1.Samantha Nguyen 2.Queen Bees and Wannabes 3."Beware that apologies can be manipulated! Girls in lower positions in the social hierarchy apologize when they inadvertently challenge a more powerful girl. Then they aren't apologizing for something they did that hurt someone, they're apologizing for challenging the other girl's right to make her miserable" (Wiseman 228). S-The topic of this passage is to warn parents that when their daughters apologize, their apologies can easily be manipulated. O-The event in this passage can happen anywhere in the world, at any given school, place, time, and to any given person. A-This passage is directed towards parents with daughters who may have to apologize to another girl that is higher in the social hierarchy. P-The speaker's purpose for writing this passage is to inform parents that when their daughters are apologizing to someone else, their apologies may not be for the sake of hurting someone else. Instead, their apologizing because they feel like if they do not, they will not "fit in" or the clique they are in will never forgive them. S-The speaker is the author of the story, Rosalind Wiseman. T-The author's attitude towards the subject is very cautious; she does not want anyone to apologize for the wrong reason. O-The author organizes this passage by starting very general, and then getting more and more specific as the situation gets more complex. N-The writer reveals that when girls apologize to each other, it may not be for the right reason. E-The type of diction that dominates this passage is very informative.
Sorry, I couldn't figure out how to make my own post.
Caroline Snyder Hurt "What I have to say about being a high schooler may seem confusing or contradictory. But then again, what about high school isn’t confusing and contradictory at times? First of all, I almost agree with parents when they say that their teen “knows everything”. I often feel like I know more than my mom and her not letting me do something is ridiculous. Teens reach a point where they will disregard what their parents say and will do what they want to do. Parents try to protect us because they think we are too young to make big decisions on our own. I firmly believe that you have to make your own decisions about things and learn from your own experiences to truly learn and grow. There’s no way I would feel the way I do about smoking, drinking, dating, and other relationships if it hadn’t been for my own experiences. Now, I know I just said how I believe I know a lot, but there is so much I don’t know. Lately I’ve realized how very much of a child I am. I have so much to learn, so much desire for consistency, and a great need for a happy, secure place I can call my home. I am not a child; I am much younger than that. So yes, this does contradict my frustration when I am spoken to as though I’m a child. This many not make much sense to you, but it doesn’t even always make sense to me.”
> Speaker - This passage is by a high school student > Occasion - The passage is trying to explain what being a modern adolescent is like to an adult. > Audience - This passage is meant for parents of adolescents. > Purpose - This passage is meant to try to explain how a teenager can feel so independent but so dependent all at the same time. > Subject - The subject of this passage is about being both wise and foolish during adolescence. > Tone - The tone of this passage is earnest and confused.
Melissa Gahungu: Odd Girl Out Girls use alliance building to short-circuit the link expected between anger and the loss of friendship. Victoria, interviewed by Brown and Gilligan, explains that when people get mad it helps to "pass [their feelings] on to someone else and it will keep on going around so everyone can pick corners." Kenya, a Ridgewood sixth grader, explained, 'They are mad at their friends, and their friend's mad at them, and they need to go find another friend and get to know them better and tell them about their problems, and maybe that will help another friendship to start.' In this way, alliance buildup becomes and event of friendship. It provides a way for girls to displace their aggression while remaining connected to others. No matter how intense the fight, a girl is assured of a friendship that will outlast it; the girls who rally to her side promise her that with their presence. In this way , the trials of conflict are transformed into a series of relationships to be negotiated, a skill at which girls excel...During alliance building, discussions spread like wildfire through circles of friends, growing in intensity until they dominate the day. 'First people tell each other; then they use the phone, then the Internet; it gets bigger and bigger; they cut and paste conversations [from instant messages],' recalled thirteen-year-old Rebecca at Marymount. One girl wins, her classmate Maria noted, when she 'gets people not to like the other one.'" (80-81).
-S:The subject is why girls gang up against each other -O: This is an observation of how girls act when they are mad at each other. -A:The text is directed to parents of girl who are getting bullied or parents of bullies. -P:The purpose is th explain the reason why girl feel better putting each other down together. -S:The voice telling the story is the author.You already know that the author is a woman but you can assume that the speaker is against girl bullying and is on a mission to stop it. -T:The author's tone is sympathetic to the girls being bullied, since she was once bullied but still understands how the bullies feel.She was once put into a situation where she excluded her best friend. O:The text is organized with true stories of girls she interviewed, and then an explanation of why the situation happened. -N:The writer gives commentary on how she feels but then backs it up with polls and data. -E:The diction is language that the girls she interviews use, which is dialog that isn't always grammatically correct because the don't know how to put their feelings in words.
Britny Gilfillan-Hurt "The stress is real and powerful, and yet few midadolescents see it as stress or even as a negative aspect of their lives. "It is what it is," one student told me when I asked why he was so tired. "I have to work, I have to be with my friends, I have to be up for practice, and I have to live my life. I'm doing okay, so don't hassle me... unless I snore in class." (138) S: The subject is stress in the teenage life and how many don't notice their stress. O: This is an observation of how this teen recognizes stress A: It is directed at the parents of the teens and the teenagers. P: The purpose is to show how many teenagers are stressed but hardly give their stress any thought or attention. S: The speaker is the author, Chap Clark. Tone: The tone of this passage is contemplative and didactic. The author recognizes that many teenagers are stressed due to their obligations and expectations, yet very few actually realize that they are stressed.
Tim Mauss (per. 4) Queen Bees and Wannabes "I spend so much time teaching girls abou the more hurtful aspects of cliques that it's easy to forget the positive aspects of girls' friendships. It's wonderful to see thme in the hallways giggling, laughing and walking with their arms flung around each other.I'm sure you feel reassured when your daughter gets invited to parties and sleepovers regularly... Every one of these joyful experiences has a devastating flip side" (152). S: The distinction between the positive and negative effects of cliques. O: This is an explanation that not all interactions are bad. A: Directed at parents of teenagers. P: The passage is meant to reassure parents that not everything that happens to their daughter is horrible, and life-changing. S: The author speaks on a personal level to her audience. T: The author is sympathetic towards worried parents. O: Organized into paragraph form with anecdotes to help reinforce the topic. N: The author gives specific examples to the reader. E: The author uses anecdotes from her experience as supporting details for her statements.
"If your daughter gets an apology, theres one lst thing you have to teach her. Instead of saying,"Thats OK, Dont worry about it," she should say, "Thanks for the apology." This is critical. Because when you say it's OK, you are dismissing your feelings that you needed the apology in the first place. And one of the things I realized this year from working with a group of 8th grade girls is that a great way to know if someone is truly your friend is if, when they apologize to you, you believe it. And, if you apologize to them, they believe you too."(229) Subject- The general topic is how to accept apologies. Occasion- This is an observation of real and fake apologies. Audience- This text is directed towards parents with daughters. Purpose- The purpose is to inform the parent on how their child should send and receive apologies. Speaker- Rosalind Wiseman, an author that teaches parents how to deal with their troubled teenage daughters. Tone- The tone is matter-of-fact. She just tells you straight up. Organization- This excerpt isn't organized in a specific way. Narrative Style- The writer tells you straight up how your daughter should receive and send an apology. Evidence- She has studied many teenagers. Also it says in the excerpt "from working with a group of 8th grade girls."
Odd Girl Out: Hidden Culture of Aggression in Girls
"Even if a girl manages to avoid being on either end of a conflict, she may end up stuck in the middle of it, a position just as perilous. When its clear girls have no choice but to be drawn into conflict, many adapt by resorting to a skill they know well, one they have long observed in the adult women around them. Over a treachery of taking a side, they choose to be mediators, or what I call 'middle girls'" (Simmons 84).
S: The subject of this passage is about "middle girls" and how girls stay in the middle of a conflict to avoid taking sides. O: This is an observation of girls behavior in the presence of a conflict and a critique because the author has an opinion. She says that the adult woman influence young girls in a negative way. A: This passage is directed towards women who have or are around young girls. She mentions how they influence girls to be mediators. P: The purpose of this passage is to provide one example of how girls get into arguments and broken friendships. S:The speaker is the author. She is against the idea of mediators in an argument, and she demonstrates that through her word choice and tone. Tone: The tone of this passage is judgmental,critical, and didactic. She is educating the reader, finding fault, and stating critical opinions toward '"middle girls.'"
Anayely Acosta Queen Bees and Wanna Bees "I'm sure it wouldn't surprise you that this girl typifies the classic definition of beauty: tall, thin, blond, and beautiful. If this girl- the one so many girls want to be like, the one girls envy- can feel unworthy, can you imagine what other girls feel? 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 your appearance, and what percentage of those 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." S:The subject of this paragraph is that many girls put other girls in a high placement where they themselves can't reach and compare themselves to them and bring themselves down. O:The description describes that teenage girls have put this image of a "perfect" girl installed in their head and believe if they don't look like that they start only seeing flaws within themselves. A:This is directed to the parents of teenage girls to let parents know what girls think is "perfect" and why they always are insecure of themselves. P:Wisemen wants to let parents know girls have an image of a "perfect" girl in their mind and compare themselves to her making themselves see flaws in themselves and convert it into insecurity. S: Rosalind Wiseman is the speaker and she is specifying it to the parents of teenage girls. T:The tone is sympathetic to teenage girls for making themselves insecure and compare themselves to this "perfect" girl they seem to imagine to be and not see the beauty of themselves.
Rikki Fearon Book:Hurt In ninth grade, I felt that having a lot of friends and being accepted were the most important things.I even conformed to their desires and dyed my hair pink, dressed somewhat punkish, and went to parties with rock music, smoking, and other activities.After awhile, I realized this was not me.It wasn't until eleventh grade that I broke away from that destructive group of friends and chose to hang out with others. My group of friends wasn't as big, but at least they were more like me. -high school student While a cluster is being developed, a subtle, almost imperceptible negotiation goes on among the members. The necessary rules, norms, values, and even narratives of the cluster that serve to bind the members together are all worked out prior to the cluster's formation. After these have been negotiated and established (again almost never through explicit dialogue or reflection), the members of the cluster tend to subordinate their own personal convictions, loyalties, and norms to the will of the collective whole. (80) Speaker: The first passage is by the speaker the second is Clark explaining the process of the clusters formed by adolescents. Occasion: This is the time of true bonding and tried relationships, it is the first step to finding one's place and creating a social home ground. Audience: This passage is directed towards parents and those who work among our youth Purpose: to break down the process of how adolescents find their place and sense of belonging among their countless peers. Subject: The subject is our youth thought process and interactions towards one another and how they simultaneously circulate around one another until a proper niche is formed. Tone: The tone is one of secrecy and formality.
"A system that refuses to classify these behaviors as genuine aggression will look askance at complaints of indirect, social, and relational aggression. As a result, parents who confront girl bullying face an experience that, in its own way, can be as upsetting as their daughters'. In the absence of a public language to talk about bullying, it's hard to avoid inflammatory words like 'liar', 'sneaky', or 'manipulator.' As their daughters fear going public and facing retaliation, parents are afraid of being designated 'hysterical' or 'overinvested' by the school. And where girls must overcome the embarassment of low social status, parents may quietly worry over the role their errors might have played in their daughter's experience"(Simmons 203).
S- The subject of this passage is the role parents play in the bulliying of their daughters. O- This is an argument, informing parents that the bullying of their daughters can have an indirect, yet profound effect on themselves. A-This is directed to the parents of teenage girls who are being targeted by bullies. P- Simmons is informing parents that the way they deal with their daughter's problems is crucial. Tone- The author's tone is concerned; not only for the wellfare of the girls, but also for their parents.
