1. Name 2. Title of Book (underlined or italicized) 3. Excerpt from 26-50% of book. Two to three paragraphs. 4. SOAPStone analysis of excerpt. Use tone worksheet from class.
Must be completed by 11:59 pm on 10/15 for full credit.
1. Kristin Kenneally 2. Reviving Ophelia 3. "Jean, an animated woman dressed in a business suit, reported that her daughter had been arrested for being a minor in possession of alcohol. Julia, dressed in pink stretch pants, an oversized sweater and shark earrings, groaned and folded her arms across her chest. 'I had one beer.' I listened as Jean explained their complicated family. Julia's parents had divorced two years ago after her father became involved with a younger woman. He had since married the younger woman and moved to a nearby town. They had a baby girl born three months ago. Since the birth of his new daughter, Julia's father hadn't seen Julia. He called a couple of times, but was busy with the new baby and his new wife." (131) 4. Subject: The author describes the strained family situation of mother Jean and her daughter Julia. Occasion: The excerpt is a description of the first meeting Mary Pipher, PH.D. had with Julia and her mother Jean. Pipher is learning about the family life of Jean and Julia following Julia's arrest. Audience: The audience is the mothers and adolescent daughters reading Reviving Ophelia. Purpose: The author wants the readers to learn about the stress a divorce can have on an adolescent's life. Due to these stressful situations, adolescents may rebel and the writer wants to show how to prevent this type of rebellion. Speaker: The speaker is Mary Pipher, PH.D. Pipher is a well educated, middle-aged woman who feels the need to help adolescent girls not repeat the same mistakes. The mothers must learn how to prevent the situations the other girls suffered through. Tone: The author’s tone is very matter-of-fact. She writes in a style where she states: due to this experience the adolescent girl reacted by rebellion, lowering grades, etc. The author is also informative about each situation an adolescent girl will go through and how it should be handled. Organization: Pipher divides the book into chapters with subchapters under all of her client’s names and ages. For example: Chapter 7-Divorce Julia (14) Narrative Style: The author writes as if she is jotting down notes during her appointment with the client. She writes what she observes when it comes to appearance and body language as well as the dialogue between the mothers, daughters, and herself. Evidence: The text is dominated by very scientific and theorized quotes and data. The source of images in the clients Mary Pipher, PH.D, would meet while interviewing new patients. The dialogue contributes to understand the place and situations each patient or client comes from.
Rikki Fearon Book:Hurt Adolescents develop a proliferation of selves that vary as a social context. These include self with father, mother, close friend, romantic partner, peers, as well as the self in the role of student, on the job, and as the athlete... A critical development task of adolescence, therefore, is the construction of multiple selves in different roles and relationships.(64) I feel like I live in a painting-like all these false emotions and crazy colors stroked in an insane pattern form an "image" of me and who I am. I get so frustrated because this painting of me isn't really me at all. Not even my best friend, whom I confide in and depend on most, or my boyfriend whom I have given everything to, knows the true me. I want to wash away all these painful, absurd colors, and false emotions. I want to be cleansed of all these fake things that make me. But the fear of rejection always seems to be greater,it always overcomes the yearning for change. Subject: The true feelings of teens and how they wish to be expressed freely but are unable due to the fear of rejection. Occasion: The daily struggles of the ordinary teen growing up in today's world. Audience: All those who work with or come in contact with adolescence on a regular or occasional basis. Purpose: To give an inside look into the emotional conflicts that occur within all struggling teens, and to provide a better understanding of why they occur. Speaker: Is an adolescent speaking from personal experience and Susan Harter the writer of A Tribe Apart. Tone: There are two tones, the one passage from Harter is educational and gives a scientific view on the mentality of a adolescent. The other is much more solemn and gives you a trapped and pitying feeling for the speaker. Organization: The passage begins with straight facts then eases into a more emotional passage that is provided as an example for the reader. Narrative style: Is very formal and dry but as the passage continues the story Clark uses as an example gives a more emotional connection which help you to better process the information previously given. Evidence: The first part is all facts but the second part hits an emotional cord which better connects to the reader making them tune in more and help them grasp the writers concept.
Caroline Snyder Book: Hurt “Kyle, a junior on the football team, and I were in the midst of a conversation about his life, his parents, and his friends. Kyle was among the most fortunate of the midadolescents I knew. His parents were married, they seemed to like each other, and the family was as stable as any. He was cared for, and his parents were supportive and active in his life. “The longer we talked (this had been the fifth or sixth occasion we had spent time one-on-one), the more he allowed me to glimpse the tougher aspects of his life … Kyle loved and even liked his dad, but the sensed somewhere inside that, while his father loved him, at times he was more interested in his accomplishments than in him. Kyle was not observably scarred, but he saw his dad as a relatively distant driver who wanted success for his son.” Subject: This passage is about a boy who seemingly had everything great, but underneath the obvious there were problems in his relationship with his dad. Occasion: Here the author is talking about a memory, but in it he is critiquing the way parents are treating their kids. Audience: This book is targeted at the parents of teens. The reader can see this because the author talks of teens’ lives as if they were some mysterious alternate dimension rather than just normal people’s lives. Purpose: This passage is to get the reader to realize that a kid doesn’t have to have divorced parents or be a drug addict to feel abandoned by adults. Speaker: The author of this book is a man who has devoted himself to the study of teens and their way of life. He approaches the teen world as if it was an alien planet, and writes his book as if he were describing people he had found on Mars. Tone: The tone of this passage seems matter-of-fact if not analytical. Throughout the book the author give the reader short excerpts on teenagers’ lives rather than going into
Tone: The tone of this passage seems matter-of-fact if not analytical. Throughout the book the author give the reader short excerpts on teenagers’ lives rather than going into detail on any specific person. In this way, he is able to give the reader a quick overview on the teenage life.
Avneet Kaur Queen Bees & Wannabes "If you suspect your daughter has an eating disorder, either anorexia (she's starving herself or is headed that way), or binging, or bulimia (she binges and purges), it's essential to see a qualified therapist who specializes in treating these problems... We all have a stereotype of the little girl lost, starving herself to please her perfectionist, controlling parents. I can tell you that I've worked with many girls whose parents were truly loving and supportive and didn't conform to this stereotype at all. Don't waste time blaming yourself for your daughter's eating disorder. Get professional help right away." Subject: The author is explaining to parents signs of eating disorders in their teenage girls. Occasion: This is an observation that Rosalind Wiseman makes about girls fitting in with the in crowd and what they sacrifice to do it. Audience: This is directed towards parents, but also towards teenage girls because it makes them realize what they are doing for a little popularity. Purpose: The author writes this to help parents with making their daughters healthy again, or to make sure that this never happens. Speaker: Rosalind Wiseman is an author who realizes what girls are going through, and she understands why they are doing it. She is trying to help these girls by emphasizing what is really important in life. Tone: The tone is objective because the author sees both sides of the situation. It is also didactic because Wiseman is trying to inform parents about their child.
This study is a good example of how much valuable insight can be gleaned when a talented researcher uses these methods. In this case, the researchers suggested the government should reorient its message to challenge the pervasiveness of the drug culture and provoke tweens to reject the idea that drugs help to create a more “real self”. They urged the Office of Drug Control Policy to include tobacco and alcohol in antidrug messages, because kids view these substances as drugs and find their absence hypocritical. Such an approach would match the target audiences worldview, and thus gain credibility. Unfortunately, the Bush administration, a recipient of considerable sums of money from tobacco, alcohol, and big pharmaceutical companies, rejected these insightful suggestions. Denny, Prescott, Gilding, Coughlin, Underhill, and others I’ve met and interviewed are just a few of the many researchers who are involved in these naturalistic research methods. Firms have set up Manhattan townhouses where the kids come for overnight parties and marketing professionals eavesdrop on their conversations. Companies rent out warehouses to bring kids together. All manner of on cite research is now available to clients who want to get in on the latest research tools marketers have to offer (105).
Subject: Is to show how researchers have proven how companies are trying to get on the in on drugs and how parents must prevent their children form this.
Occasion: This is an observation on how researchers and others have tried to put a stop on drugs and to show what they really can do on their ads.
Audience: The audience can be for teens or parents themselves, as this subject can be toward either one of these.
Purpose: To inform families and individuals of these dangers of drugs and what some administrations and companies are trying to do.
Speaker: The speaker is Juliet Schor who is the speaker and informant on all of these resources as an expert in family studies and is applying the ideas of researchers Denny, Prescott, Gilding, Coughlin, Underhill and others.
