Figurative Language In Sandra Cisneros's 'Eleven'

The most important lesson for Rachel that comes out of this situation is that after wearing the disgusted sweater she has become even older, and it was tied to the experience instead of the birthday itself. She understands that it is the challenge she needs to grow up faster as she will receive additional benefits of behaving the way she wants and resisting to the outside irritators. As for the literature techniques, the author applies language, diction and symbolism to reveal the issues of experience, aging, knowledge, power, authority and freedom. The discovering is gaining age are conveyed with the help of the memories of eleven-year-old girl on her birthday. Rachel resists her humiliation from Mrs. Pierce, and that is the exact moment when her “smart eleven” comes as well[2].

You can see how Maria’s El Salvador is empty of people, full only of romantic ideas. Jose Luis’s image of El Salvador, in contrast, totally invokes manufactured weapons; violence. Maria’s “self-projection elides Jose Luis’s difference” and illustrates “how easy it is for the North American characters, including the big-hearted María, to consume a sensationalized, romanticized, or demonized version of the Salvadoran or Chicana in their midst” (Lomas 2006, 361). Marta Caminero-Santangelo writes: “The main thrust of the narrative of Mother Tongue ... continually ... destabilize[s] the grounds for ... a fantasy of connectedness by emphasizing the ways in which [Maria’s] experience as a Mexican American and José Luis’s experiences as a Salvadoran have created fundamentally different subjects” (Caminero-Santangelo 2001, 198). Similarly, Dalia Kandiyoti points out how Maria’s interactions with José Luis present her false assumptions concerning the supposed “seamlessness of the Latino-Latin American connection” (Kandiyoti 2004, 422). So the continual misinterpretations of José Luis and who he really is and has been through on Maria’s part really show how very far away her experiences as a middle-class, U.S.-born Chicana are from those of her Salvadoran lover. This tension and resistance continues throughout their relationship.

In “Eleven”, written by Sandra Cisneros, Cisneros uses literary techniques such as diction and imagery to characterize Rachel’s character during her transition from age ten to age 11. These literary techniques help to describe how Rachel feels in certain situations while also explaining her qualities and traits. Through the use of these literary techniques Cisneros also collaborated on Rachel’s feelings when she was other ages and how she felt at that time during her life.

Can you imagine a world where if you were different you were isolated from everyone else? Can you imagine a world where growing up creates extra hardships and loneliness? We have created that world. We have grown into the mindset that small differences make us bad. We have created a world where extra problems are created for young children as they grow older and that they have to grow up so fast. The sci-fi novel The Girl With Silver Eyes by Willo Davis Roberts and The short story Eleven by Sandra Cisneros introduces the concepts of loneliness, isolation, and maturity(immaturity), through the struggles of Katie and Rachel. In Sandra Cisneros short story Eleven and in Willo Davis Roberts sci-fi novel The Girl with Silver Eyes Sandra

One of the literary devices that Rachel use the most is simile. Similes like “the way you grow old is kind of like an onion or rings inside a tree trunk or like my little wooden dolls that fit one another” (paragraph 3) and “I wish I didn’t have only eleven years rattling inside me like pennies in a tin Band-Aid box” (paragraph 5) reveals that Rachel doesn’t act the way her age should be. She constantly wish that she was one hundred and two instead of the age she is now because she believe that she can handle different situation better if she was at that age. Near the end of the story after being falsely accusing of owning the red sweater, she “want today to be far away already, far away like a runaway balloon” (paragraph 21). This illustrates that she wants to forget about the times she was eleven, as that age evokes a memory that she doesn’t want to remember.

In paragraph three Rachel says, ¨because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one.” When she says this we can interpret her to mean that she believes every year adds up to make you the person you become overall, which is an optimistic outlook. However, in the next simile in paragraph five, it contradicts optimism when it says, ‘’I wish I didn’t have eleven years rattling inside me like pennies in a tin Band-Aid box.’’ This view is more pessimistic because when you think of pennies rattling inside of a band-aid box it has a negative connotation. In the rest of the paragraphs her optimism and pessimism is constantly switching off until finally in the concluding paragraph she says, ‘’I wish I was anything but eleven, because I want today to be far away already..’’ Ending with a gloomy, despairing

Sandra Cisneros creates the voice of Rachel as an eleven-year-old girl by, using similes. I know this because in the story it stats, “The way you grow old is kind of like a onion or like the rings inside a tree trunk or like my little wooden dolls that fit inside the other.” This shows that the author used similes to show the voice of Rachel, in the smilie it is showing that she is comparing how people grow, to Onions, Inside a tree trunk, And her little wooden dolls. She used figurative language because she wanted to show that when you are in 6th grade you have to use figurative language a lot, mostly similes or metaphors.

