1. Name 2. Title of Book (underlined or italicized) 3. Excerpt from 26-50% of book. Two to three paragraphs. 4. SOAPStone analysis of excerpt. Use tone worksheet from class.
Must be completed by 11:59 pm on 10/15 for full credit.
1. Christopher Bruckel 2. Queen Bees Wannabes 3. Just as I challenge girls to own up o what they do that contributes to their being their own worst enemies, I'm also challenging you to own up to what you do that contributes to girls' social hierarchies. Leave behind the assumption that Queen Bee girls always have Queen Bees as mothers-"after all, the apple doesn't fall from the tree." Because I don't think that's a helpful way to think about it. First, when we say that, we aren't looking at (i.e., blaming) the dad for nurturing a Queen Bee. Second, we never say the same things about the Pleaser/Wannabe girls or any other position in he group. Third, since almost no one identifies themselves as Queen Bees, if you believe this line of thinking, you'll never be able to see Queen Beeism in your own child. And fourth, I've seen too many variations on the Queen Bee girl/parent dynamic to feel confident telling you I think there is a correlation. And in any case, it really doesn't matter which girl has which parents. Instead, what is much more important to understand is that if you're a parent or someone who is around girls in any capacity, the way you handle yourself is profound.(Wiseman 123) 4. S- The subject of this passage is having mothers realize that they will not notice if their girl is a queen bee if they themselves are. O- This occasion is girls are different, some are queen bees, some are not. A- The audience of this passage is mothers with teenage daughters who are queen bees. P- The purpose of this passage is to show how mothers that are queen bees will not realize their daughters are queen bees, they will think they are completely normal. S- The speaker is the author who’s self is a mother. She is expressing her personal outlook on how queen bees act, and how if a mother is a queen bee, the daughter will most likely be one as well.
3. "Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some will call nature and others refer to as the created self), familial and parental influences (often referred to as environment), and an internal determination of how to integrate the two. When children begin the process of embarking on the individualized journey of adolescence, they come to this phase in life with a fairly well-developed sense of self or what is sometimes called the self-concept." (Clark 81).
4. S- The subject of this excerpt is the beginning of a section where the author elaborates on how kids end up with the friends and groups they have in high school. O- The occasion for this selection is of modern times where teenagers are gathering into groups due to genetic makeup and family life. A- The audience is a very educated class of people who may or may not have kids. P- The author's purpose for writing this is to try give parents or interested people an idea of what he thinks makes kids choose who their friends are going to be. S- In this case, the speaker and the author are the same… Beside that point, the speaker is a middle aged man, probably in his late 20's to mid 30's. He is also very interested in the way the "teenage life cycle" works. Tone- Clark's tone is obviously very didactic, he truly wants to educate the reader about what is going on with teens today.
1. Reagan Sluga 2. Hurt by Chap Clark 3. “Teachers believe that children are far more successful when their parents are involved with both the student and the school. At the same time, however, teachers regularly feel as though parents are more interested in defending their children and rationalizing their behavior and performance than in allowing teachers to offer their expertise” (Clark 94). 4. S: The author is giving examples of every adult that takes impact on a teenagers life. O: The author uses an observation to get the reader to start thinking about those ideas. He wants the reader to understand the parents and teachers impact on teenagers to see if they agree. A: The audience could be a teacher starting her first job or parents who realize their child is struggling in school and they want to find a way to help. P: The author wants to portray his message by telling parents to get involved with their child’s school. He wants the audience to feel like they can help their teenagers through anything as long as they get involved. S: The speaker believes that a teenager’s life is very difficult and they need help from anyone they can. He thinks that parents and teachers should get involved in the child’s life. T: The tone is objective. The author does not just state the fact; he leaves it open for the reader can have their own opinion. The diction shows that it does not affect every teenager or teacher. The syntax shows how the book is just all facts. O: The writer arranges his text by giving examples and then explaining each thoroughly. N: The author tries to capture the reader by putting ideas into the reader’s head: not by just saying it’s the only way. E: The author uses the diction to emphasize the connection teachers need to have with parents. He tries to use examples to show the problems of the relationship between the teachers and parents.
1. Samantha Nguyen 2.Queen Bees and Wannabes by Rosalind Wiseman 3. "Good teasing is one of the cornerstones of great friendships. Someone who cares about you, knows you well enough, and is comfortable with you can tease and joke around with you- "with" (not "at") being the operative word. With good teasing, there's no intention to put the other person down, and the teaser understands what your "No Joking Zone (NJZ)" is- the specific things you never want to be teased about. Your daughter will know if she feels liked by the teaser and doesn't feel that the teaser's motivation is to put her down. If you daughter says she doesn't like it, the behavior will stop" (Wiseman 193). S-The ideas contained in this passage are ones that can help mothers know when their daughter is being teased by other people in a way that is not intended to hurt them. O-This happens to girls all over the world. The author used real life experiences to help write this passage. A-This text is directed for parents with daughters. P-The speaker's reason for writing this passage is to inform parents when their daughters are being teased in a good way, and what they should do if their daughter is being teased in a hurtful way. S-No one is directly identified as the speaker. However, based on the diction, I can infer that the speaker is the author. T-The author's attitude towards teasing is very neutral and positive, as long as the teasing is not meant to hurt anyone emotionally or physically. O-The text is organized by beginning very generally, and then getting more specific as the passage continues. N-The writer narrates the passage based on what she has experienced during her lifetime and when she has taught at different schools. E-The type of diction that mainly dominates this passage is very basic and easy to understand. She used her knowledge about teasing and how girls are effected by it to help make the passage seem more realistic.
1. Katarina Stiller 2. Hurt by Chap Clark 3. “The striking thing is that the systems that are present to serve mid adolescents are almost universally locked into servicing an adolescent community that is more or less cohesive. School assumes community, thus the perpetuation of identity formed in classes. Coaches rely on students’ willingness and ability to work as a team. Even the church tries to bring young people from a wide variety of schools and clusters into what they call fellowship. These and countless other programmatic assumptions may have a noble intent, and in some cases may even appear to the adults in charge to be somewhat workable, but they do not take the changing youth culture and relational shift seriously. As a result, young people are once again offered up on the altar of an adult agenda at the cost of their personal sense of safety. In other words, today’s teenagers are thrown together in false relationships by adults who think kids connect with one another just like they used to. Teens will perform as necessary to fulfill the roles they have been cast to play, but for many, how they appear on the outside is far different from the driving sense of place and home they crave on the inside” (85-86). 4. S: The unsupportive attitude of society whose incorrect view on teenagers creates problems between adults and teenagers. O: Takes place in the modern day, collectively over American teenagers focusing on issues arising from a disconnected society. A: Directed towards adults involved in the adolescent community. The audience wants to understand what they are doing wrong and how they can fix it. P: The speaker writes to criticize society for changing and abandoning the youth to serve their own selves, thus causing a rift between teenagers and adults, as adults lose the trust of teenagers. S: The speaker is the author Chap Clark. He is a parent and works around kids. He criticizes and urges adults to stop shaping kids to fit their own agenda. He believes that it is necessary for society to change its views and actions concerning teenagers. Tone: The author has a critical tone towards adult-headed systems and organizations that influence teenagers. He finds fault in their ideas and views that end up hurting teenagers and aiding adults.