***I could not figure out the blog. Sorry. Alyssa Pepper Queen Bees & Wannabes
"Lots of children and teens are extremely reluctant to tell their teachers when they are experiencing a problem like this. In my experience, the reason is because by third grade, many kids have been told by bullies not to tell or else their lives will get worse, and if and when they do tell, adults rarely know how to handle the problem effectively. They tell the kids to apologize, remind them of the community values posted on the walls, and leave it at that. But like I've said before, not all adults are useless. Your daughter needs to go through the process of learning when to go to an adult and which one to go to. You need to go to a teacher if your daughter talks to the RMG (really mean girl) and the behavior continues or this problem has gotten too big for her to handle on her own. But just the thought of "tattling" or "snitching" will make many girls shut down because they are certain the RMG will want revenge if they do. Now, that's true if she doesn't have a good strategy and have good people to help her implement this strategy. But the reality is that if she doesn't do anything but hope the problems goes away, it probably won't and she's letting her tormentors have all the power. I'm guessing that your daughter, just like anyone else, doesn't want to go through life letting the bullies have all control" (pg 216).
Subject: The subject is why students are reluctant to tell their teachers their problems and when girls should go to their teachers for help. Occasion: Rosalind Wiseman noticed that many girls do not go to their teachers for help for they are afraid that the problem would only get worse. Audience: The passage is directed towards mothers so they can help direct their daughters to figuring out their problems. Purpose: Because many girls do not want to admit to their teachers their problems, the author wants girls to feel comfortable telling their teachers problems that need to be resolved when their are no other options. Speaker: The speaker is author Rosalind Wiseman who instructs mothers and their daughters off of her personal experiences and research. Tone: Rosalind Wiseman expresses purely a factual tone. She does not show any feeling in the writing.
Katarina Stiller Hurt “In our competitive and performance-driven world, by the time a child is in the fourth or fifth grade, ten or eleven years old, he or she has it or does not. For a variety of reasons, this message is not in and of itself enough to cause lasting damage to an adolescent. Some kids who are told they don’t have it become firmly committed to showing a coach, friend, or parent how wrong they are. Yet we have a long way to go in understanding how our intensity concerning sports has impacted our young, especially those who have been excluded from participation and denied a sense of personal worth because they developed late, were not able to contribute, or simply got in the way of a coach’s, a parent’s, or even a teammate’s drive to excel” (118). S: The subject is the negative effect of youth sports when adults exclude children for their own benefit and the group’s as a whole. O: This takes place in modern day throughout America. It is critical of society’s attitude and actions toward youth sports, and it focuses on the effects it has on kids. A: It is directed towards adults who affect kids, including parents, coaches, and others involved with youth sports. It is for people who want to learn more about adolescents and improve their interactions with them. P: The speaker criticizes society’s take on sports and kids. The author wants change and reform that will help kids, for he thinks youth sports can be damaging to them in how they are organized by adults. S: The speaker is an adult, a parent that can somewhat identify with kids and wishes to help them by teaching adults about his observations. He believes society’s ways in youth sports can often be hurtful when the general opinion is that they are helpful towards kids. He is critical and urges change. Tone: The author has a critical tone towards society. He thinks harshly of the poor actions of adults that could create serious consequences on the youth.
I'm sorry I couldn't figure out how to make my own blog. Avneet Kaur Queen Bees & Wannabes "For all the difficult things I write about, early adolescence is an exciting time to be a girl. Some girls eagerly anticipate when they'll be old enough to have boyfriends and all the accompanying drama. But they're also cowards... They want to check out the whole boy thing and be involved in many different ways, girls push one another to be the first one to jump off the cliff." S: The author talks about how girls are excited, but scared to grow up because they want things like boyfriends, but they don't know what to expect. O: This could be a critique or an observation because Rosalind Wiseman says that this is a difficult topic to discuss. A: This text is definitely directed towards parents who don't know why their daughter is acting differently and changing her attitude. P: The speaker is writing to show how girls transition to teenagers and what goes through their heads. S: The speaker is the author, Rosalind Wiseman. She shows this by speaking in first person. T: The author's tone is matter-of-fact and just straight forward with information. O: The text is organized with personal stories after the factual information. N: The writer reveals the insecurities of teenagers and what they go through. E: She uses the evidence of lecturing at many schools and listening to many personal experiences.
How do you do the blog thingy? Darn technology....
Jake Weitz "Queen Bees and Wannabes" by Rosalind Wiseman
DO ASK, DON'T TELL It's very hard as a parent to hold your tongue when you can see your daughter being used or mistreated in a power play situation. You'll be sorely tempted to tell her what to do and summarily banish the mean girls who steamrolled her heart. But remember, these situations give her a chance to test her own strength, hew to her own standards, and affirm her self-sufficiency. And when your daughter is the steamroller, you'll be tempted to control her behavior by grounding her or taking away her privileges. That may be appropriate, but it's not enough. Your most important goal is not to punish her for her actions but instead to get her to to take responsibility for them(267).
Subject: The subject is girls who use words and actions to force other girls to do what they want and also use it to put girls down. It is one of the most malicious activities in "girl world." Occasion: The author has seen this behavior before and is both shocked and appalled by it. She emphasizes the point that parents need to be extra sensitive when their daughters are the victims, and extra tough when their daughters are the perpetrators. Audience: This passage is directed at mothers and fathers with girls between the ages of 10-18. Purpose: The purpose of this piece is to let parents know how to deal with the stress that these girls endure, whether it is being bullied or bullying, this passage tells the parents what to do. Speaker: Rosalind Wiseman guides us with her ever-present mother's hand, slowly steering us through the treacherous passages of "girl world" with her experienced and well-weathered words. Tone: Her tone is serious, because she has dealt with this sort of thing before and it is a very serious subject.
1.Kaitlyn Braden (per 3) 2. Odd Girl Out 3. ‘Even if a girl manages to avoid being on either end of the conflict, she may end up stuck in the middle of it, a position just as perilous. When it’s clear girls have no choice but to be drawn into the conflict, many adapt y resorting to a skill they know well, on they have long observed in the adult women around them. Over the treachery of taking a side, they choose to be mediators, or what I call “middlegirls”. When a girl’s friends are the two people fighting, being in the middle is often the riskiest place. With both girls lobbying for a friends support, both friendships can become endangered, or destroyed. Julia from Arden explained, ”If you have best friends, you feel you have to pick sides. [But] if you pick one side, the other girl’s starts whispering. You feel defeated and you want to give up. You become the one at fault.” What’s more, suballiances can develop, increasing pressure on a girl in the middle to act. “Then there are so many people against you,” Stacy said,”and you just get defeated and stop”’(Simmons 84). S-The subject of this passage is about “middlegirls”, who are the friends struggling to remain neutral between two fighting friends. O-The occasion of this passage is an observation and an argument about the present conflicts of girls trying to bring their friends together. A-This passage is directed towards parents primarily mothers wanting to understand their daughters fighting. P-Simmons purpose is to explain the roles the friend outside the conflict must play to stay neutral and bring her friends back together. Simmons also argues that that “middlegirl’s” is difficult and unfair is unavoidable. Also, Simmons argues and explains that girls resort to being neutral because of their influence of their parents. S-The speaker of this passage is narrated by Simmons in third person. T-Because she states that the “middlegirl” reluctantly can’t avoid conflict and describes her job as risky, Simmon’s tone towards the “middlegirl” in this passage is sympathetic. Her tone is also indignant towards the injustice thrust upon the “middlegirls” by the fighting friends.
"We are now seeing a rise in violent crime committed by young men. I suggest that one of several factors driving the current rise in crime may be our collective neglect of this transition to adulthood. Teenage boys are looking for models of mature adulthood,but we no longer make any collective effort to provide such models"( Sax 167 ).
S- The subject is that may male teenagers today do not have a strong male influential figure in there lives and this can result in them committing crimes.
O- The objective is to encourage adult men to step into a troubled teenagers life and hopefully steer them on the right path.
A- The audience is intended to be adult males.
P- The authors purpose for this excerpt is to hopefully decrease the number of crimes made by young males.
Tone- The tone in this paragraph is hopeful and is looking towards a bright future.
3. "Ho. Freak. Skank. Whatever. There are few other words that carry so much weight, have so much baggage, and control a girl's behavior and decision making more. One of the biggest difficulties in my work is encouraging girls to be proud of their developing sexuality while making sure they understand how vulnerable they are in a world that constantly wants to exploit their sexuality" (Wiseman 204).
4. S- the subject is the reputation that girls can have as being a slut and why they may have this reputation. O- This passage takes place in the modern middle/highschool environment. A- This passage is directed at both teenage girls, but for the most part, to the parents of a "slut". P- This passage is used to inform the parents of a "slut" why they have acquired this reputation. S- The author is a well educated woman that has had a lot of experience dealing with teenagers and what they are going through During this time in their lives.
Lynea Baudino Hurt: Inside the World of Today’s Teenagers The above true story hints at what every high school student has experiences on some level throughout his or her athletic career. The pressure is intense – to compete, to excel, to perform, and to remain in the game. By the time an athlete gets to high school, his or her chance of participation, much less success, in a sport has been all but settled. Certainly, an outsider could catch the eye of a coach and be catapulted above other to participation. But in most high school sports, the main players are set even before the season begins. The ones who are safely nestled into the security of a starting spot are called jocks, and most of them wear the badge proudly. Yet in comparing this view to both the conversations I had with athletes and nonathletes and the observations I made during practices and at sporting events, I found that few students participate in activities because they get exercise, make friends, and so on. Certainly, some of these aspects become side benefits along the way, but for the most part, by the time athletes get to high school, the level of expectation and the pressure to perform make their participation an all-consuming commitment. For many athletes, even the nice and concerned coaches can be hardheaded, demanding, and, while rhetorically committed to what is best for each student, ultimately more concerned with what is best for the team. (p.115)
S: The subject is how sports, specifically in high school, have gone from very loose and fun activities to very serious and thought out. O: high school sports have gotten very competitive A: People who can relate such as high school students, coaches, and even parents who once did play a sport in high school. Someone involved or interested on the views of how high school sports have evolved. P: Purpose is to relate to how much more seriously activities are being taken specifically those in high school and that now instead of just a game it’s purpose is to be taken very seriously and strict. S: Clark who may and may not have played a sport in high school but still seems to hand a well intended understanding on the matter though it may be a little severe. Tone: The tone seems very straight forward and matter of fact and a bit criticizing, putting a lot of weight on the shoulders of adults who influence on teach kids about sports. It’s also very informative.
3. " It is time to own our own feelings- to own up, as author Rosalind Wiseman would say. It is time, in all seriousness, to get in touch with our inner bully. When we hide natural feelings of competition, jealousy, anger, and resentment, we lie to each other and ourselves. Our friendships, as so many of us know, pay the price." (Simmons 152)
> Speaker – This passage is about a grown woman expressing her knowledge upon the natural feelings of teen girls. > Occasion – The passage is trying to explain how is you are involved in any type of bullying, you need to face it and know your wrong. > Audience – This passage is meant for parents and teens. > Purpose – The passage is explaining the punishment for bullying. > Subject - The subject of this passage is about being both jealous and unaware of your actions > Tone - The tone of this passage is focused and matter-o-fact.
3. “Many if not most midadolescents have been set adrift by parental and familial authorities, and they are operating as if they are on their own. This reality penetrates the behavior and worldview of all midadolescents, even those whose parents are actively involved and committed to providing a stable environment, because they learn from their peers (and the media) that there are many ways to parent. Many adolescents, even those from involved and nurturing homes, may take advantage of the freedoms and lack of rules characteristic of students who are on their own. This is noteworthy because it has been shown that the familial environment contributes to delinquency in all its form” (Clark 108).
