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.
~Raychel Ruiz ~Queen Bees and Wannabees (it wouldn't underline or italicize!) ~"Ironically, when I first started teaching, it was easy to overlook beauty's impact on girls because its as common and invisible as the air they breathe. Beauty and style are so important to the Girl World that it wouldn't exist without it. When you look at your daughter, you see a beautiful girl. She, however, probably can't get past that too-big nose, her "fat" stomach, or that pimple on her chin.Those issues are a constant source of humiliation. Girls have told me for years that they struggle to survive in a painful world where the value of self-worth is too often tied to an impossible standard of beauty" (151-152). ~S:The subject is how style and beauty are the center of Girl World and how girls depend on it to have a social status. ~O:This excerpt takes place in modern time, with girls around the world today:I would say it's a declaration because the author states what she knows and doesn't defend or fight the daughter or mother's views. ~A:This text is directed to parents who don't understand why their daughters are obsessed with fashion or for teenage girls who want to know why they act like this. ~P:The purpose of the text is to inform parents about what goes on in their daughter's minds when the go shopping or insist on wearing skimpy clothing and how to prevent it. ~S:The speaker is the author, a mother of 2 sons, who has been in abusive relationships and helps teenage girls with her help classes. ~Tone:I would say the tone is contemplative and didactic. This excerpt informs the reader of what goes on in the mind of a girl and reflects on her own past and what she knows about the teenage girls she teaches.
1. Sara Quon 2. Reviving Ophelia 3. “My relationship with my mother, like all relationships with mothers, was extraordinarily complex, filled with love, longing, a need for closeness and distance, separation and fusion. I respected her and mocked her, felt ashamed and proud of her, laughed with her and felt irritated by her smallest flaws. I felt crabby after twenty-four hours in her house, and yet nothing made me happier than making her happy. Western civilization has a history of unrealistic expectations about mothers. They are held responsible for their children’s happiness and for the social and emotional well-being of their families. Mothers are either idealized like the Virgin Mary or bashed in fairy tales and modern American novels. We all think of our mothers with what Freud called primary process thought, the thinking style of young children. We have trouble growing up enough to see our mothers as people. Western civilization has a double standard about parenting. Relationships with fathers are portrayed as productive and growth-oriented, while relationships with mothers are depicted as regressive and dependent. Fathers are praised for their involvement is precisely the right amount. Distant mothers are scorned, but mothers who are too close are accused of smothering and overprotecting” (102-103). 4. S: Pipher is discussing a girl’s relationship with her mother O: Many girls’ relationships with their mothers are like a tug-a-war which confuses the mother. Pipher is explaining the reasons for the daughter’s actions and her expectations of what their mothers should be like. This is Pipher’s memory and critique. A: The audience is mothers who have teenage daughters and have trouble with them. P: The purpose of this text is to help mother’s relationship improve and to let them know that they are not alone in their experiences. S: Mary Pipher is the speaker, and she has a PHD. She is a therapist for kids to adults. She relates her own experience and other girls’ and mothers’ experiences. Tone: Pipher’s tone in the first paragraph is reflective and in the two following paragraphs she is matter-of-fact. Her tone is shown by her diction and her descriptions of her own mother.
Haley Gardner Queen Bees and Wannabes “Some girls will try to weasel their way out of trouble by telling their parents they’re sleeping over at a friend’s house. Technically, she isn’t lying because eventually she planned to end up back at the house where she said she’d be. How was she supposed to know the party she went to would be so far away that she got stuck there, and that the party go so out of control that another parent called you at three in the morning? If you suspect something like this could be afloat, here’s what you do. Of course, confirm the sleepover with the friend’s parents. But if you forget or tried and didn’t get in touch in time, here are some backup strategies: the easiest, of course, is to drop her off and actually go into the house and talk to the parent. But if you’re not dropping her off, when your daughter arrives at the friend’s house, she must call you using her cell phone and hand the phone to the other parent, who will confirm what your daughter has said. If you get any evidence that your daughter is lying to you, like you run into another parent at the grocery store who tells you how surprised she was that you let your daughter go to the concert tonight,’ you immediately call your daughter and report what has just been said to you“ (136-137). S: The subject is describing it and actually dealing with the problem of one’s daughter who is lying about where/who they will be with when they simply say they’re “going to a friend’s house.” O: This excerpt is at parts that are very instructive, for example by giving step by step directions about how to slim the chances of this case of lying and how to deal with it if it has already occurred. A: The audience is the mother’s, or father’s ( and in some areas teenagers), who deal with difficult teenager daughters who are often times very vague and misleading, and therefore untrustworthy. P: The purpose is to caution and inform mothers about places their daughter’s may go without their permission and how this lying can be dealt with. S: The speaker is the author, Rosalind Wiseman, who spent many weeks studying and hanging out with these teenagers in order to understand their point of view on their everyday lives. Tone: This tone is very accusatory, since she directly accuses most teenage girls of lying and rebelling against their parents’ rules, and also didactic because the author is sincerely trying to help out the parents of these girls and trying to guide them in a direction that will solve this issue.
Britny Gilfillan Hurt "Clusters are not necessarily bad; they are just different from what most adults have experienced. For those who work with the young, understanding how they organize their social relationships and working with these arrangements is to take great strides forward in caring for them. Peer groups are powerful and extremely important. Adults in positions of nurture and influence would do well to remember that theses are not their parents' cliques. They are, instead, a short-term but nonetheless real family for many of them. Adults would do well to honor what is important to them and to find ways to invest in the other members of the cluster. I have found that once and adult is "in" with a member of a cluster, he or she is "in" with everyone else in short order" (86). S: The subject is describing and recongnizing cliques in teens. O: Adults tend to belong to cliques similarly to teens. A: The audience is the parents who read this book to understand teenagers. P: The purpose is to inform the readers about cliques and comparing teen cliques to adult cliques. S: Chap Clark is the speaker. Tone: The tone is contemplative because the author is interpreting cliques and stating that they are very important and different than what most adults have experienced.
1. Jai Chopra 2. Freaks, Geeks, and Cool Kids 3. “Unsurprisingly, adolescents, who are subject both to the authority of parents and school officials, adopt this style as a means of expressing resistance to adult authority. Obviously, a typical teenager’s social location is significantly different from that of an early jazz musicians. For most teenagers, their relationship and attitude toward those in authority is ambivalent. Most adolescents love their parents and respect most of their teachers. Nonetheless they are seeking greater autonomy and often disagree with authority figures about the norms that are appropriate for their situation. A male from suburban Burlington, Vermont, says, ‘A sense of self confidence, a lack of respect for authority, and occasional recklessness were all crucial in becoming part of the cool group of people… For females, coolness came from attitude and dress… If a girl acted self confident, reckless, and also dressed somewhat provocatively, she would immediately become popular with the boys…” Similar criteria are mentioned in Virginia: ‘An air of invincibility seemed to surround the popular guys. They drove fast, often under the influence of alcohol…’ A female from a small town says, ‘The cool kids were effortless and that was their number one resource. They didn’t seem to try.’ A crucial aspect of conformity to peer norms is to feign rebellion or at least non-conformity to the norms of adults in general and school officials in particular” (58-59). S- The subject is what, in the minds of teenagers, makes them ‘cool’ and fit in with the popular crowd. O- This segregation of teens in schools happens in every almost every school in the world. A- The audience is for curious parents, teachers, and students who want to know how teenagers separate themselves. P- The purpose is to explain the procedure in which teenagers associate themselves with other people. S- The author, Murray Milner. Tone- The tone is forthright; it is straight to the point, with people to back up his observations. It is also accusatory, as many parents and older people look down on these methods.
