complicated and metaphorical-eating disorders, school phobias and self-inflicted injuries. I need to ask again and again in a dozen different ways, 'What are you trying to tell me?'" (Pipher 20).
S: Girls change drastically during adolescence, going from one extreme to another.
O: Pipher is critiquing how teenage girls are very contradictory and how they are very complex individuals.
A: This passage is directed to adults who have daughters that are either approaching adolescence or are already a teenager.
P: The purpose is to show the complex nature of an average teenager girl and the effort it takes to understand.
S: Mary Pipher, the speaker, is a therapist with a PHD who has had many experiences with teenage girls. She has also counseled a large variety of people.
Odd Girl Out: The Hidden Culture of Aggression in Girls
ReplyDelete“The desire for connection propels children into friendship, while the need for recognition and power ignites competition and conflict. My point is that if all children desire these things, will come to them, and into learning how to acquire them, on the culture’s terms, that is, by the rules of how girls and boys are supposed to behave.
When I began this journey three years ago, I wanted to write so that other bullied girls would know they were not alone. As I spent more and more time with the girls, I realized I was also writing to know that I was not alone. I would so discover that the bullying I endured in third grade was only the tip of the iceberg. I discovered that I harbored pain and confusion over many relationships in my childhood.
Around the circles of girls I met with, I could see I wasn’t the only one who felt this way. The knowledge that we shared similar memories and feelings, that someone else understood what we had previously held inside, was amazing. The relief was palpable, and it opened unexpected doors that we were able to enter together. If we began the journey at the memory of bullying, we ended up asking and answering, more questions about the culture we live in, about how girls treat each other, and even about ourselves than we had ever thought to imagine alone” (9).
S: What causes conflicts between children and the breakthroughs the author and the people she interviewed had about the bullies of their pasts and why they were bullied in certain ways.
O: The author was bullied as a child but when she went to research girl bullying, she discovered a lack of information and public awareness on the subject.
A: Other women or girls who are being or have been bullied who think they are the only ones.
P: She is trying to raise public awareness on the discreet ways that girls bully each other and also assure other women that they are not alone in their bully plight.
S: A woman who was victimized by girl bullies as a child and wants to know if she was one of few or one of many and one who desires to help other girls and people understand girls better in the process of finding her answers.
Lina Yoo
ReplyDeleteReviving Ophelia: Saving the Selves of Adolescent Girls
An analysis of the culture cannot ignore individual differences in women. Some women blossom and grow under the most hostile conditions while others wither after the smallest storms. And yet we are more alike than different in the issues that face us. The important question is, under what conditions do most young women flower and grow?
Adolescent clients intrigue me as they struggle to sort themselves out. But I wouldn’t have written this book had it not been for these last few years when my office had been filled with girls – girls with eating disorders, alcohol problems, posttraumatic stress reactions to sexual or physical assaults, sexually transmitted diseases (STDs), self-inflicted injuries and strange phobias, and girls who have tried to kill themselves or run away. A health department survey showed that 40 percent of all girls in my Midwestern city considered suicide last year. The Centers for Disease Control in Atlanta reports that the suicide rate among children age ten to fourteen rose 75 percent between 1979 and 1988. Something dramatic is happening to adolescent girls in America, something unnoticed by those not on the front lines.
S: Many adolescent girls are having troubles and their problems are getting worse in times.
O: This observation occasion of the text regards many different cases of struggling adolescent girls in psychology office.
A: This is for any adolescents who are having troubles and hard time and also for their parents whom wants to know about the truth and also what is going on to their daughters.
P: Purpose is to help out girls whom are having hard time throughout their adolescent time period and to show and discuss about the real and true inside life of adolescent girls.
S: The speaker is psychologist who had many experiences with struggling girls. She is very concerned and is serious as she talks about girl’s troubles in first person.
Freaks, Geeks, and Cool Kids
ReplyDelete"Once status systems become institutionalized they are relatively stable compared to other forms of stratification. Inalienability helps protect the status of those at the top. Conversely, it perpetuates the stigma of those at the bottom. This often motivates the excluded to create alternative, counter, or oppositional status systems. While status itself is relatively inalienable, the markers of status is relatively inalienable, the markers of status vary in their degree of inalienability. Race and gender are not easily change; clothes and cosmetics are. As we shall see, this variation in the inalienability of status markers will shape when and how they are used.
One of the implications of the inalienability of status is that it is not easily transferred from one person to another. Therefore the degree to which status can be exchanged for other resources is limited. To offer to sell your approval or to buy someone else's is to greatly devalue this approval. Consequently, in status systems most exchange and conversion is implicit or disguised. A public offer of money to let your child marry into a renowned family is likely to be rebuffed. Even if the proposition were accepted such crassness would reduce the status of both families. The high-status family's enthusiasm for the match may soar, however, if it is subtly made clear that a substantial loan for the son's financially stretched family firm would be available in order to ensure the couple's future. The same is true of conversion of the resources into status (or vice versa). The family that recently bought their way into the nobility or the individual whose diploma is from a degree mill tries to keep these facts hidden, (32).”