Rachel Reinard Queen Bees and Wannabees "The first step to help your daughter is to acknowledge the role of teasing and gossip in your own life. AS i said at the beginning of the chapter, if you gossip or dismiss hurtful words by saying "Just joking," "No offense," or "You're too sensitive," you're modeling bad behavior for your daughter. Turn of the gossip shows and stop reading the gossip magazines. I know they're a guilty pleasure for many people but this is your daughter we're talking about, and you want to be a credible role model for her." (208). Subject: The author is encouraging parents to be a positive role model for their daughter in regards to gossip. Occasion: This is advice for the reader about how to behave. Audience: This is directed towards the parents. Purpose: The author writes this to encourage parents to take accountability for their daughter's bad behaviors and make positive changes to be a good example for their kids. Speaker: The speaker is the Rosalind Wiseman, a person with lots of experience and insight about teenage behavior. Tone: The tone is authoritative and objective. She's giving the parents honest and objective advice about how to put a stop to gossip. She is also assuming a position of authority by giving direction.
"If the RMG tries to sidestep the issue by asking 'Who told you that?' don't let your daughter get distracted. Girls typically avoid taking responsiblilety for their actionsby blaming the person who got them into trouble. If the RMG raises this red herring, your daughter can say, 'It doesn't matter how I know. What matters is that it stops now.' If the RMG is a friend inside the clique, your daughter can 'take a vacation' adn spell out exactly what it will take for the friendship to continue (215).
Subject: The author is talking about ways to handle issues with mean girls at school, and how moms can help them. Occaision: The passage is advice for moms on how to help their daughter through sticky situations. Audience: This passage is directed toward moms who need to terminate and existing problem between her daughter and an aquaintance at school. Purpose: Wiseman wants mothers to know the right approach and advice for her daughter when she goes through difficult times with friends. She wants mothers to know how to get their daughters through a problem. Speaker: Rosalind Wiseman is a teacher with insightful advice on how to raise girls and coexist peacefully with daughters. Tone: The tone is one of reassurance and Wiseman has a "no nonsense" attitude toward the Really Mean Girls (RMG) that need to be put in their place.
"Girls who want to bypass conflict entirely may turn to other behavioral pathways. Humor is an especially popular way to injure a peer indirectly. Joking weaves a membrane of protection around the perpetrator as she jabs at a target. A sixth grader described a classmate who easily got away with teasing. "She'd say something, the teacher would kind of look, and she's like, "I was just kidding!" At Linden, students talked about the moment in which teasing crosses over into insult. "Slut is the worst insult," said Erica. "Ho is said easily. Like, "That's such a ho outfit." When the jostling goes into shaky territory, someone quickly exclaims, "We were just kidding!" Rarely, if ever, does the targeted girl disagree. The fear of being called hypersensitive--Can't you take a joke?--is enormous. Nobody wants to hang out with someone like that, and everyone knows it. "Whats the big deal?" can sting when you're trying to act cool. "When a girl is the butt of all jokes, she wants to tell her friends it hurts her, " sixteen year old Ellie said. "She thinks, 'I know they're not doing it to hurt me." And they deny it. But it beats at yourself-esteem." The feeling of being crazy plagues the target of these "jokes," as she must choose between the sting of her own feelings and what she wants to believe about her friends. Believing a friend while ignoring the hum of her own instinct is an important example of how a girl can "give up or give over [her] version of reality to those who have the power to name or reconfigure [her] experience, " a major symptom of girls' loss of self-esteem observed by Brown and Gilligan" (Simmons 78). S: Rachel Simmons is explaining that even though girls may joke around, it might be possible that person being joked around with can get their feelings hurt. If the girl getting hurt confronts it to the others they might just say "I was just kidding" and just brush it off. Making it sound like just by saying that you're kidding is going to make everything better. O: The story takes place in a school with a bunch of girls and one of them trying to fit in with them. The girl is always teased around and is always made fun of. It is a declaration. A: Intended to girls in their high school or middle school ages. It is pertaining to a group. Telling girls that it's not okay to be treated like this. P: The author wants to tell us in this excerpt that when someone is teasing you and they say just kidding, that it doesn't make it right to make you feel all better. Jokes can lead to suicide and depression. S: The identified speakers are the middle/ high school girls that is being interviewed by Simmons. T: The tone is very bitter and malicious of the girls. The girls who says they're just kidding makes it feel very aggressive, but the author's tone is contemplative of the girls O: The author gives different stories of different girls every time N: The author tells the story by setting chapters and there is dialogue and parts of interviews. E: Psychological, love, and nature because it describes the girls and their actions.
Christine Smudde Reviving Ophelia: Saving the Selves of Adolescent Girls “Fathers are viewed as having great power to do good with their attention.... Fathers also have great power to do harm. If they act as socializing agents for the culture, they can crush their daughters’ spirits. Rigid fathers limit their daughters’ dreams and destroy their self-confidence. Sexist fathers teach their daughters that their value lies in pleasing men. Sexist jokes, misogynistic cracks and negative attitudes about assertive women hurt girls. Sexist fathers teach their daughters to relinquish power and control to men. In their own relations with women they model a power differential between the sexes. Some fathers, in their eagerness to have their daughters accepted by culture, encourage their daughters to be attractive or lose weight. They produce daughters who believe their only value is their physical attractiveness to men. These fathers undervalue intelligence in women and teach their daughters to undervalue it too. On the other hand, nonsexist fathers can be tremendously helpful in teaching their daughters healthy rebellion. They can encourage daughters to protect themselves and even to fight back. They can encourage their daughters’ androgyny, particularly in sports and academics. They can teach daughters skills, such as how to change tires, throw a baseball or build a patio. They can help them understand the male point of view and the forces that act on men in this culture”(117). PART 1
SUBJECT: Fathers have great power to affect their daughters’ lives and influence the ways they view themselves and the world. OCCASION: The author is observing the effects of fathers on their daughter’s lives. She describes two types of fathers and critiques the effects of both. AUDIENCE: The text is directed towards fathers and other adult men who influence the lives of adolescent girls and can improve the conditions in which they grow up. It is directed towards all people that know and care about a young woman in their lives. PURPOSE: The author’s purpose is to inform fathers of their influence in their daughter’s lives. Their opinions and about society impact the beliefs of their daughters. A sexist father teaches his daughter to renounce power and control to men and to undervalue intelligence. Nonsexist fathers teach their daughters skills and encourage them to protect themselves while helping them understand the male point of view, too. SPEAKER: The author is the speaker in the story. She is a middle age female psychologist who has personal experience with troubled adolescent girls and knows how their fathers often influence their lives. Mary Pipher wants to encourage adolescent girls to thrive and stand up for themselves. TONE: The author’s tone is very didactic and matter-of-fact. She is trying to educate parents, particularly fathers, of the importance of their influence in their daughters’ lives. She states the affects of both good and bad fathering without emotion. She is honest in her observations and conclusions. ORGANIZATION: The book is organized into chapters that each have a different topic. Within each chapter there are stories from real life teenage girls who have dealt with the situation of discussion. NARRATIVE STYLE: The author reveals facts about the lives of adolescent girls in present day America. She uses real life stories from her personal experience as a psychologist to evoke feeling in the readers and encourage them to make a change. EVIDENCE: The words of Mary Pipher are full of passion. There are specific data and facts that are portrayed alongside interviews with clients to contribute to the understanding of the lives of adolescent girls.
Chris Bristol Queen Bees and Wannabes "African-American girls in my Empower classes often tell me that they're taught by their mother, aunts, and grandmothers to be on guard. Be tough. Don't let anyone see you vulnerable and weak. These girls talk a good game. When you feel that you have little backing you up, you a good game. When you feel that you have little backing you up, you have to look like you're because if you don't, you become prey. You can't admit you're out of control, because admitting that would mean that the world is a very frightening place and you can't stop bad things from happening to you and/or the people you love. Because the world (especially school) can be a very scary place, I see that children of all races and ethnicities are impressed with this attitude; they naturally want to emulate the power and intimidation that appears to go with it. Even girls from privileged backgrounds put up this front. But it crumbles easily when you're trying to gain acceptance into a group or gain and keep the attention of someone you're attracted to. Far too many girls from a range of backgrounds feel that they constantly have to watch their back. They learn to play a good game of looking tough; sometimes they're so busy maintaining the facade that they convince themselves they can handle anything and they'll walk right in to danger" (94). PART 1
PART 2 Subject: The attitudes and fronts that African-American girls use in order to maintain the image of being strong and unwavering. Occasion: It is a critique of personalities or ideals that force girls to stay on guard and not admit they're problems. Audience: The passage is directed towards African-American parents, though it also is aimed towards parents in general. Purpose: The author's purpose is to inform parents about the lifestyle of black, teenage girls and the, sometimes unhealthy, barriers they have to build in order to survive daily life. Speaker: The speaker is Rosalind Wiseman, the author of the story. She is a woman that has been working to help empower girls and boys to stop violence. Tone: The tone of the passage is concerned and sympathetic towards the girls yet critical towards the society that forces them to put up this front.