1. Paulina Saracco 2. Odd Girl Out 3. “Erin’s fear of her new friends’ anger is echoed in different degrees by many survivors of bullying. These girls described feeling unfamiliar with the most basic rules of relationship, things taken for granted by any socially adjusted person. They no longer feel certain of what makes people angry or upset, not to mention how to tell when someone is feeling that way. Their emotional radar is incapacitated. This can turn a girl into a cautious ghost of her former self, stifled and silenced by fear. The fear is felt by degrees among girls who struggle with everyday conflict. One of the chief symptoms of girls’ loss of self-esteem is the sense of being crazy, of not being able to trust one’s own interpretation of people’s actions or events. Did she just look at her when I said that? Was she joking? Did she roll her eyes? Not save the seat on purpose? Lie about her plans? Tell me that she’d invited me when she hadn’t? The girls I interviewed confirmed a similar unrest, the disturbing belief that what they were sure they knew or saw wasn’t that at all, but was in fact something quite different. In discord between girls, gestures of conflict often contradict speech, confounding their intended targets. In such a universe, for a girl to trust her own truths, her own version of events, can be excruciatingly difficult. At the cusp of their most tumultuous years of development, girls cling tightly to one another, as one told me, “that we’re not crazy.” Yet it is their close peer relationships, and the rules against truth telling, that often trigger these feelings.” (Simmons 101-102). 4. S- The unrest that bullying can cause girls to lose confidence and change their personality all together. O- The excerpt is an observation made by the author about victims of bullying. The girl talked about in the text is plagued by feelings of unrest and anxiety that the author has used to exemplify the emotions felt by victims. A- American parents of teen daughters that need information about what their daughters are going through. P- The author wanted to inform and evoke emotions of parents with daughters. She wanted to make sure that they knew what was going on in schools and how to counteract it. She also wanted to evoke sympathy from parents for girls that are going through their life alone. The author feels horrible for the girls involved because society does not know how to deal with the situation. S- The speaker, Simmons, tells the story of a girl that faced challenges alone. Simmons was a victim of bullying and her diction portrays her sympathy for the victims in the story. T- The tone is very sincere because the author is very sympathetic to the victims of bullying and wants readers to also feel sympathetic. Her diction makes the reader pity the victim and feel for them. O- The speaker states the emotions running through girls that are isolated by peers, then goes on to explain why they are experiencing these feelings. N- The writer is very forward in her writing because she wants to shock the reader with so much information at once. She wants to evoke emotion from the reader because she believes that these girls deserve sympathy. She directly states what she needs to say and leaves the reader to interpret it. E- She uses very negative descriptions of the emotions that girls feel and makes the reader try to relate to the girls. Because the writing is very forthright, the text does not have very many sound devices.
1.)Sarah Simmons 2.)A Tribe Apart by Patricia Hersch 3.)“As far as her parents are concerned, it will probably take her the rest of her life to make up for her freshman year. Her mom lets loose with the list of offenses like the Ten Commandments of Bad: ‘Cutting school, lying, stealing, cheating, smoking, drugs, cutting out of the house in the middle of the night…Courtney knows better.’ Most confounding to her parents were the kids themselves, ‘good kids. They’re not something you pick up off the street.’ Parents are rightfully confused. Who’s a troublemaker and who is not is never clear anymore. ‘It’s not like when we were kids,’ one mom laments. ‘There are no Greasers versus Preppie-types; there is no such thing as the clean-cut college type and the low-class dropout, certainly no rules for what ‘nice’ girls do or don’t do’” 4.) S- Parents aren’t sure what to think of their kids and they do not try to understand them. O- This is an observation and a declaration about modern American society in which the way parents view their kids and try to guide them is changing in a negative way. A-This passage and novel is directed towards parents of middle-class American teenagers who aren’t necessarily bad kids but have the average teenage problems. P-The author’s purpose is to prove the fact, using specific examples, that parents pretty much have no idea what is happening in their children’s lives in modern times. She claims that they think they know but they really don’t take the time to actually try and understand them. She is trying to prove a point while informing these parents of the truth. S-The speaker seems to be a middle-aged woman, who is most likely a parent herself, and who seems to have a lot of experience working with teen of the modern American middle-class. Tone- The author’s attitude towards the subject can be described in different ways. Firstly, she seems to identify or agree with parent’s confusion about their children’s lives based on the phrase “rightfully confused”. Also, she sort of expresses a sarcastic tone by using phrases like “the Ten Commandments of Bad” which shows that she has a sort of comical yet still critical view of the way parents are reprimanding their kids.
1. Ellen Saba 2. Odd Girl Out by Rachel Simmons 3. "In a social world where anger explodes unannounced, anxiety is the norm and security is a luxury. For Megan, the sudden, inexplicable abandonment of her best friend taught her that people and feelings are not always what they seem. Never knowing for sure if she was truly liked by others made the need to exclude someone else a fact, of life. "I guess I wanted somoene else to feel bad," she said simply. It's often said that one girl alone is rarely a problem, but get two or three together and they're different creatures entirely." ( Simmons, 134) 4. S: The author is trying to express the problems girls face in being ganged up on or not knowing who to trust. O: The passage is an observation by the author on how she belives girls use one another to lower another girls confidence. A: This is used to inform parents on what their teenagers are going through- just jealous, average teen problems. P: The authors purpose is to show girls that they're not alone and that many other girls' also face close to the same problems. S: The speaker seems to be a middle aged woman who has experience with the things shes writing about, and she understands the girls pain. T: The tone of this passage is critical and matter-o-fact. O: The speaker expresses how most teens go face these problems and that trust is not something you can give out to anyone. N: In each chapter, the author states the exact point she will be covering so that it doesn't all suprise the reader while they're reading, and they know what's coming. E: She uses negative emotions, to sort of make your emotions rise and have pity towards the teenagers who face this.
3)"In the years since this book first came out, it looks like things have changed a lot regarding race and beauty. Black and Latina women regularly show up in the cover of magazines. We have an African American First Lady. But has it really changed? Again it's a mixed answer. While it's more likely to see magazine covers with nonwhite female celebrities, we need to take a closer look. They almost all have the same caramel-colored skin and long, straight hair. Michelle Obama is such a transformative figure because shi is a confident, darker-skinned black woman without fake hair and nails. But the question begs to be asked: the faces of Beyonce, Tihanna, Ciara, Jessica Alba, Michelle Rodriguez, and Eva Mendes? Or say it another way. How are you supposed to feel if you're a girl with kinky hair, curves, and a fuller nose?
4)S: This passage is about the way that society has disguised racism. Even though it appears that other races are more included they are still only including the people who fit into societies image of perfect. O: This passage is about how the author believes that people deny the fact that there is racism just because it is more cleverly hidden. A: The audience is not only teenage girls in school but also anyone else who is in a position to be the one judging or the person who is being judged based on how they look. P: The authors purpose is to make people more aware about racism. S: The speaker is the author who has experience in the way teenage girls see each other and how it effects them.
3."Leave behind the assumption that Queen Bee girls always have Queen Bees as mothers-"after all, the apple doesn't fall from the tree." Because I don't think that's a helpful way to think about it. First, when we say that, we aren't looking at (i.e., blaming) the dad for nurturing a Queen Bee. Second, we never say the same things about the Pleaser/Wannabe girls or any other position in he group. Third, since almost no one identifies themselves as Queen Bees, if you believe this line of thinking, you'll never be able to see Queen Beeism in your own child. And fourth, I've seen too many variations on the Queen Bee girl/parent dynamic to feel confident telling you I think there is a correlation. And in any case, it really doesn't matter which girl has which parents" (Wiseman 117).
4.S-To compare mothers to their daughters, and to tell mothers that they cannot realize if their own daughters are queen bees if they are. O-The certain time in school where girls are now segregated by status. A-To those mothers who have queen bees for daughters. P-To make mothers who were grown up as queen bees help realize the fact that their daughters who are queen bees are not noticed at all. S-Speaker is the author of the book, Rosalind Wiseman, who herself is a mother and nows this feeling. Tone-contemplative,didactic
The public high school has become an immortal icon in American pop culture. Prom, homecoming, football players and games, the lunchroom, fast cars, pop quizzes, cheerleaders, school plays, nerds/geeks/freaks, letterman’s jackets, dances, parties, and the yearbook all bring back a flood of memories for every adult. It has been the mainstay of songs, novels, television shows, and films. Usually, the high school experience is portrayed as the most glamorous and exciting time in one’s life. As much as adults and the media have tried to maintain the cultural myth of the thrill of high school, to a great many contemporary students, it is anything but one continuous adventure. One student from my study, upon hearing from a teacher that high school is the best time in one’s life, said, “Great! If this is the best it’s ever going to get, I might as well kill myself now!” I encourage those who are over thirty and who hold any illusion that the high school they went to is similar to the one today’s students attend to visit the school, walk the halls, and listen to the students talk to one another at lunch or during breaks. Unless you have stayed in close touch with the changing adolescent culture, you will most certainly be struck by the fact that the world you inhabited and the experiences you had are but a distant, never-to-be-reclaimed memory.
