In “Eleven,” Sandra Cisneros focuses the narrative on an embarrassing moment in the life of the main character. Analyze how that choice contributes to the overall development of the plot. What do we learn about Rachel through her description of this event that we might not otherwise know? How does the way Cisneros structures the story help build sympathy for Rachel? How do figures of speech such as similes contribute to the descriptions of Rachel and reveal her ideas about her world? How does the event support Rachel’s theory that people are all the ages they’ve ever been? Support your writing with evidence from the text. Be sure to cite specific examples of similes and other figures of speech that contribute to your ideas.
To analyze how Sandra Cisneros's choice to focus the narrative in "Eleven" on an embarrassing moment contributes to the overall development of the plot, you should perform a close reading of the story. By analyzing the text, you can gain insights into Rachel's character, the story's structure, the use of figures of speech, and how the event supports Rachel's theory.
To begin, start by closely examining the description of the embarrassing moment and its impact on Rachel. Look for clues about Rachel's personality, thoughts, and emotions that emerge from this event. For example, Rachel's description of the red sweater being put on her desk instead of Nancy's reveals her frustration and confusion. Additionally, her internal monologue about being "eleven, ten, nine, eight, seven, six, five, four, three, two, and one" shows her desire to disassociate herself from the embarrassing situation.
From Rachel's account of the event, we learn more about her character than we would from a general description. We see her vulnerability, the pressure she feels to conform, and her struggle to assert herself. By focusing on this embarrassing moment, the reader gains a deeper understanding of Rachel's complexity and the challenges she faces as an eleven-year-old.
The structure of the story also plays a vital role in building sympathy for Rachel. Cisneros writes the story in first person, allowing the reader to experience the embarrassment alongside Rachel. This intimate perspective puts the reader in Rachel's shoes, fostering empathy and understanding. Moreover, Cisneros employs flashbacks to illustrate Rachel's theory that people are "all the ages they've ever been." These flashbacks reveal Rachel's belief that past experiences shape a person's identity and influence their actions, further deepening our connection to her.
Figures of speech, such as similes, are used throughout the story to paint a vivid picture of Rachel's world and reinforce her ideas. Look for similes that compare Rachel to objects or animals. For instance, when Rachel is trying to push back the tears, she describes herself as a "ragdoll that's been flung out of reach." This simile portrays Rachel's emotional state and creates a sense of fragility. By identifying and analyzing such figures of speech, you can explore how they contribute to the descriptions of Rachel and her perception of the world around her.
Finally, consider how the event supports Rachel's theory that people are all the ages they've ever been. Rachel's embarrassment is not isolated to her current age; it connects to past experiences and emotions. As she reflects upon previous ages, we see how instances from her past still affect her. Cisneros skillfully weaves these reflections into the narrative, reinforcing Rachel's theory and highlighting the impact of past events on her present state of being.
To support your analysis, cite specific examples from the text. For instance, you could reference Rachel's description of the red sweater on her desk, her internal monologue about being "eleven, ten, nine..." or her comparison of herself to a "ragdoll." By using evidence from the text, you demonstrate a close reading and provide concrete examples to support your ideas.