4. S: The general idea of the above quote is stating that despite how a “midadolescent” is raised, the media and ones peers still can and most likely will have a more apparent influence on oneself. O: This is an observation from Chap Clarks perspective and view. A: This passage is directed to a parent or guardian of a teenager. P: The purpose of the passage is to make parents aware of their child’s behavior and to ensure that it is not the parent, but strictly the child and the environment in which they, the child, are choosing to be a part of. S: Chap Clark is narrating the passage. T: The author’s tone in this passage is didactic, erudite, forthright, and sincere in his opinion. O: The text is organized by section divided into topics amongst the more general subjects. N: The “story” is told from Chap Clark’s perspective and from his research and years of observation. E: Authoritative diction controls this passage.
I was absent, so I don't know how to do the blog thing...
Matt Goulding Born to Buy
"As with many other trends in the great push to sell stuff to kids, schools have gotten sucked into the business of for-profit research. In addition to the six-month effort conducted by Noggin, journalists have uncovered examples of the market researchers' being let into schools to conduct focus groups and interviews during school hours. I found evidence of extensive use of school time to conduct quantitative surveys on thousands of children." (Schor 113) 4. S- The subject is that schools are wasting time allowing researchers to ask kids questions. O- This passage takes place in American schools throughout the country. A- The passage is directed to parents of the children at school who are at risk of being used. P- The purpose of the passage is to inform parents that corporations are advertising and researching through schools and other public areas. S- The speaker is a women who is an expert in advertising techniques an d she wants to alert parents about what corporations are doing to manipulate children. T- The tone of Schor is very stern and serious to show the parents how valid the threat of corporations leaking into public establishments.
"What if I feel like i can't trust people because they'll make fun of me. But I have so much on my chest. What do I do? Just like it's not good to distrust all people, it's not good to trust all people. So overall, it's never good to make judgments that begin with 'all... and always'because both are rarely true. What you need to do is write a list of any people you think are trustworthy and slowly build relatilonships with them- both people your own age and adults. From that list you need to find someone you feel comfortable sharing your problems with" (Wiseman 262).
S: The subject is how to deal with venting, and to whom you should vent your feelings. Wiseman explains a helpful process for this situation. O: The occaision is Wiseman's opportunity to give advice on the topic of sharing one's feelings with others. A: The audience is teenage girls who need somebody to turn to in their times of stress, need, or worry. P: Wiseman's purpose is to encourage girls to find somebody they are comfortable talking to, rather than just bottling up their feelings. She helps girls find these people, so they may continue a successful life. S: The speaker is Rosalind Wiseman, who is guiding girls to have a better life by letting out their bottled up feelings and emotions. Tone: The tone of the passage is one of care and compassion. Wiseman understands that girls need somebody to turn to for good talks, and so she caringly shares strategies on how to seek out this perfect person.
Sorry, but I could not find out how to make my own blog either.
Andrew Woyshner (period 3) Queen Bees and Wanabees “It’s very hard as a parent to hold your tongue when you can see your daughter being used or mistreated. You’ll be sorely tempted to tell her what to do and summarily banish the evil trolls who steamrolled her heart. But remember, these situations give her a chance to test her own strength, hew to her own standards, and affirm her self-sufficiency. Let our daughter come to her own realizations. Beyond the Bill of Rights for Friends, sometimes a simple question-‘Is this the way a real friend would treat someone?’-is all you need to ask. And when your daughter is the steamroller, you’ll be tempted to control her behavior by grounding her or taking away her privileges. That may be appropriate, but it’s not enough. Your most important goal is not to punish her for her actions but to get her to take responsibility for them” (173-174). S: The passage is about the way parents feel when their daughter is either being mistreated or mistreating other people. O: It takes place in present times at a school where adolescent girls are mistreating each other. It is an argument to make parents not respond to the urges they feel when this is happening to their daughters. A: The audience of the passage is meant to be any parents who have daughters in one of these situations. P: This passage is to persuade parents who feel urges to protect their daughters from the mistreatment of their peers to not act upon these urges and to let their daughters learn to take care of themselves and to fight their own battles. It is also directed to parents of daughters who do the mistreating. It tells them to let their daughters take responsibility for their own actions. S: The speaker is the author, Rosalind Wiseman, and she has experience with many girls who have gone through these types of situations. She knows what will happen to the girls if the parents act or not upon their parenting urges described in the passage. Tone: The author has a contemplative tone because she has spent much time studying the situations the girls are in, thinking about what the parents had to do with the girls’ decisions, and reflecting on her decisions before writing them in this passage. She demonstrates the careful studies she did by sharing her results and giving advice to the parents.
*I also posted a comment just in case the post didn't work out
Allison Gibson (per.3) Queen Bees and Wannabes
"Unfortunately, parents often have difficulty seeing their daughters markers for what they are- a wealth of information about her and the key to knowing how and when to reach out to her. When their daughters suddenly makes different choices about her appearance, parents take it so personally that they literally can't see what's in front of them. Unless she feels that she isn't getting enough attention from you, the way she dresses and does her hair usually has nothing to do with you until you freak out about it and get into a huge fight!. Many parents see these displays as a sign of disrespect toward them. They're not. They are expressions of identity. Your children want your affirmation. They want you to be proud of them and the choices they make. They want to be accepted by you for who they are, bad clothes and strange makeup included. If you don't accept he, she'll think you're squashing her, which will make her feel rejected at the precise time in her life when creating and exploring her sense of self through her image is her greatest priority. When you tell her that her tongue piercing is distracting(and you're a little worried about the dental bills), you may believe you're only looking out for her best interests, but she can't hear what you're saying. Instead, she hears that you don't accept who she is or what she stands for. That's why she fights back so hard. She feels as if she's fighting for her soul, that you're denying the person she is. Also be careful: if you freak out, you'll convince her that the only people who unconditionally accept her are her clique." (158)
S- The subject of this passage is teen girls who are going through a point in their life when they want to feel accepted by everyone but mainly their parents. O- The occasion would be when your daughter is trying out a new look or she dresses and acts a certain way in which she feels she is expressing her sexuality and the parents don't feel the same way as to why she is acting or doing the things she is doing. A-The audience would be a mom or dad who has a daughter who is around the age of 14 to 18 and are going through a time of when they feel they need to fit in and look and act perfect. P-The purpose of writing this passage is to explain to parents how their daughters feel when they react the way they do and how they take it the wrong way unless you explain it to them. S-The speaker of this passage is the author Rosalind Wiseman who is expressing her feelings of how parents should act towards their daughters.
*I also posted a comment just in case the post didn't work out Allison Gibson (per.3) Queen Bees and Wannabes "Unfortunately, parents often have difficulty seeing their daughters markers for what they are- a wealth of information about her and the key to knowing how and when to reach out to her. When their daughters suddenly makes different choices about her appearance, parents take it so personally that they literally can't see what's in front of them. Unless she feels that she isn't getting enough attention from you, the way she dresses and does her hair usually has nothing to do with you until you freak out about it and get into a huge fight!. Many parents see these displays as a sign of disrespect toward them. They're not. They are expressions of identity. Your children want your affirmation. They want you to be proud of them and the choices they make. They want to be accepted by you for who they are, bad clothes and strange makeup included. If you don't accept he, she'll think you're squashing her, which will make her feel rejected at the precise time in her life when creating and exploring her sense of self through her image is her greatest priority. When you tell her that her tongue piercing is distracting(and you're a little worried about the dental bills), you may believe you're only looking out for her best interests, but she can't hear what you're saying. Instead, she hears that you don't accept who she is or what she stands for. That's why she fights back so hard. She feels as if she's fighting for her soul, that you're denying the person she is. Also be careful: if you freak out, you'll convince her that the only people who unconditionally accept her are her clique." (158) S- The subject of this passage is teen girls who are going through a point in their life when they want to feel accepted by everyone but mainly their parents. O- The occasion would be when your daughter is trying out a new look or she dresses and acts a certain way in which she feels she is expressing her sexuality and the parents don't feel the same way as to why she is acting or doing the things she is doing. A-The audience would be a mom or dad who has a daughter who is around the age of 14 to 18 and are going through a time of when they feel they need to fit in and look and act perfect. P-The purpose of writing this passage is to explain to parents how their daughters feel when they react the way they do and how they take it the wrong way unless you explain it to them. S-The speaker of this passage is the author Rosalind Wiseman who is expressing her feelings of how parents should act towards their daughters.
I've also done what Allison has done. I posted the address to my blog and I'm posting the passage and response itself on here in case it doesn't work out.
Hurt: Inside the World of Today's Teenagers by Chap Clark "I discovered something else during this study. The jocks no longer occupy the highest rung on the status ladder .The historically definable and clearly observable social ladder is being dismantled in favor of a web of social influence. In the school where I conducted this study, athletics still mean a great deal, hundreds of people attend sporting events, and sports are still seen as somewhat cool. But even at this school, jocks' influence has waned. They are no more esteemed than any other group, including the band. Students no longer put up with the stereotype that athletes rule the school, and perhaps in a subconscious attempt to get back at the childhood athletic systems that hurt them, many nonathletes disdain jocks. I came to this study being drawn to and even slightly defensive of those with whom I felt comfortable in high school. In my case, I was aligned with the athletes. In this chapter, it may appear that I am taking a hard line against successful athletes. My original bias notwithstanding, I am determined not to take a stand for or against any individual or group of adolescents. I am equally concerned about those who have been rejected by the competitive world of sports and those who by innate design, hard work, or both have achieved athletic prowess. The former's pain and disappointment are obvious and easily documented by anyone who would but look at life through their eyes. The latter's struggles lie far deeper, but I am convinced that even the top stars feel pangs of loneliness and insecurity as the result of being raised in a culture in which athletic excellence is measure only by the last pass, kick, or basket. It is not some who have suffered at the hands of a culture of abandonment when it comes to the decay of play and fun." (119-120)
S: The subject of this passage is that while jocks were previously regarded as being at the top of the high school social ladder, they are slowly coming down the social ladder and being regarded as equal to the rest of the social groups in high school. O: The occasion is when someone wishes to inform of the change in the social structures in high school or more specifically of the waning of the influence of high school athletes. A: The audience is high school athletes and nonathletes as well as their educators and their parents. P: The purpose is to warn athletes currently in high school that their influence is slowly waning and to inform the educators at high schools of the change in the social ladder at their school. S: The speaker is Chap Clark Ph.D who is an associate professor of youth, family, and culture at Fuller Theological Seminary. Tone: The tone of this passage is somewhat matter-of-fact as well as a somewhat contemplative tone with a hint of a didactic tone.
"The critics are on stronger ground when they claim that children need some violent content as a way of working through their fears and passions. This is a classic interpretation of the function of fairy tales and other works of culture... He writes that many children use violent content constructively, as an important emotional outlet. And he argues that we need a more sophisticated understanding of the links between content, emotion, and behavior" (Schor 139).
S: The subject of this paragraph shows that kids are always going to be exposed to violent actions, no matter where they live. Therefore, they should be exposed to mild violence such as comics. O: The Occasion is written as if it were a critique. This is because the author is talking about the way that some events will show many different aspects. A: The audience for this excerpt if in my mind for an adult or new parent. This is due to the fact that it seems to be giving them information that will help them to raise their kids properly. P: The purpose is to show that kids will always be exposed to violent actions, no matter where they go to try and escape them. S: The speaker is the author that is speaking as a critic who is showing the many instances and realization of many unwanted events. Tone: The most obvious tone of this passage is critical. However, there may be a sense of melancholy because there is a shift in the authors views on life. Now she is criticizing her own words and is starting to feel depressed and self-beaten.