1. Monica Brady 2. Odd Girl Out: The Hidden Culture of Aggression in Girls 3. “American culture is built on dual pillars of independence and competition, values that run directly counter to the passionate intimacy, care, and friendship between girls. Giving girls a chance at success means giving them full, equal access to the tools of the game: to the acts of competition and desire required to excel and to the knowledge that relationships can survive them. When competition and desire cannot be enacted in healthy ways and when girls are expected to give priority to care and relationship, resentment, confusion, and retribution follow shortly behind. For the past twenty-five years, a growing number of psychologists have celebrated different cultures of play and work among boys and girls. Their portrayals carry the legacy of science’s refusal to explore female aggression, and they end up idealizing female relationships… this work has reinforced the image of girls’ lives as idyllic, free of impulses toward unrestrained competition and desire. … Our culture stigmatizes assertive, professional women, casting them as cold, frigid people doomed to failure in their personal lives… this particular stereotype communicates to girls their worst fear: that to become assertive in any way will terminate their relationships and disqualify them from the primary social currency in their lives, tenderness and nurturing” (p 126-127). 4. S- The subject is the opposing expectations that society holds for girls to live up to and how this causes them to be confused as to what is actually expected of them and leads to resentment. O- The author has noticed that girls can actually be quite aggressive just in unique, quiet ways. When she looked the answer to why they do this, she found they are held to conflicting expectation as explained in the passage. A- She is talking to parents who are suspicious of their daughter’s aggressive behavior and to girls who are wondering why they feel so confused and angry all the time but cannot show it. P- The purpose is to educate readers why girls are secretly aggressive or why they are aggressive at all and also to help inspire some people to help change society’s view on girls. S- The speaker is a researcher who interviews girls and cares deeply about the plight of girls as they try to live up to societal expectations. Tone- The tone is didactic as she is trying to teach parents and society about the conflicts girls feel with what is expected of them, and also critical as it criticizes our culture for causing problems for girls with its opposing standards for girls.
DrakeCook Hurt "This necessity for multiple selves, a far more complex developmental requirement than for any previous generation, causes midadloescents to seem almost schizophrenic to an adult who can see life only through the lens of a single self who plays many different roles. As definition, the ability to handle each situation and setting requires an acumen for integrated abstract thought. Over the course of this study, i became convinced that the defining developmental characteristic of processes of thinking and logic within each layer. Interestingly enough, however, midadolescents are not yet able to integrate such thinking across the many layers in which they live."(65) S: The subject is descriptions or ways that an adult or parent would look at a midadolescent. The teen can say anything the adult wants to hear so the adult looks at them in only one way like a permanent lens attached to them. O: This is an observation as well as a description to what is going on through the context because of how the author descripts of how adults see their kids and how kids can tell adult lies. A: The audience would be the adults because the author wants the adults to understand how they see their kids and to understand what they are saying could possibly not be the truth just words to make them happy. P: The purpose is to open adults eyes to what adolescents are or could possibly thinking/ doing in their life and what they say to make their parents to think otherwise. S: Chap Clark is speaking to the adults or any listeners. T: The author speaks with cynical looks at kids and how they lie to their parents or say anything their parents want them to hear just to keep them out of their life.
Daniel Weis Freaks, Geeks, and Cool Kids "As is the case in most stratification systems, the top and the bottom groups are usually more clearly defined than those who rank in the middle. Those at the top must avoid classmates of only modest status if they are to maintain their superiority; students of modest rank must shun those of even lower status to avoid becoming outcasts themselves...some teenagers do associate with more than one crowd.
S: The subject of this passage is the segregation of students based on the system of stratification found in most american high schools. O: The occasion for these events occurs every day in modern high schools as new castes are formed and broken and new segregation and ridicule is fostered. A: The author is reaching out to the parents of adolescents and the administration of high schools around the country to reveal the actions, thoughts, and patterns of teen behavior. P: The purpose of the passage is to show the cruel, brutal, awful results caused by the corrupt, flawed system of high school castes and the members of those castes. The author is trying to unveil why and how teenagers act in order to inspire action against this horrendous treatment throughout the country. S: The speaker is Murray Milner Jr., the author of the book. Tone: The tone of this passage is extremely matter-of-fact, adhering to Milner's personality and style of writing. However, this particular quote also contains a hint of indignance towards the injustice and petty nature of the castes and their corps.
1. Melissa Vazquez 2. Odd Girl Out 3. “Girls don’t have to bully, at least as far as we have understood the word, to alienate and injure their peers. In fact, the word bullying couldn’t be more wrong in describing what some girls do to hurt one another. The day-to-day aggression that persists among girls, a dark underside of their social universe, remains to be charted and explored. We have no real language for it. Girls describe their social communities as worlds in which unresolved conflicts hang like leaking gas in the air, creating a treacherous emotional terrain in which discord is rarely voiced and yet may explode silently with the sightless spark. For many, if not most, girls, every day can be unpredictable. Alliances shift with whispers under cover of girlish intimacy and play. Many girls will not tell each other why they are sad or angry. Instead, they will employ small armies of mediators, usually willing friends who are uncomfortably caught in the middle or eager for the moments of intimacy that result from lending a hand to someone in trouble” (69). 4. S- This phrase talks about how girls are secret and unpredictable in their actions and thoughts on one another. O- Portrayed as a critique, this context takes place in present day American society, amongst girls. A- This is most likely intended towards females so they can understand the reasons behind their behavior towards one another. More specifically for daughters and their mothers, who both experience the affects of this conduct. P- Simmons included this passage for the purpose of describing the exact explanation and meaning of girl’s behavior and how it’s a very mysterious subject that’s hard to understand and investigate. It’s supposed to make the audience understand how secretive girls are and how much their willing to put up with in order to not loss their friends and social position. S- The speaker is identified as the author because this story is factual and told in first person, with the author talking to the audience. T- The tone from this piece is matter-of-fact and judgmental in its attitude towards girls’ manners and actions. It is also a little earnest and dramatic because of the words like “treacherous emotional terrain.”
1.Lisa Fast 2. Queen Bee’s & Wannabes 3.“Your goal is to teach your daughter to identify when teasing and gossiping gets out of hand and to do something about it. This is an ambitious goal to say the least, because it often means your daughter will have to go against her friends and risk her comfortable place in the group. But this is the Champion moment I talked about in chapter three. She may not think that standing up for someone else is worth the price of loosing her status. Or she may know in her gut that what’s happening is wrong, but can’t really put her finger on it or fears powerless to stop it (Wiseman 191). S: The subject is knowing how to handle gossip and teasing with your daughter. O: The occasion is when one’s daughter is involved with a teasing situation and needs to end it. A: The audience is a mother reading for advice on how to parent and keep problems rational. S: The speaker is the author sharing her knowledge and experiences with the audience. Tone: The tone is forthright towards the mother seeking advice for her daughter. It is also concerned that girls choose popularity over the correct morals.
"Cliques are self-reinforcing. As soon as you define your role and group, you perceive others as outsiders. It becomes harder to put yourself in their shoes, and therefore it is easier to be cruel to them or watch and do nothing. It doesn't matter if we're talking about social hierarchies, racism, sexism, homophobia, or any 'ism'; this is the way people assert their power, which really translates into discrimination and bigotry. You've probably raised you daughter to stand up to and for people. But you're a long way away on the cruise ship, and heeding your advice-and perhaps her conscience-won't put her back on board with you. She's the one who has to stay on the raft with the girls. See why you daughter is so tempted to 'do the wrong thing' even when she knows better?" (Wiseman 101). S: The subject is about how teenagers have cliques and other things to gain power. O: The occassion is an argument about what cliques are for in the girl world and an observation. A: This passage is directed towards parents with daughters. P: The author wrote this to inform them about what cliques are and how they work. She points out that even though the parents might have told them to stick up for others, their daughter will probably just do whatever their clique is doing. Whether that may be that they are making fun of someone. S: The speaker is Rosalind Wiseman Tone: The tone is didactic and very forthright. The author does not hesitate to tell the parents that their daughter most likely does not like to listen to them.
1. Elizabeth Chelling 2. Queen Bees and Wannabees(the underlining/italicizing won't show!) 3. “Your daughter, like every girl, has moments when she has similar feelings. I often ask girls, “In an average day how many times do you think about your weight and/or appearance, and what percentage of these comments are negative versus positive?” they laugh at me for thinking they ever have positive comments. For some, these moments of insecurity are just that, moments when they feel good or bad, secure or insecure. But for far too many others, these moments dictate an entire self-concept of who they are and what they can be. Girls are constantly comparing themselves with one another, and rarely do they feel they measure up. I teach countless girls who are beautiful by anyone’s standards, yet they’re absolutely convinced that their flaws are all anyone sees, because they’re either constantly evaluating themselves according to the girls they see in the media or the “perfect” girl around them. So when your daughter tells you how incredibly ugly she is, how fat her thighs are, or how big her nose is, you have to realize that she believes it-no matter what you tell her“(Wiseman 155-156). S This excerpt discusses girl’s constant comparison to one another and their insecurities about how they look. This excerpt is in the section discussing the ‘beauty pageant’ all girls go through. O In the present time, there is a lot of focus and importance put on how you look/how pretty you are and the author wants to expose this and show how warped our thinking is. She also wants to explain how girls are constantly comparing themselves. This could be a critique and an observation because you can tell the author does not think girl’s comparing themselves is a good thing but she is also trying to explain and give information to the parents. A The audience is parents to adolescent girls because she wants them to understand how they feel and the warped self-image feelings they have. P The purpose is to raise awareness on how all adolescent girls have feelings of insecurity and when these self-images go too far and how to feel about their girl’s negativity towards her self-image. S The speaker is an insider or interviewer to the Girl World. It is probably a she who seems to understand what these teenage girls are going through, but is also trying to gain more information to the new generation thinking. The speaker believes that girl’s think too much about their image and that their thinking is very distorted /negative. The tone is didactic because the author is trying to inform the parents of teenage girls and educate them. It is reflective and satiric; she wants to expose girl’s innermost thoughts and show how warped their thinking is.