Subject: The subject of this passage is about how status is usually fixed, and that it rarely changes, but it can change pending on race, gender, and money.
Occasion: This passage takes place in modern America, where status is a big part of everyday life.
Audience: The main audience of this novel is parents, who have a hard time trying to connect with their children, and have decided to learn how normal children live their lives to try to connect with them.
Purpose: The purpose of this novel is to help understand normal teen behavior, why it happens, and how it affects teens.
Speaker: The speaker of the novel is a professor from the University of Virginia who specializes in teen behaviors, problems, and activities.
Odd Girl Out: The Hidden Culture of Aggression in Girls
ReplyDelete"The rite-of-passage theory suggests several disturbing assumption about girls. First, it implies that there is nothing we can do to prevent girls from behaving in these ways because its in their developmental tea leaves to do it. In other words, because so many girls engage in alternative aggressions, they must be naturally predisposed to them. Bullying as a rite of passage also suggests that it is necessary and even positive that girls learn how to relate with each other in these ways. Rites of passage, after all, are rituals that mark the transformation of an individual from one status to another. So the rite of passage means that girls are becoming acquainted with what is in store for them as later adults. Because adult women behave in this way, it means its acceptable and must be prepared for. (Many despairing mothers i spoke with, as well as those who shrugged off the bullying , confided a sense of consolation that their girls were learning what they'd come to know sooner or later)" (Simmons 33-34).
S: Simmons describes a theory of bullying as a rite of passage. She states that many people think that it is a natural thing that girls must be prepared for.
O: This passage is an observation of how people interpret bullying. It is also an argument because the author does not agree with the theory.
A: This passage is most likely directed to parents because she includes some mothers responses.
P: Simmons is trying to explore different reasons as to why girls bully, and make parents and children aware of the different reasons to girls behavior.
S: The speaker is the author of the book. She is doesn't believe in the theory that bullying is a rite of passage. She describes it as a "disturbing assumption."
Hurt: Inside the World of Today's Teenagers
ReplyDelete"'When I was in high school...' Throughout this study I must have heard this preamble several dozen times. I did look for ways to stoke the fires of critique and dismay buried beneath the sheen of adult compassion for the young, but it rarely took much effort to get adults going on a critically laced, negative comparison between today's adolescents and themselves. Inevitably and without much prodding, the focus would turn form what I was seeing to what they were convinced of, as evidenced by the following comments:
-'That's interesting. Well, I think it's easier for kids today. They're spoiled; that's the problem!'
-Well, if you ask me, kids today are just lazy-too much to do, too many choices.'
-'There's no respect anymore, and kids don't seem to care about anybody but themselves.'
-Teenagers have never had it easier-they've got more money than we did, more freedoms, more options, and yet they are more defiant and more arrogant than we are.'
-'Teenagers have always been rebellious. But when I was in high school, there were only some who lived on the edge. The rest of us were basically pretty good and normal-we did our homework, listened to our parents, and cared about our school. I think the biggest thing with this generation of kids is that most are like the fringe used to be'" (Clark 30).
S-Chap Clark explains how adults today think about why adolescents are different form when they were in high school.
O-Clark is critiquing the way adults think about adolescents. It's also an observation about how adults view adolescents compared to when they were young.
A-The book and this passage is for adults between 30 and 50 who are thinking about having children or have adolescent children. This audience thinks wrongly about adolescents and Chap Clark is trying to show them that they are wrong.
P-The purpose is to show parents and adults in general that their opinion of teenagers is wrong and that the author knows much more about them than these adults.
S-Chap Clark is a parent in his mid forties who substitute teaches at a high school. He seems to be of upper-middle class and knows a lot about the subjects he talks about. He is the author and speaker of the book.
Queen Bees and Wannabes
ReplyDelete“Music is and always has been powerful, and never more so than during the teen years. Think about the music that brings back your strongest memories-isn’t it from when you were young? When I was a teen, I loved Depeche Mode (in fact I still do). One of my favorite albums was Violators. If you don’t know every word for it that the whole thing is about a guy having a hypnotic control over a girl. It was pretty much as if Edward Cullen in Twilight joined a rock group and sang to me. And for those of you who love the classics, your music isn’t off the hook either.…Music means something to us because it touches the most profound aspect of our lives. Loves, lust, jealousy, alienation, confusion, anger, loneliness, insecurity: it’s all there. And, more often than not, the times we feel these emotions the most strongly occur when we’re teens” (46).