*I forgot to add tone and sorry for all the posts it said it didn't work so I did it again so it posted twice TONE- the tone of this passage would be critical and also harsh towards how the parents should talk to their daughters.
1. Kaila Sells 2. Reviving Ophelia 3. “Beauty is the defining characteristic for American women. It’s the necessary and often sufficient condition for social success. It is important for women of all ages, but the pressure to be beautiful is most intense in early adolescence. Girls worry about their clothes, makeup, skin and hair. But most of all they worry about their weight. Peers place an enormous value on thinness”(183). 4. S-Adolescent girls often value their appearance in an excessive way. O-The author is reflecting about a problem that she often sees in cases. She mentions this problem because it can lead to many other problems in a girl’s life. A-The passage is directed toward anyone who has an adolescent daughter or anyone who deals with teenage girls. P-The author wants to inform people of this unhealthy habit and why beauty is so important to teenage girls. S-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. T-The tone of this passage is matter-of-fact. She simply states a common issue with teenage girls. She also sounds critical of this unhealthy habit that so many girls engage in. O-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 N-She describes several of her cases about the same subject. The patients in theses cases have common issues. She then analyzes the cases, first individually and then she compares them to other situations. E-The book is based on her research as a psychologist. She explains her cases with just the dry facts, and then analyzes and compares them to other cases she has seen.
Sorry Ms. Eckert I could figure out the whole blog thing.
1. Sofia Roberts (period 4) 2. Reviving Ophelia 3. "Therapy must be a kind of reverse brainwashing. I attacked the anorexia. As she finished her meager lunch, I asked her questions that I learned to ask from psychologist David Eptson. 'If anorexia is your friend, why is he making you so tired and weak? Why is he encouraging you to do something that has made your periods stop and your hair fall out?' These questions surprised her and were not easy to dismiss. She said, 'I don't know what you mean.' I asked her to take home questions to think about, to write about. 'We will continue to explore the lies that anorexia has told you, the lies that are costing you your life.' I also told her I would work with her only if she agreed to stop her long-distance runs for now. I explained that these runs might trigger a heart attack. She resented my limits, but agreed. Work with Samantha proceeded laboriously. I assigned her consciousness-raising work. She was to look at models and movie stars and ask, Who picked this thin, passive type as our standard of beauty? I asked her to think about women she really respected. Were they weight- and appearance-conscious? With Samantha, as with most anorexic women, the biggest step was realizing that anorexia was not her friend but was her enemy, even her potential executioner. After that, she resisted its claims on her soul. One day Samantha came in and said that she realized that anorexia had lied to her. She said, 'He promised I would be happy when I was thin, and I'm miserable. He promised I would accomplish great things and I'm too tired to even do what I used to do. He promised I'd be healthy if I ran, and instead my bones ache from the pressure of my body. He promised me friends, and everyone is mad at me. Anorexia has stolen all the fun out of my life.' That day I felt that Samantha would recover" (178). Speaker: This is Mary Pipher quoting one of her patients that has had a revelation about her anorexia. Occasion: This passage is trying to illustrate one of the problems that many girls have today due to the society's idea of "beauty". Audience: This passage is meant for mostly parents to help them understand that anorexia has become a disease amongst adolescent girls. Purpose: The purpose is to show that even though this disease can be fatal and hard to overcome it is always possible to rise to the challege and beat it. Subject: This passage talks about one of the "addictions" that effects teenage girls the most because so many girls give way to much importance to their weight. Tone: The tone of this passage is serious because it is talking about something that is a life or death situaton but it is also very optimistic because she is sure this girl will get passed this. Organization: Mary Pipher uses broad topics for eah chapter and has different sections within each chapter that explains her points more specifically. Narrative Style: Everything Mary Piper used in her book is based on facts to help her support the main idea of her book. Evidence: She combines her experience with patients with scientifically proven studies to prove her points.
Jamie Yu This is my second time trying to post this and typing this out. The first time it did not work and got deleted somehow. Queen Bees and Wannabes You want to be the light-skinned girl with the good hair. You stare in the mirror and think, 'She's so beautiful. I wish I had her color skin. Why isn't my nose thinner? Why am I so ugly?' In my Dominican community where I teach, The girls are either very dark or light-skinned. The darker-skin girls are just like the African American girls. They touch the light-skinned girls' hair and say, 'I wish I had her hair. She's so pretty'" (Wiseman 168). S-The subject is racism differences and how it affects statuses of "Queen Bees" O-The occasion is a situation where darker-skinned girls are envious of lighter-skinned girls and how they put themselves down. A-The audience is most likely parents of teenage girls with racism problems in their home or school. P-The purpose of the passage is to show the thoughts of racism within teen girls. Also, it is to inform parents of the problems brewing in their daughters. S-The speaker is a girl named Sonia who has probably had first hand experience with the things she is talking about. Tone- The tone of the passage is intimate because she is familiar with the experiences of racism and is most likely either a teenage girl or has been.
Christopher Bruckel (Period 2) Queen Bees Wannabes "In our school there is a group of junior guys who act just like they're a group of middle-school girls. There's a Queen Bee that all the guys are afraid of. I'm not joking. They don't do anything without checking with him first. One day I saw one of the guys sitting outside on a bench waiting for class. I wanted to talk to him because we used to be a lot closer but since he's been hanging out with this guy he doesn't want to. So i came up to him and tried to talk to him and he wouldn't and he was all nervous. So I looked around and there was the guy coming over to our direction. It was so messed up. He used to be such a great guy and now he's so arrogant. It's really hard to believe he's the ame person and he'd let this guy have so much control over him.(Wiseman 275) S- The subject of this section is to show that guys act a lot like girls as well with a "Queen Bee". O- The occasion of this section is when a guy doesnt want to talk to a girl because the "cool" guy may not approve of her. A- The audience of this section is for girls everywhere who have the same problem. P- The purpose of this passage is to show that girls aren't the only ones who have "Queen Bee" problems, guys have it to, just in a different way. S- The speaker of this section is Ellie, age 17 who has had a first hand expirience in dealing with this. Tone- The tone of this passage is rejection. The girl feals rejected because the boy feels he is to cool to talk to her in front of his "Queen Bee".
Nicole Henson Queenbees Wannabes For all the difficult things i write about, early adolescence is an exciting time to be a girl. Some girls eagerly anticipate when they'll be old enough to have boyfriends and all the accompanying drama. But they're also cowards (which is totally understandable). They want to check out the whole boy thing and be involved in the drama, but without putting themselves on the front line. So in many different ways, girls push one another to be the first one to jump off the cliff. S- The subject of this passage is to show how girls will try to get others to do what they wont do themselves. O- The objective of this section is to show what terrible things girls will do to eachother. A- The audience of this passage is the parents of the girls that may have friends like this. P- The purspose of this section is to show paremts what may be happening to their daughters that they dont know. S- The speacker of this passage is the author who is trying to send a message to parents. Tone- The tone of this section is cowardly, girls forcing others to do dirty work.
"There is almost a longing in Brendon for the old-fashioned mode of high school, but the reality is that what he really wanted didn't exist after Homecoming. Underneath the class clown surface, he is lost as to how to weave the high school life he imagined, and he is unwilling to to work to make it happen. He still feels high school is for making memories, but he will have to seek his own. Courtney remains intent on having fun, and Charles remains firmly grounded in making his school 'the best it can be.' Of the three freshman, only Charles keeps his remote control on school; the others stay in the mainstream briefly, than decide to switch channels'" (Hersch 80).
Subject: The subject of the passage is the reality of high school in the eyes of a freshman in relation to the allusion of high school he perceived before entering his freshman year. Occasion: The occasion for which this passage was written was the Homecoming game at Brendon's high school. Audience: This audience may be directed at freshman teens who may be experiencing the same loss and conufusion in high school following the beginning of the year celebrations. Purpose: The purpose of the selection is to show different reactions in teenagers following the end of the beginning of the year festivities, when students are forced to enter the routine of less-exciting school days, and make their own memories. Speaker: The speaker is the teenage freshman, Brenden, who is commenting on his transition to high school throughout the course of the book.
Tone: The tone of this passage is didactic and matter of fact. Although the author is communicating the feelings of an individual, the way she presents his thoughts in this excerpt does not evoke any emotion.
1.Samantha Nguyen
ReplyDelete2.Queen Bees and Wannabes
3."Beware that apologies can be manipulated! Girls in lower positions in the social hierarchy apologize when they inadvertently challenge a more powerful girl. Then they aren't apologizing for something they did that hurt someone, they're apologizing for challenging the other girl's right to make her miserable" (Wiseman 228).
S-The topic of this passage is to warn parents that when their daughters apologize, their apologies can easily be manipulated.
O-The event in this passage can happen anywhere in the world, at any given school, place, time, and to any given person.
A-This passage is directed towards parents with daughters who may have to apologize to another girl that is higher in the social hierarchy.
P-The speaker's purpose for writing this passage is to inform parents that when their daughters are apologizing to someone else, their apologies may not be for the sake of hurting someone else. Instead, their apologizing because they feel like if they do not, they will not "fit in" or the clique they are in will never forgive them.
S-The speaker is the author of the story, Rosalind Wiseman.
T-The author's attitude towards the subject is very cautious; she does not want anyone to apologize for the wrong reason.
O-The author organizes this passage by starting very general, and then getting more and more specific as the situation gets more complex.
N-The writer reveals that when girls apologize to each other, it may not be for the right reason.
E-The type of diction that dominates this passage is very informative.
Sorry, I couldn't figure out how to make my own post.
ReplyDeleteCaroline Snyder
Hurt
"What I have to say about being a high schooler may seem confusing or contradictory. But then again, what about high school isn’t confusing and contradictory at times? First of all, I almost agree with parents when they say that their teen “knows everything”. I often feel like I know more than my mom and her not letting me do something is ridiculous. Teens reach a point where they will disregard what their parents say and will do what they want to do. Parents try to protect us because they think we are too young to make big decisions on our own. I firmly believe that you have to make your own decisions about things and learn from your own experiences to truly learn and grow. There’s no way I would feel the way I do about smoking, drinking, dating, and other relationships if it hadn’t been for my own experiences. Now, I know I just said how I believe I know a lot, but there is so much I don’t know. Lately I’ve realized how very much of a child I am. I have so much to learn, so much desire for consistency, and a great need for a happy, secure place I can call my home. I am not a child; I am much younger than that. So yes, this does contradict my frustration when I am spoken to as though I’m a child. This many not make much sense to you, but it doesn’t even always make sense to me.”
> Speaker - This passage is by a high school student
> Occasion - The passage is trying to explain what being a modern adolescent is like to an adult.
> Audience - This passage is meant for parents of adolescents.
> Purpose - This passage is meant to try to explain how a teenager can feel so independent but so dependent all at the same time.
> Subject - The subject of this passage is about being both wise and foolish during adolescence.
> Tone - The tone of this passage is earnest and confused.