"Finally, girls use 'I'm so fat' to short-circuit the possibility of getting labeled 'all that.' The researchers found that if a girl didn't say she thought she was fat, she would imply that she was perfect. 'In other words, saying she doesn't need to diet would be an admission that she didn't need to work on herself-that she was satisfied.' Instead, they found, the 'good girl' must put herself down, and so wind her way to the compliment she is seeking. Another code word is the accusation of 'copying.' At Marymount, an eigth-grade girl threw out her shorts in tears after Lisa, a popular girl, was enraged by her wearing the same pair that Lisa had purchased at a special outlet. After alliances were built and the whold grade was talking, the 'copier' wrote Lisa an anguished note and barricaded herself in the guidance counselor's office. I am astonished by the fever-pitch rage that flies across cliques when one girl is copying the look or behavior of another. Whether they're eighth grade, the response is clearly disproportionate, suggesting 'copying' has a hidden meaning. Like 'all that,' 'copying' is an accusation in which girls sometimes hide competition and jealousy" (123).
Subject: The author states the things girls do and say when they want to hide their jealousy and competition. Occasion: The passage is an observation of what girls do when they are jealous or when they do not want to be labeled as "all that." Audience: This passage is towards parents who may want to know why girls bully each other and why their daughters may be calling themselves fat. Purpose: The purpose of this text is to allow people to understand the reason why girls may bully each other in order to hide their jealousy and commpetition and call themselves fat. Speaker: The speaker is a woman in her twenties or thirties who had been bullied herself and is interviewing young girls to find the reason why she had been bullied as a child. Tone: The tone is objective as the speaker is unbiased and does not say her own judgment even though she had been bullied as a child.
1. Kaila Sells 2. Reviving Ophelia: Saving the Selves of Adolescent Girls “Daughters struggle to individuate, but also need their mothers’ guidance and love. They resist their mothers’ protection even as they move into dangerous waters. And they are angry when their mothers warn them of dangers that they understand even better than their mothers. Most girls are close to their mothers when they are young, and many return to that closeness as adults. But few girls manage to stay close to their mothers during junior high and high school. Girls at their most vulnerable time reject the help of the one person who wants most to understand their needs. The stories I tell focus on the mother-daughter struggle for the right amount of closeness. Jessica and Brenda have been so close that, with adolescence, Jessica rejects everything her mother offers. Sorrel and Fay have a good working relationship that’s neither too close nor too distant. Whitney and Evelyn have too much distance”(105). SUBJECT: It is difficult for mothers to figure out how to guide their daughters through adolescence without interfering too much. OCCASION: The author is addressing a problem that she commonly sees in cases. She is observing the different girls she has met with and determining the common issues that may be the source of the problems. AUDIENCE: The passage is directed towards mothers and especially mothers who have a daughter going through adolescence. PART 1
PART 2 PURPOSE: The author wants to inform mothers why it seems so difficult to get along with their daughters. She wants to explain what to expect and how to deal with their daughters. SPEAKER: The speaker is the author, Mary Pipher, Ph.D. She is a highly educated woman that is middle aged. She has a daughter of her own that has already gone through adolescence. She is a psychologist that sees many teenage girls as patients. TONE: The tone of this passage is matter-of-fact. She explains the common occurrences that happen and then explains her theory on why those things happen. She is very factual and lifeless when she explains these issues. The tone is not very emotional because it is so common for her to see patients with these problems. ORGANIZATION: The book is divided into chapters that are characterized by the different types of issues. In the chapters there are different sections for the different patients she has seen with that issue. NARRATIVE STYLE: It seems that she is recalling several of her cases at once and comparing them to each other. She is very analytical and is obviously dedicated to finding an answer. In the book, she describes a few patients with similar problems. Then she will compare the cases and explain what is the likely cause of the problem. EVIDENCE: The book is based on her findings as a psychologist. She explains her cases, which are probably based on notes that she takes during the appointments. She then adds her own analysis to further explain what the problem is and how it can be solved.
1. Tim Mauss 2. Queen Bees and Wannabes 3. "Go through the pages of a fashion or celebrity magazine with your daughter and talk about the homogenized images of beauty you'll find there. Talk about how these impossible standards tyrannize girls, particularly girls of color. This probably won't be news to your daughter, but it's important to get her to articulate it. What does it take out of her to try to measure up? Now talk about how looks matter to her group of friends. What kind of pressure does she feel to uphold the standards of the clique? What happens when she breaks the rules? your goal here is to increase her awareness of how media images and her friends influence her feelings about her attractiveness and self-esteem. As you'll do in so many other situations regarding her relationship with friends, ask her, 'Who's making the decisions about how you look and feel about yourself?' You're getting new jeans for your daughter. Sometime over the last year she's developed hips. You have brought no less than twenty different styles and sizes into the changing room for her to try on and she hates all of them. After what seems like hours, she opens the dressing room door and she's near tears. She says to you, 'I hat how I look, I am so fat'" (103). 4. Subject: The author touches upon the concepts of superficial beauty. Informing parents on how the media has an effect on how their daughter views herself. Occasion: Because insecurities about looks can be a major contributor to their problems, the author addresses the parents about how it relates to their daughters. Audience: This passage, like most of the book is directed towards the parents of adolescent girls. (Continued)
1. Eunice Rah. 2. Odd Girl Out 3. “The message that modest and restraint are the essence of feminity persists. Contemporary feminist research shows that our culture continues to pressure girls to be chaste, quiet, thin, and giving, denying the desire for sexual pleasure, voice, food, and self interest. In schools, the American Association of University Women found the lessons of the hidden curriculum teach girls to value silence and compliance, to view those qualities as a virtue. Journalist Peggy Ornenstein found that girls value in each other social characteristic of sweet and cute, a term she found interchangeable with deferential, polite, or passive. The good girl, Ornenstein concluded, is nice before she is anything else-before she is vigorous, bright, even before she is honest. Small wonder that singer Ani DiFranco is telling her legions of young female fans that everyone secretly hates the prettiest girl in the room. Or, she might have added, the most popular, the smartest, the thinnest, the sexiest, or the best dressed. Because, girl power or not, most girls know deep down that standing out can get you in big trouble. In the USA Today, a Virginia high school teacher warned of a dangerous trip wire for girls at his school. Although a new student is usually ignored, he wrote, as soon as she becomes a threat, especially if guys like her, she’ll get ripped apart” (106). 4. Subject: The jealousy every girl feels for other girls better than them, although on the outside, she is expected to be nice and quiet. Occasion: This is an observation of how girls are expected to act and how they feel when other girls do not act in the same way as the rest of them. Audience: This passage is dedicated to girls over middle school, mothers, and researchers and telling them that all girls are equally pressured to act the same way, quiet and nice. Purpose: The speaker wrote this to convey the message to every single girl out there that they are not alone in feeling the pressures of having to be the perfect, nice girl, before even being bright or honest, and that they can hinder their hurtful actions to the new girl even if she stirs feelings of jealousy inside them. Speaker: The speaker is Rachel Simmons as a researcher, who tries to find out the causes and effects of jealousy with new girls. Tone: Simmons is contemplative of the reasons of why girls despise other girls who stand out. Organization: Simmons organizes this passage by stating a researched statement and further explaining it and backing it up by real-life situations and thoughts given by teachers. Narrative style: This passage starts with factual statements then changes it around with more emotional statements that occur every day. Evidence: In the beginning, Simmons states lots of researched statements to persuade the readers into her thoughts, then she touches hearts with more emotional statements about the depth of the feelings of girls.
(Part2) Purpose: The purposed appears to be to inform on and advice the parents about how to resolve the unrealistic standards of beauty that young girls hold. Speaker: The author takes on the role of a counselor in order to aid parents in dealing with issues Tone: The passage conveys the author's earnest desire to help and correct the issues parents face on a daily basis; it is shown by her concerned care and explanation of problems. Organization: The book is broken up by paragraphs and sections in order to organize the information based on problems that a child might be undergoing. Narrative Style: The author's use of anecdotes in order to provide the reader a broader understanding of the main point gives sections the style of and informational article. Evidence: The author is one who works with adolescent girls frequently in her career, which provides her with background knowledge on the subject matter which she covers.