S: The subject of this passage is teenagers’ obsess over popular music and the negative opinions that parents have on them
O: Many parents disapprove of the hard core music that their teens are listening to these days with many sexual, domestic violence, or drug-related references within them. So, the author finds it necessary to ask the parents for their memories and observe how their parents most likely thought the same as they do about today’s teen’s music. And, the immediate occasion is asking readers to recollect their favorite band, causing memories to flood their mind.
A: The passage is directed towards mothers of teenagers and possibly their daughters in order to comprehend why girls act the vicious and often shocking ways that they do.
P: The speaker’s purpose is to make parents think about the harsh judgments that they make to their daughters and to remember how lame they thought their parents were for not liking their music. This allows parents to cut their daughters some slack and allow them to live normal teenage lives without the annoying burden that some over-protective parents can be.
S: The speaker is simply the author who is stating her professional opinion on each subsection of her non-fiction piece of literature, which in this case deals with the opinions and judgments of their daughter’s teenager lives.
Britny Gilfillan- Hurt
ReplyDelete"Adolescents have the ability to apply abstract thought and reflective action within a given realm, or layer, of life. But once a midadolescent has moved on from a layer- be it a relationship, a role, an expectation, or an activity- he or she creates a different, almost totally unique conceptualization process in the new layer and then applies abstract thought and processing in that context as well. This has always been true of adolescents who have the ability to actualize abstract and nuanced though processes. But what is new is the lack of ability to construct bridges between one layer and another. The inability to see contradictions as contradictions and the ability to easily rationalize seemingly irreconcilable beliefs, attitudes, or values are but two of many markers that may be pointing to a new emerging phase of adolescent development and may provide a key indicator of the essence of midadolescence.
In some ways, I am diving into waters that go beyond the scope of my academic training and expertise, yet I am also aware that few have allowed themselves to ask whether changes in culture may have an effect on the cognitive (and therefore moral and even spiritual) development of an adolescent. This is for others to discuess, debate, and research, but I am certain that something is going on, something that has changed the very nature of adolescence" (20-21).
S: The subject is the changing on teenagers due to cultural and other changes.
O: This is an observation of how adolescents act toward one another.
A: The audience is probably directed toward adults and parents of teenagers.
P: The purpose is to inform adults and to teach them how to deal with their teenager's changes and actions.
S: The speaker is the author, Chap Clark.
Queen Bees and Wanna Bees
ReplyDelete"Like so many girls, I was amazingly good at fooling myself. I'd convinced myself that i was in a mature relationship and I was in control of the situation. But more important, my boyfriend made me feel like I was the only one who understood him. I was the special one. It was like having the BFF I'd always wanted with all the other benefits that go with having a boyfriend. I was in complete denial that I could get into situations that were over my head, even when I had clear evidence to the contrary. but looking back, I realized I already knew how to be in an abusive relationship by the time I met him- thanks to my friends. I believed I didn't have the right to complain when people who were supposed to care about me treated me badly. I had already learned it was more important to have the relationship than how I was treated within it. And last, when the relationship was at it's worst and even I had to admit things were bad, I felt horribly ashamed and powerless to change my situation and that I couldn't go back to my friends for help. I stayed with him until I graduated from high school. When I was in college, I started studying karate and it gave me a new sense moved back to Washington, D.C., and began teaching self defense to high school girls. That's where I started hearing stories remarkably similar to my own. I began to wonder: Where did these girls learn to be silent? Where did they learn to deny the danger staring them in the face? Why didn't girls trust other girls? Why were they so willing to throw away friendships if a better offer came along? and the most complicated question of all that's confused women forever: How in the world is a girl supposed to be sexy enough that she gets boys' attention but not so sexy that other girls turn against her?" (pg. 15 &16)
S:Many girls have lost there self respect and willingness to accept they have trouble in there life and to them to think they have everything in control.
O:The story took place back when the author was in high school in the same situation as other young teenagers. It is a memory and she goes back to her own experiences she went through to understand the same Situation she went through and that it happens to everyone.
A:The text is directed to women who are parents who want to understand what their children are going through and to reflect back to there own to understand.
P:The author wants to make parents see that their children thing or may say they have everything under control but in the aspect is they don't and they are in denial and they need help in relationship with their friends and with boyfriends and this can be a call for help in other parts of their life.
Hurt: Inside the World of Today's Teenagers
ReplyDelete"I decided to function as a participant-observer at a public high school in North Los Angeles County. I chose Crescenta Valley High School because it is a nationally recognized Blue Ribbon School for excellence in academic achievement; as a widely diverse ethnic population (including newly arrived immigrant students); has historically strong and diverse sports, music and drama programs; and has a mean population that is socioeconomically middle class with an extremely wide economic divergence. In addition, the co-principals were supportive of many noninvasive research methods and were even interested in interacting with and learning from the study in order to improve the academic experience for each student in the school.
