When I was little, my uncle Pete had a necktie with a porcupine

Question

painted on it. I thought that necktie was just about the neatest thing in
the world. Uncle Pete would stand patiently before me while I ran my
fingers over the silky surface, half expecting to be stuck by one of the
quills. Once, he let me wear it. I kept looking for one of my own, but I
could never find one.
I was twelve when we moved from Pennsylvania to Arizona. When
Uncle Pete came to say good-bye, he was wearing the tie. I thought he
did so to give me one last look at it, and I was grateful. But then, with a
dramatic flourish, he whipped off the tie and draped it around my neck.
“It’s yours,” he said. “Going-away present.”
I loved that porcupine tie so much that I decided to start a collection.
Two years after we settled in Arizona, the number of ties in my
collection was still one. Where do you find a porcupine necktie in Mica,
Arizona-or anywhere else, for that matter?
On my fourteenth birthday, I read about myself in the local
newspaper. The family section ran a regular feature about kids on their
birthdays, and my mother had called in some info. The last sentence
read: “As a hobby, Leo Borlock collects porcupine neckties.”
Several days later, coming home from school, I found a plastic bag on
our front step. Inside was a gift-wrapped package tied with yellow
ribbon. The tag said “Happy Birthday!” I opened the package. It was a
porcupine necktie. Two porcupines were tossing darts with their quills,
while a third was picking its teeth.
I inspected the box, the tag, the paper. Nowhere could I find the
giver’s name. I asked my parents. I asked my friends. I called my uncle
Pete. Everyone denied knowing anything about it.
At the time I simply considered the episode a mystery. It did not occur
to me that I was being watched. We were all being watched.
1
“Did you see her?”
That was the first thing Kevin said to me on the first day of school,
eleventh grade. We were waiting for the bell to ring.
“See who?” I said.
“Hah!” He craned his neck, scanning the mob. He had witnessed
something remarkable; it showed on his face. He grinned, still
scanning. “You’ll know.”
There were hundreds of us, milling about, calling names, pointing to
summer-tanned faces we hadn’t seen since June. Our interest in each
other was never keener than during the fifteen minutes before the first
bell of the first day.
I punched his arm. “Who?”
The bell rang. We poured inside.
I heard it again in homeroom, a whispered voice behind me as we
said the Pledge of Allegiance:
“You see her?”
I heard it in the hallways. I heard it in English and Geometry:
“Did you see her?”
Who could it be? A new student? A spectacular blonde from
California? Or from back East, where many of us came from? Or one of
those summer makeovers, someone who leaves in June looking like a
little girl and returns in September as a full-bodied woman, a ten-week
miracle?
And then in Earth Sciences I heard a name: “Stargirl.”
I turned to the senior slouching behind me. “Stargirl?” I said. “What
kind of name is that?”
“That’s it. Stargirl Caraway. She said it in homeroom.”
“Stargirl?”
“Yeah.”
And then I saw her. At lunch. She wore an off-white dress so long it
covered her shoes. It had ruffles around the neck and cuffs and looked
like it could have been her great-grandmother’s wedding gown. Her
hair was the color of sand. It fell to her shoulders. Something was
strapped across her back, but it wasn’t a book bag. At first I thought it
was a miniature guitar. I found out later it was a ukulele.
She did not carry a lunch tray. She did carry a large canvas bag with a
life-size sunflower painted on it. The lunchroom was dead silent as she
walked by. She stopped at an empty table, laid down her bag, slung the
instrument strap over her chair, and sat down. She pulled a sandwich
from the bag and started to eat.
Half the lunchroom kept staring, half started buzzing.
Kevin was grinning. “Wha’d I tell you?”
I nodded.
“She’s in tenth grade,” he said. “I hear she’s been homeschooled till
now.”
“Maybe that explains it,” I said.
Her back was to us, so I couldn’t see her face. No one sat with her,
but at the tables next to hers kids were cramming two to a seat. She
didn’t seem to notice. She seemed marooned in a sea of staring,
buzzing faces.
Kevin was grinning again. “You thinking what I’m thinking?” he said.
I grinned back. I nodded. “Hot Seat.”
Hot Seat was our in-school TV show. We had started it the year
before. I was producer/director, Kevin was on-camera host. Each month
he interviewed a student. So far, most of them had been honor student
types, athletes, model citizens. Noteworthy in the usual ways, but notDirections- During the Spring Semester, eighth grade ELA students are required to read one fiction novel. Students were provided TWO choices. Within your FCA textbook, Units 2, 4, 6, 8, 10 and 12 address the novel and specific skills needed while reading a fiction novel. The novel Anne of Green Gables was the textbook’s sample novel used during the lessons. Students are not to write a portfolio based on Anne of Green Gables. When students reach Unit 12, they will be asked to turn in a portfolio based on the novel they have read (Stargirl, or Shadow and Bone).

*All key terms can be located at the beginning of Units 2, 4, 6, 8, and 10.
*This is NOT A SUMMARY of the novel.
*This is NOT an OPINION or REVIEW of the novel.
*This portfolio is called a LITERARY ANALYSIS.

