Middleschool Madness- Pattern of Love

Teenagers are seen as the most apathetic age group time and time again; with growing problems in today’s world concerning politics, the economy, and social issues, it’s no wonder the youth of today are they way they are. There is little to no hope for them to completely change everything for the better without help from the older generations. The youth should be able to live freely, as they choose without the restriction of older generation’s strict standards like the absolute necessity of a good reputation. Some choose to live their lives to the fullest, like John Grady from All the Pretty Horses, by Cormac McCarthy. He and Alejandra risk overwhelming prejudice to be together. The passionate environment of the lake scene is reflected using

When the class sang songs about happiness and games her lips barely moved.” Margot ignored the other children, the only time she participated was when an activity mentioned the sun. Margot keeps herself apart from the rest of the class while she talks about experiences with the sun, when that is what the kids want the most. Although Margot’s classmates hurt her because of their jealousy, Margot was also partly to blame for since she keeps mentioning something that her classmates has always wanted.

The moral message apparent in this coming-of-age novel questions each of the teenage boys, who in various ways show us what it's like to grow up in rural Australia if you are smart or poor or of a different race. This moral message makes me question the past of the Australia I have came to

Elementary school is a big step, especially getting ready for middle school. For example, if one is bitter towards someone, meaning jealous or angry, then their middle school years won’t go very well. They will go through being angry and it will make them focus on less important things rather than their studies or sports. Similar to the boy in “The Jacket” by “Gary Soto,” he goes through his life being jealous of kids that are happy or have good relationships and new clothes. The boy does not like the jacket his mother got him and, does not appreciate it enough, even though it gets the job done. In other words, one does not get what they always want, one has to appreciate what they get, this supports the overarching theme and is represented by the symbolism, the setting, and the metaphors.

In the poem 1958, Gwendolyn MacEwen describes the high school environment as it would have been in the late 1950’s. Popular fads among the teenagers during this era are explored in detail. The prevailing theme throughout the text pertains to the idea of belonging. The poem focuses primarily on the desire teenagers have to fit in. Throughout this response I will explore the ways in which this poem differs and relates to the high school environment today. Secondly I will analyze the connections between this poem and a modern day movie. Lastly, I will express the ways in which my personal experiences relate to the central message in the poem.

Another big point in Prose’s essay is the assignments associated with high school literature. She argues that teachers make students write around the books and not about the books they read. “No wonder students are rarely asked to consider what was actually written by these hopeless racists and sociopaths. Instead, they’re told to write around the book, or, better yet, write their own books,” (430). The assignments that teachers give these days are nto about the book or the story itself. They usually ask the student to rewrite the ending, or ask what the student would do if they were in the same situation as the character. Prose argues that high school students are seen as having the same experience as some of the characters they read about, such as Jay Gatsby in The Great Gatsby. “And is it any wonder that

Teenage crushes are explored through the middle school and high school years. The two most important crushes are romantic and identity. Most of these crushes are seen as jokes by parents. However, experiencing these types of crushes ultimately lead to the discovery of one's true identity. Shakespeare uses romantic and identity crushes to show how parents need to take teenage crushes more serious.

Good morning writers and guests and welcome to this year’s Youth Forum. Today I will be discussing how contemporary literature encourages young readers to look beyond the traditional stereotype. I will also be evaluating Boys of Blood and Bone, Nobody calls me wog anymore and It’s great to be mates with a Koori. Well, it is clear that literature of today does make young reader look beyond the traditional stereotype considering that the traditional stereotype is from the era of the colonial and digger times.

It seemed as if Harold never got past Erikson’s stage of autonomy. The sense of autonomy fostered in Harold at a young age was denied to him by his mother as she controlled him. In contrast, Maude played a better role model to him than his mother. She acted wild and crazy and continually demonstrated freedom. A freedom that his mother never gave Harold the opportunity to indulge in. She philosophizes continuously about living life to utmost extremes, about rebellion, individualism and spontaneity. Maude tells Harold that the world dearly loves a cage and that humans should be as free as a bird. Maude gave the troubled young man a sense of hope and life throughout as he was a team player not willing to come off the bench to play. She introduced him to Glaucus who served as a message to Harold, one that he learns towards the end of the movie. Glaucus days are a metaphor for the life-span of a man. He is given a chance to create beauty out of nothing, but is time is limited with which to do so as he works with a medium that is hard to maintain. It was the carving of the ice that was important, not the ice itself. Harold’s success in life was not being pursued, it was to be attracted to the person he became through her help. Nevertheless, she constantly instills in Harold that we are given the gift of life and it is ours to enjoy and it is through her philosophies that Harold becomes a better man in the end and making

In western Australian author Tim Winton’s book, The Turning, the large collection of short stories are aimed towards teenagers and other people who have been teenagers. This is so, because each story uses a similar theme to do with finishing high school, how people decide what they want to do for the rest of their lives and the character’s journeys along the way.