In attempting to understand more fully what life is like from middle adolescence, I decided to conduct an ethnographic study (I basically became apart of their world) instead of relying on either objectified quantitative instruments such as written questionnaires, which would greatly limit the scope of the inquiry, or less personal qualitative methodologies such as phone surveys, which depend heavily on small sample interviews and controlled environment settings. Participant/ observation research methodology allows for and even encourages new and fresh insights and avoids a priori conceptual or theoretical limitations in a changing sociocultural environment. A tenet of qualitative methodology is the conviction that "social research is an interactive rather than controlling process." Therefore, ethnography, a form of more deeply qualitative research, is a useful tool in attempting to grasp the world of a specific population and changing environment. Although this type of research has some obvious limitations, such as the researcher's own historical, socioeconomic, gender, and ethic biases, a great deal of insight can be gained when a social scientist is welcomed into a relatively closed system and is able to function as a participant who is also allowed to record his or her experiences as an observer." (10-11)
S:The subject is the reasoning behind the investigation.
O:The occasion was a declaration of furtive events, serving as a methods to inform the reader of what will happen.
A:The audience is adults who have teenage children.
P:The purpose of this passage was to explain that the school was chosen because it was not only diverse, but was also an adequate school.
S:The speaker is the researcher and author of the book.
"As they try fiercely to be nice and stay in perfect relationships,girls are forced into a game of tug-of-war with their own aggression. At times girl' anger may break the surface of their niceness, while at others it may only linger below it, sending confusing messages to their peers. As a result, friends are often forced to second-guess themselves and each other. Over time, many grow to mistrust what others say they are feeling.The sequestering of anger not only alters the forms in which aggression is expressed, but also how it is perceived.Anger may flash on and off with lightning speed, making the victim question what happened- or indeed whether anything happened at all. Did she just look at her when I said that? Was she joking? DIs she roll her eyes? Not save the seat on purpose? Lie about her plans? Tell me that she'd invited mee when she hadn't?"(37).
ReplyDeleteS: Teen girls always seem to be second-guessing themselves.In some ways they are paranoid, watching their friends' every move and look, trying to find some negative connotation.
O:This is an observation of girls' habits. It is also an argument that backs up her observation.
A: Mothers who are trying to understand their daughters.
P: The purpose is to inform readers of many girls' lack of self-confidence.
S: The author and narrator
Allison Woyshner Queen Bees and Wannabes.
ReplyDelete" Imagine you and your daughter on a cruise ship. The cruise director's job is to make sure your daughter is reasonably happy and entertained. There are scheduled activities and if she hurts herself, someone will be there to get her back on her feet. She knows most of the people on the ship and everything is familiar. But just as lemmings communicate with each other when it's time to start hurling themselves off cliffs and into the sea, girls start telling each other the ship is stupid and boring and it's time to get off. As you watch helplessly, she leaves behind everything that is safe and secure, gets into a life raft with people who have little in common with her except their age, and drifts away.
Once in the raft she may ask herself, how did I get here? Why did I go? But when she looks around, sees that the ship is impossibly far away, the waves are too big, and there are a limited number of supplies, she quickly realizes that her survival depends on the bonding with the other girls in that life raft. But your daughter isn't stupid. This realization is quickly followed by another one. She's trapped." (38)
S: The subject is that girls act a certain way to be accepted by their peers and get persuaded into getting trapped.
O: This passage is an observation on how the author views the harship of chosing indiviualism or a clique, which most teenagers percieve as a life or death situation.
A: The audience of this passage is directed towards teen mothers who are unsure of what their teenager is experiencing as they become of age.
P: The purpose of this passage is to metaphorically demonstrate the fear induced into teenagers as they experience the harship of chosing to fit in or being an outcast.
S: The speaker is an experienced author who observes and studies different types teenage behavior as she judges their lifestyles.