Melissa Gahungu: Odd Girl Out
ReplyDeleteGirls use alliance building to short-circuit the link expected between anger and the loss of friendship. Victoria, interviewed by Brown and Gilligan, explains that when people get mad it helps to "pass [their feelings] on to someone else and it will keep on going around so everyone can pick corners." Kenya, a Ridgewood sixth grader, explained, 'They are mad at their friends, and their friend's mad at them, and they need to go find another friend and get to know them better and tell them about their problems, and maybe that will help another friendship to start.' In this way, alliance buildup becomes and event of friendship. It provides a way for girls to displace their aggression while remaining connected to others. No matter how intense the fight, a girl is assured of a friendship that will outlast it; the girls who rally to her side promise her that with their presence. In this way , the trials of conflict are transformed into a series of relationships to be negotiated, a skill at which girls excel...During alliance building, discussions spread like wildfire through circles of friends, growing in intensity until they dominate the day. 'First people tell each other; then they use the phone, then the Internet; it gets bigger and bigger; they cut and paste conversations [from instant messages],' recalled thirteen-year-old Rebecca at Marymount. One girl wins, her classmate Maria noted, when she 'gets people not to like the other one.'" (80-81).
-S:The subject is why girls gang up against each other
-O: This is an observation of how girls act when they are mad at each other.
-A:The text is directed to parents of girl who are getting bullied or parents of bullies.
-P:The purpose is th explain the reason why girl feel better putting each other down together.
-S:The voice telling the story is the author.You already know that the author is a woman but you can assume that the speaker is against girl bullying and is on a mission to stop it.
-T:The author's tone is sympathetic to the girls being bullied, since she was once bullied but still understands how the bullies feel.She was once put into a situation where she excluded her best friend.
O:The text is organized with true stories of girls she interviewed, and then an explanation of why the situation happened.
-N:The writer gives commentary on how she feels but then backs it up with polls and data.
-E:The diction is language that the girls she interviews use, which is dialog that isn't always grammatically correct because the don't know how to put their feelings in words.
http://eckertperiod3.blogspot.com/2010/10/soapstone-from-50-75-of-hurt-english-ii.html
ReplyDeleteBritny Gilfillan-Hurt
ReplyDelete"The stress is real and powerful, and yet few midadolescents see it as stress or even as a negative aspect of their lives. "It is what it is," one student told me when I asked why he was so tired. "I have to work, I have to be with my friends, I have to be up for practice, and I have to live my life. I'm doing okay, so don't hassle me... unless I snore in class." (138)
S: The subject is stress in the teenage life and how many don't notice their stress.
O: This is an observation of how this teen recognizes stress
A: It is directed at the parents of the teens and the teenagers.
P: The purpose is to show how many teenagers are stressed but hardly give their stress any thought or attention.
S: The speaker is the author, Chap Clark.
Tone: The tone of this passage is contemplative and didactic. The author recognizes that many teenagers are stressed due to their obligations and expectations, yet very few actually realize that they are stressed.
http://teddyh-renglish2h-teddy.blogspot.com/2010/10/teddy-h-r-english-2-honors-create-blog.html
ReplyDeleteTim Mauss (per. 4)
ReplyDeleteQueen Bees and Wannabes
"I spend so much time teaching girls abou the more hurtful aspects of cliques that it's easy to forget the positive aspects of girls' friendships. It's wonderful to see thme in the hallways giggling, laughing and walking with their arms flung around each other.I'm sure you feel reassured when your daughter gets invited to parties and sleepovers regularly... Every one of these joyful experiences has a devastating flip side" (152).
S: The distinction between the positive and negative effects of cliques.
O: This is an explanation that not all interactions are bad.
A: Directed at parents of teenagers.
P: The passage is meant to reassure parents that not everything that happens to their daughter is horrible, and life-changing.
S: The author speaks on a personal level to her audience.
T: The author is sympathetic towards worried parents.
O: Organized into paragraph form with anecdotes to help reinforce the topic.
N: The author gives specific examples to the reader.
E: The author uses anecdotes from her experience as supporting details for her statements.
http://jamesporterenglish2honorsperiod4.blogspot.com/2010/10/james-porter-blog-post-4-english-ii.html
ReplyDeletehttp://eckertpr3oddgirlout.blogspot.com/2010/10/period-3-english-blog-4.html
ReplyDeleteI didnt know how to make my own post either sorry
ReplyDeleteSajana De Silva
Queen Bees and Wannabes
"If your daughter gets an apology, theres one lst thing you have to teach her. Instead of saying,"Thats OK, Dont worry about it," she should say, "Thanks for the apology." This is critical. Because when you say it's OK, you are dismissing your feelings that you needed the apology in the first place. And one of the things I realized this year from working with a group of 8th grade girls is that a great way to know if someone is truly your friend is if, when they apologize to you, you believe it. And, if you apologize to them, they believe you too."(229)
Subject- The general topic is how to accept apologies.
Occasion- This is an observation of real and fake apologies.
Audience- This text is directed towards parents with daughters.
Purpose- The purpose is to inform the parent on how their child should send and receive apologies.
Speaker- Rosalind Wiseman, an author that teaches parents how to deal with their troubled teenage daughters.
Tone- The tone is matter-of-fact. She just tells you straight up.
Organization- This excerpt isn't organized in a specific way.
Narrative Style- The writer tells you straight up how your daughter should receive and send an apology.
Evidence- She has studied many teenagers. Also it says in the excerpt "from working with a group of 8th grade girls."
Odd Girl Out: Hidden Culture of Aggression in Girls
ReplyDelete"Even if a girl manages to avoid being on either end of a conflict, she may end up stuck in the middle of it, a position just as perilous. When its clear girls have no choice but to be drawn into conflict, many adapt by resorting to a skill they know well, one they have long observed in the adult women around them. Over a treachery of taking a side, they choose to be mediators, or what I call 'middle girls'" (Simmons 84).
S: The subject of this passage is about "middle girls" and how girls stay in the middle of a conflict to avoid taking sides.
O: This is an observation of girls behavior in the presence of a conflict and a critique because the author has an opinion. She says that the adult woman influence young girls in a negative way.
A: This passage is directed towards women who have or are around young girls. She mentions how they influence girls to be mediators.
P: The purpose of this passage is to provide one example of how girls get into arguments and broken friendships.
S:The speaker is the author. She is against the idea of mediators in an argument, and she demonstrates that through her word choice and tone.
Tone: The tone of this passage is judgmental,critical, and didactic. She is educating the reader, finding fault, and stating critical opinions toward '"middle girls.'"
Jai Chopra
ReplyDeletehttp://jaichoprablog1.blogspot.com/
Anayely Acosta
ReplyDeleteQueen Bees and Wanna Bees
"I'm sure it wouldn't surprise you that this girl typifies the classic definition of beauty: tall, thin, blond, and beautiful. If this girl- the one so many girls want to be like, the one girls envy- can feel unworthy, can you imagine what other girls feel? 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 your appearance, and what percentage of those 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."
S:The subject of this paragraph is that many girls put other girls in a high placement where they themselves can't reach and compare themselves to them and bring themselves down.
O:The description describes that teenage girls have put this image of a "perfect" girl installed in their head and believe if they don't look like that they start only seeing flaws within themselves.
A:This is directed to the parents of teenage girls to let parents know what girls think is "perfect" and why they always are insecure of themselves.
P:Wisemen wants to let parents know girls have an image of a "perfect" girl in their mind and compare themselves to her making themselves see flaws in themselves and convert it into insecurity.
S: Rosalind Wiseman is the speaker and she is specifying it to the parents of teenage girls.
T:The tone is sympathetic to teenage girls for making themselves insecure and compare themselves to this "perfect" girl they seem to imagine to be and not see the beauty of themselves.
Rikki Fearon
ReplyDeleteBook:Hurt
In ninth grade, I felt that having a lot of friends and being accepted were the most important things.I even conformed to their desires and dyed my hair pink, dressed somewhat punkish, and went to parties with rock music, smoking, and other activities.After awhile, I realized this was not me.It wasn't until eleventh grade that I broke away from that destructive group of friends and chose to hang out with others. My group of friends wasn't as big, but at least they were more like me.
-high school student
While a cluster is being developed, a subtle, almost imperceptible negotiation goes on among the members. The necessary rules, norms, values, and even narratives of the cluster that serve to bind the members together are all worked out prior to the cluster's formation. After these have been negotiated and established (again almost never through explicit dialogue or reflection), the members of the cluster tend to subordinate their own personal convictions, loyalties, and norms to the will of the collective whole. (80)
Speaker: The first passage is by the speaker the second is Clark explaining the process of the clusters formed by adolescents.
Occasion: This is the time of true bonding and tried relationships, it is the first step to finding one's place and creating a social home ground.
Audience: This passage is directed towards parents and those who work among our youth
Purpose: to break down the process of how adolescents find their place and sense of belonging among their countless peers.
Subject: The subject is our youth thought process and interactions towards one another and how they simultaneously circulate around one another until a proper niche is formed.
Tone: The tone is one of secrecy and formality.
1. Yashna Nandan
ReplyDelete2. Odd Girl Out
"A system that refuses to classify these behaviors as genuine aggression will look askance at complaints of indirect, social, and relational aggression. As a result, parents who confront girl bullying face an experience that, in its own way, can be as upsetting as their daughters'. In the absence of a public language to talk about bullying, it's hard to avoid inflammatory words like 'liar', 'sneaky', or 'manipulator.' As their daughters fear going public and facing retaliation, parents are afraid of being designated 'hysterical' or 'overinvested' by the school. And where girls must overcome the embarassment of low social status, parents may quietly worry over the role their errors might have played in their daughter's experience"(Simmons 203).
S- The subject of this passage is the role parents play in the bulliying of their daughters.
O- This is an argument, informing parents that the bullying of their daughters can have an indirect, yet profound effect on themselves.
A-This is directed to the parents of teenage girls who are being targeted by bullies.
P- Simmons is informing parents that the way they deal with their daughter's problems is crucial.
Tone- The author's tone is concerned; not only for the wellfare of the girls, but also for their parents.
***I could not figure out the blog. Sorry.
ReplyDeleteAlyssa Pepper
Queen Bees & Wannabes
"Lots of children and teens are extremely reluctant to tell their teachers when they are experiencing a problem like this. In my experience, the reason is because by third grade, many kids have been told by bullies not to tell or else their lives will get worse, and if and when they do tell, adults rarely know how to handle the problem effectively. They tell the kids to apologize, remind them of the community values posted on the walls, and leave it at that. But like I've said before, not all adults are useless. Your daughter needs to go through the process of learning when to go to an adult and which one to go to.
You need to go to a teacher if your daughter talks to the RMG (really mean girl) and the behavior continues or this problem has gotten too big for her to handle on her own. But just the thought of "tattling" or "snitching" will make many girls shut down because they are certain the RMG will want revenge if they do. Now, that's true if she doesn't have a good strategy and have good people to help her implement this strategy. But the reality is that if she doesn't do anything but hope the problems goes away, it probably won't and she's letting her tormentors have all the power. I'm guessing that your daughter, just like anyone else, doesn't want to go through life letting the bullies have all control" (pg 216).
Subject: The subject is why students are reluctant to tell their teachers their problems and when girls should go to their teachers for help.
Occasion: Rosalind Wiseman noticed that many girls do not go to their teachers for help for they are afraid that the problem would only get worse.
Audience: The passage is directed towards mothers so they can help direct their daughters to figuring out their problems.
Purpose: Because many girls do not want to admit to their teachers their problems, the author wants girls to feel comfortable telling their teachers problems that need to be resolved when their are no other options.
Speaker: The speaker is author Rosalind Wiseman who instructs mothers and their daughters off of her personal experiences and research.
Tone: Rosalind Wiseman expresses purely a factual tone. She does not show any feeling in the writing.
http://allisonwoyshnerperiod3.blogspot.com/2010/10/allison-woyshner-queen-bees-and-wanabes.html
ReplyDeleteSorry, I didn’t know how to make my own post.