“So, what is a literary analysis portfolio?”

Sometimes you will need to write an essay that analyzes and interprets a novel. This kind of writing is called a literary analysis. In this portfolio, you will present a thesis statement that gives your opinion/claim on ONE literary aspect of the novel’s overall literary effect.

For example:

**Your thesis may analyze/evaluate the effectiveness of the novel’s theme and how it is developed.

**Your thesis may analyze/evaluate a memorable character and how he or she grows through the novel.

**Your thesis may analyze/evaluate a setting and how it plays a role in the story.

Whatever the focus, a well-supported literary analysis presents a clear opinion about an aspect of the novel that provides the reader a broader understanding of the work.

A literary analysis portfolio has a tight focus that centers on the claim/thesis, and everything in the portfolio is directly related to this idea.

These are some questions to brainstorm when deciding as aspect of the novel to analyze/evaluate:

Consider the character types- Mentor, Hero, Trickster etc.
Consider the themes. How is it conveyed? Can readers relate?
What is most memorable about the novel? What device does the author use to create this effect?
Is the plot structured in a way that helps engage the reader?
Are the characters realistic? Are they flat and one-dimensional or are they round with depth?
Is a specific literary device used effectively? How, why?

Requirements:
A minimum of five paragraphs
In-text citations for each paraphrase or direct quote. Goal of two quotes/paraphrases per body paragraph, equaling six.
No works cited page is required as the novel has been provided by the teacher.

Answer 1

Literary Analysis Portfolio: The Role of Individuality in "Stargirl" by Jerry Spinelli

Thesis Statement: In "Stargirl," Jerry Spinelli effectively develops the theme of individuality through the character of Stargirl Caraway, illustrating both the beauty and challenges that come with being true to oneself in a conformist society.

Paragraph 1: Introduction to Individuality

From the moment Stargirl enters Mica High School, her individuality sets her apart from her peers. Spinelli uses her unique style and demeanor to highlight the essence of being different in a world that often values conformity over authenticity. “Her hair was the color of sand... She wore an off-white dress so long it covered her shoes” (Spinelli). This vivid description of Stargirl’s appearance not only captures her eccentricity but also invites readers to question societal norms regarding beauty and fashion. The stark contrast between Stargirl and the other students emphasizes the theme of individuality, setting the stage for the exploration of acceptance and identity throughout the novel.

Paragraph 2: Stargirl's Impact on Peers

Stargirl's arrival at the school sparks curiosity and intrigue among the students. Her individuality initially captivates those around her, resulting in a blend of admiration and confusion. The lunchroom scene exemplifies this reaction; when Stargirl enters, “the lunchroom was dead silent,” as everyone turns to watch her (Spinelli). This moment illustrates how her presence disrupts the status quo, prompting both fascination and exclusion. The duality of Stargirl's impact reveals the complexities of embracing one’s true self, as even positivity can elicit discomfort among those entrenched in conventionality.

Paragraph 3: The Struggles of Individuality

While Stargirl’s uniqueness is enchanting, it also brings her significant challenges. Students who initially admired her begin to reject her as they struggle with their perceptions of normalcy. This shift is poignantly captured when Spinelli writes that “she didn't seem to notice” the rejection (Spinelli). Stargirl’s unwavering commitment to her individuality stands in stark contrast to the desire of her classmates for acceptance. This central conflict emphasizes the adversities faced by those who dare to be different. Spinelli artfully conveys this tension, illustrating that individuality, while beautiful, can also lead to isolation.

Paragraph 4: Stargirl's Growth and Reflection

As the story progresses, Stargirl and her friend, Leo, face a turning point that forces her to confront the consequences of her individuality. Understanding the importance of acceptance and connection, Stargirl makes a significant decision to conform temporarily, leading to a shift in her identity. “I’ll be what you want me to be,” she tells Leo, showing her internal struggle between authenticity and the desire for acceptance (Spinelli). This moment of compromise reflects the human tendency to sacrifice parts of oneself for connection, showcasing the difficult balance between individuality and belonging.

Paragraph 5: Conclusion and Broader Implications

In "Stargirl," Jerry Spinelli poignantly captures the essence of individuality, exploring its significance through Stargirl’s character and experiences. By examining the admiration and rejection she faces, as well as her own internal struggles, Spinelli promotes a powerful message about the importance of embracing one’s true self. The novel ultimately challenges readers to consider how they can celebrate their individuality while navigating societal expectations. Individuality, as showcased through Stargirl, is a double-edged sword, capable of both enlightening and isolating, urging us all towards a deeper understanding of self-acceptance in a world that often values conformity.

In-Text Citations

1. Spinelli, Jerry. Stargirl.
2. Spinelli, Jerry. Stargirl.

(This sample illustrates how to approach constructing a literary analysis portfolio based on the theme of individuality in "Stargirl." The provided quotes and citations should be updated according to the actual text and specific passages referred to in the analysis.)