Freaks, Geeks, and Cool Kids
ReplyDelete"Obviously, a crucial difference between a factory and a school is the nature of the raw material. Wood, coal, and ore have no 'mind of their own'; they do not actively resist being transformed; students often do. Consequently, if the mix of students admitted to school is more variable, and if the content of the education remains the same for everyone, we can predict with confidence that resistance will increase. Since coercive means of suppressing reistance have been banned or significantly resticted, schools have had to find other remedies for maintaining order. In part, they have done this by expanding the variety of options available to students-attempting to have something of interest for everyone. If schools have similarities with factories, increasingly they also resemble shopping malls. This was the thesis of Arthur G. Powell and this coleagues in an influential book entitled "The Shopping Mall High School". Modern high schools have significantly increased in ize (though these trends are more complex) and in the array of courses and services they provide. In addition to the wide variety of non-academic activities are available: sports teams, computer clubs, debate teams, drama, dance and singing groups, drill teams, cheerleading, editing school newspapers and yearbooks- and more. The service curiculum includes counselors who advise about course selection and college admissions, and nurses who provide medical services. Special programs are offered for students who are pregnant, have young children, are abused by parents, or are addicted to drugs- to mention only a few of the services offered. Because of the wide array of courses, activities, and services offered, 'choice' becomes central to adolescents. They must decide what selection and combination of these alternatives will recieve their time, and perhaps, their attention. In this respect, the modern high school is often like a shopping mall. Schooling becaomes another form of consumption. What Powell refers to as a 'treaty' emerges: if students are reasonably orderly and do not cause trouble, they can choose to be engaged in the educational process or to largely ignore it. Others mainly kill time. As in the shopping mall, some are real customers and others simply window-shop or hang out" (Milner 18-19)
S: The subject is to show how students can go to the same school, but have to totally different lives there.
O: The desire to discover why teenagers are so different and how they form into different and diverse groups.
A:The audience is for parents, teachers, curious students who want to find out why teenagers separate themselves from each other.
P:The purpose is to find out why teenagers separate themselves from each other and why, even though they go to the same school, two students can become two totally different people.
S: The speaker is the researcher and the author.
"The smiles are genuine, and the flashes of joy are real. there is no doubt that much of life on the surface of the adolescent landscape is light, carefree, and straightforward. This a time when life can feel like it is full of possibilities and no barrier is insurmountable. This is the place where students happily run at the lunch bell, where cheerleaders giggle in packs, and where athletes saunter without a care in the world. On the surface of their world, high school students seem no different from their parents or even their grandparents....
ReplyDeleteBut there is another side to this idyllic picture. The surface of the adolescent landscape is where internal fears, loneliness, and insecurities must be held in check, where friendships are generally shallow, and where performance and image are the name of the game. Alongside or, more accurately, beneath the superficial and all too often cosmetic layer of high school life, there are dark, lonely corners where the neon light of sanitized conformity seldom penetrates. Just below the sheen of coerced normality are the stress and strain of personal survival in a hostile world."(19)
S: The subject in hurt is teenagers, exactly that, the way we live and react with one another and what makes us tick. How we view everything and whats going on in our life.
O:"Based on solid research and years of observation..."This book is meant to help parents and many other adult class to open their eyes and see as teens do.
A:The audience is explained to be adult classes to help see their children in a different way.
P:The purpose is to show how we teens live and react with one another for the adult eye to see.
S:The speaker is the author identified by the way his observations outline the ideas of the story.
Allison Gibson
ReplyDeleteQueen Bees and Wannabees:
"I went to a public school until fourth grade and I was very sure of who I was. When the girls weren't allowed by the boys to play soccer at recess I, quite literally, petitioned for change. Eventually the boys let us play just to shut me up. I started at this school in fifth grade and didn't fit in. I had plenty of lunch tray moments until it was discovered midyear that i could sing, something that I guess is an attractive trait in a friend. Same old story, I ended up compromising who I was, working my way up to the social ladder, tailoring personalities trying to find one that fit. I wasn't that confident fourth grader or that awkward fifth grader; I was way worse, I was nothing. I was anything my friends wanted me to be and because of that, I was nothing without their guidance. I was called weird by my friends for my infatuation with musical theater, pressured to give up my extracurriculars, told I was only liked because I was pretty, mocked for being feminist and anti-drinking. I lost myself; I was the sidekick of the same girl who had made me miserable in grade school. This time I victimized myself though. I hate who I was. I won the election I ran for but realized it wasn't worth the fight. I quit. I quit drama and popularity and competition. I've been clean for two years now." (81-82)
SUBJECT- The girl who was writing this, was explaining how she didn't fit in very well and tried to but ended up hating herself for it.
OCCASION- This took place when she was in elementary school.
AUDIENCE- She probably directed this towards parents of and girls and any age and to girls in their approaching teenage years.
PURPOSE- The reason she wrote this is for people to read and not feel like they are alone and that someone else has been through some of the same things as them.
SPEAKER- A 16 year old girl named Allison is the one who is telling this.