3. “Developmentally, of course, midadolescents are not prepared to recognize that education is a valuable gift not only for them but also for society at large. I found few students who could articulate anything other than their own personal drive agenda to ‘to get somewhere’ when it came to academic achievement. The days of high school students finding learning to be a pleasurable experience rather than a means to an end are all but gone. Yet academic literature continues to perpetuate the pleasurable experience of learning as an educational motivation. The motivating factor was the same for those who were high achievers for those who did not seem to care very much: A student will do whatever it takes to navigate the complex and varied demands of midadolescence with as much self-protection and self-interest as necessary. Midadolescents live their lives in layers, and they put on personae that enable them to survive as they move from one layer to the next. Students who believe getting good grades helps them feel better about themselves do what they have to, to get those grades”(96-97).
4. Subject - Clark described how most adolescents do not take education as a pleasurable experience, rather than an enjoyable one. The kids who enjoy learning go to the extreme and believe they must attain perfect grades to achieve happiness. Occasion - In the passage Clark observes that most modern day adolescents, in fact, do not enjoy school. Audience - This quote is directed towards students and adults, to educate them that teenagers do not take school for granted, but as a very gloom environment, they are forced to populate. Purpose - The purpose is to acknowledge the average teenager's melancholy opinion on school and also, to point out that the majority of children who want good grades, do this to alleviate the pain they already have. Speaker - The speaker of the passage, is an educated and very observing mid-aged man who thrives the educate on the misconceptions of modern day adolescents. Tone - The tone that the author distributes in this passage is very desolate and straight-forward. Organization - The text is organized by separate "parts" each portraying individual aspects of a teenagers life. Narrative Style - The writer uses tells the story by means of straight-forward, matter-of-a-fact information with a decent about of emotion within the words, but not too much to considerate it "dramatic". Evidence - Strong, natural, diction controls the text by using real life facts and points, that we as adolescents can relate to which makes the text glow even more.
Sofia Roberts Reviving Ophelia "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 with children. Mothers, on the other hand, are criticized unless their involvement is precisely the right amount. Distant mothers are scorned, but mothers who are too close are accused of smothering and overprotecting. Nowhere are the messages to mothers so contradictory as with their adolescent daughters. Mothers are expected to protect their daughters from the culture even as they help them fit into it. They are to encourage their daughters to grow into adults and yet to keep them from being hurt. They are to be devoted to their daughters and yet encourage them to leave. Mothers are asked to love completely and yet know exactly when to distance emotionally and physically" (103). Subject:The subject is how hard it is for mothers to guide their daughers in adolescence without being labeled as overprotective or uncaring. Occasion: The author includes this passage in her book because it illustrates the difficulties that parents have, especially mothers, in guiding their teenage daughters. Audience: I think this passage is directed especially to mothers of adolescence girls because in a way she is showing her appreciation for them and how they deal with their daughters. Purpose: The author is trying to show how much more difficult parenting is for mothers compared to fathers. Speaker: The speaker is Mary Pipher, who is also a mother, and therefore from personal experience express her opinion and obsevations on the fact that in some aspects the parenting of adolescent girls is harder for mothers. Tone: Her tone is contemplative because it seems that she has seen and observed many different aspects that affect gils in different situations. Organization: Mary Pipher organized her book in such a way to adress a different topic with different examples in each chapter. Narrative Style: In her book Mary Pipher used her patients as examples for her theories about adolescent gils and what affects them. Evidence: Mary Pipher uses studies on adolescent girls that have been done by different people over the years and the knowledge she has acquired from her patients.
'What i noticed first was how the ideal girl was physically perfect, a Caucasian Barbie doll : bone thin, tall, pretty, blond, blue eyes, big boobs, good teeth, clear skin--in other words, what you'd expect. Moments later, i realized that what these girls also find perfect is not just a flawless body, but also an indirect, middle-of-the-road character. For them, the ideal gir'ls true perfection was her ability to hold herself back from the world, expressing herself through manipulation. Look again at the lists. The ideal girl is stupid, yet manipulative. She is dependent and helpless, yet she uses sex and romantic attachments to get power. She is popular yet superficial. She is fit, but not athletic, or strong. She is happy, but not excessively cheerful. She is fake. She is tiptoeing around the lines that will trigger the alarm of 'all that.' The anti-girl doesn't blend in. She doesnt agree and she doesnt get along. Yet persistence, maverick thinking, and a fighting spirit are precisely the qualities girls are taught to embrace in the heroines they grow up to admire. The competing messages translate into conflicting visions of the women they are supposed to become. That day, I was confused and disheartened"(125-126). Subject : The passage shows the differences of the "ideal" girl and the "anti-girl" that serves to pressure many girls, from varying ages. Occasion : This observation shows how girls are pressured whether its by their physical appearance, mental thoughts, or social actions. Audience : I think that this passage is towards any female that is curious about the ways people may see you as, or the types of 'girls' people would like to see of you. Purpose : The purpose of this is to present the idealistic features, and personalities the perfect girl may have, wants to have, or don't have. Speaker : The speaker of this text is a woman who cant relate to these expectations people have on one another because she isn't "new" to this bullying world. Tone : I think that the tone of this passage is very matter-of-fact. They believe that the perfect girl is to look like, act like, and follow these expectations, with no explanations on why these "perfect" qualities matter.
Divorces almost always make women poorer. Often families must move and teenagers find themselves in new schools surrounded by strangers. They have left their longtime friends, who could have helped them through this. Often they worry about money for clothes, cars and college. Subject- Divorces not only put a lot of pressure on the parents but also on their children. Children lose friends and must worry about the family income. Occasion- This passage is an observation. It takes place in modern society where the divorce rate is high. Audience- This excert is directed towards parents. Parents that unknowingly get rush into a marriage that are not ready for end up divorcing which affects their children. The passage warns them of consequences that come out of divorces Purpose- In divorces, not only are the parents affected but the kids are indirectly affected too. The parents lose money and the kids then have to worry about cutting down on their expenses. Often times they must move and they lose their friends that they have been with for years. Speaker- The speaker is a experienced psychologist who has dealt with many teens before. She has seen how a divorce can affect the child negatively more than one time. Tone- The tone is critical. She blames parents that rush into marriages too quickly and the children must suffer the consequences.
This study is a good example of how much valuable insight can be gleaned when a talented researcher uses these methods. In this case, the researchers suggested the government should reorient its message to challenge the pervasiveness of the drug culture and provoke tweens to reject the idea that drugs help to create a more “real self”. They urged the Office of Drug Control Policy to include tobacco and alcohol in antidrug messages, because kids view these substances as drugs and find their absence hypocritical. Such an approach would match the target audiences worldview, and thus gain credibility. Unfortunately, the Bush administration, a recipient of considerable sums of money from tobacco, alcohol, and big pharmaceutical companies, rejected these insightful suggestions. Subject: the subject of this passage is to better realize the many ways that marketers attempt to advertise their merchandise. Occasion: I believe that this excerpt is an observation due to the authors descriptions of the events that are occurring. Audience: The intended people who should read this passage should be adults or parents who are concerned about the youth of today, and of the way that they might hurt their futures. Purpose: The purpose of this passage is to better tell the many ways that kids can be influenced into doing drugs or making the wrong choices in their lives. Speaker: The speaker or narrator of this passage is in my mind a woman who has kids of her own and is constantly worried about the decisions that they make do to her encounters with some of these objects listed in the passage. Tone: The tone of the paragraph is in my mind very melancholy. I believe this because the outcomes of all of these events eventually leads to a negative outcome that will leave many people disappointed and feeling ashamed for what they could have changed or prevented.
alyssapepper said... 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. October 15, 2010 10:31 PM ****accidently typed it in the wrong period! sorry!
1. Kristin Kenneally
ReplyDelete2. Reviving Ophelia
3. "Jean, an animated woman dressed in a business suit, reported that her daughter had been arrested for being a minor in possession of alcohol. Julia, dressed in pink stretch pants, an oversized sweater and shark earrings, groaned and folded her arms across her chest. 'I had one beer.'