S: The speaker is obviously the author Clark, but he seems to have a greater understanding and has opened up a bit more to the possibility that the era and adolescents have changed as compared his and other adults’ years.
O: He has begun to talk to the high school students and is listening to them.
A: Audience is older people who are unaware yet willing to listen. In fact, anyone in general who understands or wants to understand that high school is and won’t always be the same, yet the it’s all being described as having the same rules for the past century.
P: The purpose is to explain that the years have gone by and with them a change in America’s youth and their personalities. What the media and some false “facts” say are lying and that is trying to be explained.
S: Subject is that everyone when it all comes down to it, including kids, still think that high school revolves around the same things and because of that in a way it sort of does and doesn’t.
T: the tone is contemplative or how life is for teenagers in high school and the adults continuative take on it. Also, it is objective towards those who do believe that people haven’t changed at all.
O: It is organized to have lots of facts or examples and then his take or personal experience on the matter.
N: The writer states everything as if he has experienced everything for himself, that is both good and bad. He seems very confident in what he rights and that makes it mor convincing but at the same time it give the idea that he’s not being open minded to others thoughts and opinions.
E: The evidence is that he has gone to a public high and listen to what the kids who attend it say; yet he is an adult so that also allows him to give a hand on what adults opinions are as well and what they think.
3. “I feel like I live life in a painting-like all these false emotions and crazy colors stroked in an insane pattern form an “image” of me and who I am. I get so frustrated because this painting of me isn’t really me at all…I want to wash away all these painful strokes, absurd colors, and false emotions. I want to be cleansed of all the fake things that make me. Everyday I live my life for other people and not myself. I can never rest and just be me…even a walk down the halls of my high school seem like an endless drama” (Clark 65).
4. S- This high school student emphasizes the struggles of daily life in school, always trying to put a front to be something that will be accepted by those people we call peers.
O- This excerpt is a declaration, a statement of their emotions.
A- The excerpt above is directed toward the author themselves, it is a statement, something they needed to say to express to write down.
P- The purpose of the quote is to express the feelings of this individual, but also to state the way teenagers feel: that everyday is a show, an act. You go to school as an alter ego, hoping that it is the right one.
S- The author of this text is the voice of the majority of teenagers living in today’s world, no matter their situations financially, at home, just overall.
Tone- The tone of this excerpt is earnest, forthright, intimate, and matter-of-fact.
"Jessica, who has been in a huff over how Susan was doubted and ignored, is having her own problems as well. She and her buddy Annie have waited two days for their turn to deliver their speeches. Every time Mrs. Nance asks for volunteers, they wave their hands. By now everybody in the class knows what they want to talk about and there is movement in the classroom to move them up to the dias.
Katy is angry too. When she was told point-blank no speeches about abortion, she fired one back on freedom of speech...'When my class was given this assignment we were told to talk about what was on our minds. But how can we talk about what is on our minds when they limit the issues that we can talk about?...if opinions are outlawed, how will you find out how you feel?'" (Hersch 63).
Subject: The subject of this passage is the suppression of teenager's thoughts on controversial issues by adult administrators in public school systems across the country.
Occasion: This excerpt was written in response to an assignment given by teachers in a public school in Reston, Virginia to speak about issues of concern in society (i.e. abortion, teenage pregnancy, etc.).
Audience: The audience that this author is trying to reach is the adults and school administrators of America who curtail adolescent opinons.
Purpose: The purpose of this selection is to inform adults about how the school system is stifling adolescents and ignoring the fact that they have the ability to invest themselves in traditionally adult issues.
Speaker: The speaker is an American adolescent who has a passionate desire to ensure that her opinions are recognized by the adults in her community.
Tone: The tone of this passage is primarily accusatory, that is, accusing the administrators of the public school systems of their efforts to restrict outspoken teenagers. The tone is also indignant, as the author is disheartened by the school board's unjust actions toward her and her peers.
1) Karly Quaack 2) Queen Bees and Wannabes 3) “What was silencing the girls from telling the truth? The power of cliques silences them, because those in position of power are often blind to their behavior or justify it so they wont have to take responsibility for their actions. Those not in positions of power fear the consequences of speaking out in public. When girls do talk about it, they only talk with their friends and in private places like school bathrooms, their bedrooms, or by text, phone, or e-mail” (Wiseman 85). 4) S: The author explains the power and impacts cliques that teenage girls experience. O: Real life encounters of teenage girls are used by the author as they continue to find their place in high school. A: The text is directed to adults and parents of teenage daughters. P: The speakers reason for writing the text is to inform parents of what their daughter is exposed to while growing up. The intended effect is to make parents aware of teenage girls behavior between other girls. S: The speaker is the author, a middle class woman and most likey has kids of her own. She has much knowledge and experience with teens of middle class people, typically the teenage girl. T: The authors attitude toward the subject of cliques is critical. O: The text is organized by the author giving examples of what various teenage girls have said what they experience and then she explains the reason for the situation. N: The writer reveals the true side of teenage girls and the situations that their actions have influenced. E: The diction she uses in this passage is a negative attitude to make you think less of the non accepting teenage girls.
1. Jared Hong 2. A Tribe Apart: A Journey Into the Heart of American Adolescence
3. "Lacrosse has been likened to a blend of football, basketball, soccer, and hockey. The game originated in the North American Indian ceremony called 'baggataway'. The basic concept has not changed: two teams trying to score a goal by catching and throwing a small hard ball with sticks that have a curved net at the end. Like soccer, modern lacrosse is played over a large field. Two teams of ten players utilize the physicality of football, the defensive/offensive strategies of basketball, and the goal plays of hockey. Lacrosse demands speed, skill, and aggressiveness. What won over Charles was that "you go around hitting people wielding a stick like a baseball bat." This was a sport Charles could love. What is so great about hitting people, explains Chareles, is "that you can move somebody around with your body weight and force, move them and knock them down, rather than just sit there and let them try and knock you down" (Hersch 183).
4. S: This paragraph is an informative paragraph about Lacrosse. It talks about how it combines a number of sports and how it came to be what it is today. O: The occasion is, one of the eight adolescents that is talked about in the book, his season of Lacrosse is about to begin and the author felt it necessary to inform the reader about Lacrosse. A: This is aimed at the reader who may not know much about Lacrosse. P: The purpose of this is to brief the reader of how the game is played and foreshadow that the next few pages will be about Lacrosse and the passion involved. S: Throughout the book, the speaker is the author, although, there was a quote from a teen named Charles, on his opinion of Lacrosse. Tone: The tone of this paragraph is mainly didactic, and neutral.
3) "For some girls, popularity is majical. Popularity conveys an unmatched sense of power. Some girls think that if they can achieve it, all thier problems will disappear. Some become obsessed and measure the popularity barometer daily,then issue constant weather reports. Others dismiss it, thinking the whole thing is ridiculous. Some are angery and deny they care, although they often actually do. Some feel so out of it they give up. Imagine your invisible and walk with me into a classroom where I'm going to discuss cliques and popularity. This is what you'll see: thirty girls grouped together in clumps of usually four or five. They're sitting on chairs, or on each others laps, doing each others hair, texting reading or sitting by themselves. Some are even studying. I start the class by asking the girls to close their eyes and answer by a show of hands how many of them have gossiped, back stabbed, or been exclusive. Much more slowly, some bending their elbow instead of extending their hand, all the hands go up. I tell them to keep their hand up and open their eyes. They look around. They laugh again, but nervously." (Wisemen 82)
4)S:The passage is about how girls girls feel and process their popularity. O: The passage discuss how the author believes girls deal with popularity. A: The audience is the parents of teen girls in order to give light on popularity in school. P: The authors purpose is to discuss how a teen should deal with popularity. S: the speaker is the author, a well informed phycologist. T:The tone is very sincere and open, not with holding any information. O: The author expresses how teens feel about their popularity and their friends. N: The author implements her ideas by simply stating the truth based upon the testimonies of several girls. E: The author uses negative diction in order to emote the feeling of harsh discrimination between girls.