1. Andrew Cho 2. Hurt: Inside the World of Today's Teenagers (It doesn't italicize or underline) 3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship. Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81) 4. S: The subject of this passage is how the cluster groups of today's teenagers are formed and influenced. O: The occasion is in everyday teenage life in which new friends are made based on their demographics and the predilection to choose friends who closely resemble current friends. A: The audience would be parents of teenagers as well as the administrators of schools who see this clustering first hand and know the reason behind this action. P: The purpose is to expose the reasons behind cliques and clustering of teens as well as the factors that influence them. S: The speaker is Chap Clark, the author of the book, who is an associate professor at Fuller Theological Seminary. Tone: The tone is matter-of-fact due to the nature of this piece and the writing style of the author.
Alyssa Pepper Queen Bees & Wannabes "Your daughter doesn't need special classes to learn how to be a girl in our cutlure. From the moment she wakes up until she goes to bed, a girl learns with constant reinforcement how she's supposed to behave. What she wears and how she cuts her hair, says hello, and shakes hands all reflect how our culture has taught her to be a girl. Trying to get it right can be overwhelming for girls. They're afraid to make mistakes and often aren't even sure what those mistakes are. Frequent,y they feel as if they not only have to be perfect but achievve that perfection effortlessly. Girls are bombardesd with the Vicotria's Secret ddefinition of feminity, which means having hips and curves (but only in the right places) and being skinny, hairless, fresh and clean, and smelling good, Thiskind of femininity appears powerful and simultaneously elusive. the ingredients to win the pagean, however, aren't based onlooks alone. It's about coming to terms with how others perceive you as a whole package. Your appearance is merely the wrapping" (pg. 153-154). Subject- Girls naturally know the "right" way to act based off what they see and hear everyday. Occasion- Girls are trying to look beautiful based off of everyone elses standards of what is beautiful. Audience-The excerpt is meant for mothers and their daughters. The mothers can appreciate the natural beauty of their daughters and the daughters can try not to form into other people's standards. Purpose- The image of what is beautiful and how people try to become beautiful is based off what people think is beautiful. Some people become influenced from ads that show one type of girl is beautiful and everyone should strive to be like her. The purpose is that everyone is beautiful and they do not need to try to look like anything or anyone else. Speaker- The speaker is author Rosalind Wiseman who believes everyone should embrace their natural beauty. Tone- The tone is critical for Wiseman finds fault that people try to become other people's definition of beauty.
1) Name: Andrew Woyshner 2) Title: Queen Bees and Wannabees 3) Passage: “There’s a lot you can do to help your daughter deal with the incredible pressures she feels from both our cultural ideals and prejudices about beauty and the peer group she faces every day. I’ll take you step by step through the Beauty Pageant and offer tips on handling the most common flashpoints, where parents misread what their daughters tell them and intervene in counterproductive ways, undermining the very relationships they want to have. My goal is to help you strike a balance between understanding your daughter’s preoccupation with style and beauty and nurturing her to appreciate her intrinsic beauty and individuality” (95). 4) SOAPSTone S: The passage is about telling parents that they can help their daughters during some of the toughest challenges that they may face. O: The passage takes place in the present day when adolescent girls are under great amounts of peer pressure. It is a declaration that parents actually can reach out to their daughters during these tough times and help them through it. A: This passage is meant to be read by parents with daughters that may be struggling with peer pressure or trying to fit in too much. It tells these parents that they can do something about their daughters’ situations. P: The passage is meant to tell parents that know their daughters are having problems that they can indeed do something about it. They do not just have to sit back and watch common adolescent problems eat their daughters alive. It does not simply tell the parent to get the daughter to ignore the problem, but it shows how the parent can give an equal balance of inner and outer beauty to his or her daughter. This balance can increase the daughter’s self esteem and possibly even boost her social status. It provides insight on how to solve problems that almost all adolescent girls go through. S: Rosalind Wiseman, the author of the book, acts as the speaker in this passage. She has worked with adolescent girls and their social problems for a big part of her life, and she knows how to get them to tell the truth. Through years of working with them and studying, she finally knows and understands almost all the problems adolescent girls typically face. She also gets to talk to the parents and to the daughters about what they think about their parents, so she knows which parenting strategies work and which do not. Tone: The tone is a mix between earnest and sanguineous. It is a very sincere passage that is seriously trying to get parents to help their daughters. It is also optimistic that the use of the techniques that will be described will help to boost adolescent girls’ self esteems and make them feel their true beauty both on the outside and in the inside. Through understanding and helping, parents can help get their daughters through some of the toughest times of their adolescent life.
1. Jacob Thurber 2. Hurt: Inside the World of Today's Teenagers 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. ...There is an African saying,'It takes a village to raise a child.' Most girls no longer have a village." Certainly, this applies to boys as well as well, and is more acute in midadolescence, when the ability to reflect and think abstractly reveals a discouraging truth: Adult society has contributed to the state of our young by not swiftly and decisively putting a stop to any and all forms of abandonment. We have stood by and allowed a small group of teachers to belittle, authorities to ridicule, coaches to discourage, and parents to neglect and abuse. The young respond by creating the world beneath as the only satisfying option for survival in an unsympathetic world. Patricia Hersch puts it well: 'Aloneness makes adolescents a tribe apart.'" (Clark 68-69). 4. S-The passage says that the adult society has contributed to the state of our young by not swiftly and decisively putting a stop to any and all forms of abandonment. O-This passage is both an observation and a critique. It is an observation because Clark is seeing why adolescents create their own world, and he is critiquing the way that parents are allowing teachers, authorities, and coaches to belittle adolescents and parents no doing anything to combat abandonment. A-The audience is parents who have midadolescent children who feel abandoned. It is also directed toward teachers and people who are around teenagers a lot. P-The purpose of the passage is to get the message drilled into adult's heads that they need to step up and stop child abandonment. S-The author and speaker is Chap Clark. He is a parent, professor of youth, family, and culture, director at the Institute of Youth Ministry. He is also the author of over ten books. Tone-The tone is contemplative, didactic, and forthright. Chap Clark lays all of the issues out there for you to observe and then tells the reader how to deal with these issues.
Amber Stoebe Queen Bees and Wanna Bees “If you don’t trust your daughter, admit it. But be very clear about why before you talk to her. If she really can be trusted, but you’re having a hard time with her growing independence, you have to own up to that. She has to earn your distrust by her actions, not because of your own baggage or because you think teens are inherently untrustworthy. It’s a painful fact of life that your daughter may lie and sneak, but to be a good parent, you’re still going to need to know what’s going on in her life. You need to lay a pipeline for a reliable flow of information from credible sources” (Wiseman 138). S: The subject of this passage is that parents need to come to a realization and acceptance about whether or not they trust their daughters and why or why not. O: The occasion of the text is a mix of a declaration and a description of what parents need to think about when it comes to trusting their daughters. A: The audience is the parents of teenage girls. P: The purpose is to advise parents to open up and see the positive side of their daughters, and not be judgmental when it comes to trust right away, but to also be prepared and loving towards them. S: The speaker is the author, Rosalind Wiseman, and the author and the speaker are the same in this case because Wiseman uses her own experiences, opinions, and statistics to write about teenage girls and give advice to parents. Tone: The tone is very earnest and didactic because Wiseman instructs parents on how to approach the situation in a deep and sympathetic point of view.