Queen Bees & Wannabe
ReplyDelete"Girls (like all of us) absorb the cultural messages of what a girl should wear and own, and how she should conduct herself, and then they take that information and develop strict social hierarchies based on it. At no time in your daughter's life will it probably feel more important to her to fit these elusive girl standards than during adolescence. But it's also confusing because girl's don't know what thee rules are because they're invisible. You only really learn them when you break them or you see someone else break them and live with the fallout. And who is the prime enforcer of these rules? The movies? The magazines? This is definitely where it starts, but what is often overlooked is that it is the girls themselves who are usually the enforcers. They police one another, conducting surveillance on who's breaking the laws of appearance and clothing, boys and personality-all of which have a profound influence on the women they become. Your daughter gets daily lessons about what's "in" from her friends-and who has the "right" to wear those things. She isn't watching television, movies, or websites by herself. She processes this information with and through her friends...Last, we often don't want to admit how little supervision we really exert over what our children are watching. To be fair, it's really hard to do. You can pick out appropriate TV shows, but then the ads during the commercial breaks are horrible. You can get on a plane, let your child listen to the audio channel, and not know that the song they're listening to is one on the radio station you have forbidden. We need to sit down without daughters (and of course our sons as well) and walk them through how to think about the relentless messages they're getting-we also have to educate ourselves without being afraid to be labeled as the uptight parent. We must, as our daughters. Girls will only reach their full potential if they're taught to be the agents of their own social change. As we guide girls through adolescence, we have to acknowledge it, name it, and empower our girls so they can go into the store with the Queen Bee backpacks and tell the manager to take them off the shelf"(Wiseman 34-35).
s: The subject is girl teenagers, their social life, and how parents should control their social standings, personality and limits.
o:The occasion is a critique on how media triggers the social lives of teenagers.
a: The audience of the story is mothers of teenage girls from any age between eight to seventeen.
p: The purpose is to teach the reader how to recognize what your child is exposed to so you can try and stop it.
s: The speaker is the author, Rosalind Wiseman. She states her opinion on how she feels about the topics from personal experiences and research.
Queen Bees & Wannabe
ReplyDelete"Girls (like all of us) absorb the cultural messages of what a girl should wear and own, and how she should conduct herself, and then they take that information and develop strict social hierarchies based on it. At no time in your daughter's life will it probably feel more important to her to fit these elusive girl standards than during adolescence. But it's also confusing because girl's don't know what thee rules are because they're invisible. You only really learn them when you break them or you see someone else break them and live with the fallout. And who is the prime enforcer of these rules? The movies? The magazines? This is definitely where it starts, but what is often overlooked is that it is the girls themselves who are usually the enforcers. They police one another, conducting surveillance on who's breaking the laws of appearance and clothing, boys and personality-all of which have a profound influence on the women they become. Your daughter gets daily lessons about what's "in" from her friends-and who has the "right" to wear those things. She isn't watching television, movies, or websites by herself. She processes this information with and through her friends...Last, we often don't want to admit how little supervision we really exert over what our children are watching. To be fair, it's really hard to do. You can pick out appropriate TV shows, but then the ads during the commercial breaks are horrible. You can get on a plane, let your child listen to the audio channel, and not know that the song they're listening to is one on the radio station you have forbidden. We need to sit down without daughters (and of course our sons as well) and walk them through how to think about the relentless messages they're getting-we also have to educate ourselves without being afraid to be labeled as the uptight parent. We must, as our daughters. Girls will only reach their full potential if they're taught to be the agents of their own social change. As we guide girls through adolescence, we have to acknowledge it, name it, and empower our girls so they can go into the store with the Queen Bee backpacks and tell the manager to take them off the shelf"(Wiseman 34-35).
s: The subject is girl teenagers, their social life, and how parents should control their social standings, personality and limits.
o:The occasion is a critique on how media triggers the social lives of teenagers.
a: The audience of the story is mothers of teenage girls from any age between eight to seventeen.
p: The purpose is to teach the reader how to recognize what your child is exposed to so you can try and stop it.
s: The speaker is the author, Rosalind Wiseman. She states her opinion on how she feels about the topics from personal experiences and research.
Queen Bees & Wannabe
ReplyDelete"Girls (like all of us) absorb the cultural messages of what a girl should wear and own, and how she should conduct herself, and then they take that information and develop strict social hierarchies based on it. At no time in your daughter's life will it probably feel more important to her to fit these elusive girl standards than during adolescence. But it's also confusing because girl's don't know what thee rules are because they're invisible. You only really learn them when you break them or you see someone else break them and live with the fallout. And who is the prime enforcer of these rules? The movies? The magazines? This is definitely where it starts, but what is often overlooked is that it is the girls themselves who are usually the enforcers. They police one another, conducting surveillance on who's breaking the laws of appearance and clothing, boys and personality-all of which have a profound influence on the women they become. Your daughter gets daily lessons about what's "in" from her friends-and who has the "right" to wear those things. She isn't watching television, movies, or websites by herself. She processes this information with and through her friends...Last, we often don't want to admit how little supervision we really exert over what our children are watching. To be fair, it's really hard to do. You can pick out appropriate TV shows, but then the ads during the commercial breaks are horrible. You can get on a plane, let your child listen to the audio channel, and not know that the song they're listening to is one on the radio station you have forbidden. We need to sit down without daughters (and of course our sons as well) and walk them through how to think about the relentless messages they're getting-we also have to educate ourselves without being afraid to be labeled as the uptight parent. We must, as our daughters. Girls will only reach their full potential if they're taught to be the agents of their own social change. As we guide girls through adolescence, we have to acknowledge it, name it, and empower our girls so they can go into the store with the Queen Bee backpacks and tell the manager to take them off the shelf"(Wiseman 34-35).