1. Alex Griego 2. -Hurt- by Chap Clark 3. "Perhaps you are not yet convinced. Many reviewers who read this chapter, primarily graduate students but professional adults as well, could see my general perspective but were not wholly convinced of the pervasiveness of this assertion. One in particular encouraged me to offer "oodles of quotes and scenarios" that would convince readers by their sheer volume. I have chosen to take a slightly different track. I am starting with the assumption that mid-adolescents are where they are because of systematic societal abandonment. Throughout the book, I present the specifics of how this plays out in various areas of life. At this point, I am not concerned that you buy the notion of abandonment but that you are open to the possibility."
4. S- The general topic of this excerpt is the author making a statement about abandonment and how he wants to present this subject in a convincing yet congenial way. O- The occasion of the excerpt is during modern day. The rhetorical occasion is an argument made by the author implying that he disagrees with reviewers of one of the chapters. A-The intended audience of this text is most likely parents of teenagers and also the reviewers that the author wants to convince P- The speaker's reason for writing the text is the convince the readers of his own view. He tries to sway his audience's opinion by telling them that there is proof throughout the book. S- The speaker is the author, Chap Clark who is trying to explain adolescents reasoning for their actions and behavior. Tone- The author's tone in this passage is didactic because he is trying to convince and educate the audience of his views that have been proven in his research.
1. Julia Wu 2. Odd Girl Out 3. "Ganging up is the product of a secret relational ecosystem that flourishes in an atmosphere where direct conflict between individuals is forbidden. By engaging in conflict as a group, no one girl is ever directly responsible for her aggression. Anger is often conveyed wordlessly, and the facade of the group functions as an eave under which a girl can preserve her "nice girl" image. The loser usually ends up isolated from others, giving her exactly what she fears conflict begets: relational loss. The specter of isolation is often enough to make people "forget" their angry feelings. Girls use alliance building to short-circuit the link expected between anger and the loss of friendship. Victoria, interviewed by Brown and Gilligan, explains that when people get mad it helps to "pass [their feelings] on to someone else and it will keep on going around so everyone can pick corners." Kenya, a Ridgewood sixth grader, explained, 'They are mad at their friends, and their friend's mad at them, and they need to go find another friend and get to know them better and tell them about their problems, and maybe that will help another friendship to start.' In this way, alliance buildup becomes and event of friendship. It provides a way for girls to displace their aggression while remaining connected to others. No matter how intense the fight, a girl is assured of a friendship that will outlast it; the girls who rally to her side promise her that with their presence. In this way , the trials of conflict are transformed into a series of relationships to be negotiated, a skill at which girls excel...During alliance building, discussions spread like wildfire through circles of friends, growing in intensity until they dominate the day. 'First people tell each other; then they use the phone, then the Internet; it gets bigger and bigger; they cut and paste conversations [from instant messages],' recalled thirteen-year-old Rebecca at Marymount. One girl wins, her classmate Maria noted, when she 'gets people not to like the other one.'" (Simmons 80-81).
4)S- The author explains how girls create alliances against other girl when they are in a fight. O-This excerpt is an observation made by the author about the alliances girls create to ease their anger and relieve their stress about loosing friendships. A-This was directed toward American parents of teenage girls who are concerned about their daughters social lives. P- The author wrote this to explain her observation about alliance groups between girls. Simmons wanted to explain what girls do when they get into fights with their friends. She wanted to explain to parents of daughter that girls may loose friendships because of this particular problem in which girls tend to create. S- The author is Rachel Simmons, probably a middle aged women. She is concerned and wants to understand teenage girls T- The tone is very contemplative and sincere because the author is trying to understand the situation of alliance buildups, but shes not judging the people.
1. Paige White 2. Hurt by Chap Clark 3. "The world beneath exists because midadolescents believe that few if any adults genuinely care about them. Writing specifically about the plight of contemporary young women, Mary Pipher, in Reviving Ophelia, asserts that 'girls are having more trouble now than they had thirty years ago...Something new is happening. Adolescence has always been hard, but it's harder now because of cultural changes in the last decade.' Today's adolencents are, as a lot, indescribably lonely. They cling to their friends in the world beneath because they feel they have no other choice. There are certainly notable exceptions in every corner of an adolescent's experiences-at least a few good teachers, a caring and kind coach, a present parent. But the irresistable conclusion is this: As adolescence has lengthened and midadolescence has become more amorphous and its members more set apart, they have begun to wonder if anyone truly cares about them. Friends care but only insofar as they are able to maintain the norms of their peer group. Many adults care, but it takes a great deal of effort to undo what one Sunday school teacher, Little League coach, or piano teacher said or did so long ago. And so for now, they keep their collective chin up and make the best of the world beneath" (Clark 68-69). 4. Subject-The main idea of this quotation is how teens are being abandoned in modern days. Occasion-This story is an observation and an argument about how teenagers are being left behind in today's world. The larger occasion is how midadolesents are doing anything they can to stand out to adults. The immediate occasion is when the author states that even a little thing that a role model says to them can affect the way they act. Audience-This selection is directed to parents to explain what may change their teenagers view upon life; like a positive comment. Purpose-The speaker's reason for writing this text is to educate parents on thier teenagers. The text is intended to spark the reaction of relief in the audience to tell them that their teenager acts like most teenagers and that it is normal. Speaker-The speaker is angry that teenagers are being abandoned and he attempts to inform parents on how to help their teenager. Tone-The tone that the author displays is indignant and judgemental because he is angry to all that have forgotten midadoesents in the time that they need every person to care for them. He is also being judgemental towards people who have forgotten these crucial years. Organization-The text is organized in three different sections each explaining how and why teenagers act they way that they do. Narrative Style-The author tells the story in an accusative way; he is accusing people for forgetting teenagers. Evidence-The author uses direct quoates from his different sources to display how they have been forgotten.
1. Sajana De Silva 2. Queen Bees and Wannabes 3. " She's the girl who gets set up by the other girls to be humiliated made fun of, and/or excluded. Targets are assumed to be out of the cligque, of the class "losers." Although this is sometimes true, its not always the case. Just because a girl is in the cligque doesn't mean she can't be targeted by the other members. Often the social hierarchy of the clique is maintained precisely by having someone clearly at the bottom of the group's totem pole. Girls outside the clique tend to become Targets because they're perceived to be trying too hard or because their style of dress, behavior, or personal background is outside the norms acceptable to the clique. Girls inside the clique tend to become Targets if they've challenged someone higher on the social totem pole(ie., the Queen Bee, Sidekick, or Banker) and need to be put in their place." (96) 4.Subject- The girls that are made fun of by a clique. Occasion- This is an observation that explains how girls might get made fun of if they arent in a certain clique. Audience- This excerpt is directed towards parents that are trying to deal with their daughters. Purpose- Her purpose of this is to inform parents that their child may be a "Target". Speaker- The speaker is a woman that studies teenage girls on how they are and how they act. Tone- The tone of this excerpt is probably informative and straight up. Organization- This specific excerpt is not really organized in a certain way. Narrative Style- The writer straight up informs you and doesn't make it sound better or worse. Evidence- The diction in this is neither negative or positive.