I listened as Jean explained their complicated family. Julia's parents had divorced two years ago after her father became involved with a younger woman. He had since married the younger woman and moved to a nearby town. They had a baby girl born three months ago. Since the birth of his new daughter, Julia's father hadn't seen Julia. He called a couple of times, but was busy with the new baby and his new wife." (131)
4. Subject: The author describes the strained family situation of mother Jean and her daughter Julia.
Occasion: The excerpt is a description of the first meeting Mary Pipher, PH.D. had with Julia and her mother Jean. Pipher is learning about the family life of Jean and Julia following Julia's arrest.
Audience: The audience is the mothers and adolescent daughters reading Reviving Ophelia.
Purpose: The author wants the readers to learn about the stress a divorce can have on an adolescent's life. Due to these stressful situations, adolescents may rebel and the writer wants to show how to prevent this type of rebellion.
Speaker: The speaker is Mary Pipher, PH.D. Pipher is a well educated, middle-aged woman who feels the need to help adolescent girls not repeat the same mistakes. The mothers must learn how to prevent the situations the other girls suffered through.
Tone: The author’s tone is very matter-of-fact. She writes in a style where she states: due to this experience the adolescent girl reacted by rebellion, lowering grades, etc. The author is also informative about each situation an adolescent girl will go through and how it should be handled.
Organization: Pipher divides the book into chapters with subchapters under all of her client’s names and ages. For example: Chapter 7-Divorce Julia (14)
Narrative Style: The author writes as if she is jotting down notes during her appointment with the client. She writes what she observes when it comes to appearance and body language as well as the dialogue between the mothers, daughters, and herself.
Evidence: The text is dominated by very scientific and theorized quotes and data. The source of images in the clients Mary Pipher, PH.D, would meet while interviewing new patients. The dialogue contributes to understand the place and situations each patient or client comes from.
Rikki Fearon
ReplyDeleteBook:Hurt
Adolescents develop a proliferation of selves that vary as a social context. These include self with father, mother, close friend, romantic partner, peers, as well as the self in the role of student, on the job, and as the athlete... A critical development task of adolescence, therefore, is the construction of multiple selves in different roles and relationships.(64)
I feel like I live in a painting-like all these false emotions and crazy colors stroked in an insane pattern form an "image" of me and who I am. I get so frustrated because this painting of me isn't really me at all. Not even my best friend, whom I confide in and depend on most, or my boyfriend whom I have given everything to, knows the true me. I want to wash away all these painful, absurd colors, and false emotions. I want to be cleansed of all these fake things that make me. But the fear of rejection always seems to be greater,it always overcomes the yearning for change.
Subject: The true feelings of teens and how they wish to be expressed freely but are unable due to the fear of rejection.
Occasion: The daily struggles of the ordinary teen growing up in today's world.
Audience: All those who work with or come in contact with adolescence on a regular or occasional basis.
Purpose: To give an inside look into the emotional conflicts that occur within all struggling teens, and to provide a better understanding of why they occur.
Speaker: Is an adolescent speaking from personal experience and Susan Harter the writer of A Tribe Apart.
Tone: There are two tones, the one passage from Harter is educational and gives a scientific view on the mentality of a adolescent. The other is much more solemn and gives you a trapped and pitying feeling for the speaker.
Organization: The passage begins with straight facts then eases into a more emotional passage that is provided as an example for the reader.
Narrative style: Is very formal and dry but as the passage continues the story Clark uses as an example gives a more emotional connection which help you to better process the information previously given.
Evidence: The first part is all facts but the second part hits an emotional cord which better connects to the reader making them tune in more and help them grasp the writers concept.
Caroline Snyder
ReplyDeleteBook: Hurt
“Kyle, a junior on the football team, and I were in the midst of a conversation about his life, his parents, and his friends. Kyle was among the most fortunate of the midadolescents I knew. His parents were married, they seemed to like each other, and the family was as stable as any. He was cared for, and his parents were supportive and active in his life.
“The longer we talked (this had been the fifth or sixth occasion we had spent time one-on-one), the more he allowed me to glimpse the tougher aspects of his life … Kyle loved and even liked his dad, but the sensed somewhere inside that, while his father loved him, at times he was more interested in his accomplishments than in him. Kyle was not observably scarred, but he saw his dad as a relatively distant driver who wanted success for his son.”
Subject: This passage is about a boy who seemingly had everything great, but underneath the obvious there were problems in his relationship with his dad.
Occasion: Here the author is talking about a memory, but in it he is critiquing the way parents are treating their kids.
Audience: This book is targeted at the parents of teens. The reader can see this because the author talks of teens’ lives as if they were some mysterious alternate dimension rather than just normal people’s lives.
Purpose: This passage is to get the reader to realize that a kid doesn’t have to have divorced parents or be a drug addict to feel abandoned by adults.
Speaker: The author of this book is a man who has devoted himself to the study of teens and their way of life. He approaches the teen world as if it was an alien planet, and writes his book as if he were describing people he had found on Mars.
Tone: The tone of this passage seems matter-of-fact if not analytical. Throughout the book the author give the reader short excerpts on teenagers’ lives rather than going into
sorry my post got cut off at the end:
ReplyDeleteTone: The tone of this passage seems matter-of-fact if not analytical. Throughout the book the author give the reader short excerpts on teenagers’ lives rather than going into detail on any specific person. In this way, he is able to give the reader a quick overview on the teenage life.
Avneet Kaur
ReplyDeleteQueen Bees & Wannabes
"If you suspect your daughter has an eating disorder, either anorexia (she's starving herself or is headed that way), or binging, or bulimia (she binges and purges), it's essential to see a qualified therapist who specializes in treating these problems... We all have a stereotype of the little girl lost, starving herself to please her perfectionist, controlling parents. I can tell you that I've worked with many girls whose parents were truly loving and supportive and didn't conform to this stereotype at all. Don't waste time blaming yourself for your daughter's eating disorder. Get professional help right away."
Subject: The author is explaining to parents signs of eating disorders in their teenage girls.
Occasion: This is an observation that Rosalind Wiseman makes about girls fitting in with the in crowd and what they sacrifice to do it.
Audience: This is directed towards parents, but also towards teenage girls because it makes them realize what they are doing for a little popularity.
Purpose: The author writes this to help parents with making their daughters healthy again, or to make sure that this never happens.
Speaker: Rosalind Wiseman is an author who realizes what girls are going through, and she understands why they are doing it. She is trying to help these girls by emphasizing what is really important in life.
Tone: The tone is objective because the author sees both sides of the situation. It is also didactic because Wiseman is trying to inform parents about their child.
Luis Manzano
ReplyDeleteBorn To Buy
This study is a good example of how much valuable insight can be gleaned when a talented researcher uses these methods. In this case, the researchers suggested the government should reorient its message to challenge the pervasiveness of the drug culture and provoke tweens to reject the idea that drugs help to create a more “real self”. They urged the Office of Drug Control Policy to include tobacco and alcohol in antidrug messages, because kids view these substances as drugs and find their absence hypocritical. Such an approach would match the target audiences worldview, and thus gain credibility. Unfortunately, the Bush administration, a recipient of considerable sums of money from tobacco, alcohol, and big pharmaceutical companies, rejected these insightful suggestions.
Denny, Prescott, Gilding, Coughlin, Underhill, and others I’ve met and interviewed are just a few of the many researchers who are involved in these naturalistic research methods. Firms have set up Manhattan townhouses where the kids come for overnight parties and marketing professionals eavesdrop on their conversations. Companies rent out warehouses to bring kids together. All manner of on cite research is now available to clients who want to get in on the latest research tools marketers have to offer (105).
Subject: Is to show how researchers have proven how companies are trying to get on the in on drugs and how parents must prevent their children form this.
Occasion: This is an observation on how researchers and others have tried to put a stop on drugs and to show what they really can do on their ads.
Audience: The audience can be for teens or parents themselves, as this subject can be toward either one of these.
Purpose: To inform families and individuals of these dangers of drugs and what some administrations and companies are trying to do.
Speaker: The speaker is Juliet Schor who is the speaker and informant on all of these resources as an expert in family studies and is applying the ideas of researchers Denny, Prescott, Gilding, Coughlin, Underhill and others.
Rachel Reinard
ReplyDeleteQueen Bees and Wannabees
"The first step to help your daughter is to acknowledge the role of teasing and gossip in your own life. AS i said at the beginning of the chapter, if you gossip or dismiss hurtful words by saying "Just joking," "No offense," or "You're too sensitive," you're modeling bad behavior for your daughter. Turn of the gossip shows and stop reading the gossip magazines. I know they're a guilty pleasure for many people but this is your daughter we're talking about, and you want to be a credible role model for her." (208).