s: The subject is girl teenagers, their social life, and how parents should control their social standings, personality and limits.
o:The occasion is a critique on how media triggers the social lives of teenagers.
a: The audience of the story is mothers of teenage girls from any age between eight to seventeen.
p: The purpose is to teach the reader how to recognize what your child is exposed to so you can try and stop it.
s: The speaker is the author, Rosalind Wiseman. She states her opinion on how she feels about the topics from personal experiences and research.
Freaks, Geeks, and Cool Kids
ReplyDelete"Most analysis in the reproduction tradition are interested in increasing quality and opportunity...they have two radical limitations. The first limitation is the implicit assumption that the primary goal should be equal opportunity. The whole notion...implies that if the children of the poor had the same opportunities as the children of the rich, all would be right with the world. I reject this assumption. Even if there were complete equality of opportunity...inequality could still be a serious social problem...Those who make the higher grades do not get more food and better clothes, or even a significantly bigger allowance. Societies are not families, but the extent of inequality is an important issue affecting many aspects of a society's life...
The second limitation of many studies...is that they focus on a question that...is of secondary importance. They try to find out why the working classes and disadvantaged are either politically passive or supportive to the basic structrue and ideaology of advanced capitalism. The assumption is that political mobilization of the disadvantaged is the crucial prerequistite to change. In contrast, I believe that if we want to understand...advanced capitalist societies we need to focus primarily...on the broad middle class. It is their support that is crucial...the stories of how privileges of the upper classes and disadvantages of the lower classes...are secondary to the politics of consumer societies. The crucial story is what the middle classes support and why" (Joyce 16-17).
S:The effect of inequality on the high school teen and modern American society.
O:The story is a descriptive critique of teenage behavior and why it occurs. It takes place in modern day America.
A: The text (and entire book)is intended to be read by the parents of teenagers and high school administrators.
P: The purpose of this passage is to disclaim and distance himself from the theories of others regarding the factors around inequality and the magnitude of its effect on society. The author also wants to reveal his theories and explain why he believes they are true in order to convince the reader to believe in his theories.
S: The speaker is the author of the book, Murray Milner Jr., a man who believes that confinement from solid parenting and good schools and consumerism of teens are the ultimate reasons for teenage lifestyle.
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ReplyDeleteQueen Bees & Wannabees
ReplyDelete"I have been asked this question countless times by people who have already made up their mind about the answer. It's as if parents think there's something in the water that's making girls nastier. You may not like my answer. It's not in the water, it's in the mirror. Parents are buying into a culture that believes it's "cute" to buy trendy, sexy clothes or funny that an eight-year old can lypsync the latest Britney Spears or Katy Perry song. So funny that the adults then put it on youtube for everyone to see. It has become a custom for moms and their prepubscent daughters to get manicure and pedicures. When i was growing up, I went to the salon with my mom and it was a bonding experience-as i watched her get her hair done. But having a good time with her didn't depend on getting to do the same thing she did.
So it's not that girls are getting pushed to be meaner. It's that they are being pushed to be older (as opposed to more mature, which would lend itself to increased sense of responsibility, ect.) Being mean is just a by-product. Adults are the ones who create and give young girls access to content that assumes they are already teens, or want to be. Cartoons are based on reality shows that depict girls as superficial and catty; toys and websites teacg them to be famous and "celebrities" with all the accompanying clothes, jewelery, clothes, and entitled spoiled attitudes"(56).
S: Showing mothers and women what girls do and what their actions are. Aslo how girls are growing up too fast these days.
O: It's a critique on girls and they way they live. The author Rosalind Wiseman critiques the way girls live and disects it to show the moms and young women what girls are doing.
A: The audience is directed towards women; most likely new moms or just moms in general.
P: The purpose of this passage is to show moms and women that girls are growing up too fast and they are turning into people they aren't.
S: The speaker is probably an older experienced women who has interviewed and researched this topic alot.
Odd Girl Out
ReplyDelete“Silence is deeply woven into the fabric of female expierence. It is only in the last thirty years that we have begun to speak the distinctive truths of women’s lives, openly addressing rape, incest, domestic violence, and women’s health. Although these issues always existed over time we have given them a place in our culture by building public consciousness, policy, and awareness.