ReplyDeleteKatarina Stiller
Hurt
“In our competitive and performance-driven world, by the time a child is in the fourth or fifth grade, ten or eleven years old, he or she has it or does not. For a variety of reasons, this message is not in and of itself enough to cause lasting damage to an adolescent. Some kids who are told they don’t have it become firmly committed to showing a coach, friend, or parent how wrong they are. Yet we have a long way to go in understanding how our intensity concerning sports has impacted our young, especially those who have been excluded from participation and denied a sense of personal worth because they developed late, were not able to contribute, or simply got in the way of a coach’s, a parent’s, or even a teammate’s drive to excel” (118).
S: The subject is the negative effect of youth sports when adults exclude children for their own benefit and the group’s as a whole.
O: This takes place in modern day throughout America. It is critical of society’s attitude and actions toward youth sports, and it focuses on the effects it has on kids.
A: It is directed towards adults who affect kids, including parents, coaches, and others involved with youth sports. It is for people who want to learn more about adolescents and improve their interactions with them.
P: The speaker criticizes society’s take on sports and kids. The author wants change and reform that will help kids, for he thinks youth sports can be damaging to them in how they are organized by adults.
S: The speaker is an adult, a parent that can somewhat identify with kids and wishes to help them by teaching adults about his observations. He believes society’s ways in youth sports can often be hurtful when the general opinion is that they are helpful towards kids. He is critical and urges change.
Tone: The author has a critical tone towards society. He thinks harshly of the poor actions of adults that could create serious consequences on the youth.
http://jacobthurber.blogspot.com/2010/10/english-period-3-blog-4.html
ReplyDeletehttp://reagan-english2honorssoapstone.blogspot.com/
ReplyDeletehttp://christinesmudde-english2h-per4.blogspot.com/2010/10/reviving-ophelia-christine-smudde-per4.html
ReplyDeleteI'm sorry I couldn't figure out how to make my own blog.
ReplyDeleteAvneet Kaur
Queen Bees & Wannabes
"For all the difficult things I write about, early adolescence is an exciting time to be a girl. Some girls eagerly anticipate when they'll be old enough to have boyfriends and all the accompanying drama. But they're also cowards... They want to check out the whole boy thing and be involved in many different ways, girls push one another to be the first one to jump off the cliff."
S: The author talks about how girls are excited, but scared to grow up because they want things like boyfriends, but they don't know what to expect.
O: This could be a critique or an observation because Rosalind Wiseman says that this is a difficult topic to discuss.
A: This text is definitely directed towards parents who don't know why their daughter is acting differently and changing her attitude.
P: The speaker is writing to show how girls transition to teenagers and what goes through their heads.
S: The speaker is the author, Rosalind Wiseman. She shows this by speaking in first person.
T: The author's tone is matter-of-fact and just straight forward with information.
O: The text is organized with personal stories after the factual information.
N: The writer reveals the insecurities of teenagers and what they go through.
E: She uses the evidence of lecturing at many schools and listening to many personal experiences.
Elizabeth Chelling p. 3
ReplyDeletehttp://elizabethchelling.blogspot.com
How do you do the blog thingy? Darn technology....
ReplyDeleteJake Weitz
"Queen Bees and Wannabes" by Rosalind Wiseman
DO ASK, DON'T TELL
It's very hard as a parent to hold your tongue when you can see your daughter being used or mistreated in a power play situation. You'll be sorely tempted to tell her what to do and summarily banish the mean girls who steamrolled her heart. But remember, these situations give her a chance to test her own strength, hew to her own standards, and affirm her self-sufficiency. And when your daughter is the steamroller, you'll be tempted to control her behavior by grounding her or taking away her privileges. That may be appropriate, but it's not enough. Your most important goal is not to punish her for her actions but instead to get her to to take responsibility for them(267).
Subject: The subject is girls who use words and actions to force other girls to do what they want and also use it to put girls down. It is one of the most malicious activities in "girl world."
Occasion: The author has seen this behavior before and is both shocked and appalled by it. She emphasizes the point that parents need to be extra sensitive when their daughters are the victims, and extra tough when their daughters are the perpetrators.
Audience: This passage is directed at mothers and fathers with girls between the ages of 10-18.
Purpose: The purpose of this piece is to let parents know how to deal with the stress that these girls endure, whether it is being bullied or bullying, this passage tells the parents what to do.
Speaker: Rosalind Wiseman guides us with her ever-present mother's hand, slowly steering us through the treacherous passages of "girl world" with her experienced and well-weathered words.
Tone: Her tone is serious, because she has dealt with this sort of thing before and it is a very serious subject.
http://bryanhblog1.blogspot.com/2010/10/blog-1-boys-adrift.html
ReplyDeletehttp://english2hblog4.blogspot.com/2010/10/blog-post-4-english-2-honors.html
ReplyDeletehttp://jonathanserrano28.blogspot.com/2010/10/blog-5-period-4-english-2-h.html
ReplyDeletehttp://thegentleminh.blogspot.com/2010/10/soapsstone-of-reviving-ophelia-from-50.html
ReplyDeletehttp://strawberriesinufo.blogspot.com/2010/10/eunice-rah-english-blog-102110.html
ReplyDeleteBryan Ruiz =)
ReplyDeletehttp://bryan-ruiz-soapstone-english2h-p2.blogspot.com/2010/10/blog-4-soapstone.html
http://conradjin.blogspot.com/2010/10/blog-4.html
ReplyDelete1.Kaitlyn Braden (per 3)
ReplyDelete2. Odd Girl Out
3. ‘Even if a girl manages to avoid being on either end of the conflict, she may end up stuck in the middle of it, a position just as perilous. When it’s clear girls have no choice but to be drawn into the conflict, many adapt y resorting to a skill they know well, on they have long observed in the adult women around them. Over the treachery of taking a side, they choose to be mediators, or what I call “middlegirls”.
When a girl’s friends are the two people fighting, being in the middle is often the riskiest place. With both girls lobbying for a friends support, both friendships can become endangered, or destroyed. Julia from Arden explained, ”If you have best friends, you feel you have to pick sides. [But] if you pick one side, the other girl’s starts whispering. You feel defeated and you want to give up. You become the one at fault.” What’s more, suballiances can develop, increasing pressure on a girl in the middle to act. “Then there are so many people against you,” Stacy said,”and you just get defeated and stop”’(Simmons 84).
S-The subject of this passage is about “middlegirls”, who are the friends struggling to remain neutral between two fighting friends.
O-The occasion of this passage is an observation and an argument about the present conflicts of girls trying to bring their friends together.
A-This passage is directed towards parents primarily mothers wanting to understand their daughters fighting.
P-Simmons purpose is to explain the roles the friend outside the conflict must play to stay neutral and bring her friends back together. Simmons also argues that that “middlegirl’s” is difficult and unfair is unavoidable. Also, Simmons argues and explains that girls resort to being neutral because of their influence of their parents.
S-The speaker of this passage is narrated by Simmons in third person.
T-Because she states that the “middlegirl” reluctantly can’t avoid conflict and describes her job as risky, Simmon’s tone towards the “middlegirl” in this passage is sympathetic. Her tone is also indignant towards the injustice thrust upon the “middlegirls” by the fighting friends.
http://paigewhiteblog4.blogspot.com/2010/10/english-2-honors-blog-post-4-all.html
ReplyDeleteI couldnt figure the blog thing out. Sorry...
ReplyDeleteJacob Andreasson
Boys Adrift
"We are now seeing a rise in violent crime committed by young men. I suggest that one of several factors driving the current rise in crime may be our collective neglect of this transition to adulthood. Teenage boys are looking for models of mature adulthood,but we no longer make any collective effort to provide such models"( Sax 167 ).
S- The subject is that may male teenagers today do not have a strong male influential figure in there lives and this can result in them committing crimes.
O- The objective is to encourage adult men to step into a troubled teenagers life and hopefully steer them on the right path.
A- The audience is intended to be adult males.
P- The authors purpose for this excerpt is to hopefully decrease the number of crimes made by young males.
Tone- The tone in this paragraph is hopeful and is looking towards a bright future.
1. Megan Geer
ReplyDelete2. Queenbees and Wannabes
3. "Ho. Freak. Skank. Whatever. There are few other words that carry so much weight, have so much baggage, and control a girl's behavior and decision making more. One of the biggest difficulties in my work is encouraging girls to be proud of their developing sexuality while making sure they understand how vulnerable they are in a world that constantly wants to exploit their sexuality" (Wiseman 204).
4. S- the subject is the reputation that girls can have as being a slut and why they may have this reputation.
O- This passage takes place in the modern middle/highschool environment.
A- This passage is directed at both teenage girls, but for the most part, to the parents of a "slut".
P- This passage is used to inform the parents of a "slut" why they have acquired this reputation.
S- The author is a well educated woman that has had a lot of experience dealing with teenagers and what they are going through During this time in their lives.
Sorry i forgot the speaker...
ReplyDeleteS- The speaker is Leonard Sax, a psychologist and physician who studies the lives of todays teenagers.
Kristin Kenneally
ReplyDeletehttp://kristinkenneallyenglishblog.blogspot.com/2010/10/50-75-blog.html
Lynea Baudino
ReplyDeleteHurt: Inside the World of Today’s Teenagers
The above true story hints at what every high school student has experiences on some level throughout his or her athletic career. The pressure is intense – to compete, to excel, to perform, and to remain in the game. By the time an athlete gets to high school, his or her chance of participation, much less success, in a sport has been all but settled. Certainly, an outsider could catch the eye of a coach and be catapulted above other to participation. But in most high school sports, the main players are set even before the season begins. The ones who are safely nestled into the security of a starting spot are called jocks, and most of them wear the badge proudly.
Yet in comparing this view to both the conversations I had with athletes and nonathletes and the observations I made during practices and at sporting events, I found that few students participate in activities because they get exercise, make friends, and so on. Certainly, some of these aspects become side benefits along the way, but for the most part, by the time athletes get to high school, the level of expectation and the pressure to perform make their participation an all-consuming commitment. For many athletes, even the nice and concerned coaches can be hardheaded, demanding, and, while rhetorically committed to what is best for each student, ultimately more concerned with what is best for the team. (p.115)
S: The subject is how sports, specifically in high school, have gone from very loose and fun activities to very serious and thought out.
O: high school sports have gotten very competitive
A: People who can relate such as high school students, coaches, and even parents who once did play a sport in high school. Someone involved or interested on the views of how high school sports have evolved.
P: Purpose is to relate to how much more seriously activities are being taken specifically those in high school and that now instead of just a game it’s purpose is to be taken very seriously and strict.
S: Clark who may and may not have played a sport in high school but still seems to hand a well intended understanding on the matter though it may be a little severe.
Tone: The tone seems very straight forward and matter of fact and a bit criticizing, putting a lot of weight on the shoulders of adults who influence on teach kids about sports. It’s also very informative.
1. Ellen Saba (Per 2)
ReplyDelete2. Odd Girl Out
3. " It is time to own our own feelings- to own up, as author Rosalind Wiseman would say. It is time, in all seriousness, to get in touch with our inner bully.
When we hide natural feelings of competition, jealousy, anger, and resentment, we lie to each other and ourselves. Our friendships, as so many of us know, pay the price." (Simmons 152)
> Speaker – This passage is about a grown woman expressing her knowledge upon the natural feelings of teen girls.
> Occasion – The passage is trying to explain how is you are involved in any type of bullying, you need to face it and know your wrong.
> Audience – This passage is meant for parents and teens.
> Purpose – The passage is explaining the punishment for bullying.
> Subject - The subject of this passage is about being both jealous and unaware of your actions
> Tone - The tone of this passage is focused and matter-o-fact.