1. Christopher Bruckel
ReplyDelete2. Queen Bees Wannabes
3. Just as I challenge girls to own up o what they do that contributes to their being their own worst enemies, I'm also challenging you to own up to what you do that contributes to girls' social hierarchies. Leave behind the assumption that Queen Bee girls always have Queen Bees as mothers-"after all, the apple doesn't fall from the tree." Because I don't think that's a helpful way to think about it. First, when we say that, we aren't looking at (i.e., blaming) the dad for nurturing a Queen Bee. Second, we never say the same things about the Pleaser/Wannabe girls or any other position in he group. Third, since almost no one identifies themselves as Queen Bees, if you believe this line of thinking, you'll never be able to see Queen Beeism in your own child. And fourth, I've seen too many variations on the Queen Bee girl/parent dynamic to feel confident telling you I think there is a correlation. And in any case, it really doesn't matter which girl has which parents. Instead, what is much more important to understand is that if you're a parent or someone who is around girls in any capacity, the way you handle yourself is profound.(Wiseman 123)
4. S- The subject of this passage is having mothers realize that they will not notice if their girl is a queen bee if they themselves are.
O- This occasion is girls are different, some are queen bees, some are not.
A- The audience of this passage is mothers with teenage daughters who are queen bees.
P- The purpose of this passage is to show how mothers that are queen bees will not realize their daughters are queen bees, they will think they are completely normal.
S- The speaker is the author who’s self is a mother. She is expressing her personal outlook on how queen bees act, and how if a mother is a queen bee, the daughter will most likely be one as well.
1. Neely Oeftering
ReplyDelete2. Hurt by Chap Clark
3. "Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some will call nature and others refer to as the created self), familial and parental influences (often referred to as environment), and an internal determination of how to integrate the two. When children begin the process of embarking on the individualized journey of adolescence, they come to this phase in life with a fairly well-developed sense of self or what is sometimes called the self-concept." (Clark 81).
4. S- The subject of this excerpt is the beginning of a section where the author elaborates on how kids end up with the friends and groups they have in high school.
O- The occasion for this selection is of modern times where teenagers are gathering into groups due to genetic makeup and family life.
A- The audience is a very educated class of people who may or may not have kids.
P- The author's purpose for writing this is to try give parents or interested people an idea of what he thinks makes kids choose who their friends are going to be.
S- In this case, the speaker and the author are the same… Beside that point, the speaker is a middle aged man, probably in his late 20's to mid 30's. He is also very interested in the way the "teenage life cycle" works.
Tone- Clark's tone is obviously very didactic, he truly wants to educate the reader about what is going on with teens today.
1. Reagan Sluga
ReplyDelete2. Hurt by Chap Clark
3. “Teachers believe that children are far more successful when their parents are involved with both the student and the school. At the same time, however, teachers regularly feel as though parents are more interested in defending their children and rationalizing their behavior and performance than in allowing teachers to offer their expertise” (Clark 94).
4. S: The author is giving examples of every adult that takes impact on a teenagers life.
O: The author uses an observation to get the reader to start thinking about those ideas. He wants the reader to understand the parents and teachers impact on teenagers to see if they agree.
A: The audience could be a teacher starting her first job or parents who realize their child is struggling in school and they want to find a way to help.
P: The author wants to portray his message by telling parents to get involved with their child’s school. He wants the audience to feel like they can help their teenagers through anything as long as they get involved.
S: The speaker believes that a teenager’s life is very difficult and they need help from anyone they can. He thinks that parents and teachers should get involved in the child’s life.
T: The tone is objective. The author does not just state the fact; he leaves it open for the reader can have their own opinion. The diction shows that it does not affect every teenager or teacher. The syntax shows how the book is just all facts.
O: The writer arranges his text by giving examples and then explaining each thoroughly.
N: The author tries to capture the reader by putting ideas into the reader’s head: not by just saying it’s the only way.
E: The author uses the diction to emphasize the connection teachers need to have with parents. He tries to use examples to show the problems of the relationship between the teachers and parents.
1. Samantha Nguyen
ReplyDelete2.Queen Bees and Wannabes by Rosalind Wiseman
3. "Good teasing is one of the cornerstones of great friendships. Someone who cares about you, knows you well enough, and is comfortable with you can tease and joke around with you- "with" (not "at") being the operative word. With good teasing, there's no intention to put the other person down, and the teaser understands what your "No Joking Zone (NJZ)" is- the specific things you never want to be teased about. Your daughter will know if she feels liked by the teaser and doesn't feel that the teaser's motivation is to put her down. If you daughter says she doesn't like it, the behavior will stop" (Wiseman 193).
S-The ideas contained in this passage are ones that can help mothers know when their daughter is being teased by other people in a way that is not intended to hurt them.
O-This happens to girls all over the world. The author used real life experiences to help write this passage.
A-This text is directed for parents with daughters.
P-The speaker's reason for writing this passage is to inform parents when their daughters are being teased in a good way, and what they should do if their daughter is being teased in a hurtful way.
S-No one is directly identified as the speaker. However, based on the diction, I can infer that the speaker is the author.
T-The author's attitude towards teasing is very neutral and positive, as long as the teasing is not meant to hurt anyone emotionally or physically.
O-The text is organized by beginning very generally, and then getting more specific as the passage continues.
N-The writer narrates the passage based on what she has experienced during her lifetime and when she has taught at different schools.
E-The type of diction that mainly dominates this passage is very basic and easy to understand. She used her knowledge about teasing and how girls are effected by it to help make the passage seem more realistic.
1. Katarina Stiller
ReplyDelete2. Hurt by Chap Clark
3. “The striking thing is that the systems that are present to serve mid adolescents are almost universally locked into servicing an adolescent community that is more or less cohesive. School assumes community, thus the perpetuation of identity formed in classes. Coaches rely on students’ willingness and ability to work as a team. Even the church tries to bring young people from a wide variety of schools and clusters into what they call fellowship. These and countless other programmatic assumptions may have a noble intent, and in some cases may even appear to the adults in charge to be somewhat workable, but they do not take the changing youth culture and relational shift seriously. As a result, young people are once again offered up on the altar of an adult agenda at the cost of their personal sense of safety. In other words, today’s teenagers are thrown together in false relationships by adults who think kids connect with one another just like they used to. Teens will perform as necessary to fulfill the roles they have been cast to play, but for many, how they appear on the outside is far different from the driving sense of place and home they crave on the inside” (85-86).
4. S: The unsupportive attitude of society whose incorrect view on teenagers creates problems between adults and teenagers.
O: Takes place in the modern day, collectively over American teenagers focusing on issues arising from a disconnected society.
A: Directed towards adults involved in the adolescent community. The audience wants to understand what they are doing wrong and how they can fix it.
P: The speaker writes to criticize society for changing and abandoning the youth to serve their own selves, thus causing a rift between teenagers and adults, as adults lose the trust of teenagers.
S: The speaker is the author Chap Clark. He is a parent and works around kids. He criticizes and urges adults to stop shaping kids to fit their own agenda. He believes that it is necessary for society to change its views and actions concerning teenagers.
Tone: The author has a critical tone towards adult-headed systems and organizations that influence teenagers. He finds fault in their ideas and views that end up hurting teenagers and aiding adults.
1. Paulina Saracco
ReplyDelete2. Odd Girl Out
3. “Erin’s fear of her new friends’ anger is echoed in different degrees by many survivors of bullying. These girls described feeling unfamiliar with the most basic rules of relationship, things taken for granted by any socially adjusted person. They no longer feel certain of what makes people angry or upset, not to mention how to tell when someone is feeling that way. Their emotional radar is incapacitated. This can turn a girl into a cautious ghost of her former self, stifled and silenced by fear.
The fear is felt by degrees among girls who struggle with everyday conflict. One of the chief symptoms of girls’ loss of self-esteem is the sense of being crazy, of not being able to trust one’s own interpretation of people’s actions or events. Did she just look at her when I said that? Was she joking? Did she roll her eyes? Not save the seat on purpose? Lie about her plans? Tell me that she’d invited me when she hadn’t? The girls I interviewed confirmed a similar unrest, the disturbing belief that what they were sure they knew or saw wasn’t that at all, but was in fact something quite different. In discord between girls, gestures of conflict often contradict speech, confounding their intended targets. In such a universe, for a girl to trust her own truths, her own version of events, can be excruciatingly difficult. At the cusp of their most tumultuous years of development, girls cling tightly to one another, as one told me, “that we’re not crazy.” Yet it is their close peer relationships, and the rules against truth telling, that often trigger these feelings.” (Simmons 101-102).