Subject: The author is encouraging parents to be a positive role model for their daughter in regards to gossip.
Occasion: This is advice for the reader about how to behave.
Audience: This is directed towards the parents.
Purpose: The author writes this to encourage parents to take accountability for their daughter's bad behaviors and make positive changes to be a good example for their kids.
Speaker: The speaker is the Rosalind Wiseman, a person with lots of experience and insight about teenage behavior.
Tone: The tone is authoritative and objective. She's giving the parents honest and objective advice about how to put a stop to gossip. She is also assuming a position of authority by giving direction.
This comment has been removed by the author.
ReplyDelete"If the RMG tries to sidestep the issue by asking 'Who told you that?' don't let your daughter get distracted. Girls typically avoid taking responsiblilety for their actionsby blaming the person who got them into trouble. If the RMG raises this red herring, your daughter can say, 'It doesn't matter how I know. What matters is that it stops now.' If the RMG is a friend inside the clique, your daughter can 'take a vacation' adn spell out exactly what it will take for the friendship to continue (215).
ReplyDeleteSubject: The author is talking about ways to handle issues with mean girls at school, and how moms can help them.
Occaision: The passage is advice for moms on how to help their daughter through sticky situations.
Audience: This passage is directed toward moms who need to terminate and existing problem between her daughter and an aquaintance at school.
Purpose: Wiseman wants mothers to know the right approach and advice for her daughter when she goes through difficult times with friends. She wants mothers to know how to get their daughters through a problem.
Speaker: Rosalind Wiseman is a teacher with insightful advice on how to raise girls and coexist peacefully with daughters.
Tone: The tone is one of reassurance and Wiseman has a "no nonsense" attitude toward the Really Mean Girls (RMG) that need to be put in their place.
Semi Lee
ReplyDeleteOdd Girl Out
"Girls who want to bypass conflict entirely may turn to other behavioral pathways. Humor is an especially popular way to injure a peer indirectly. Joking weaves a membrane of protection around the perpetrator as she jabs at a target. A sixth grader described a classmate who easily got away with teasing. "She'd say something, the teacher would kind of look, and she's like, "I was just kidding!" At Linden, students talked about the moment in which teasing crosses over into insult. "Slut is the worst insult," said Erica. "Ho is said easily. Like, "That's such a ho outfit." When the jostling goes into shaky territory, someone quickly exclaims, "We were just kidding!"
Rarely, if ever, does the targeted girl disagree. The fear of being called hypersensitive--Can't you take a joke?--is enormous. Nobody wants to hang out with someone like that, and everyone knows it. "Whats the big deal?" can sting when you're trying to act cool. "When a girl is the butt of all jokes, she wants to tell her friends it hurts her, " sixteen year old Ellie said. "She thinks, 'I know they're not doing it to hurt me." And they deny it. But it beats at yourself-esteem."
The feeling of being crazy plagues the target of these "jokes," as she must choose between the sting of her own feelings and what she wants to believe about her friends. Believing a friend while ignoring the hum of her own instinct is an important example of how a girl can "give up or give over [her] version of reality to those who have the power to name or reconfigure [her] experience, " a major symptom of girls' loss of self-esteem observed by Brown and Gilligan" (Simmons 78).
S: Rachel Simmons is explaining that even though girls may joke around, it might be possible that person being joked around with can get their feelings hurt. If the girl getting hurt confronts it to the others they might just say "I was just kidding" and just brush it off. Making it sound like just by saying that you're kidding is going to make everything better.
O: The story takes place in a school with a bunch of girls and one of them trying to fit in with them. The girl is always teased around and is always made fun of. It is a declaration.
A: Intended to girls in their high school or middle school ages. It is pertaining to a group. Telling girls that it's not okay to be treated like this.
P: The author wants to tell us in this excerpt that when someone is teasing you and they say just kidding, that it doesn't make it right to make you feel all better. Jokes can lead to suicide and depression.
S: The identified speakers are the middle/ high school girls that is being interviewed by Simmons.
T: The tone is very bitter and malicious of the girls. The girls who says they're just kidding makes it feel very aggressive, but the author's tone is contemplative of the girls
O: The author gives different stories of different girls every time
N: The author tells the story by setting chapters and there is dialogue and parts of interviews.
E: Psychological, love, and nature because it describes the girls and their actions.
Christine Smudde
ReplyDeleteReviving Ophelia: Saving the Selves of Adolescent Girls
“Fathers are viewed as having great power to do good with their attention....
Fathers also have great power to do harm. If they act as socializing agents for the culture, they can crush their daughters’ spirits. Rigid fathers limit their daughters’ dreams and destroy their self-confidence. Sexist fathers teach their daughters that their value lies in pleasing men. Sexist jokes, misogynistic cracks and negative attitudes about assertive women hurt girls. Sexist fathers teach their daughters to relinquish power and control to men. In their own relations with women they model a power differential between the sexes. Some fathers, in their eagerness to have their daughters accepted by culture, encourage their daughters to be attractive or lose weight. They produce daughters who believe their only value is their physical attractiveness to men. These fathers undervalue intelligence in women and teach their daughters to undervalue it too.
On the other hand, nonsexist fathers can be tremendously helpful in teaching their daughters healthy rebellion. They can encourage daughters to protect themselves and even to fight back. They can encourage their daughters’ androgyny, particularly in sports and academics. They can teach daughters skills, such as how to change tires, throw a baseball or build a patio. They can help them understand the male point of view and the forces that act on men in this culture”(117).
PART 1
SUBJECT: Fathers have great power to affect their daughters’ lives and influence the ways they view themselves and the world.
ReplyDeleteOCCASION: The author is observing the effects of fathers on their daughter’s lives. She describes two types of fathers and critiques the effects of both.
AUDIENCE: The text is directed towards fathers and other adult men who influence the lives of adolescent girls and can improve the conditions in which they grow up. It is directed towards all people that know and care about a young woman in their lives.
PURPOSE: The author’s purpose is to inform fathers of their influence in their daughter’s lives. Their opinions and about society impact the beliefs of their daughters. A sexist father teaches his daughter to renounce power and control to men and to undervalue intelligence. Nonsexist fathers teach their daughters skills and encourage them to protect themselves while helping them understand the male point of view, too.
SPEAKER: The author is the speaker in the story. She is a middle age female psychologist who has personal experience with troubled adolescent girls and knows how their fathers often influence their lives. Mary Pipher wants to encourage adolescent girls to thrive and stand up for themselves.
TONE: The author’s tone is very didactic and matter-of-fact. She is trying to educate parents, particularly fathers, of the importance of their influence in their daughters’ lives. She states the affects of both good and bad fathering without emotion. She is honest in her observations and conclusions.
ORGANIZATION: The book is organized into chapters that each have a different topic. Within each chapter there are stories from real life teenage girls who have dealt with the situation of discussion.
NARRATIVE STYLE: The author reveals facts about the lives of adolescent girls in present day America. She uses real life stories from her personal experience as a psychologist to evoke feeling in the readers and encourage them to make a change.
EVIDENCE: The words of Mary Pipher are full of passion. There are specific data and facts that are portrayed alongside interviews with clients to contribute to the understanding of the lives of adolescent girls.
Chris Bristol
ReplyDeleteQueen Bees and Wannabes
"African-American girls in my Empower classes often tell me that they're taught by their mother, aunts, and grandmothers to be on guard. Be tough. Don't let anyone see you vulnerable and weak. These girls talk a good game. When you feel that you have little backing you up, you a good game. When you feel that you have little backing you up, you have to look like you're because if you don't, you become prey. You can't admit you're out of control, because admitting that would mean that the world is a very frightening place and you can't stop bad things from happening to you and/or the people you love.
Because the world (especially school) can be a very scary place, I see that children of all races and ethnicities are impressed with this attitude; they naturally want to emulate the power and intimidation that appears to go with it. Even girls from privileged backgrounds put up this front. But it crumbles easily when you're trying to gain acceptance into a group or gain and keep the attention of someone you're attracted to. Far too many girls from a range of backgrounds feel that they constantly have to watch their back. They learn to play a good game of looking tough; sometimes they're so busy maintaining the facade that they convince themselves they can handle anything and they'll walk right in to danger" (94).
PART 1
PART 2
ReplyDeleteSubject: The attitudes and fronts that African-American girls use in order to maintain the image of being strong and unwavering.
Occasion: It is a critique of personalities or ideals that force girls to stay on guard and not admit they're problems.