Raychel Ruiz
ReplyDeletehttp://eckertper3raychel.blogspot.com/2010/10/raychel-ruiz-period-3-queen-bees-and.html
Paulina Saracco
ReplyDeletehttp://paulinasaracco.blogspot.com/
Nick Sweeting
ReplyDeletePer.2
http://nicksweetingblog.blogspot.com/2010/10/blog-1-boys-adrift.html
http://semileeq.blogspot.com/2010/10/eckert-blog-4-102110.html
ReplyDelete1. Emma Slavitt
ReplyDelete2. Hurt by Chap Clark
3. “Many if not most midadolescents have been set adrift by parental and familial authorities, and they are operating as if they are on their own. This reality penetrates the behavior and worldview of all midadolescents, even those whose parents are actively involved and committed to providing a stable environment, because they learn from their peers (and the media) that there are many ways to parent. Many adolescents, even those from involved and nurturing homes, may take advantage of the freedoms and lack of rules characteristic of students who are on their own. This is noteworthy because it has been shown that the familial environment contributes to delinquency in all its form” (Clark 108).
4. S: The general idea of the above quote is stating that despite how a “midadolescent” is raised, the media and ones peers still can and most likely will have a more apparent influence on oneself.
O: This is an observation from Chap Clarks perspective and view.
A: This passage is directed to a parent or guardian of a teenager.
P: The purpose of the passage is to make parents aware of their child’s behavior and to ensure that it is not the parent, but strictly the child and the environment in which they, the child, are choosing to be a part of.
S: Chap Clark is narrating the passage.
T: The author’s tone in this passage is didactic, erudite, forthright, and sincere in his opinion.
O: The text is organized by section divided into topics amongst the more general subjects.
N: The “story” is told from Chap Clark’s perspective and from his research and years of observation.
E: Authoritative diction controls this passage.
I was absent, so I don't know how to do the blog thing...
ReplyDeleteMatt Goulding
Born to Buy
"As with many other trends in the great push to sell stuff to kids, schools have gotten sucked into the business of for-profit research. In addition to the six-month effort conducted by Noggin, journalists have uncovered examples of the market researchers' being let into schools to conduct focus groups and interviews during school hours. I found evidence of extensive use of school time to conduct quantitative surveys on thousands of children." (Schor 113)
4. S- The subject is that schools are wasting time allowing researchers to ask kids questions.
O- This passage takes place in American schools throughout the country.
A- The passage is directed to parents of the children at school who are at risk of being used.
P- The purpose of the passage is to inform parents that corporations are advertising and researching through schools and other public areas.
S- The speaker is a women who is an expert in advertising techniques an d she wants to alert parents about what corporations are doing to manipulate children.
T- The tone of Schor is very stern and serious to show the parents how valid the threat of corporations leaking into public establishments.
Hailey Harn
ReplyDeleteQueen Bees and Wannabes
"What if I feel like i can't trust people because they'll make fun of me. But I have so much on my chest. What do I do?
Just like it's not good to distrust all people, it's not good to trust all people. So overall, it's never good to make judgments that begin with 'all... and always'because both are rarely true. What you need to do is write a list of any people you think are trustworthy and slowly build relatilonships with them- both people your own age and adults. From that list you need to find someone you feel comfortable sharing your problems with" (Wiseman 262).
S: The subject is how to deal with venting, and to whom you should vent your feelings. Wiseman explains a helpful process for this situation.
O: The occaision is Wiseman's opportunity to give advice on the topic of sharing one's feelings with others.
A: The audience is teenage girls who need somebody to turn to in their times of stress, need, or worry.
P: Wiseman's purpose is to encourage girls to find somebody they are comfortable talking to, rather than just bottling up their feelings. She helps girls find these people, so they may continue a successful life.
S: The speaker is Rosalind Wiseman, who is guiding girls to have a better life by letting out their bottled up feelings and emotions.
Tone: The tone of the passage is one of care and compassion. Wiseman understands that girls need somebody to turn to for good talks, and so she caringly shares strategies on how to seek out this perfect person.
Sorry, but I could not find out how to make my own blog either.
ReplyDeleteAndrew Woyshner (period 3)
Queen Bees and Wanabees
“It’s very hard as a parent to hold your tongue when you can see your daughter being used or mistreated. You’ll be sorely tempted to tell her what to do and summarily banish the evil trolls who steamrolled her heart. But remember, these situations give her a chance to test her own strength, hew to her own standards, and affirm her self-sufficiency. Let our daughter come to her own realizations. Beyond the Bill of Rights for Friends, sometimes a simple question-‘Is this the way a real friend would treat someone?’-is all you need to ask. And when your daughter is the steamroller, you’ll be tempted to control her behavior by grounding her or taking away her privileges. That may be appropriate, but it’s not enough. Your most important goal is not to punish her for her actions but to get her to take responsibility for them” (173-174).
S: The passage is about the way parents feel when their daughter is either being mistreated or mistreating other people.
O: It takes place in present times at a school where adolescent girls are mistreating each other. It is an argument to make parents not respond to the urges they feel when this is happening to their daughters.
A: The audience of the passage is meant to be any parents who have daughters in one of these situations.
P: This passage is to persuade parents who feel urges to protect their daughters from the mistreatment of their peers to not act upon these urges and to let their daughters learn to take care of themselves and to fight their own battles. It is also directed to parents of daughters who do the mistreating. It tells them to let their daughters take responsibility for their own actions.
S: The speaker is the author, Rosalind Wiseman, and she has experience with many girls who have gone through these types of situations. She knows what will happen to the girls if the parents act or not upon their parenting urges described in the passage.
Tone: The author has a contemplative tone because she has spent much time studying the situations the girls are in, thinking about what the parents had to do with the girls’ decisions, and reflecting on her decisions before writing them in this passage. She demonstrates the careful studies she did by sharing her results and giving advice to the parents.
http://nikithomasonblog4.blogspot.com/2010/10/queen-bees-wanna-bees-blog-4.html
ReplyDeletehttp://jaredhongblog.blogspot.com/
ReplyDeletehttp://allisong714.blogspot.com/2010/10/allison-gibson-per.html
ReplyDeletehttp://wujulia.blogspot.com/2010/10/odd-girl-out-by-rachel-simmons-blog-5.html
ReplyDelete*I also posted a comment just in case the post didn't work out
ReplyDeleteAllison Gibson (per.3)
Queen Bees and Wannabes
"Unfortunately, parents often have difficulty seeing their daughters markers for what they are- a wealth of information about her and the key to knowing how and when to reach out to her. When their daughters suddenly makes different choices about her appearance, parents take it so personally that they literally can't see what's in front of them. Unless she feels that she isn't getting enough attention from you, the way she dresses and does her hair usually has nothing to do with you until you freak out about it and get into a huge fight!. Many parents see these displays as a sign of disrespect toward them. They're not. They are expressions of identity. Your children want your affirmation. They want you to be proud of them and the choices they make. They want to be accepted by you for who they are, bad clothes and strange makeup included. If you don't accept he, she'll think you're squashing her, which will make her feel rejected at the precise time in her life when creating and exploring her sense of self through her image is her greatest priority. When you tell her that her tongue piercing is distracting(and you're a little worried about the dental bills), you may believe you're only looking out for her best interests, but she can't hear what you're saying. Instead, she hears that you don't accept who she is or what she stands for. That's why she fights back so hard. She feels as if she's fighting for her soul, that you're denying the person she is. Also be careful: if you freak out, you'll convince her that the only people who unconditionally accept her are her clique." (158)
S- The subject of this passage is teen girls who are going through a point in their life when they want to feel accepted by everyone but mainly their parents.
O- The occasion would be when your daughter is trying out a new look or she dresses and acts a certain way in which she feels she is expressing her sexuality and the parents don't feel the same way as to why she is acting or doing the things she is doing.
A-The audience would be a mom or dad who has a daughter who is around the age of 14 to 18 and are going through a time of when they feel they need to fit in and look and act perfect.
P-The purpose of writing this passage is to explain to parents how their daughters feel when they react the way they do and how they take it the wrong way unless you explain it to them.
S-The speaker of this passage is the author Rosalind Wiseman who is expressing her feelings of how parents should act towards their daughters.
http://andrewchoeckert3.blogspot.com/2010/10/andrew-cho-blog-period-3.html
ReplyDelete*I also posted a comment just in case the post didn't work out
ReplyDeleteAllison Gibson (per.3)
Queen Bees and Wannabes
"Unfortunately, parents often have difficulty seeing their daughters markers for what they are- a wealth of information about her and the key to knowing how and when to reach out to her. When their daughters suddenly makes different choices about her appearance, parents take it so personally that they literally can't see what's in front of them. Unless she feels that she isn't getting enough attention from you, the way she dresses and does her hair usually has nothing to do with you until you freak out about it and get into a huge fight!. Many parents see these displays as a sign of disrespect toward them. They're not. They are expressions of identity. Your children want your affirmation. They want you to be proud of them and the choices they make. They want to be accepted by you for who they are, bad clothes and strange makeup included. If you don't accept he, she'll think you're squashing her, which will make her feel rejected at the precise time in her life when creating and exploring her sense of self through her image is her greatest priority. When you tell her that her tongue piercing is distracting(and you're a little worried about the dental bills), you may believe you're only looking out for her best interests, but she can't hear what you're saying. Instead, she hears that you don't accept who she is or what she stands for. That's why she fights back so hard. She feels as if she's fighting for her soul, that you're denying the person she is. Also be careful: if you freak out, you'll convince her that the only people who unconditionally accept her are her clique." (158)
S- The subject of this passage is teen girls who are going through a point in their life when they want to feel accepted by everyone but mainly their parents.
O- The occasion would be when your daughter is trying out a new look or she dresses and acts a certain way in which she feels she is expressing her sexuality and the parents don't feel the same way as to why she is acting or doing the things she is doing.
A-The audience would be a mom or dad who has a daughter who is around the age of 14 to 18 and are going through a time of when they feel they need to fit in and look and act perfect.
P-The purpose of writing this passage is to explain to parents how their daughters feel when they react the way they do and how they take it the wrong way unless you explain it to them.
S-The speaker of this passage is the author Rosalind Wiseman who is expressing her feelings of how parents should act towards their daughters.
I've also done what Allison has done. I posted the address to my blog and I'm posting the passage and response itself on here in case it doesn't work out.
ReplyDeleteHurt: Inside the World of Today's Teenagers by Chap Clark
"I discovered something else during this study. The jocks no longer occupy the highest rung on the status ladder .The historically definable and clearly observable social ladder is being dismantled in favor of a web of social influence. In the school where I conducted this study, athletics still mean a great deal, hundreds of people attend sporting events, and sports are still seen as somewhat cool. But even at this school, jocks' influence has waned. They are no more esteemed than any other group, including the band. Students no longer put up with the stereotype that athletes rule the school, and perhaps in a subconscious attempt to get back at the childhood athletic systems that hurt them, many nonathletes disdain jocks. I came to this study being drawn to and even slightly defensive of those with whom I felt comfortable in high school. In my case, I was aligned with the athletes. In this chapter, it may appear that I am taking a hard line against successful athletes. My original bias notwithstanding, I am determined not to take a stand for or against any individual or group of adolescents. I am equally concerned about those who have been rejected by the competitive world of sports and those who by innate design, hard work, or both have achieved athletic prowess. The former's pain and disappointment are obvious and easily documented by anyone who would but look at life through their eyes. The latter's struggles lie far deeper, but I am convinced that even the top stars feel pangs of loneliness and insecurity as the result of being raised in a culture in which athletic excellence is measure only by the last pass, kick, or basket. It is not some who have suffered at the hands of a culture of abandonment when it comes to the decay of play and fun." (119-120)
S: The subject of this passage is that while jocks were previously regarded as being at the top of the high school social ladder, they are slowly coming down the social ladder and being regarded as equal to the rest of the social groups in high school.