Psychologists usually agree that the teenage years are among the most difficult periods in one’s life. Most teens are trying to figure out who they are, what they believe, and how they fit into the world around them. Beginning in the late 1970’s, a whole genre of fiction, referred to as coming-of-age literature, emerged and serves, at least for many teens, as believable presentations of young people learning to navigate the difficulties of their lives, often fraught with feelings of rejection, seemingly unresolvable personal turmoil, social problems, school and family issues, etc. Indeed one value of reading is to see and better understand some aspect of ourselves through studying others. The reading of SPEAK, a somewhat controversial book

The prime of Miss Jean Brodie tells the story of a middle aged teacher at a very orthodox school that has a very unorthodox way of teaching. The story unfolds with the introduction of the six girls; Sandy Stranger who is a small eyed member but famous for how she pronounces her vowels. Rose Stanley who Miss Brodie insists will be famous for sex. Mary Macgregor is considered the scapegoat who no one really likes. Monica Douglas was a prefect and famous for math and her anger. Jenny Gray, famous for her beauty and grace, later lands her in acting school. Then there is Eunice Gardiner who is known for gymnastics and swimming. Finally, there is Joyce Emily who came in the group last. She is a misfit that has come from other schools and is looking to fit in and lands in Miss Brodie 's group.  Ms. Brodie hand-picked these girls as her elite group later known as the “Brodie set.” Ms. Brodie not only teaches them during their junior high years but she continues to influence them through adulthood by manipulating them physically, mentally and spiritually. As readers we are aware of her manipulation as early as the first five pages of the book when she describes choosing these girls and telling them what they will be known for in life. Throughout the rest of the story one will see how she tells them how to walk, talk, act, and even who to have relationships with. This paper will show how Miss Jean Brodie’s fascist ways of teaching such as manipulation, uniformity, and loyalty has

September 6th, the day we return back to school and sit within the walls of York High School. As I walk through the door, I see all the familiar faces whom I have not seen since the day school got out. I walk by the seniors, who are older but not too intimidating, and remember my days as a freshman where I was scared to even walk by an upperclassmen. On the other side of the lunchroom is the freshman. All huddled up and quiet, they are anxious yet scared for their new high school experience. Chatter started in every which way as more and more students entered the cafeteria to gather before the school day officially started. “Oh my gosh, hi! I missed you, how was your summer?” This was the friendly and half fake phrase many of the girls said to each other as they entered the room. The first bell rang at 7:45 AM, and every student stood up and one big cluster emerged.

Middle school is where it all started. Just mentioning the word “middle school” can dig up popular and gooey or humiliating and traumatic memories. Seven long hours before my very first day, I didn’t have a sliver of a chance of falling into any level of sleep. My thoughts were in a frazzle with anticipation, weighing heavy to remember my ‘seven class’ schedule, hoping I can run fast enough from my class in the far north corner up the stairs and down a very long hallway to the south dwelling class. Trying to keep my combination straight, I sounded like a likely candidate for a psych ward……..right 32, left 16, right 40…….right 32, left 16, right 40 over and over and over. School wasn’t about learning, it was about being 8 steps ahead in case a popular competition moved in or how to patch the ding in my social class status. We are brought into this world with countless opportunities of being whoever we want.

I leave my elementary school with such a rush of emotions, it may only be described through pictures, for as if otherwise, I would be only lying upon the hour in which I retell my tale word-by-word, letter-for-letter. At the moment, I described the feeling as “sappy” in reality, it was mawkish. The feeling of a mixture of hope and excitement for the next stage of my life is one I will never forget. I live in what one would call a chicken coop. A small yellow house at the foot of a concrete hill, with five other people. Cramped as it may be, I make this most of it, it is quite an experience, and I am grateful to have it. My friends compose of a couple kids from the next block over. They dislike me, so I do not give an effort to socialize with them. I fear for the worst a soon-to-be 6th grader can, not having any friends and making poor social impressions on the first day of school. My hopes is to be successful in my journey, not only as a middle-scholar but as a person! Victorious in every which movement and quest I encounter. I wait day-by-day with the touch of the summer air flowing in my hair for middle school. It’s the last day of summer, after having all the fun one can have as a ten year-old I awaken the next day a changed person, I have been fallacious all along…