In "Eleven", the author, Sandra Cisneros, uses literary techniques, such as diction, syntax, imagery, details, and language to characterize Rachel. Sandra Cisneros uses the literary technique to help the reader really understand who Rachel is. Cisneros first starts off explaining how Rachel woke up and still felt like she was 10. When it goes on to talk about how Rachel feels every age below her, it makes her seem sensitive.

In the article “The Lost Girls”, Apoorva Mandavilli introduces her argument with the story of a girl with autism who was misdiagnosed nine times. She explains how autism is not as noticeable in females as it is in males. Being misdiagnosed can cause many years of struggle with different professionals and doctors, as it is shown in the young girls that Mandavilli introduces. Mandavilli builds off these young girls’ stories and creates an argument surrounding the issue with misdiagnoses of females with autism. While she writes in an informative tone, her belief is not agreed on with some professionals in the field, so her goal is to convince her audience that the misdiagnosis in the young girls are caused by the limit of information and unknowingness of clinicians. As she builds her argument against clinicians, she uses different literary elements to help persuade the audience. Mandavilli begins her article with a captivating title and assisting subtitles throughout the article to help shape and organize her argument. Her argument consists of factual information along with anecdotes as supporting evidence. In terms of language, she primarily uses descriptive adjectives and tone to expand her argument. In her argument, Mandaviilli uses literary elements in her language to potentially persuade the reader.

The girl in the photo and Rachel from Sandra Cisneros's short story, Eleven are different from each other. The girl in the photo is protesting. The girl in the photo is on top of someone, sticking out from the crowd with her fist to the air, and speaking out confidently. This shows she is fearless and determined to get her point across. Her bravery is displaced by her sticking out from the rest of the crowd and shouting. The girl in the photo is standing up for herself and what she believes in. The girl in the photo is different from Rachel because she has the confidence to speak up and take a stand. On the other hand, Rachel is a weak and shy girl who cannot stand up for herself. When Mrs Price tells Rachel to put the sweater on she does not

“I wish I was one hundred and two”, Sandra Cisneros states directly the insecurity, frustration , and the immaturity position of Rachel’s personality. Through different methods and comparison and other literary skills used by Sandra , she describes really deep the feelings, thoughts reactions and actions of a girl who is just eleven. In line 49 , it says “ I think it belongs to Rachel”. Sandra Cisneros creates a moments in where people that is older than Rachel is taking advantages of her.

For example, The main character, Rachel, has a conflict when she says, “when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one.” Based on this, we can see that Rachel has point when she says when your eleven you all the ages you were before. From that quote, there’s a meaning were the ages you were before still reflects on you, such

Cisneros shows internal dialogue by starting the story off saying “What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one” (1). She also uses her internal dialogue when talking about how she acted like a little kid saying “I’m eleven today and it’s my birthday today and I’m crying like I’m three in front of everybody” (3). This is showing her internal thoughts and helps the reader understand the

In “Eleven,” Sandra Cisneros focuses the narrative on an embarrassing moment in the life of the main character. This moment occurs on her eleventh birthday when she is being blamed for a “ugly red sweater” and is stunned by her lack of confidence and social skills so she can’t (won’t) say the sweater is not hers. Through Rachel’s description of the incident, we can confirm more information about her that we wouldn’t have otherwise known. We can confirm is is very opinionated, she is more mature in her head then when really speaking by her acting, and we can confirm that she has a theory about being all ages. This is hinted and stated throughout the story, that being“... that stupid Sylvia Saldivar says,..” which sounds like Rachel doesn’t like Sylvia and expressed it, “ all itchy and full of germs that aren’t even mine.”

In the story “Eleven” the narrator Rachel acts more like a child. In the eighth paragraph the character Rachel stated, “That’s not, I don’t, you’re not… Not mine”, I finally say in the little voice that was maybe me when I was four.” This reveals Rachel is acting like she was four when she said that sentence. Also, Rachel said “… I’ve shoved the red sweater to the tippy-tip corner of my desk and its hanging all over the edge like a waterfall, but I don’t care.” This illustrates Rachel was acting over dramatic just like a child by pushing the sweater to the tippy-tip corner of her desk. Rachel includes,” … I’m crying like I’m three”… “My face all hot and spit coming out of my mouth because I can’t stop the little animal noises from coming