Miss Hartick Had Devised A Special Detention Essay

Ritcher asks them to call out the prime numbers they’ve found, starting with tens. Nate is the first to shout, “Eleven!” The rest of the class chimes in seconds later.” (98) It seems the teacher gives control of power to the boys in her class room over the girls because some of the boys are allowed to just shout out without taking a turn and raising their hand and some of the girls were just merely ignored. Also, in the first part of the selection, Orenstein gives a description of one of the girls in class as: “Amy is bold, brassy, and strong-willed. Like any teenager she tries on and discards different selves as if there were so many pairs of Girbaud jeans, searching ruthlessly for a perfect fit.” However, as they enter the class room this student, Amy changes into a different person. Orenstein observes that, “Amy walks to the far side of the classroom and, as she takes her seat, falls into a typically feminine pose: she crosses her legs, folds her arms across her chest, and hunches forward toward her desk, seeming to shrink into herself. The sauciness of the playground disappears and, in fact, she says hardly a word during class.”(97-98) In reading this it makes you feel like boys are treated differently from

When Jeannette begins school in Welch, an African American girl Dinitia Hewitt and her friends harassed and beat up Jeannette for being scrawny and filthy. She is constantly made fun of because it is apparent that she lives in poverty. The other children do not accept other that aren’t like them and Jeannette is no exception. Her worn clothes and grimy hair are like a neon sign shouting about her life in poverty which makes Jeannette an easy target to bullies. Jeannette tries very hard to stand up for herself, however, the bullying only stops once other realize that living in poverty and being different was not Jeannette’s

The parents played a major role in the deliquency of these young men, however they were not alone. The other students acceptance and adoration of the “jocks” behavior is as much to blame as anything else that led up to this behavior exhibited by the “jocks”. The “little mothers”( as they were referred as) were treated with disrespect and as sexual objects. They would repeatedly engage in acts of voyeurism. They would also willingly fellate any member of this group, and some would even go so far as “making a train” or other acts of group sex with “our guys”. Many of these girls were referred to as “trained seals” and were proud of their titles.(p. 147) There was never any complaints made and as the boys got older the more deviant they became.

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.

Zhuo uses pathos at the opening of her argument by giving an anecdote about a girl in high school named Maggie Sunseri who experienced, as well as witnessed discrimination for the way she and her female peers dressed. This makes the reader feel sympathy for girls as well as creates anger in the reader towards the district. Zhou continues to build on these two emotions with other anecdotes throughout the article. She describes a high school prom in South Jordan, Utah, where she talks with another high school student named Cierra Gregersen. She explains Gregerson’s experience at her prom where girls weren’t allowed in because the didn’t meet dress code standards. Zhou quotes Gregerson saying ‘“Girls were outside the dance crying hysterically,”(Zhou, 2015) to continue making the reader feel sympathy for the girls in this situation. She also builds anger in the readers to help motivate them to stand up against school boards. She does this by villainizing many teachers and other school employees when she quotes teachers and principals from schools stating sexist remarks such as “boys will be boys”( Zhou, 2015) and “dressing sexy is “asking for a response” (Zhou, 2015) to show the male entitled environment schools produce. Zhou not only builds sympathy in the reader for girls, but also transgenders and gays. She describes how transgenders are also being negatively impacted. By giving a few more examples that cover more than just how girls are affected Zhou is able to impact more readers, creating anger and sympathy in them. She also begins to use ethos

Sammy asserts his individuality when he quits. He knows that Lengel has every right, according to the standards of his time, to speak to the girls as he does. But by standing up for the girls, Sammy questions those standards and asserts that there is a higher standard of decency that says one should not embarrass others. In deciding which rules of conduct are more important, he asserts his individuality, unlike the girls who slink away because they know they have violated the rules of conduct.

The novel also expounds the diverse roles of woman and men through the society’s hope for the young generation of women as compared to men. The community also isolates the young men from women of their age. Jackson says “girls stood aside” (194). The statement is the reflection of the community expectation of the growing women. In this community, the young men and women have been indoctrinating into their activities and, in the end,

By using these examples of the early organizing acumen of the four girls, Orleck cleverly shows the reader how their tactics began to (slowly) transcend the boundaries of gender and class

They didn’t think they would lose the case. However, the trial cost them over ten million dollars and made them a coed institution. During the trial men at the Institution were selling shirts stating “Better dead than coed” (Allen) to show they weren’t ready to accept women into the male only institute. Even some cadets “galled” (Allen) at the idea women joining their programs. of However, their revolting stopped when the seven to one decision happened at the Supreme Court.

Her vulgar language about Miss. Moore represents how resistant she is to listen to her lessons. Silvia’s mind is elsewhere, comparing these activities during the summer to be like school and she hates it. It’s summer, and Silvia like most children want to spent their summer having fun.

Back in our bedrooms, the girls are busy trying to put together clothes to wear to the prison. Our frantic search for an outfit is interrupted as Ally walks into our bedroom, the one and only bedroom that is shared by ten girls, and starts listing off the rules that the prison has on clothing. “No white, no blue, no black, nor gray clothing.” She says, while scanning her eyes, that interlock with all the girls briefly. Doing so, she verifies that all the girls are in agreement with her, or at the least understand what she is saying. Resuming her little speech, she continues with an authoritative voice and says, “This is a prison, girls take it seriously. They will, without a second thought restrict from entering and will restrain you outside

I chose this passage because they were poor, young girls, a dollar could have tempted them to carry out the action. They lived in a time where women were expected to listen to men and follow their every single order. Luckily, the four girls fled from the situation and escaped the predator who was sexually harassing

In asking a question that no other girl would dare ask, Alma provokes the boys and so becomes the subject of their teasing and abuse. The boys feel threatened by her actions and know that “they had to do everything in their power to stop it.” When the boys target Alma we see her respond with strength and resilience. The boys do everything in their power to stop her including beating her, writing nasty notes or spitting ink balls at her, and she stands tall. Alma tolerates the abuse because she believes that equality is worth fighting

The detention Club is about a boy who wants his parents to understand him when he does something wrong. Wait let me explain so you can see his point of view. If a toddler put a fork in an outlet and you were the parent you would wrongly assume he/she were not thinking. Right? In reality he/she probably thought the fork would come to life. And obviously the parents are scared so they freak out! And they would ask the toddler “why did you do that” and then when he/she says “I don’t know” he/she has to go in the corner now and “think about what you’ve done” but e did it for a reason.

However, the colloquial language serves to enhance the tone and provides realism to the interaction between women, as the controversial terms that are brought up are prevalent in our present society, especially in our age group. The use of these terms can also be discussed, especially on why it is most often used as derogatory terms toward women. Furthermore, on the topic of diction each woman also has a distinct voice, and obvious differences in their language can be seen in the dialogue. Through the diverse range, students get to experience a spectrum of diction level. The thematic content that can be seen throughout this play are easy to discuss in class by exploring societal standards, patriarchy, conformity, self acceptance, and jealousy. As each woman’s story is revealed through monologues, childhood rhymes, and snarky remarks, the class can discuss the significance of each character and her background. The show-don’t-tell style of these moments contribute a modern twist on symbolism and metaphor, offering literary merit that is easy for high school students to