3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship. Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81)
4. S: The subject is how teenage groups today are formed and influenced. O: The occasion is the daily life of teenagers, in which they are trying to make new friends to fit in with. A: The audience is parents of teenagers, who are familiar with the groups teenagers adhere to. P: The purpose is to analyze and describe the reasons behind various groups, as well as what leads teenagers to form them. S: The speaker is the author of the book, who is a professor at Fuller Theological Seminary. Tone: The tone is matter-of-fact due to the informative nature of the passage.
3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship. Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81)
4. S: The subject is how teenage groups today are formed and influenced. O: The occasion is the daily life of teenagers, in which they are trying to make new friends to fit in with. A: The audience is parents of teenagers, who are familiar with the groups teenagers adhere to. P: The purpose is to analyze and describe the reasons behind various groups, as well as what leads teenagers to form them. S: The speaker is the author of the book, who is a professor at Fuller Theological Seminary. Tone: The tone is matter-of-fact due to the informative nature of the passage.
1.Niki Thomason 2.Queen Bees & Wannnabees 3. "You'll often have to rely on second-hand information. You won't be around when she gets into trouble. Your influence is limited to what you can do before and after. The only people guaranteed to be around her when she gets into trouble are her peers. Think of it this way: Where does your daughter hang out with her friends? How often do you hang out in these places? What exactly is she texting or twittering or posting on her favorite social networking site? Teens have access to eachother in ways no adult does. This means that she'll have o stand up for herself with your support, but not your physical presence. You have to get out of denial. Your daughter will make poor choices, behave in cruel and unethical ways, and/or be on the receiving end of both. If you want to raise a girl who survives adolescence (I mean this literally) and develops into a responsible ethical women, you have to accept the reality that there will be hurdles along the way and even some seemingly insurmountable mountains to scale"(106-107).
S: this passage is about informing parents to let go and understand that it's inevitable that good and bad things are going to happen when girls are maturing. O: the occasion is about girls growing up and parents learning they need to trust their daughters while they are not present to help. A: the audience is directed to older people, like mothers, aunts, teachers, new parents. mostly directed to the girls and women. P: the purpose of this passage is for parents to open their eyes and realize that every parent has to go through this and its okay to let go. S: the speaker is a women who has undergone many experiences in order to write this book and get information needed to for the audience to read. Tone: the tone is didactic and forthright because its an attempt to tell the reader and inform them while being frank and to the point.
Monika Narula Reviving Ophelia "Divorce is particularly tough for adolescents. Partly that's because of their developmental level and partly it's because teenagers require so much energy from their parents. Teenagers need parents who will talk to them, supervise them, help them stay organized and support them when they are down. Divorcing parents often just don't have the energy to give. Adolescents feel an enormous sense of loss-of their parents, their families, and their childhoods. And, unlike younger children, when they express their pain, they are likely to do it in dangerous ways. Adolescents' immature thinking makes it difficult for them to process the divorce. They tend to see things in black-and-white terms and have trouble putting events into perspective. They are absolute in their judgments and expect perfection in parents. They are likely to be self-conscious about their parents' failures and critical of their every move. They have the expectation that parents will keep them safe and happy and are shocked by the broken covenant. Adolescents are unforgiving."(134-135) S: The subject of this passage is how divorce and adolescence are related. O: This is an observation that shows how divorce can effect a teenager in her adolescence. It also tells of the relationship between children and their parents, how teenagers need their parents to guide and lead them during tough times. A: This passage is directed towards parents thinking about divorce and tells of how they can easily get a divorce without having the divorce heavily effect their children. P: The purpose of this passage is to tell the effects of divorce on adolescents. S: The speaker is Mary Pipher, a therapist helping young adolescent girls. Tone: The tone of this passage is accusatory. Pipher accuses parents going through a divorce because they aren't giving enough time to their children, especially girls going through adolescence.
1) Allison Gibson 2) Queen Bees and Wannabes 3)"I think one main reason kids don't tell their parents anything when they are fighting with friends is that things so quickly turn around and if my parents don't see every detail of the turn-around, then they have this image of this bad kid that did something so mean to their child. I told my mom about something that happened on my soccer team and now her one image of that person is horrible because she's not actually there. She doesn't see when the girl does nice things. One girl is kind of tagging along evil and there's one girl who is actually legitimately evil. The girl who is tagging alond, she's really nice when she's alone. I told my mom this one incident so my mom tells me that they are a bad crowd." (129) 4)SOAPSTONE S-The subject of this passage is saying that parents have their own opinions on other kids and if you tell them one bad thing that happend of if that one kid was mean to you, they automatically have this bad image of that person and usually will not want to learn to like them or be okay with their kid hanging out with them. O-The occasion of this story is about a girl who didn't really want to tell her mom about things going on in her life anymore because she was afraid her mom would end up judging her friends and thinking badly about them. A-The audience would be mothers of teenaged daughters and trying to tell them about how other moms act and feel towards these types of things. P-The purpose of this passage is to show moms how your daughter feels when she comes to the point where she doesn't want to tell you things anymore and cause a fight or want you to judge her friends just because some little argument or hurtful words were shared. S-The speaker is a thirteen year old girl named Julia. TONE-The tone of this passage is informing and also shows some irritation. The girl who was writing this wanted to show her mom that she was annoyed with how her mom was getting involved in her personal problems with her friends and telling her to not do what she was doing which was judging her friends off of one thing she knew about them otherwise shed stop telling her everything going on in her life.
Allison Woyshner Queen Bees and Wannabes "Teasing, gossip, and reputation regulate girls' behavior and make them afraid to be and become who they really are. Your daughter could use every stragety I've described and a girl will still be mean to her. There's no easy strategy that guarantees other girls will leave your daughter alone, but that'sn ot the most important goal. The most importatn goal is that through difficult experiences like these, your daughter creates, maintains, and communicates her personal boundries to other girls. If she's able to do this, the sting of cruel words will lose their venom and she'll feel stronger and more resilent, and proud of herself." (150) S: The subject is how the experiences of a teenage girl overall seem to shape her character over time. O: The occasion is how some situations don't always have a solution no matter how hard you may try. A: The audience is to parents with teenage girls probably in their 40's who have problem understanding their teen's lifestyle. P: The purpose is to reassure the parents that their teenager will get through their problems but it may take time and effort, not one easy step may solve their problem but overall they will become a better person as it helps build upon her character. Tone: The tone of this passage is very matter-of-fact as the author does not put much emotion into her word choice and diction yet is very direct and solid towards her approach to the situation.
~Raychel Ruiz
ReplyDelete~Queen Bees and Wannabees (it wouldn't underline or italicize!)
~"Ironically, when I first started teaching, it was easy to overlook beauty's impact on girls because its as common and invisible as the air they breathe. Beauty and style are so important to the Girl World that it wouldn't exist without it. When you look at your daughter, you see a beautiful girl. She, however, probably can't get past that too-big nose, her "fat" stomach, or that pimple on her chin.Those issues are a constant source of humiliation. Girls have told me for years that they struggle to survive in a painful world where the value of self-worth is too often tied to an impossible standard of beauty" (151-152).
~S:The subject is how style and beauty are the center of Girl World and how girls depend on it to have a social status.
~O:This excerpt takes place in modern time, with girls around the world today:I would say it's a declaration because the author states what she knows and doesn't defend or fight the daughter or mother's views.
~A:This text is directed to parents who don't understand why their daughters are obsessed with fashion or for teenage girls who want to know why they act like this.
~P:The purpose of the text is to inform parents about what goes on in their daughter's minds when the go shopping or insist on wearing skimpy clothing and how to prevent it.
~S:The speaker is the author, a mother of 2 sons, who has been in abusive relationships and helps teenage girls with her help classes.
~Tone:I would say the tone is contemplative and didactic. This excerpt informs the reader of what goes on in the mind of a girl and reflects on her own past and what she knows about the teenage girls she teaches.
1. Sara Quon
ReplyDelete2. Reviving Ophelia
3. “My relationship with my mother, like all relationships with mothers, was extraordinarily complex, filled with love, longing, a need for closeness and distance, separation and fusion. I respected her and mocked her, felt ashamed and proud of her, laughed with her and felt irritated by her smallest flaws. I felt crabby after twenty-four hours in her house, and yet nothing made me happier than making her happy.