4. S- The unrest that bullying can cause girls to lose confidence and change their personality all together.
O- The excerpt is an observation made by the author about victims of bullying. The girl talked about in the text is plagued by feelings of unrest and anxiety that the author has used to exemplify the emotions felt by victims.
A- American parents of teen daughters that need information about what their daughters are going through.
P- The author wanted to inform and evoke emotions of parents with daughters. She wanted to make sure that they knew what was going on in schools and how to counteract it. She also wanted to evoke sympathy from parents for girls that are going through their life alone. The author feels horrible for the girls involved because society does not know how to deal with the situation.
S- The speaker, Simmons, tells the story of a girl that faced challenges alone. Simmons was a victim of bullying and her diction portrays her sympathy for the victims in the story.
T- The tone is very sincere because the author is very sympathetic to the victims of bullying and wants readers to also feel sympathetic. Her diction makes the reader pity the victim and feel for them.
O- The speaker states the emotions running through girls that are isolated by peers, then goes on to explain why they are experiencing these feelings.
N- The writer is very forward in her writing because she wants to shock the reader with so much information at once. She wants to evoke emotion from the reader because she believes that these girls deserve sympathy. She directly states what she needs to say and leaves the reader to interpret it.
E- She uses very negative descriptions of the emotions that girls feel and makes the reader try to relate to the girls. Because the writing is very forthright, the text does not have very many sound devices.
1.)Sarah Simmons
ReplyDelete2.)A Tribe Apart by Patricia Hersch
3.)“As far as her parents are concerned, it will probably take her the rest of her life to make up for her freshman year. Her mom lets loose with the list of offenses like the Ten Commandments of Bad: ‘Cutting school, lying, stealing, cheating, smoking, drugs, cutting out of the house in the middle of the night…Courtney knows better.’ Most confounding to her parents were the kids themselves, ‘good kids. They’re not something you pick up off the street.’
Parents are rightfully confused. Who’s a troublemaker and who is not is never clear anymore. ‘It’s not like when we were kids,’ one mom laments. ‘There are no Greasers versus Preppie-types; there is no such thing as the clean-cut college type and the low-class dropout, certainly no rules for what ‘nice’ girls do or don’t do’”
4.) S- Parents aren’t sure what to think of their kids and they do not try to understand them.
O- This is an observation and a declaration about modern American society in which the way parents view their kids and try to guide them is changing in a negative way.
A-This passage and novel is directed towards parents of middle-class American teenagers who aren’t necessarily bad kids but have the average teenage problems.
P-The author’s purpose is to prove the fact, using specific examples, that parents pretty much have no idea what is happening in their children’s lives in modern times. She claims that they think they know but they really don’t take the time to actually try and understand them. She is trying to prove a point while informing these parents of the truth.
S-The speaker seems to be a middle-aged woman, who is most likely a parent herself, and who seems to have a lot of experience working with teen of the modern American middle-class.
Tone- The author’s attitude towards the subject can be described in different ways. Firstly, she seems to identify or agree with parent’s confusion about their children’s lives based on the phrase “rightfully confused”. Also, she sort of expresses a sarcastic tone by using phrases like “the Ten Commandments of Bad” which shows that she has a sort of comical yet still critical view of the way parents are reprimanding their kids.
1. Ellen Saba
ReplyDelete2. Odd Girl Out by Rachel Simmons
3. "In a social world where anger explodes unannounced, anxiety is the norm and security is a luxury. For Megan, the sudden, inexplicable abandonment of her best friend taught her that people and feelings are not always what they seem. Never knowing for sure if she was truly liked by others made the need to exclude someone else a fact, of life. "I guess I wanted somoene else to feel bad," she said simply.
It's often said that one girl alone is rarely a problem, but get two or three together and they're different creatures entirely." ( Simmons, 134)
4. S: The author is trying to express the problems girls face in being ganged up on or not knowing who to trust.
O: The passage is an observation by the author on how she belives girls use one another to lower another girls confidence.
A: This is used to inform parents on what their teenagers are going through- just jealous, average teen problems.
P: The authors purpose is to show girls that they're not alone and that many other girls' also face close to the same problems.
S: The speaker seems to be a middle aged woman who has experience with the things shes writing about, and she understands the girls pain.
T: The tone of this passage is critical and matter-o-fact.
O: The speaker expresses how most teens go face these problems and that trust is not something you can give out to anyone.
N: In each chapter, the author states the exact point she will be covering so that it doesn't all suprise the reader while they're reading, and they know what's coming.
E: She uses negative emotions, to sort of make your emotions rise and have pity towards the teenagers who face this.
1) Megan Geer
ReplyDelete2) Queenbees and Wannabees
3)"In the years since this book first came out, it looks like things have changed a lot regarding race and beauty. Black and Latina women regularly show up in the cover of magazines. We have an African American First Lady. But has it really changed?
Again it's a mixed answer. While it's more likely to see magazine covers with nonwhite female celebrities, we need to take a closer look. They almost all have the same caramel-colored skin and long, straight hair. Michelle Obama is such a transformative figure because shi is a confident, darker-skinned black woman without fake hair and nails. But the question begs to be asked: the faces of Beyonce, Tihanna, Ciara, Jessica Alba, Michelle Rodriguez, and Eva Mendes? Or say it another way. How are you supposed to feel if you're a girl with kinky hair, curves, and a fuller nose?
4)S: This passage is about the way that society has disguised racism. Even though it appears that other races are more included they are still only including the people who fit into societies image of perfect.
O: This passage is about how the author believes that people deny the fact that there is racism just because it is more cleverly hidden.
A: The audience is not only teenage girls in school but also anyone else who is in a position to be the one judging or the person who is being judged based on how they look.
P: The authors purpose is to make people more aware about racism.
S: The speaker is the author who has experience in the way teenage girls see each other and how it effects them.
1.Simon Yoo
ReplyDelete2.Queenbees and Wannabes
3."Leave behind the assumption that Queen Bee girls always have Queen Bees as mothers-"after all, the apple doesn't fall from the tree." Because I don't think that's a helpful way to think about it. First, when we say that, we aren't looking at (i.e., blaming) the dad for nurturing a Queen Bee. Second, we never say the same things about the Pleaser/Wannabe girls or any other position in he group. Third, since almost no one identifies themselves as Queen Bees, if you believe this line of thinking, you'll never be able to see Queen Beeism in your own child. And fourth, I've seen too many variations on the Queen Bee girl/parent dynamic to feel confident telling you I think there is a correlation. And in any case, it really doesn't matter which girl has which parents" (Wiseman 117).
4.S-To compare mothers to their daughters, and to tell mothers that they cannot realize if their own daughters are queen bees if they are.
O-The certain time in school where girls are now segregated by status.
A-To those mothers who have queen bees for daughters.
P-To make mothers who were grown up as queen bees help realize the fact that their daughters who are queen bees are not noticed at all.
S-Speaker is the author of the book, Rosalind Wiseman, who herself is a mother and nows this feeling.
Tone-contemplative,didactic
Lynea Baudino
ReplyDeleteHurt: Inside the World of Today’s Teenagers
The public high school has become an immortal icon in American pop culture. Prom, homecoming, football players and games, the lunchroom, fast cars, pop quizzes, cheerleaders, school plays, nerds/geeks/freaks, letterman’s jackets, dances, parties, and the yearbook all bring back a flood of memories for every adult. It has been the mainstay of songs, novels, television shows, and films. Usually, the high school experience is portrayed as the most glamorous and exciting time in one’s life. As much as adults and the media have tried to maintain the cultural myth of the thrill of high school, to a great many contemporary students, it is anything but one continuous adventure. One student from my study, upon hearing from a teacher that high school is the best time in one’s life, said, “Great! If this is the best it’s ever going to get, I might as well kill myself now!”
