Analysis of “Eleven” by Cisneros Essay

Poet Maya Angelo competently stated, I am convinced that most people do non grow up We carry accumulation of eld in our bodies, and on our faces, but generally our real selves, the children inside, are innocent and shy as magnolias. Similarly, Sandra Cisneross Eleven illuminates the enigmatic journey of growing up through the sagacious eyes of an football team division old child. As the verbaliser of this feat asserts, the aging process does not eradicate a mortals previous self. Instead, it accumulates layers of ones former years and creates a realistic portrait of ones complete existence.Cisneross work illustrates man mannikins maddening, internal struggle as it terms in this manner. When vivification demands adulthood, one inadvertently becomes the sobbing trine year old, the introverted adolescent, or the awkward teen of ones past. The speaker of this literary work, Rachel, embodies this frustrating process of growing up. Undoubtedly, Cisneros employs similes, re peating, and imagery as tumesce as symbols and expression to characterize Rachel as she matures. The similes, repetition, and imagery utilized throughout Eleven vividly portray the speaker.For example, Cisneros illuminates Rachels development with the following comparisons Growing old is kind of same(p) an onion or like the rings inside a tree trunk or like my little wooden dolls that match one inside the other. This illustrates the way in which each of Rachels years develops atop the prior one. As a result, she dust the quiet quaternion year old who cannot express that the sweater does not belong to her and the three year-old who desperately wants to release a flood of tears as she is pressure to wear the horrid ruby g outgrowthent.Additionally, Cisneros characterizes Rachel as a child with whole eleven years rattling inside her like pennies in a Band-Aid box. The randomness and disorder of loose change as it jiggles in its container mirrors Rachels internal turmoil. Ea ch of the speakers eleven years metaphorically clatter inside her mind and struggle to become the master of her actions. Furthermore, the repetition of critical idioms contributes to Rachels characterization. Cisneros restates the numbers, ten, cabaret, eight, seven, six, five, four, three, two, and one., to reiterate the concept that all of Rachels previous ten years remain a part of her. Interestingly, find out backwards from ten, a common juvenile chant, successfully demonstrates Rachels saucer-eyed character. Additionally, the repetition of the phrase today I am eleven reveals Rachels vehement desire to suppress the previous years of her youth which realise a maddening immaturity. However, the speakers resolute, repetitive assertion that she is eleven highlights Rachels struggle to remind herself that she is transitioning into her eleventh year.Thus, her apparently juvenile fashion illustrates that Rachel is a culmination of each of her prior years. In addition, the repeti tion of the phrase not mine further illuminates Rachels inner toddler years. Finally, Cisneros enforce of imagery vividly depicts Rachel. For example, she describes her with the following vibrant lines My face all heated and spit coming out of my mouth beca physical exercise I cant stop making those little animal noises, my whole head hurts like when you drink milk too fast. This creates the portrait of the teary-eyed, red-faced Rachel and connects to the proofreaders senses of touch, sight, taste, and hearing.Hence, literary devices masterfully demonstrate Rachels character throughout Eleven. Moreover, Cisneros employs symbols and choice of words to aptly characterize Rachel. First, the red sweater serves as a all important(p) symbol in this work of prose. Essentially, this contemptible garment embodies the previous years that remain within Rachel. Cisneros writes the following description of this repulsive sweater Its an ugly sweaterwith the collar and sleeves all stretched out like you could use it as a jump-rope. In addition, the speaker cringes as she places one arm through one sleeve of the sweater that smells like cottage cheese. As Rachel glares at this symbolic garb, its sleeves evidently illustrate the eight or nine year old child within her who enjoyed the puerile pastime of saltation rope. Additionally, the cottage cheese stench of this garment is reminiscent of the peculiar scents that a younger child may often carry. Furthermore, as she shoves the sweater to the tippy-tip box of her desk, it hangs over the edge like a waterfall. As this expression demonstrates, Rachels emotions spill from her just as the significant red garment tumbles from the desk. Moreover, the age of eleven is a symbolic element throughout the authors short story. This age is typically regarded as a frustrating fulfilment positioned between the adolescent and teen years. Similarly, Rachel remains trapped between the maturity of her eleventh year and the juvenility o f her previous self. For example, Rachels eleven year old mind recognizes the blatant injustice of Mrs. Prices actions who forces her to contain thecontemptible red sweater. However, as Rachel opens her mouth, her four year old self stutters an ineffective denial. In addition, the phraseology of this work contributes to the authors line drawing of Rachel. Cisneros writes in the simple speech of a young girl. For instance, Rachel utilizes run-on sentences and puerile phrases such as not mine, tippy-tip, all itchy, and that stupid Phyllis Lopez. This deliberate personal manner reminds the reader that Rachel is a little girl despite her wish to be one hundred and two. Also, one hundred and two exhibits typical infantile exaggeration. Additionally, the authors diction allows readers to experience thisgh situation from the perspective of an eleven year old. For instance, Cisneros describes Rachels indignation with the following lines That stupid Phyllis Lopez, who is even dumber t han Sylvia Saldivar, says she remembers the red sweater is hers. I take it off right away and perpetrate it to her, only Mrs. Price pretends like everythings okay. This amplification of the incident allows readers to adhesive friction the traumatic impact of this event on Rachel.Therefore, the symbols and diction of Eleven aptly depict Rachels character. Unquestionably, literary devices such as similes, repetition, imagery, symbols, and diction dexterously contribute to the characterization of Rachel. Cisneros draws an enlightening parallel between development and the establishment of layers within an onion or tree. Additionally, the repetition of childlike phrases such as not mine demonstrates that each of Rachels prior years remains within her as she matures.Also, the brilliant imagery of this literary work solidifies the readers visualization of Rachel. Moreover, the symbolic red sweater as well as the age of eleven further corroborates this central message. Finally, the puer ile diction of this writing masterfully allows readers to comprehend the conflict that Rachel experiences in the tween year of eleven. Certainly, Cisneros effectively illustrates Rachels disillusionment as she realizes that she can neither make her part be heard nor silence her childlike instincts at age eleven.