Western civilization has a history of unrealistic expectations about mothers. They are held responsible for their children’s happiness and for the social and emotional well-being of their families. Mothers are either idealized like the Virgin Mary or bashed in fairy tales and modern American novels. We all think of our mothers with what Freud called primary process thought, the thinking style of young children. We have trouble growing up enough to see our mothers as people.
Western civilization has a double standard about parenting. Relationships with fathers are portrayed as productive and growth-oriented, while relationships with mothers are depicted as regressive and dependent. Fathers are praised for their involvement is precisely the right amount. Distant mothers are scorned, but mothers who are too close are accused of smothering and overprotecting” (102-103).
4. S: Pipher is discussing a girl’s relationship with her mother
O: Many girls’ relationships with their mothers are like a tug-a-war which confuses the mother. Pipher is explaining the reasons for the daughter’s actions and her expectations of what their mothers should be like. This is Pipher’s memory and critique.
A: The audience is mothers who have teenage daughters and have trouble with them.
P: The purpose of this text is to help mother’s relationship improve and to let them know that they are not alone in their experiences.
S: Mary Pipher is the speaker, and she has a PHD. She is a therapist for kids to adults. She relates her own experience and other girls’ and mothers’ experiences.
Tone: Pipher’s tone in the first paragraph is reflective and in the two following paragraphs she is matter-of-fact. Her tone is shown by her diction and her descriptions of her own mother.
Haley Gardner
ReplyDeleteQueen Bees and Wannabes
“Some girls will try to weasel their way out of trouble by telling their parents they’re sleeping over at a friend’s house. Technically, she isn’t lying because eventually she planned to end up back at the house where she said she’d be. How was she supposed to know the party she went to would be so far away that she got stuck there, and that the party go so out of control that another parent called you at three in the morning?
If you suspect something like this could be afloat, here’s what you do. Of course, confirm the sleepover with the friend’s parents. But if you forget or tried and didn’t get in touch in time, here are some backup strategies: the easiest, of course, is to drop her off and actually go into the house and talk to the parent. But if you’re not dropping her off, when your daughter arrives at the friend’s house, she must call you using her cell phone and hand the phone to the other parent, who will confirm what your daughter has said. If you get any evidence that your daughter is lying to you, like you run into another parent at the grocery store who tells you how surprised she was that you let your daughter go to the concert tonight,’ you immediately call your daughter and report what has just been said to you“ (136-137).
S: The subject is describing it and actually dealing with the problem of one’s daughter who is lying about where/who they will be with when they simply say they’re “going to a friend’s house.”
O: This excerpt is at parts that are very instructive, for example by giving step by step directions about how to slim the chances of this case of lying and how to deal with it if it has already occurred.
A: The audience is the mother’s, or father’s ( and in some areas teenagers), who deal with difficult teenager daughters who are often times very vague and misleading, and therefore untrustworthy.
P: The purpose is to caution and inform mothers about places their daughter’s may go without their permission and how this lying can be dealt with.
S: The speaker is the author, Rosalind Wiseman, who spent many weeks studying and hanging out with these teenagers in order to understand their point of view on their everyday lives.
Tone: This tone is very accusatory, since she directly accuses most teenage girls of lying and rebelling against their parents’ rules, and also didactic because the author is sincerely trying to help out the parents of these girls and trying to guide them in a direction that will solve this issue.
Britny Gilfillan
ReplyDeleteHurt
"Clusters are not necessarily bad; they are just different from what most adults have experienced. For those who work with the young, understanding how they organize their social relationships and working with these arrangements is to take great strides forward in caring for them. Peer groups are powerful and extremely important. Adults in positions of nurture and influence would do well to remember that theses are not their parents' cliques. They are, instead, a short-term but nonetheless real family for many of them. Adults would do well to honor what is important to them and to find ways to invest in the other members of the cluster. I have found that once and adult is "in" with a member of a cluster, he or she is "in" with everyone else in short order" (86).
S: The subject is describing and recongnizing cliques in teens.
O: Adults tend to belong to cliques similarly to teens.
A: The audience is the parents who read this book to understand teenagers.
P: The purpose is to inform the readers about cliques and comparing teen cliques to adult cliques.
S: Chap Clark is the speaker.
Tone: The tone is contemplative because the author is interpreting cliques and stating that they are very important and different than what most adults have experienced.
1. Jai Chopra
ReplyDelete2. Freaks, Geeks, and Cool Kids
3. “Unsurprisingly, adolescents, who are subject both to the authority of parents and school officials, adopt this style as a means of expressing resistance to adult authority. Obviously, a typical teenager’s social location is significantly different from that of an early jazz musicians. For most teenagers, their relationship and attitude toward those in authority is ambivalent. Most adolescents love their parents and respect most of their teachers. Nonetheless they are seeking greater autonomy and often disagree with authority figures about the norms that are appropriate for their situation. A male from suburban Burlington, Vermont, says, ‘A sense of self confidence, a lack of respect for authority, and occasional recklessness were all crucial in becoming part of the cool group of people… For females, coolness came from attitude and dress… If a girl acted self confident, reckless, and also dressed somewhat provocatively, she would immediately become popular with the boys…” Similar criteria are mentioned in Virginia: ‘An air of invincibility seemed to surround the popular guys. They drove fast, often under the influence of alcohol…’ A female from a small town says, ‘The cool kids were effortless and that was their number one resource. They didn’t seem to try.’ A crucial aspect of conformity to peer norms is to feign rebellion or at least non-conformity to the norms of adults in general and school officials in particular” (58-59).
S- The subject is what, in the minds of teenagers, makes them ‘cool’ and fit in with the popular crowd.
O- This segregation of teens in schools happens in every almost every school in the world.
A- The audience is for curious parents, teachers, and students who want to know how teenagers separate themselves.
P- The purpose is to explain the procedure in which teenagers associate themselves with other people.
S- The author, Murray Milner.
Tone- The tone is forthright; it is straight to the point, with people to back up his observations. It is also accusatory, as many parents and older people look down on these methods.
1. Monica Brady
ReplyDelete2. Odd Girl Out: The Hidden Culture of Aggression in Girls
3. “American culture is built on dual pillars of independence and competition, values that run directly counter to the passionate intimacy, care, and friendship between girls. Giving girls a chance at success means giving them full, equal access to the tools of the game: to the acts of competition and desire required to excel and to the knowledge that relationships can survive them. When competition and desire cannot be enacted in healthy ways and when girls are expected to give priority to care and relationship, resentment, confusion, and retribution follow shortly behind.
For the past twenty-five years, a growing number of psychologists have celebrated different cultures of play and work among boys and girls. Their portrayals carry the legacy of science’s refusal to explore female aggression, and they end up idealizing female relationships… this work has reinforced the image of girls’ lives as idyllic, free of impulses toward unrestrained competition and desire.
… Our culture stigmatizes assertive, professional women, casting them as cold, frigid people doomed to failure in their personal lives… this particular stereotype communicates to girls their worst fear: that to become assertive in any way will terminate their relationships and disqualify them from the primary social currency in their lives, tenderness and nurturing” (p 126-127).
4. S- The subject is the opposing expectations that society holds for girls to live up to and how this causes them to be confused as to what is actually expected of them and leads to resentment.
O- The author has noticed that girls can actually be quite aggressive just in unique, quiet ways. When she looked the answer to why they do this, she found they are held to conflicting expectation as explained in the passage.
A- She is talking to parents who are suspicious of their daughter’s aggressive behavior and to girls who are wondering why they feel so confused and angry all the time but cannot show it.
P- The purpose is to educate readers why girls are secretly aggressive or why they are aggressive at all and also to help inspire some people to help change society’s view on girls.
S- The speaker is a researcher who interviews girls and cares deeply about the plight of girls as they try to live up to societal expectations.
Tone- The tone is didactic as she is trying to teach parents and society about the conflicts girls feel with what is expected of them, and also critical as it criticizes our culture for causing problems for girls with its opposing standards for girls.
This comment has been removed by the author.
ReplyDeleteDrakeCook
ReplyDeleteHurt
"This necessity for multiple selves, a far more complex developmental requirement than for any previous generation, causes midadloescents to seem almost schizophrenic to an adult who can see life only through the lens of a single self who plays many different roles. As definition, the ability to handle each situation and setting requires an acumen for integrated abstract thought. Over the course of this study, i became convinced that the defining developmental characteristic of processes of thinking and logic within each layer. Interestingly enough, however, midadolescents are not yet able to integrate such thinking across the many layers in which they live."(65)
S: The subject is descriptions or ways that an adult or parent would look at a midadolescent. The teen can say anything the adult wants to hear so the adult looks at them in only one way like a permanent lens attached to them.