I encourage those who are over thirty and who hold any illusion that the high school they went to is similar to the one today’s students attend to visit the school, walk the halls, and listen to the students talk to one another at lunch or during breaks. Unless you have stayed in close touch with the changing adolescent culture, you will most certainly be struck by the fact that the world you inhabited and the experiences you had are but a distant, never-to-be-reclaimed memory.
S: The speaker is obviously the author Clark, but he seems to have a greater understanding and has opened up a bit more to the possibility that the era and adolescents have changed as compared his and other adults’ years.
O: He has begun to talk to the high school students and is listening to them.
A: Audience is older people who are unaware yet willing to listen. In fact, anyone in general who understands or wants to understand that high school is and won’t always be the same, yet the it’s all being described as having the same rules for the past century.
P: The purpose is to explain that the years have gone by and with them a change in America’s youth and their personalities. What the media and some false “facts” say are lying and that is trying to be explained.
S: Subject is that everyone when it all comes down to it, including kids, still think that high school revolves around the same things and because of that in a way it sort of does and doesn’t.
T: the tone is contemplative or how life is for teenagers in high school and the adults continuative take on it. Also, it is objective towards those who do believe that people haven’t changed at all.
O: It is organized to have lots of facts or examples and then his take or personal experience on the matter.
N: The writer states everything as if he has experienced everything for himself, that is both good and bad. He seems very confident in what he rights and that makes it mor convincing but at the same time it give the idea that he’s not being open minded to others thoughts and opinions.
E: The evidence is that he has gone to a public high and listen to what the kids who attend it say; yet he is an adult so that also allows him to give a hand on what adults opinions are as well and what they think.
1. Emma Slavitt
ReplyDelete2. Hurt
3. “I feel like I live life in a painting-like all these false emotions and crazy colors stroked in an insane pattern form an “image” of me and who I am. I get so frustrated because this painting of me isn’t really me at all…I want to wash away all these painful strokes, absurd colors, and false emotions. I want to be cleansed of all the fake things that make me.
Everyday I live my life for other people and not myself. I can never rest and just be me…even a walk down the halls of my high school seem like an endless drama” (Clark 65).
4. S- This high school student emphasizes the struggles of daily life in school, always trying to put a front to be something that will be accepted by those people we call peers.
O- This excerpt is a declaration, a statement of their emotions.
A- The excerpt above is directed toward the author themselves, it is a statement, something they needed to say to express to write down.
P- The purpose of the quote is to express the feelings of this individual, but also to state the way teenagers feel: that everyday is a show, an act. You go to school as an alter ego, hoping that it is the right one.
S- The author of this text is the voice of the majority of teenagers living in today’s world, no matter their situations financially, at home, just overall.
Tone- The tone of this excerpt is earnest, forthright, intimate, and matter-of-fact.
Jacob Sekins
ReplyDeleteA Tribe Apart
"Jessica, who has been in a huff over how Susan was doubted and ignored, is having her own problems as well. She and her buddy Annie have waited two days for their turn to deliver their speeches. Every time Mrs. Nance asks for volunteers, they wave their hands. By now everybody in the class knows what they want to talk about and there is movement in the classroom to move them up to the dias.
Katy is angry too. When she was told point-blank no speeches about abortion, she fired one back on freedom of speech...'When my class was given this assignment we were told to talk about what was on our minds. But how can we talk about what is on our minds when they limit the issues that we can talk about?...if opinions are outlawed, how will you find out how you feel?'" (Hersch 63).
Subject: The subject of this passage is the suppression of teenager's thoughts on controversial issues by adult administrators in public school systems across the country.
Occasion: This excerpt was written in response to an assignment given by teachers in a public school in Reston, Virginia to speak about issues of concern in society (i.e. abortion, teenage pregnancy, etc.).
Audience: The audience that this author is trying to reach is the adults and school administrators of America who curtail adolescent opinons.
Purpose: The purpose of this selection is to inform adults about how the school system is stifling adolescents and ignoring the fact that they have the ability to invest themselves in traditionally adult issues.
Speaker: The speaker is an American adolescent who has a passionate desire to ensure that her opinions are recognized by the adults in her community.
Tone: The tone of this passage is primarily accusatory, that is, accusing the administrators of the public school systems of their efforts to restrict outspoken teenagers. The tone is also indignant, as the author is disheartened by the school board's unjust actions toward her and her peers.
1) Karly Quaack
ReplyDelete2) Queen Bees and Wannabes
3) “What was silencing the girls from telling the truth? The power of cliques silences them, because those in position of power are often blind to their behavior or justify it so they wont have to take responsibility for their actions. Those not in positions of power fear the consequences of speaking out in public. When girls do talk about it, they only talk with their friends and in private places like school bathrooms, their bedrooms, or by text, phone, or e-mail” (Wiseman 85).
4) S: The author explains the power and impacts cliques that teenage girls experience.
O: Real life encounters of teenage girls are used by the author as they continue to find their place in high school.
A: The text is directed to adults and parents of teenage daughters.
P: The speakers reason for writing the text is to inform parents of what their daughter is exposed to while growing up. The intended effect is to make parents aware of teenage girls behavior between other girls.
S: The speaker is the author, a middle class woman and most likey has kids of her own. She has much knowledge and experience with teens of middle class people, typically the teenage girl.
T: The authors attitude toward the subject of cliques is critical.
O: The text is organized by the author giving examples of what various teenage girls have said what they experience and then she explains the reason for the situation.
N: The writer reveals the true side of teenage girls and the situations that their actions have influenced.
E: The diction she uses in this passage is a negative attitude to make you think less of the non accepting teenage girls.
1. Jared Hong
ReplyDelete2. A Tribe Apart: A Journey Into the Heart of American Adolescence
3. "Lacrosse has been likened to a blend of football, basketball, soccer, and hockey. The game originated in the North American Indian ceremony called 'baggataway'. The basic concept has not changed: two teams trying to score a goal by catching and throwing a small hard ball with sticks that have a curved net at the end. Like soccer, modern lacrosse is played over a large field. Two teams of ten players utilize the physicality of football, the defensive/offensive strategies of basketball, and the goal plays of hockey. Lacrosse demands speed, skill, and aggressiveness. What won over Charles was that "you go around hitting people wielding a stick like a baseball bat." This was a sport Charles could love. What is so great about hitting people, explains Chareles, is "that you can move somebody around with your body weight and force, move them and knock them down, rather than just sit there and let them try and knock you down" (Hersch 183).
4. S: This paragraph is an informative paragraph about Lacrosse. It talks about how it combines a number of sports and how it came to be what it is today.
O: The occasion is, one of the eight adolescents that is talked about in the book, his season of Lacrosse is about to begin and the author felt it necessary to inform the reader about Lacrosse.
A: This is aimed at the reader who may not know much about Lacrosse.
P: The purpose of this is to brief the reader of how the game is played and foreshadow that the next few pages will be about Lacrosse and the passion involved.
S: Throughout the book, the speaker is the author, although, there was a quote from a teen named Charles, on his opinion of Lacrosse.
Tone: The tone of this paragraph is mainly didactic, and neutral.
1) Bryan Ruiz
ReplyDelete2) Queen Bees & Wannabees
3) "For some girls, popularity is majical. Popularity conveys an unmatched sense of power. Some girls think that if they can achieve it, all thier problems will disappear. Some become obsessed and measure the popularity barometer daily,then issue constant weather reports. Others dismiss it, thinking the whole thing is ridiculous. Some are angery and deny they care, although they often actually do. Some feel so out of it they give up.
Imagine your invisible and walk with me into a classroom where I'm going to discuss cliques and popularity. This is what you'll see: thirty girls grouped together in clumps of usually four or five. They're sitting on chairs, or on each others laps, doing each others hair, texting reading or sitting by themselves. Some are even studying. I start the class by asking the girls to close their eyes and answer by a show of hands how many of them have gossiped, back stabbed, or been exclusive. Much more slowly, some bending their elbow instead of extending their hand, all the hands go up. I tell them to keep their hand up and open their eyes. They look around. They laugh again, but nervously." (Wisemen 82)
4)S:The passage is about how girls girls feel and process their popularity.