Now it is time to end another silence: There is a hidden culture of girls’ aggression in which bullying is epidemic, distinctive, and destructive. It is not marked by the direct physical and verbal behavior that is primarily the province of boys. Our culture refuses girls access to open conflict, and it forces their aggression into nonphysical, indirect, covert forms. Girls use backbiting, exclusion, rumors, name-calling, and manipulation to inflict psychological pain on targeted victims. Unlike boys, who tend to bully acquaintances or strangers, girls frequently attack within tightly knit networks of friends, making aggression harder to identify and intensifying the damage to the victims.
Within the hidden culture of aggression, girls fight with body language and relationships instead of fists and knives. In this world, friendship is a weapon, and the sting of a shout pales in comparison to a day of someone’s silence. There is gesture more devastating than the back turning away” (Simmons 3).
S-In this passage, Simmons reveals the hidden passive aggressiveness in girls that has left many women scarred and silent.
O-This passage is not only an observation of girl’s aggressive tendencies, but also an argument of the ways girl’s aggression is exerted.
A-This work of literature is directed towards parents seeking ways to understand their daughters.
P-The purpose of this passage is to enlighten readers of the aggression of girls that is overlooked. Also, it informs traumatized women that they aren’t the only ones hurt by girl bullying.
S-The speaker is a narrator journalist.
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ReplyDeleteReviving Ophelia-
ReplyDelete"Girls have long been trained to be feminine at considerable cost to their humanity. They have long been evaluated on the basis of appearance and caught in myriad double binds: achieve, but not too much; be polite, but be yourself; be feminine and adult; be aware of our cultural heritage, but don't comment on the sexism. Another way to describe this femininity training is to call it false self-training. Girls are trained to be less than who they really are. They are trained to be what the culture wants of its young women, not what they themselves want to become.
America today is a girl-destroying place. Everywhere girls are encouraged to sacrifice their true selves. Their parents may fight to protect them, but their parents have limited power. Many girls lose contact with their true selves, and when they do, they become extraordinarily vulnerable to a culture that is all to happy to use them for its purposes" (Pipher 44).
S: The subject of this passage is the position of young and adolescent girls in American society.
O: This observation occasion is triggered by the experiences Mary Pipher has had in her meetings with her patients.
A: The text is directed to America, but mainly to American culture and the people that shape American culture.
P: The purpose is to tell of the effects America's culture has on such young and once innocent girls.
S: The speaker is Mary Pipher, a PhD graduate who is a therapist and works with girls with problems, like STD's or being too aggressive.
Hurt: Inside the World of Today's Teenagers
ReplyDelete"I did not approach my study believing that I would discover an overriding framework within which to organize the data and and conclusions, but that is what happened. I discovered that midadolescents have responded to systemic abandonment by creating a separate and highly structured social system, what I call the world beneath. The world beneath is a broader concept than the notion of a youth culture or a generation gap. This world has been evolving over several decades, but within the last several years, it has shifted from a rather innocuous and at times innocent withdrawl to a unique and defended social system. The world beneath has its own rules of relating, moral code, and defensive strategies that are well known to midadolescents and are tightly held secrets of their community.The separation of youth from the world of adults began perhaps as early as the first few decades of the twentieth century. During World War II and throughout the 1950s , there was a distinct flavor to the younger generation. Rock 'n' roll, teen films, and adolecent dress and style were introduced as markers of the newly developing subculture. As previously discussed, the 1960s was the decade of change in many areas of life. Our naivete and carefree life of post- World War II culture. By the late 1970s and early 1980s we were well on our way to a we/they relationship between the adult world and adolescent community. During the early and middle part of the century, adolescents forged a unique path in the landscape of the adult world. In the 1960s, only a vocal and visible handful attempted to live as if the adult world's rules and norms did not apply to them. As the years wore on and the abandonment of the young increased, however, adolescents went completely underground and created the world beneath. The contributing factors are varied and complex, but the foundational reason behind the separation between the adult world and the world of adolescents is that society has abdicated its responsibility to nurture the young into adulthood. The blame for this separation cannot be place solely or even primarily at the feet of the typical enemies of traditional society: Hollywood, television, technology, the Industrial Revolution, music, or even parents. For years, adults have blamed adolescents for the way they have rebelled against society and especially what they hold dear. Adults have, by neglect, pushed adolescents away." (Page 59)
S: The subject of this passage is the hidden world of teenagers.
O: The occasion is that the author wishes to introduce to the readers the formation and the cause of the secret world.
A: The audience is parents of teens as well as teens themselves interested in the hidden teenage world.
P: The purpose of this passage is that the hidden world of teenagers have come into existence only a couple decades ago and the most contributing factor may have been parents themselves.
S: The speaker is Chap Clark Ph.D the author and researcher of the book who is an associate professor of youth, family, and culture at Fuller Theological Seminary.