O: This is an observation as well as a description to what is going on through the context because of how the author descripts of how adults see their kids and how kids can tell adult lies.
A: The audience would be the adults because the author wants the adults to understand how they see their kids and to understand what they are saying could possibly not be the truth just words to make them happy.
P: The purpose is to open adults eyes to what adolescents are or could possibly thinking/ doing in their life and what they say to make their parents to think otherwise.
S: Chap Clark is speaking to the adults or any listeners.
T: The author speaks with cynical looks at kids and how they lie to their parents or say anything their parents want them to hear just to keep them out of their life.
Daniel Weis
ReplyDeleteFreaks, Geeks, and Cool Kids
"As is the case in most stratification systems, the top and the bottom groups are usually more clearly defined than those who rank in the middle. Those at the top must avoid classmates of only modest status if they are to maintain their superiority; students of modest rank must shun those of even lower status to avoid becoming outcasts themselves...some teenagers do associate with more than one crowd.
S: The subject of this passage is the segregation of students based on the system of stratification found in most american high schools.
O: The occasion for these events occurs every day in modern high schools as new castes are formed and broken and new segregation and ridicule is fostered.
A: The author is reaching out to the parents of adolescents and the administration of high schools around the country to reveal the actions, thoughts, and patterns of teen behavior.
P: The purpose of the passage is to show the cruel, brutal, awful results caused by the corrupt, flawed system of high school castes and the members of those castes. The author is trying to unveil why and how teenagers act in order to inspire action against this horrendous treatment throughout the country.
S: The speaker is Murray Milner Jr., the author of the book.
Tone: The tone of this passage is extremely matter-of-fact, adhering to Milner's personality and style of writing. However, this particular quote also contains a hint of indignance towards the injustice and petty nature of the castes and their corps.
1. Melissa Vazquez
ReplyDelete2. Odd Girl Out
3. “Girls don’t have to bully, at least as far as we have understood the word, to alienate and injure their peers. In fact, the word bullying couldn’t be more wrong in describing what some girls do to hurt one another. The day-to-day aggression that persists among girls, a dark underside of their social universe, remains to be charted and explored. We have no real language for it.
Girls describe their social communities as worlds in which unresolved conflicts hang like leaking gas in the air, creating a treacherous emotional terrain in which discord is rarely voiced and yet may explode silently with the sightless spark. For many, if not most, girls, every day can be unpredictable. Alliances shift with whispers under cover of girlish intimacy and play. Many girls will not tell each other why they are sad or angry. Instead, they will employ small armies of mediators, usually willing friends who are uncomfortably caught in the middle or eager for the moments of intimacy that result from lending a hand to someone in trouble” (69).
4. S- This phrase talks about how girls are secret and unpredictable in their actions and thoughts on one another.
O- Portrayed as a critique, this context takes place in present day American society, amongst girls.
A- This is most likely intended towards females so they can understand the reasons behind their behavior towards one another. More specifically for daughters and their mothers, who both experience the affects of this conduct.
P- Simmons included this passage for the purpose of describing the exact explanation and meaning of girl’s behavior and how it’s a very mysterious subject that’s hard to understand and investigate. It’s supposed to make the audience understand how secretive girls are and how much their willing to put up with in order to not loss their friends and social position.
S- The speaker is identified as the author because this story is factual and told in first person, with the author talking to the audience.
T- The tone from this piece is matter-of-fact and judgmental in its attitude towards girls’ manners and actions. It is also a little earnest and dramatic because of the words like “treacherous emotional terrain.”
1.Lisa Fast
ReplyDelete2. Queen Bee’s & Wannabes
3.“Your goal is to teach your daughter to identify when teasing and gossiping gets out of hand and to do something about it. This is an ambitious goal to say the least, because it often means your daughter will have to go against her friends and risk her comfortable place in the group. But this is the Champion moment I talked about in chapter three. She may not think that standing up for someone else is worth the price of loosing her status. Or she may know in her gut that what’s happening is wrong, but can’t really put her finger on it or fears powerless to stop it (Wiseman 191).
S: The subject is knowing how to handle gossip and teasing with your daughter.
O: The occasion is when one’s daughter is involved with a teasing situation and needs to end it.
A: The audience is a mother reading for advice on how to parent and keep problems rational.
S: The speaker is the author sharing her knowledge and experiences with the audience.
Tone: The tone is forthright towards the mother seeking advice for her daughter. It is also concerned that girls choose popularity over the correct morals.
Gracie Kaub
ReplyDeleteQueen Bees and Wannabees
"Cliques are self-reinforcing. As soon as you define your role and group, you perceive others as outsiders. It becomes harder to put yourself in their shoes, and therefore it is easier to be cruel to them or watch and do nothing. It doesn't matter if we're talking about social hierarchies, racism, sexism, homophobia, or any 'ism'; this is the way people assert their power, which really translates into discrimination and bigotry. You've probably raised you daughter to stand up to and for people. But you're a long way away on the cruise ship, and heeding your advice-and perhaps her conscience-won't put her back on board with you. She's the one who has to stay on the raft with the girls. See why you daughter is so tempted to 'do the wrong thing' even when she knows better?" (Wiseman 101).
S: The subject is about how teenagers have cliques and other things to gain power.
O: The occassion is an argument about what cliques are for in the girl world and an observation.
A: This passage is directed towards parents with daughters.
P: The author wrote this to inform them about what cliques are and how they work. She points out that even though the parents might have told them to stick up for others, their daughter will probably just do whatever their clique is doing. Whether that may be that they are making fun of someone.
S: The speaker is Rosalind Wiseman
Tone: The tone is didactic and very forthright. The author does not hesitate to tell the parents that their daughter most likely does not like to listen to them.
1. Elizabeth Chelling
ReplyDelete2. Queen Bees and Wannabees(the underlining/italicizing won't show!)
3. “Your daughter, like every girl, has moments when she has similar feelings. I often ask girls, “In an average day how many times do you think about your weight and/or appearance, and what percentage of these comments are negative versus positive?” they laugh at me for thinking they ever have positive comments. For some, these moments of insecurity are just that, moments when they feel good or bad, secure or insecure. But for far too many others, these moments dictate an entire self-concept of who they are and what they can be.
Girls are constantly comparing themselves with one another, and rarely do they feel they measure up. I teach countless girls who are beautiful by anyone’s standards, yet they’re absolutely convinced that their flaws are all anyone sees, because they’re either constantly evaluating themselves according to the girls they see in the media or the “perfect” girl around them. So when your daughter tells you how incredibly ugly she is, how fat her thighs are, or how big her nose is, you have to realize that she believes it-no matter what you tell her“(Wiseman 155-156).
S This excerpt discusses girl’s constant comparison to one another and their insecurities about how they look. This excerpt is in the section discussing the ‘beauty pageant’ all girls go through.
O In the present time, there is a lot of focus and importance put on how you look/how pretty you are and the author wants to expose this and show how warped our thinking is. She also wants to explain how girls are constantly comparing themselves. This could be a critique and an observation because you can tell the author does not think girl’s comparing themselves is a good thing but she is also trying to explain and give information to the parents.
A The audience is parents to adolescent girls because she wants them to understand how they feel and the warped self-image feelings they have.
P The purpose is to raise awareness on how all adolescent girls have feelings of insecurity and when these self-images go too far and how to feel about their girl’s negativity towards her self-image.
S The speaker is an insider or interviewer to the Girl World. It is probably a she who seems to understand what these teenage girls are going through, but is also trying to gain more information to the new generation thinking. The speaker believes that girl’s think too much about their image and that their thinking is very distorted /negative.
The tone is didactic because the author is trying to inform the parents of teenage girls and educate them. It is reflective and satiric; she wants to expose girl’s innermost thoughts and show how warped their thinking is.
1. Andrew Cho
ReplyDelete2. Hurt: Inside the World of Today's Teenagers (It doesn't italicize or underline)
3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship.
Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81)
4. S: The subject of this passage is how the cluster groups of today's teenagers are formed and influenced.
O: The occasion is in everyday teenage life in which new friends are made based on their demographics and the predilection to choose friends who closely resemble current friends.
A: The audience would be parents of teenagers as well as the administrators of schools who see this clustering first hand and know the reason behind this action.