O: The passage discuss how the author believes girls deal with popularity.
A: The audience is the parents of teen girls in order to give light on popularity in school.
P: The authors purpose is to discuss how a teen should deal with popularity.
S: the speaker is the author, a well informed phycologist.
T:The tone is very sincere and open, not with holding any information.
O: The author expresses how teens feel about their popularity and their friends.
N: The author implements her ideas by simply stating the truth based upon the testimonies of several girls.
E: The author uses negative diction in order to emote the feeling of harsh discrimination between girls.
1. Alex Griego
ReplyDelete2. -Hurt- by Chap Clark
3. "Perhaps you are not yet convinced. Many reviewers who read this chapter, primarily graduate students but professional adults as well, could see my general perspective but were not wholly convinced of the pervasiveness of this assertion. One in particular encouraged me to offer "oodles of quotes and scenarios" that would convince readers by their sheer volume. I have chosen to take a slightly different track. I am starting with the assumption that mid-adolescents are where they are because of systematic societal abandonment. Throughout the book, I present the specifics of how this plays out in various areas of life. At this point, I am not concerned that you buy the notion of abandonment but that you are open to the possibility."
4. S- The general topic of this excerpt is the author making a statement about abandonment and how he wants to present this subject in a convincing yet congenial way.
O- The occasion of the excerpt is during modern day. The rhetorical occasion is an argument made by the author implying that he disagrees with reviewers of one of the chapters.
A-The intended audience of this text is most likely parents of teenagers and also the reviewers that the author wants to convince
P- The speaker's reason for writing the text is the convince the readers of his own view. He tries to sway his audience's opinion by telling them that there is proof throughout the book.
S- The speaker is the author, Chap Clark who is trying to explain adolescents reasoning for their actions and behavior.
Tone- The author's tone in this passage is didactic because he is trying to convince and educate the audience of his views that have been proven in his research.
1. Julia Wu
ReplyDelete2. Odd Girl Out
3. "Ganging up is the product of a secret relational ecosystem that flourishes in an atmosphere where direct conflict between individuals is forbidden. By engaging in conflict as a group, no one girl is ever directly responsible for her aggression. Anger is often conveyed wordlessly, and the facade of the group functions as an eave under which a girl can preserve her "nice girl" image. The loser usually ends up isolated from others, giving her exactly what she fears conflict begets: relational loss. The specter of isolation is often enough to make people "forget" their angry feelings.
Girls use alliance building to short-circuit the link expected between anger and the loss of friendship. Victoria, interviewed by Brown and Gilligan, explains that when people get mad it helps to "pass [their feelings] on to someone else and it will keep on going around so everyone can pick corners." Kenya, a Ridgewood sixth grader, explained, 'They are mad at their friends, and their friend's mad at them, and they need to go find another friend and get to know them better and tell them about their problems, and maybe that will help another friendship to start.' In this way, alliance buildup becomes and event of friendship. It provides a way for girls to displace their aggression while remaining connected to others. No matter how intense the fight, a girl is assured of a friendship that will outlast it; the girls who rally to her side promise her that with their presence. In this way , the trials of conflict are transformed into a series of relationships to be negotiated, a skill at which girls excel...During alliance building, discussions spread like wildfire through circles of friends, growing in intensity until they dominate the day. 'First people tell each other; then they use the phone, then the Internet; it gets bigger and bigger; they cut and paste conversations [from instant messages],' recalled thirteen-year-old Rebecca at Marymount. One girl wins, her classmate Maria noted, when she 'gets people not to like the other one.'" (Simmons 80-81).
4)S- The author explains how girls create alliances against other girl when they are in a fight.
O-This excerpt is an observation made by the author about the alliances girls create to ease their anger and relieve their stress about loosing friendships.
A-This was directed toward American parents of teenage girls who are concerned about their daughters social lives.
P- The author wrote this to explain her observation about alliance groups between girls. Simmons wanted to explain what girls do when they get into fights with their friends. She wanted to explain to parents of daughter that girls may loose friendships because of this particular problem in which girls tend to create.
S- The author is Rachel Simmons, probably a middle aged women. She is concerned and wants to understand teenage girls
T- The tone is very contemplative and sincere because the author is trying to understand the situation of alliance buildups, but shes not judging the people.
1. Paige White
ReplyDelete2. Hurt by Chap Clark
3. "The world beneath exists because midadolescents believe that few if any adults genuinely care about them. Writing specifically about the plight of contemporary young women, Mary Pipher, in Reviving Ophelia, asserts that 'girls are having more trouble now than they had thirty years ago...Something new is happening. Adolescence has always been hard, but it's harder now because of cultural changes in the last decade.' Today's adolencents are, as a lot, indescribably lonely. They cling to their friends in the world beneath because they feel they have no other choice. There are certainly notable exceptions in every corner of an adolescent's experiences-at least a few good teachers, a caring and kind coach, a present parent. But the irresistable conclusion is this: As adolescence has lengthened and midadolescence has become more amorphous and its members more set apart, they have begun to wonder if anyone truly cares about them. Friends care but only insofar as they are able to maintain the norms of their peer group. Many adults care, but it takes a great deal of effort to undo what one Sunday school teacher, Little League coach, or piano teacher said or did so long ago. And so for now, they keep their collective chin up and make the best of the world beneath" (Clark 68-69).
4. Subject-The main idea of this quotation is how teens are being abandoned in modern days.
Occasion-This story is an observation and an argument about how teenagers are being left behind in today's world. The larger occasion is how midadolesents are doing anything they can to stand out to adults. The immediate occasion is when the author states that even a little thing that a role model says to them can affect the way they act.
Audience-This selection is directed to parents to explain what may change their teenagers view upon life; like a positive comment.
Purpose-The speaker's reason for writing this text is to educate parents on thier teenagers. The text is intended to spark the reaction of relief in the audience to tell them that their teenager acts like most teenagers and that it is normal.
Speaker-The speaker is angry that teenagers are being abandoned and he attempts to inform parents on how to help their teenager.
Tone-The tone that the author displays is indignant and judgemental because he is angry to all that have forgotten midadoesents in the time that they need every person to care for them. He is also being judgemental towards people who have forgotten these crucial years.
Organization-The text is organized in three different sections each explaining how and why teenagers act they way that they do.
Narrative Style-The author tells the story in an accusative way; he is accusing people for forgetting teenagers.
Evidence-The author uses direct quoates from his different sources to display how they have been forgotten.
1. Sajana De Silva
ReplyDelete2. Queen Bees and Wannabes
3. " She's the girl who gets set up by the other girls to be humiliated made fun of, and/or excluded. Targets are assumed to be out of the cligque, of the class "losers." Although this is sometimes true, its not always the case. Just because a girl is in the cligque doesn't mean she can't be targeted by the other members. Often the social hierarchy of the clique is maintained precisely by having someone clearly at the bottom of the group's totem pole. Girls outside the clique tend to become Targets because they're perceived to be trying too hard or because their style of dress, behavior, or personal background is outside the norms acceptable to the clique. Girls inside the clique tend to become Targets if they've challenged someone higher on the social totem pole(ie., the Queen Bee, Sidekick, or Banker) and need to be put in their place." (96)
4.Subject- The girls that are made fun of by a clique.
Occasion- This is an observation that explains how girls might get made fun of if they arent in a certain clique.
Audience- This excerpt is directed towards parents that are trying to deal with their daughters.
Purpose- Her purpose of this is to inform parents that their child may be a "Target".
Speaker- The speaker is a woman that studies teenage girls on how they are and how they act.
Tone- The tone of this excerpt is probably informative and straight up.
Organization- This specific excerpt is not really organized in a certain way.
Narrative Style- The writer straight up informs you and doesn't make it sound better or worse.
Evidence- The diction in this is neither negative or positive.