Girls Like Us Rachel Lloyd Analysis

Anderson’s story contains a four-page description of the events that led to Melinda, the main characters, rape scene. These four pages were enough for Scroggin and Swier to challenge this novel in its entirety and hide it from students, hindering their horizons of literature.

The American literary canon presents a one sided view of women, due to the dominance of male authors. Classic American books generally present images of women in a male-centered viewpoint, creating a biased representation of women in literature. In “Feminist Literary Criticism: From Anti-Patriarchy to Decadence,” Anne Barbeau Gardiner states that the American literary canon is “strikingly narrow…prepared by white men whose judgment was prejudiced and whose language was full of gendered meanings.” (Gardiner 395). Gardiner

In the passage in the excerpt from “I Am a Woman” (1862) by Mary Abigail Dodge, the use of various rhetorical devices are evident throughout the text. The intended purpose of this text is to display her writing skills for an audience that is not keen on women’s influence in the literary sphere. Through the use of rhetorical strategies such as diction, imagery, and emotional appeal (pathos), Dodge forms her argument by asserting that women are legitimate writers.

In fact, most of them are unidentified and the reader may not identify a specific person that speaks in the different chapters. Thus, the audience may understand it is an embodiment of females focusing on structuring the major theme of the book, which is gender inequality. Additionally, the description of the female characters is equivocal such that the reader has to picture the image of the women. Although the author provides various photos in the book, there is absence of an explanation. Before this, the writer only concentrates on telling the story (Kim,165). Additionally, the author uses poetic approach to explain the setting in the book, which gives the novel distinct styles of writing. In fact, the poems are only meant to provide the reader with a description of the mothers and daughters, and this creates a distinction in the narrative. Resultantly, the audience perceives that when a poem appears in the reading, the author is probably narrating the plight of women. Notwithstanding, the novel uses visual art technique to communicate to the audience. in many instances, the author does not provide a description of an individual such that the reader has to imagine the person. In doing so, the readers are in suspense but the author offers a drawing that may be used to demystify the situation. in support of this style, it is apparent that the visual art may have

She wants the audience to feel as innocent as she did in the beginning, as shameful and disgusted in the middle, and as nostalgic in the end of her article. In the beginning, she creates the image of what she looks like, “… [b]ell bottom jeans and blue peasant blouses and striped knit shirts that clung to my breasts, ” (Wilkinson). By doing so, readers can vividly imagine what she looks like and feel more attached and involved in the story she is creating. In the middle she takes us through all the times she was sexually abused and by using imagery, she makes the reader feel as beaten down and scared as she was. For example, she creates an image of the church where her first sexual assault occurred, “At the entrance to the church was a small vestibule with two white doors. Behind the doors was a dangling rope attached to the church bell,” (Wilkinson). She goes on to build the tension with her words like “groped,” “accident,” “hiding,” and “secret,” (Wilkinson). These make the reader more and more uncomfortable as she describes her experiences, which was the point, to make the reader feel some semblance of what she did. In the end, she describes her older and present self, looking through old pictures: “ Sometimes in old photographs, I see glimpses of that young woman. Corners of my mouth turned down. Staring into the camera with empty eyes where joy should

Analyzing the ways in which a piece of literature includes feminist ideologies can bring out the potential messages that the creators of these productions were attempting to portray, while allowing the reader to critique the literature from a feminist perspective.

This week’s reflection is on a book titled Girls Like Us and it is authored by Rachel Lloyd. The cover also says “fighting for a world where girls not for sale”. After reading that title I had a feeling this book was going to be about girls being prostituted at a young age and after reading prologue I sadly realized I was right in my prediction.

Following the examinations of Twyla and Roberta’s experience after the assault, one of Twyla’s ending statements constitutes one of the most significant and explicit results of trauma. As the girls by the

There are three main sections to a literary interaction, which are emphasis on the text, emphasis on the source and emphasis on the receiver. Under emphasis on the receiver there are several different critical approaches including feminist criticism. Feminist criticism focuses on the critique of female writers, the role of female characters, and how those roles are portrayed by their characteristics and often demeaning actions. In “A Rose for ‘A Rose for Emily,’” Judith Fetterley states that “A Rose for Emily” is a “story of a woman victimized and betrayed by the system of sexual politics, who nevertheless has discovered, within the structures that victimize her, sources of power for herself” (Fetterley 745). The

Two-hundred years is a sizeable gap of time that allows plenty of room for change. American society had been rapidly changing from the early seventeenth century to the late nineteenth century, but despite this, the roles and rights of women have remained locked in place. There were many factors to consider as to why women were not allowed to flourish in their time and exceed these boundaries, and while some accepted it, there were many that opposed and faced these difficulties head on. Two female authors, one from colonial times, and one from nineteenth century America, have written about the obstacles and misogyny they’ve overcome in a male dominated literary career. Despite the two-hundred-year gap between the lives of Margaret Fuller and Anne Bradstreet, they both face issues regarding the static stereotype that women are literarily inferior and subservient handmaids to men.

The world of writing is a vast and thoroughly confusing place, so vast in fact that it could not be navigated without an in-depth navigational chart. This chart is composed of and organized by terms that help us get a clearer picture of what we want to see. These terms are genre, audience, and most importantly rhetorical situation. These terms are all interrelated in which you can’t fully explore without having each one identified. One of the motives why writers delve into themselves, to put pen to paper so to speak is to express their views on a topic.

Women yearn for their voices to speak loud enough for the entire world to hear. Women crave for their voices to travel the nations in a society where they are expected to turn the volume all the way down. The world expects females to stay quiet and ignore the pain brought onto them from sexual crime. They do not dare stand up for what they believe in or discuss their experiences that bring them pain. Poets such as Ana Castillo and Lawrence Ferlinghetti describe parts of life that society often ignores. E. E. Cummings supports the ideas of Castillo and Ferlinghetti by appropriating a more disturbing mindset. These poets demonstrate the way in which women obtained a supposable to behave and react to situations that have caused them harm or have the potential to.

The narrative voice is intriguing when choosing a literacy technique when applied to Alice Munro 's “Boys and Girls” and Jamaica Kincaid 's “Girl” because it highlights the significance of women 's role during the 1960 's. The story of Boys and Girls is in third person narration describing an eleven- year old girl. This story was published in 1968, a time when the second wave of feminism movement occurred. This story gives information about adult gender roles. The setting of the story is in Canada during the winter. The narrator is living in a fox- breeding farm which correlates to the North American culture in the 1960 's. In the 1960 's, women were stereotyped as happy wives and mothers. In contrast, the society believed that unmarried

Woolf demonstrates how women writers have often failed in this because of our frustration and bitterness with a world that presented to us and our writing not welcome, or even indifference, but hostility (41). She makes it clear that if there is ever going to be a “Shakespeare’s sister,” we must---at least while we are writing---swallow that sense of having been wronged, for it stands as an impediment to our creativity. This is the mental freedom that women writers must attain.

In order to properly view a story from a feminist perspective, it is important that the reader fully understands what the feminist perspective entails. “There are many feminist perspectives, and each perspective uses different approaches to analyze and interpret texts. One is that gender is “socially constructed” and another is that power is distributed unequally on the basis of sex, race, and ethnicity, religion, national origin, age, ability, sexuality, and economic class status” (South University Online, 2011, para. 1). The story “Girl” is an outline of the things young girls