Audience: The passage is directed towards African-American parents, though it also is aimed towards parents in general.
Purpose: The author's purpose is to inform parents about the lifestyle of black, teenage girls and the, sometimes unhealthy, barriers they have to build in order to survive daily life.
Speaker: The speaker is Rosalind Wiseman, the author of the story. She is a woman that has been working to help empower girls and boys to stop violence.
Tone: The tone of the passage is concerned and sympathetic towards the girls yet critical towards the society that forces them to put up this front.
Odd Girl Out
ReplyDelete"Finally, girls use 'I'm so fat' to short-circuit the possibility of getting labeled 'all that.' The researchers found that if a girl didn't say she thought she was fat, she would imply that she was perfect. 'In other words, saying she doesn't need to diet would be an admission that she didn't need to work on herself-that she was satisfied.' Instead, they found, the 'good girl' must put herself down, and so wind her way to the compliment she is seeking. Another code word is the accusation of 'copying.' At Marymount, an eigth-grade girl threw out her shorts in tears after Lisa, a popular girl, was enraged by her wearing the same pair that Lisa had purchased at a special outlet. After alliances were built and the whold grade was talking, the 'copier' wrote Lisa an anguished note and barricaded herself in the guidance counselor's office. I am astonished by the fever-pitch rage that flies across cliques when one girl is copying the look or behavior of another. Whether they're eighth grade, the response is clearly disproportionate, suggesting 'copying' has a hidden meaning. Like 'all that,' 'copying' is an accusation in which girls sometimes hide competition and jealousy" (123).
Subject: The author states the things girls do and say when they want to hide their jealousy and competition.
Occasion: The passage is an observation of what girls do when they are jealous or when they do not want to be labeled as "all that."
Audience: This passage is towards parents who may want to know why girls bully each other and why their daughters may be calling themselves fat.
Purpose: The purpose of this text is to allow people to understand the reason why girls may bully each other in order to hide their jealousy and commpetition and call themselves fat.
Speaker: The speaker is a woman in her twenties or thirties who had been bullied herself and is interviewing young girls to find the reason why she had been bullied as a child.
Tone: The tone is objective as the speaker is unbiased and does not say her own judgment even though she had been bullied as a child.
1. Kaila Sells
ReplyDelete2. Reviving Ophelia: Saving the Selves of Adolescent Girls
“Daughters struggle to individuate, but also need their mothers’ guidance and love. They resist their mothers’ protection even as they move into dangerous waters. And they are angry when their mothers warn them of dangers that they understand even better than their mothers.
Most girls are close to their mothers when they are young, and many return to that closeness as adults. But few girls manage to stay close to their mothers during junior high and high school. Girls at their most vulnerable time reject the help of the one person who wants most to understand their needs. The stories I tell focus on the mother-daughter struggle for the right amount of closeness. Jessica and Brenda have been so close that, with adolescence, Jessica rejects everything her mother offers. Sorrel and Fay have a good working relationship that’s neither too close nor too distant. Whitney and Evelyn have too much distance”(105).
SUBJECT: It is difficult for mothers to figure out how to guide their daughters through adolescence without interfering too much.
OCCASION: The author is addressing a problem that she commonly sees in cases. She is observing the different girls she has met with and determining the common issues that may be the source of the problems.
AUDIENCE: The passage is directed towards mothers and especially mothers who have a daughter going through adolescence.
PART 1
PART 2
ReplyDeletePURPOSE: The author wants to inform mothers why it seems so difficult to get along with their daughters. She wants to explain what to expect and how to deal with their daughters.
SPEAKER: The speaker is the author, Mary Pipher, Ph.D. She is a highly educated woman that is middle aged. She has a daughter of her own that has already gone through adolescence. She is a psychologist that sees many teenage girls as patients.
TONE: The tone of this passage is matter-of-fact. She explains the common occurrences that happen and then explains her theory on why those things happen. She is very factual and lifeless when she explains these issues. The tone is not very emotional because it is so common for her to see patients with these problems.
ORGANIZATION: The book is divided into chapters that are characterized by the different types of issues. In the chapters there are different sections for the different patients she has seen with that issue.
NARRATIVE STYLE: It seems that she is recalling several of her cases at once and comparing them to each other. She is very analytical and is obviously dedicated to finding an answer. In the book, she describes a few patients with similar problems. Then she will compare the cases and explain what is the likely cause of the problem.
EVIDENCE: The book is based on her findings as a psychologist. She explains her cases, which are probably based on notes that she takes during the appointments. She then adds her own analysis to further explain what the problem is and how it can be solved.
1. Tim Mauss
ReplyDelete2. Queen Bees and Wannabes
3. "Go through the pages of a fashion or celebrity magazine with your daughter and talk about the homogenized images of beauty you'll find there. Talk about how these impossible standards tyrannize girls, particularly girls of color. This probably won't be news to your daughter, but it's important to get her to articulate it. What does it take out of her to try to measure up? Now talk about how looks matter to her group of friends. What kind of pressure does she feel to uphold the standards of the clique? What happens when she breaks the rules? your goal here is to increase her awareness of how media images and her friends influence her feelings about her attractiveness and self-esteem. As you'll do in so many other situations regarding her relationship with friends, ask her, 'Who's making the decisions about how you look and feel about yourself?'
You're getting new jeans for your daughter. Sometime over the last year she's developed hips. You have brought no less than twenty different styles and sizes into the changing room for her to try on and she hates all of them. After what seems like hours, she opens the dressing room door and she's near tears. She says to you, 'I hat how I look, I am so fat'" (103).
4. Subject: The author touches upon the concepts of superficial beauty. Informing parents on how the media has an effect on how their daughter views herself.
Occasion: Because insecurities about looks can be a major contributor to their problems, the author addresses the parents about how it relates to their daughters.
Audience: This passage, like most of the book is directed towards the parents of adolescent girls.
(Continued)
1. Eunice Rah.
ReplyDelete2. Odd Girl Out
3. “The message that modest and restraint are the essence of feminity persists. Contemporary feminist research shows that our culture continues to pressure girls to be chaste, quiet, thin, and giving, denying the desire for sexual pleasure, voice, food, and self interest.
In schools, the American Association of University Women found the lessons of the hidden curriculum teach girls to value silence and compliance, to view those qualities as a virtue. Journalist Peggy Ornenstein found that girls value in each other social characteristic of sweet and cute, a term she found interchangeable with deferential, polite, or passive. The good girl, Ornenstein concluded, is nice before she is anything else-before she is vigorous, bright, even before she is honest.
Small wonder that singer Ani DiFranco is telling her legions of young female fans that everyone secretly hates the prettiest girl in the room. Or, she might have added, the most popular, the smartest, the thinnest, the sexiest, or the best dressed. Because, girl power or not, most girls know deep down that standing out can get you in big trouble. In the USA Today, a Virginia high school teacher warned of a dangerous trip wire for girls at his school. Although a new student is usually ignored, he wrote, as soon as she becomes a threat, especially if guys like her, she’ll get ripped apart” (106).
4. Subject: The jealousy every girl feels for other girls better than them, although on the outside, she is expected to be nice and quiet.
Occasion: This is an observation of how girls are expected to act and how they feel when other girls do not act in the same way as the rest of them.
Audience: This passage is dedicated to girls over middle school, mothers, and researchers and telling them that all girls are equally pressured to act the same way, quiet and nice.
Purpose: The speaker wrote this to convey the message to every single girl out there that they are not alone in feeling the pressures of having to be the perfect, nice girl, before even being bright or honest, and that they can hinder their hurtful actions to the new girl even if she stirs feelings of jealousy inside them.
Speaker: The speaker is Rachel Simmons as a researcher, who tries to find out the causes and effects of jealousy with new girls.
Tone: Simmons is contemplative of the reasons of why girls despise other girls who stand out.
Organization: Simmons organizes this passage by stating a researched statement and further explaining it and backing it up by real-life situations and thoughts given by teachers.
Narrative style: This passage starts with factual statements then changes it around with more emotional statements that occur every day.
Evidence: In the beginning, Simmons states lots of researched statements to persuade the readers into her thoughts, then she touches hearts with more emotional statements about the depth of the feelings of girls.
(Part2)
ReplyDeletePurpose: The purposed appears to be to inform on and advice the parents about how to resolve the unrealistic standards of beauty that young girls hold.
Speaker: The author takes on the role of a counselor in order to aid parents in dealing with issues
Tone: The passage conveys the author's earnest desire to help and correct the issues parents face on a daily basis; it is shown by her concerned care and explanation of problems.
