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.
write a 5 paragraph sentence

Answer 1

Thesis Statement: In "Stargirl" by Jerry Spinelli, the character of Stargirl Caraway serves as a catalyst for self-discovery among her peers, challenging societal norms and encouraging authentic expressions of individuality, which ultimately illuminates the theme of conformity versus uniqueness.

Paragraph 1: Introduction and Context
"Stargirl" presents a unique exploration of individuality through its titular character, Stargirl Caraway, a girl who defies the conventional expectations of high school life in Mica, Arizona. The novel is set against the backdrop of an environment that prioritizes conformity and popularity, making Stargirl's free-spirited nature an anomaly. As the story unfolds, readers witness the profound impact of Stargirl's presence on her classmates as they grapple with their identities in relation to societal norms. The complexity of her character invites scrutiny and leads to the central theme of embracing individuality. Through various interactions and experiences, Spinelli adeptly illustrates how Stargirl influences those around her, ultimately highlighting the importance of being true to oneself.

Paragraph 2: Stargirl as a Catalyst for Change
Stargirl's entrance into the high school is met with fascination and hostility, representing her role as a catalyst for change. Kevin, in particular, is enamored by her uniqueness, stating, "Wha’d I tell you?" to Leo, illustrating how her presence ignites intrigue and curiosity (Spinelli, p.38). As Stargirl continues to embrace her individuality, her unconventional behavior pushes her classmates to confront their own fear of standing out. For example, the way she sings “Happy Birthday” to students in the cafeteria, regardless of their status, disrupts the routine and forces her peers to question the significance of conformity. This moment highlights the transformative power of her character, demonstrating how her actions encourage those around her to recognize the beauty in being different.

Paragraph 3: The Conflict Between Conformity and Individuality
The conflict between conformity and individuality is further exemplified through the contrasting reactions of Stargirl’s classmates. Initially, some students are drawn to her charm, but as the novelty wears off, her differences become a point of contention. For instance, when Stargirl is met with ridicule for wearing a costume to school, her choice becomes a symbol of her resistance to conforming to societal expectations (Spinelli, p.65). This incident reveals the struggle many students face when attempting to maintain their authenticity in a judgmental environment. Through these conflicts, Spinelli underscores the tension between desirability and self-expression, positioning Stargirl as a beacon for those searching for their true selves amidst societal pressures.

Paragraph 4: Authentic Connections and Personal Growth
Stargirl's unique approach to life fosters authentic connections with her peers, paving the way for their personal growth. Leo, the protagonist, experiences an awakening as he navigates his feelings for Stargirl. His internal conflict is palpable as he grapples with wanting to protect her while simultaneously being drawn to her individuality. He reflects, “I wanted to be with her, but I also didn't want the attention” (Spinelli, p.92). This duality illustrates how Stargirl’s presence challenges Leo and other characters to confront their fears of judgment. As the story progresses, characters begin to recognize the value of authenticity, ultimately leading to a greater understanding of themselves and each other. Stargirl’s influence fosters a supportive environment where individuality is celebrated rather than suppressed.

Paragraph 5: Conclusion
In conclusion, Jerry Spinelli’s "Stargirl" masterfully explores the theme of individuality versus conformity through the character of Stargirl Caraway. By serving as a catalyst for self-discovery among her peers, Stargirl challenges societal norms and encourages authentic expressions of individuality. Through interactions and conflicts with her classmates, Stargirl illuminates the struggles of fitting in while staying true to oneself. Ultimately, Spinelli's portrayal of Stargirl serves as a poignant reminder of the power of individuality to inspire growth, forge genuine connections, and encourage acceptance in a world often dominated by conformity.