P: The purpose is to expose the reasons behind cliques and clustering of teens as well as the factors that influence them.
S: The speaker is Chap Clark, the author of the book, who is an associate professor at Fuller Theological Seminary.
Tone: The tone is matter-of-fact due to the nature of this piece and the writing style of the author.
Alyssa Pepper
ReplyDeleteQueen Bees & Wannabes
"Your daughter doesn't need special classes to learn how to be a girl in our cutlure. From the moment she wakes up until she goes to bed, a girl learns with constant reinforcement how she's supposed to behave. What she wears and how she cuts her hair, says hello, and shakes hands all reflect how our culture has taught her to be a girl.
Trying to get it right can be overwhelming for girls. They're afraid to make mistakes and often aren't even sure what those mistakes are. Frequent,y they feel as if they not only have to be perfect but achievve that perfection effortlessly. Girls are bombardesd with the Vicotria's Secret ddefinition of feminity, which means having hips and curves (but only in the right places) and being skinny, hairless, fresh and clean, and smelling good, Thiskind of femininity appears powerful and simultaneously elusive. the ingredients to win the pagean, however, aren't based onlooks alone. It's about coming to terms with how others perceive you as a whole package. Your appearance is merely the wrapping" (pg. 153-154).
Subject- Girls naturally know the "right" way to act based off what they see and hear everyday.
Occasion- Girls are trying to look beautiful based off of everyone elses standards of what is beautiful.
Audience-The excerpt is meant for mothers and their daughters. The mothers can appreciate the natural beauty of their daughters and the daughters can try not to form into other people's standards.
Purpose- The image of what is beautiful and how people try to become beautiful is based off what people think is beautiful. Some people become influenced from ads that show one type of girl is beautiful and everyone should strive to be like her. The purpose is that everyone is beautiful and they do not need to try to look like anything or anyone else.
Speaker- The speaker is author Rosalind Wiseman who believes everyone should embrace their natural beauty.
Tone- The tone is critical for Wiseman finds fault that people try to become other people's definition of beauty.
1) Name: Andrew Woyshner
ReplyDelete2) Title: Queen Bees and Wannabees
3) Passage: “There’s a lot you can do to help your daughter deal with the incredible pressures she feels from both our cultural ideals and prejudices about beauty and the peer group she faces every day. I’ll take you step by step through the Beauty Pageant and offer tips on handling the most common flashpoints, where parents misread what their daughters tell them and intervene in counterproductive ways, undermining the very relationships they want to have. My goal is to help you strike a balance between understanding your daughter’s preoccupation with style and beauty and nurturing her to appreciate her intrinsic beauty and individuality” (95).
4) SOAPSTone
S: The passage is about telling parents that they can help their daughters during some of the toughest challenges that they may face.
O: The passage takes place in the present day when adolescent girls are under great amounts of peer pressure. It is a declaration that parents actually can reach out to their daughters during these tough times and help them through it.
A: This passage is meant to be read by parents with daughters that may be struggling with peer pressure or trying to fit in too much. It tells these parents that they can do something about their daughters’ situations.
P: The passage is meant to tell parents that know their daughters are having problems that they can indeed do something about it. They do not just have to sit back and watch common adolescent problems eat their daughters alive. It does not simply tell the parent to get the daughter to ignore the problem, but it shows how the parent can give an equal balance of inner and outer beauty to his or her daughter. This balance can increase the daughter’s self esteem and possibly even boost her social status. It provides insight on how to solve problems that almost all adolescent girls go through.
S: Rosalind Wiseman, the author of the book, acts as the speaker in this passage. She has worked with adolescent girls and their social problems for a big part of her life, and she knows how to get them to tell the truth. Through years of working with them and studying, she finally knows and understands almost all the problems adolescent girls typically face. She also gets to talk to the parents and to the daughters about what they think about their parents, so she knows which parenting strategies work and which do not.
Tone: The tone is a mix between earnest and sanguineous. It is a very sincere passage that is seriously trying to get parents to help their daughters. It is also optimistic that the use of the techniques that will be described will help to boost adolescent girls’ self esteems and make them feel their true beauty both on the outside and in the inside. Through understanding and helping, parents can help get their daughters through some of the toughest times of their adolescent life.
1. Jacob Thurber
ReplyDelete2. Hurt: Inside the World of Today's Teenagers
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. ...There is an African saying,'It takes a village to raise a child.' Most girls no longer have a village." Certainly, this applies to boys as well as well, and is more acute in midadolescence, when the ability to reflect and think abstractly reveals a discouraging truth: Adult society has contributed to the state of our young by not swiftly and decisively putting a stop to any and all forms of abandonment. We have stood by and allowed a small group of teachers to belittle, authorities to ridicule, coaches to discourage, and parents to neglect and abuse. The young respond by creating the world beneath as the only satisfying option for survival in an unsympathetic world. Patricia Hersch puts it well: 'Aloneness makes adolescents a tribe apart.'" (Clark 68-69).
4. S-The passage says that the adult society has contributed to the state of our young by not swiftly and decisively putting a stop to any and all forms of abandonment.
O-This passage is both an observation and a critique. It is an observation because Clark is seeing why adolescents create their own world, and he is critiquing the way that parents are allowing teachers, authorities, and coaches to belittle adolescents and parents no doing anything to combat abandonment.
A-The audience is parents who have midadolescent children who feel abandoned. It is also directed toward teachers and people who are around teenagers a lot.
P-The purpose of the passage is to get the message drilled into adult's heads that they need to step up and stop child abandonment.
S-The author and speaker is Chap Clark. He is a parent, professor of youth, family, and culture, director at the Institute of Youth Ministry. He is also the author of over ten books.
Tone-The tone is contemplative, didactic, and forthright. Chap Clark lays all of the issues out there for you to observe and then tells the reader how to deal with these issues.
Amber Stoebe
ReplyDeleteQueen Bees and Wanna Bees
“If you don’t trust your daughter, admit it. But be very clear about why before you talk to her. If she really can be trusted, but you’re having a hard time with her growing independence, you have to own up to that. She has to earn your distrust by her actions, not because of your own baggage or because you think teens are inherently untrustworthy. It’s a painful fact of life that your daughter may lie and sneak, but to be a good parent, you’re still going to need to know what’s going on in her life. You need to lay a pipeline for a reliable flow of information from credible sources” (Wiseman 138).
S: The subject of this passage is that parents need to come to a realization and acceptance about whether or not they trust their daughters and why or why not.
O: The occasion of the text is a mix of a declaration and a description of what parents need to think about when it comes to trusting their daughters.
A: The audience is the parents of teenage girls.
P: The purpose is to advise parents to open up and see the positive side of their daughters, and not be judgmental when it comes to trust right away, but to also be prepared and loving towards them.
S: The speaker is the author, Rosalind Wiseman, and the author and the speaker are the same in this case because Wiseman uses her own experiences, opinions, and statistics to write about teenage girls and give advice to parents.
Tone: The tone is very earnest and didactic because Wiseman instructs parents on how to approach the situation in a deep and sympathetic point of view.
1. Conrad Jin
ReplyDelete2. Hurt: Inside the World of Today's Teenagers
3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship.
Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81)
4. S: The subject is how teenage groups today are formed and influenced.
O: The occasion is the daily life of teenagers, in which they are trying to make new friends to fit in with.
A: The audience is parents of teenagers, who are familiar with the groups teenagers adhere to.
P: The purpose is to analyze and describe the reasons behind various groups, as well as what leads teenagers to form them.
S: The speaker is the author of the book, who is a professor at Fuller Theological Seminary.
Tone: The tone is matter-of-fact due to the informative nature of the passage.
1. Conrad Jin
ReplyDelete2. Hurt: Inside the World of Today's Teenagers
3. "There has been scant quantitative research addressing why teenagers choose the friends they do, especially during midadolescence, when clustering takes place. Even less research has addressed how they go about the process of choosing their friends.What evidence there is has shown that contemporary adolescents choose friends who are similar to themselves. As Kathryn Urberg and her colleagues state, 'Adolescents are choosing new friends who are as similar to them as their existing friends, and . . . the similarities often predate the friendship.' This basic assertion is helpful in confirming what I observed on the high school campus. As emerging midadolescents begin to realize that they need friends in order to have a home base from which to navigate the psychosocial journey they are on, they see the path of least resistance as the most important factor in determining their friendship cluster. Most students remain close to their natural affinity groups even while they search for friendships that could go beyond mere acquaintance or activity-based friendship.