O: The occasion is when someone wishes to inform of the change in the social structures in high school or more specifically of the waning of the influence of high school athletes.
A: The audience is high school athletes and nonathletes as well as their educators and their parents.
P: The purpose is to warn athletes currently in high school that their influence is slowly waning and to inform the educators at high schools of the change in the social ladder at their school.
S: The speaker is Chap Clark Ph.D who is an associate professor of youth, family, and culture at Fuller Theological Seminary.
Tone: The tone of this passage is somewhat matter-of-fact as well as a somewhat contemplative tone with a hint of a didactic tone.
No other options given
ReplyDeleteRyan O'Neil (Period 4)
Born to Buy
"The critics are on stronger ground when they claim that children need some violent content as a way of working through their fears and passions. This is a classic interpretation of the function of fairy tales and other works of culture... He writes that many children use violent content constructively, as an important emotional outlet. And he argues that we need a more sophisticated understanding of the links between content, emotion, and behavior" (Schor 139).
S: The subject of this paragraph shows that kids are always going to be exposed to violent actions, no matter where they live. Therefore, they should be exposed to mild violence such as comics.
O: The Occasion is written as if it were a critique. This is because the author is talking about the way that some events will show many different aspects.
A: The audience for this excerpt if in my mind for an adult or new parent. This is due to the fact that it seems to be giving them information that will help them to raise their kids properly.
P: The purpose is to show that kids will always be exposed to violent actions, no matter where they go to try and escape them.
S: The speaker is the author that is speaking as a critic who is showing the many instances and realization of many unwanted events.
Tone: The most obvious tone of this passage is critical. However, there may be a sense of melancholy because there is a shift in the authors views on life. Now she is criticizing her own words and is starting to feel depressed and self-beaten.
http://borntobuysoapstoneblog4.blogspot.com/
ReplyDelete*I forgot to add tone and sorry for all the posts it said it didn't work so I did it again so it posted twice
ReplyDeleteTONE- the tone of this passage would be critical and also harsh towards how the parents should talk to their daughters.
http://losalfootball52.blogspot.com/2010/10/born-to-buy.html
ReplyDeleteAlex Griego
ReplyDeletePer. 2
-Hurt-
http://alexgriego.blogspot.com/2010/10/hurt-by-chap-clark-alex-griego-per.html
http://monikanarula-blog1.blogspot.com/2010/10/reviving-ophelia.html
ReplyDelete1. Kaila Sells
ReplyDelete2. Reviving Ophelia
3. “Beauty is the defining characteristic for American women. It’s the necessary and often sufficient condition for social success. It is important for women of all ages, but the pressure to be beautiful is most intense in early adolescence. Girls worry about their clothes, makeup, skin and hair. But most of all they worry about their weight. Peers place an enormous value on thinness”(183).
4. S-Adolescent girls often value their appearance in an excessive way.
O-The author is reflecting about a problem that she often sees in cases. She mentions this problem because it can lead to many other problems in a girl’s life.
A-The passage is directed toward anyone who has an adolescent daughter or anyone who deals with teenage girls.
P-The author wants to inform people of this unhealthy habit and why beauty is so important to teenage girls.
S-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.
T-The tone of this passage is matter-of-fact. She simply states a common issue with teenage girls. She also sounds critical of this unhealthy habit that so many girls engage in.
O-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
N-She describes several of her cases about the same subject. The patients in theses cases have common issues. She then analyzes the cases, first individually and then she compares them to other situations.
E-The book is based on her research as a psychologist. She explains her cases with just the dry facts, and then analyzes and compares them to other cases she has seen.
http://qbwbenglish2h.blogspot.com/2010/10/english-2-honors-period-4-post-4.html
ReplyDeleteSorry Ms. Eckert I could figure out the whole blog thing.
ReplyDelete1. Sofia Roberts (period 4)
2. Reviving Ophelia
3. "Therapy must be a kind of reverse brainwashing. I attacked the anorexia. As she finished her meager lunch, I asked her questions that I learned to ask from psychologist David Eptson. 'If anorexia is your friend, why is he making you so tired and weak? Why is he encouraging you to do something that has made your periods stop and your hair fall out?' These questions surprised her and were not easy to dismiss. She said, 'I don't know what you mean.' I asked her to take home questions to think about, to write about. 'We will continue to explore the lies that anorexia has told you, the lies that are costing you your life.' I also told her I would work with her only if she agreed to stop her long-distance runs for now. I explained that these runs might trigger a heart attack. She resented my limits, but agreed. Work with Samantha proceeded laboriously. I assigned her consciousness-raising work. She was to look at models and movie stars and ask, Who picked this thin, passive type as our standard of beauty? I asked her to think about women she really respected. Were they weight- and appearance-conscious? With Samantha, as with most anorexic women, the biggest step was realizing that anorexia was not her friend but was her enemy, even her potential executioner. After that, she resisted its claims on her soul. One day Samantha came in and said that she realized that anorexia had lied to her. She said, 'He promised I would be happy when I was thin, and I'm miserable. He promised I would accomplish great things and I'm too tired to even do what I used to do. He promised I'd be healthy if I ran, and instead my bones ache from the pressure of my body. He promised me friends, and everyone is mad at me. Anorexia has stolen all the fun out of my life.' That day I felt that Samantha would recover" (178).
Speaker: This is Mary Pipher quoting one of her patients that has had a revelation about her anorexia.
Occasion: This passage is trying to illustrate one of the problems that many girls have today due to the society's idea of "beauty".
Audience: This passage is meant for mostly parents to help them understand that anorexia has become a disease amongst adolescent girls.
Purpose: The purpose is to show that even though this disease can be fatal and hard to overcome it is always possible to rise to the challege and beat it.
Subject: This passage talks about one of the "addictions" that effects teenage girls the most because so many girls give way to much importance to their weight.
Tone: The tone of this passage is serious because it is talking about something that is a life or death situaton but it is also very optimistic because she is sure this girl will get passed this.
Organization: Mary Pipher uses broad topics for eah chapter and has different sections within each chapter that explains her points more specifically.
Narrative Style: Everything Mary Piper used in her book is based on facts to help her support the main idea of her book.
Evidence: She combines her experience with patients with scientifically proven studies to prove her points.
Jamie Yu
ReplyDeleteThis is my second time trying to post this and typing this out. The first time it did not work and got deleted somehow.
Queen Bees and Wannabes
You want to be the light-skinned girl with the good hair. You stare in the mirror and think, 'She's so beautiful. I wish I had her color skin. Why isn't my nose thinner? Why am I so ugly?' In my Dominican community where I teach, The girls are either very dark or light-skinned. The darker-skin girls are just like the African American girls. They touch the light-skinned girls' hair and say, 'I wish I had her hair. She's so pretty'" (Wiseman 168).
S-The subject is racism differences and how it affects statuses of "Queen Bees"
O-The occasion is a situation where darker-skinned girls are envious of lighter-skinned girls and how they put themselves down.
A-The audience is most likely parents of teenage girls with racism problems in their home or school.
P-The purpose of the passage is to show the thoughts of racism within teen girls. Also, it is to inform parents of the problems brewing in their daughters.
S-The speaker is a girl named Sonia who has probably had first hand experience with the things she is talking about.
Tone- The tone of the passage is intimate because she is familiar with the experiences of racism and is most likely either a teenage girl or has been.
Christopher Bruckel (Period 2)
ReplyDeleteQueen Bees Wannabes
"In our school there is a group of junior guys who act just like they're a group of middle-school girls. There's a Queen Bee that all the guys are afraid of. I'm not joking. They don't do anything without checking with him first. One day I saw one of the guys sitting outside on a bench waiting for class. I wanted to talk to him because we used to be a lot closer but since he's been hanging out with this guy he doesn't want to. So i came up to him and tried to talk to him and he wouldn't and he was all nervous. So I looked around and there was the guy coming over to our direction. It was so messed up. He used to be such a great guy and now he's so arrogant. It's really hard to believe he's the ame person and he'd let this guy have so much control over him.(Wiseman 275)
S- The subject of this section is to show that guys act a lot like girls as well with a "Queen Bee".
O- The occasion of this section is when a guy doesnt want to talk to a girl because the "cool" guy may not approve of her.
A- The audience of this section is for girls everywhere who have the same problem.
P- The purpose of this passage is to show that girls aren't the only ones who have "Queen Bee" problems, guys have it to, just in a different way.
S- The speaker of this section is Ellie, age 17 who has had a first hand expirience in dealing with this.
Tone- The tone of this passage is rejection. The girl feals rejected because the boy feels he is to cool to talk to her in front of his "Queen Bee".
http://lisafast.blogspot.com/
ReplyDeleteNicole Henson
ReplyDeleteQueenbees Wannabes
For all the difficult things i write about, early adolescence is an exciting time to be a girl. Some girls eagerly anticipate when they'll be old enough to have boyfriends and all the accompanying drama. But they're also cowards (which is totally understandable). They want to check out the whole boy thing and be involved in the drama, but without putting themselves on the front line. So in many different ways, girls push one another to be the first one to jump off the cliff.
S- The subject of this passage is to show how girls will try to get others to do what they wont do themselves.
O- The objective of this section is to show what terrible things girls will do to eachother.
A- The audience of this passage is the parents of the girls that may have friends like this.
P- The purspose of this section is to show paremts what may be happening to their daughters that they dont know.
S- The speacker of this passage is the author who is trying to send a message to parents.
Tone- The tone of this section is cowardly, girls forcing others to do dirty work.
I figured it out.
ReplyDeletehttp://jessicajenkinsenglishperiod2.blogspot.com/2010/10/blog-5.html
I didn't know we had to post a comment with our web address.. if you look at my post i completed it on friday. Thank you.
ReplyDeletehttp://neelzorr.blogspot.com/2010/10/post-5-english-honors-per-2.html
"There is almost a longing in Brendon for the old-fashioned mode of high school, but the reality is that what he really wanted didn't exist after Homecoming. Underneath the class clown surface, he is lost as to how to weave the high school life he imagined, and he is unwilling to to work to make it happen. He still feels high school is for making memories, but he will have to seek his own. Courtney remains intent on having fun, and Charles remains firmly grounded in making his school 'the best it can be.' Of the three freshman, only Charles keeps his remote control on school; the others stay in the mainstream briefly, than decide to switch channels'" (Hersch 80).
ReplyDeleteSubject: The subject of the passage is the reality of high school in the eyes of a freshman in relation to the allusion of high school he perceived before entering his freshman year.
Occasion: The occasion for which this passage was written was the Homecoming game at Brendon's high school.
Audience: This audience may be directed at freshman teens who may be experiencing the same loss and conufusion in high school following the beginning of the year celebrations.
Purpose: The purpose of the selection is to show different reactions in teenagers following the end of the beginning of the year festivities, when students are forced to enter the routine of less-exciting school days, and make their own memories.
Speaker: The speaker is the teenage freshman, Brenden, who is commenting on his transition to high school throughout the course of the book.
Tone: The tone of this passage is didactic and matter of fact. Although the author is communicating the feelings of an individual, the way she presents his thoughts in this excerpt does not evoke any emotion.
Luke Weiser
ReplyDeletehttp://weiserblog1.blogspot.com/2010/10/blog-5.html
It was wondering if I could use this write-up on my other website, I will link it back to your website though.Great Thanks. signs of cancer
ReplyDelete