Organization: The book is broken up by paragraphs and sections in order to organize the information based on problems that a child might be undergoing.
Narrative Style: The author's use of anecdotes in order to provide the reader a broader understanding of the main point gives sections the style of and informational article.
Evidence: The author is one who works with adolescent girls frequently in her career, which provides her with background knowledge on the subject matter which she covers.
1. Ricky Valentine
ReplyDelete2. Hurt: Inside the World of Today’s Teenagers
3. “Developmentally, of course, midadolescents are not prepared to recognize that education is a valuable gift not only for them but also for society at large. I found few students who could articulate anything other than their own personal drive agenda to ‘to get somewhere’ when it came to academic achievement. The days of high school students finding learning to be a pleasurable experience rather than a means to an end are all but gone. Yet academic literature continues to perpetuate the pleasurable experience of learning as an educational motivation.
The motivating factor was the same for those who were high achievers for those who did not seem to care very much: A student will do whatever it takes to navigate the complex and varied demands of midadolescence with as much self-protection and self-interest as necessary. Midadolescents live their lives in layers, and they put on personae that enable them to survive as they move from one layer to the next. Students who believe getting good grades helps them feel better about themselves do what they have to, to get those grades”(96-97).
4.
Subject - Clark described how most adolescents do not take education as a pleasurable experience, rather than an enjoyable one. The kids who enjoy learning go to the extreme and believe they must attain perfect grades to achieve happiness.
Occasion - In the passage Clark observes that most modern day adolescents, in fact, do not enjoy school.
Audience - This quote is directed towards students and adults, to educate them that teenagers do not take school for granted, but as a very gloom environment, they are forced to populate.
Purpose - The purpose is to acknowledge the average teenager's melancholy opinion on school and also, to point out that the majority of children who want good grades, do this to alleviate the pain they already have.
Speaker - The speaker of the passage, is an educated and very observing mid-aged man who thrives the educate on the misconceptions of modern day adolescents.
Tone - The tone that the author distributes in this passage is very desolate and straight-forward.
Organization - The text is organized by separate "parts" each portraying individual aspects of a teenagers life.
Narrative Style - The writer uses tells the story by means of straight-forward, matter-of-a-fact information with a decent about of emotion within the words, but not too much to considerate it "dramatic".
Evidence - Strong, natural, diction controls the text by using real life facts and points, that we as adolescents can relate to which makes the text glow even more.
Sofia Roberts
ReplyDeleteReviving Ophelia
"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 with children. Mothers, on the other hand, are criticized unless their involvement is precisely the right amount. Distant mothers are scorned, but mothers who are too close are accused of smothering and overprotecting.
Nowhere are the messages to mothers so contradictory as with their adolescent daughters. Mothers are expected to protect their daughters from the culture even as they help them fit into it. They are to encourage their daughters to grow into adults and yet to keep them from being hurt. They are to be devoted to their daughters and yet encourage them to leave. Mothers are asked to love completely and yet know exactly when to distance emotionally and physically" (103).
Subject:The subject is how hard it is for mothers to guide their daughers in adolescence without being labeled as overprotective or uncaring.
Occasion: The author includes this passage in her book because it illustrates the difficulties that parents have, especially mothers, in guiding their teenage daughters.
Audience: I think this passage is directed especially to mothers of adolescence girls because in a way she is showing her appreciation for them and how they deal with their daughters.
Purpose: The author is trying to show how much more difficult parenting is for mothers compared to fathers.
Speaker: The speaker is Mary Pipher, who is also a mother, and therefore from personal experience express her opinion and obsevations on the fact that in some aspects the parenting of adolescent girls is harder for mothers.
Tone: Her tone is contemplative because it seems that she has seen and observed many different aspects that affect gils in different situations.
Organization: Mary Pipher organized her book in such a way to adress a different topic with different examples in each chapter.
Narrative Style: In her book Mary Pipher used her patients as examples for her theories about adolescent gils and what affects them.
Evidence: Mary Pipher uses studies on adolescent girls that have been done by different people over the years and the knowledge she has acquired from her patients.
Irene Kim
ReplyDeleteOdd Girl Out
'What i noticed first was how the ideal girl was physically perfect, a Caucasian Barbie doll : bone thin, tall, pretty, blond, blue eyes, big boobs, good teeth, clear skin--in other words, what you'd expect. Moments later, i realized that what these girls also find perfect is not just a flawless body, but also an indirect, middle-of-the-road character. For them, the ideal gir'ls true perfection was her ability to hold herself back from the world, expressing herself through manipulation.
Look again at the lists. The ideal girl is stupid, yet manipulative. She is dependent and helpless, yet she uses sex and romantic attachments to get power. She is popular yet superficial. She is fit, but not athletic, or strong. She is happy, but not excessively cheerful. She is fake. She is tiptoeing around the lines that will trigger the alarm of 'all that.'
The anti-girl doesn't blend in. She doesnt agree and she doesnt get along. Yet persistence, maverick thinking, and a fighting spirit are precisely the qualities girls are taught to embrace in the heroines they grow up to admire. The competing messages translate into conflicting visions of the women they are supposed to become. That day, I was confused and disheartened"(125-126).
Subject : The passage shows the differences of the "ideal" girl and the "anti-girl" that serves to pressure many girls, from varying ages.
Occasion : This observation shows how girls are pressured whether its by their physical appearance, mental thoughts, or social actions.
Audience : I think that this passage is towards any female that is curious about the ways people may see you as, or the types of 'girls' people would like to see of you.
Purpose : The purpose of this is to present the idealistic features, and personalities the perfect girl may have, wants to have, or don't have.
Speaker : The speaker of this text is a woman who cant relate to these expectations people have on one another because she isn't "new" to this bullying world.
Tone : I think that the tone of this passage is very matter-of-fact. They believe that the perfect girl is to look like, act like, and follow these expectations, with no explanations on why these "perfect" qualities matter.
Minh Nguyen
ReplyDeleteReviving Ophelia
Divorces almost always make women poorer. Often families must move and teenagers find themselves in new schools surrounded by strangers. They have left their longtime friends, who could have helped them through this. Often they worry about money for clothes, cars and college.
Subject- Divorces not only put a lot of pressure on the parents but also on their children. Children lose friends and must worry about the family income.
Occasion- This passage is an observation. It takes place in modern society where the divorce rate is high.
Audience- This excert is directed towards parents. Parents that unknowingly get rush into a marriage that are not ready for end up divorcing which affects their children. The passage warns them of consequences that come out of divorces
Purpose- In divorces, not only are the parents affected but the kids are indirectly affected too. The parents lose money and the kids then have to worry about cutting down on their expenses. Often times they must move and they lose their friends that they have been with for years.
Speaker- The speaker is a experienced psychologist who has dealt with many teens before. She has seen how a divorce can affect the child negatively more than one time.
Tone- The tone is critical. She blames parents that rush into marriages too quickly and the children must suffer the consequences.
Ryan O'Neil
ReplyDeleteBorn to Buy
This study is a good example of how much valuable insight can be gleaned when a talented researcher uses these methods. In this case, the researchers suggested the government should reorient its message to challenge the pervasiveness of the drug culture and provoke tweens to reject the idea that drugs help to create a more “real self”. They urged the Office of Drug Control Policy to include tobacco and alcohol in antidrug messages, because kids view these substances as drugs and find their absence hypocritical. Such an approach would match the target audiences worldview, and thus gain credibility. Unfortunately, the Bush administration, a recipient of considerable sums of money from tobacco, alcohol, and big pharmaceutical companies, rejected these insightful suggestions.
Subject: the subject of this passage is to better realize the many ways that marketers attempt to advertise their merchandise.
Occasion: I believe that this excerpt is an observation due to the authors descriptions of the events that are occurring.
Audience: The intended people who should read this passage should be adults or parents who are concerned about the youth of today, and of the way that they might hurt their futures.
Purpose: The purpose of this passage is to better tell the many ways that kids can be influenced into doing drugs or making the wrong choices in their lives.
Speaker: The speaker or narrator of this passage is in my mind a woman who has kids of her own and is constantly worried about the decisions that they make do to her encounters with some of these objects listed in the passage.
Tone: The tone of the paragraph is in my mind very melancholy. I believe this because the outcomes of all of these events eventually leads to a negative outcome that will leave many people disappointed and feeling ashamed for what they could have changed or prevented.
alyssapepper said...
ReplyDeleteAlyssa 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.
October 15, 2010 10:31 PM
****accidently typed it in the wrong period! sorry!