Every person enters the adolescent phase of life shaped by three forces: genetic makeup (what some 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 of life with a fairly well-developed sense of self, or what is sometimes called self-concept. By this point (at eleven or twelve years of age), family setting, social environment, and the millions of messages from every experience have created inside the child an internalized picture of who he or she is, especially in how the child sees himself or herself as a social being. Relying on John Bowlby and Mary Ainsworth, some believe the adolescent self- concept is formed according to the degree of attachment with the mother (or primary caretaker). But there is evidence that this is but one of several factors that influence the development of self-concept. Certainly, infant and child attachment are highly significant, but the stability of the familial environment, including the perceived stability of the relationship between the mother and father (even if they no longer married but remain cordial and emotionally safe), and the child's experience of growing up are also important elements in the development of self-concept. Once formed, this self-concept creates the soil from which the natural process of cluster development occur. B. Bradford Brown and his colleagues affirm the importance of familial influence in determining adolescent self-concept and its relationship to peer clustering." (81)
4. S: The subject is how teenage groups today are formed and influenced.
O: The occasion is the daily life of teenagers, in which they are trying to make new friends to fit in with.
A: The audience is parents of teenagers, who are familiar with the groups teenagers adhere to.
P: The purpose is to analyze and describe the reasons behind various groups, as well as what leads teenagers to form them.
S: The speaker is the author of the book, who is a professor at Fuller Theological Seminary.
Tone: The tone is matter-of-fact due to the informative nature of the passage.
1.Niki Thomason
ReplyDelete2.Queen Bees & Wannnabees
3. "You'll often have to rely on second-hand information. You won't be around when she gets into trouble. Your influence is limited to what you can do before and after. The only people guaranteed to be around her when she gets into trouble are her peers. Think of it this way: Where does your daughter hang out with her friends? How often do you hang out in these places? What exactly is she texting or twittering or posting on her favorite social networking site? Teens have access to eachother in ways no adult does. This means that she'll have o stand up for herself with your support, but not your physical presence.
You have to get out of denial. Your daughter will make poor choices, behave in cruel and unethical ways, and/or be on the receiving end of both. If you want to raise a girl who survives adolescence (I mean this literally) and develops into a responsible ethical women, you have to accept the reality that there will be hurdles along the way and even some seemingly insurmountable mountains to scale"(106-107).
S: this passage is about informing parents to let go and understand that it's inevitable that good and bad things are going to happen when girls are maturing.
O: the occasion is about girls growing up and parents learning they need to trust their daughters while they are not present to help.
A: the audience is directed to older people, like mothers, aunts, teachers, new parents. mostly directed to the girls and women.
P: the purpose of this passage is for parents to open their eyes and realize that every parent has to go through this and its okay to let go.
S: the speaker is a women who has undergone many experiences in order to write this book and get information needed to for the audience to read.
Tone: the tone is didactic and forthright because its an attempt to tell the reader and inform them while being frank and to the point.
Monika Narula
ReplyDeleteReviving Ophelia
"Divorce is particularly tough for adolescents. Partly that's because of their developmental level and partly it's because teenagers require so much energy from their parents. Teenagers need parents who will talk to them, supervise them, help them stay organized and support them when they are down. Divorcing parents often just don't have the energy to give. Adolescents feel an enormous sense of loss-of their parents, their families, and their childhoods. And, unlike younger children, when they express their pain, they are likely to do it in dangerous ways.
Adolescents' immature thinking makes it difficult for them to process the divorce. They tend to see things in black-and-white terms and have trouble putting events into perspective. They are absolute in their judgments and expect perfection in parents. They are likely to be self-conscious about their parents' failures and critical of their every move. They have the expectation that parents will keep them safe and happy and are shocked by the broken covenant. Adolescents are unforgiving."(134-135)
S: The subject of this passage is how divorce and adolescence are related.
O: This is an observation that shows how divorce can effect a teenager in her adolescence. It also tells of the relationship between children and their parents, how teenagers need their parents to guide and lead them during tough times.
A: This passage is directed towards parents thinking about divorce and tells of how they can easily get a divorce without having the divorce heavily effect their children.
P: The purpose of this passage is to tell the effects of divorce on adolescents.
S: The speaker is Mary Pipher, a therapist helping young adolescent girls.
Tone: The tone of this passage is accusatory. Pipher accuses parents going through a divorce because they aren't giving enough time to their children, especially girls going through adolescence.
Chris Doyle
ReplyDeleteHurt
"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 adolescent dress and style were introduced as markers of this newly developed subculture. As previously discussed, the 1960s was the decade of change in many areas of life. Our naiveté and carefree life of post-World War II culture were shattered by the newly highlighted drug culture. By the late 1970s and 1980s, we were well on our way to a we/they relationship between the adult world and the 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 placed solely or even primarily at the feet of 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” (Clark 59).
S: The subject deals with the graduation of the youth’s attitude from involved to insular as a result of neglect.
O: The occasion is an argument based off observations the researcher has made through his studies; this argument is that culture did not proliferate separation from society, rather abdication.
A: The audience is parents mostly between the ages of 40-60 who have teenagers and would like to know more about some of the problems they face.
P: The purpose is to convince the audience that it was not the media, nor entertainment, nor even directly at parents themselves; the blame is complex but deals with, and is associated with a casual disrespect and the lack of acknowledgement.
S: The speaker is the researcher presenting his point.
Tone: The tone is very matter-of-fact, forthright and didactic; the author is also very stolid in his approach: he does not forcefully argue his point but forthrightly says his point and presents facts.
1) Allison Gibson
ReplyDelete2) Queen Bees and Wannabes
3)"I think one main reason kids don't tell their parents anything when they are fighting with friends is that things so quickly turn around and if my parents don't see every detail of the turn-around, then they have this image of this bad kid that did something so mean to their child. I told my mom about something that happened on my soccer team and now her one image of that person is horrible because she's not actually there. She doesn't see when the girl does nice things. One girl is kind of tagging along evil and there's one girl who is actually legitimately evil. The girl who is tagging alond, she's really nice when she's alone. I told my mom this one incident so my mom tells me that they are a bad crowd." (129)
4)SOAPSTONE
S-The subject of this passage is saying that parents have their own opinions on other kids and if you tell them one bad thing that happend of if that one kid was mean to you, they automatically have this bad image of that person and usually will not want to learn to like them or be okay with their kid hanging out with them.
O-The occasion of this story is about a girl who didn't really want to tell her mom about things going on in her life anymore because she was afraid her mom would end up judging her friends and thinking badly about them.
A-The audience would be mothers of teenaged daughters and trying to tell them about how other moms act and feel towards these types of things.
P-The purpose of this passage is to show moms how your daughter feels when she comes to the point where she doesn't want to tell you things anymore and cause a fight or want you to judge her friends just because some little argument or hurtful words were shared.
S-The speaker is a thirteen year old girl named Julia.
TONE-The tone of this passage is informing and also shows some irritation. The girl who was writing this wanted to show her mom that she was annoyed with how her mom was getting involved in her personal problems with her friends and telling her to not do what she was doing which was judging her friends off of one thing she knew about them otherwise shed stop telling her everything going on in her life.
Allison Woyshner
ReplyDeleteQueen Bees and Wannabes
"Teasing, gossip, and reputation regulate girls' behavior and make them afraid to be and become who they really are. Your daughter could use every stragety I've described and a girl will still be mean to her. There's no easy strategy that guarantees other girls will leave your daughter alone, but that'sn ot the most important goal. The most importatn goal is that through difficult experiences like these, your daughter creates, maintains, and communicates her personal boundries to other girls. If she's able to do this, the sting of cruel words will lose their venom and she'll feel stronger and more resilent, and proud of herself." (150)
S: The subject is how the experiences of a teenage girl overall seem to shape her character over time.
O: The occasion is how some situations don't always have a solution no matter how hard you may try.
A: The audience is to parents with teenage girls probably in their 40's who have problem understanding their teen's lifestyle.
P: The purpose is to reassure the parents that their teenager will get through their problems but it may take time and effort, not one easy step may solve their problem but overall they will become a better person as it helps build upon her character.
Tone: The tone of this passage is very matter-of-fact as the author does not put much emotion into her word choice and diction yet is very direct and solid towards her approach to the situation.