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Write an essay (900-1200 words) in which you analyze and interpret Karen Shephard’s short story “Popular Girls”. A part of your essay must focus on the narrative technique and the many references to labels and certain locations in New York City.

Popular Girls

A short story by Karen Shepard You know who we are. We're Kaethe and Alina, CJ and Sydney. Stephanie. Our hair is blonde or brown or black. Rarely red, rarely curly. It's thick and straight, and falls back into place after we run our fingers through it and hold it away from our faces long enough for you to see our striking eyes. When we do this, you get shivers.

It's 1982, and we sit on the benches lining our New York private school's entrance, after classes are over and before we head home. They are old church pews, and we are from another world. Our canvas book bags mass at our feet. They're from Sweden. They come with an excess of zippers, a plastic ID tag on a small chain, and a ruler that we never use. We buy them at Chocolate Soup, on Madison, the store for cool kids. We say things like "Tenth grade is the Howard Johnson's of school life."

You can sit on these benches too, but we do not notice you. Last fall we excised some of you from our group by taking you aside five minutes before chapel and saying "It just isn't working out."

We see everyone who walks past us, in and out of our 200-year-old originally Episcopalian school. We sweep you with our eyes as if you were a landscape. We've seen everything the world has to offer, and we've dismissed it.

We lean back in the pews, our heads against the brick wall, our feet planted widely in front of us if we are wearing jeans—worn jeans that we say we've had since we were ten. If we're wearing miniskirts, we cross our long legs and tuck one foot behind the other calf, like CJ told us she once saw Anne Sexton do in a photo. We are weary. Our day was long.

Our book bags spill into the corridor in front of us. They are our moat. We reach into them to refold twenties into our Coach leather wallets, to idly rearrange a silk sweater that matches our socks, to lift and complain about that bio textbook. We mention the biology teacher's name and flutter our lashes, holding our hands over our hearts. We also discuss the theater teacher. And that one English teacher.

We have breasts. When we stretch and yawn, we arch our backs, and our buttons strain. You can see bits of our Lily of France bras. We have seen the theater teacher looking at them. We are not shocked. We are not surprised. We wear them in mocha and black, dark purple and fuchsia. They are sheer and iridescent. If we are not careful, our fingernails snag on them. We don't let boys take them off. We take them off ourselves.

We listen to the tribulations of other girls' boyfriends. The boys muse about affairs. We suggest ourselves. We hold other girls' boyfriends' hands and write in our diaries, "Bingo!" We cross out the ex-girlfriends' pictures in the yearbook with a blue ballpoint pen.

We talk to senior boys on our private phones for three hours a night. We talk about girls' sexual limits. They tell us that the first time should be with an older, more experienced person. We lie under our Charlie Brown bedspreads, hug our pillows, and agree.

Some of us are virgins and some of us are not. Rumors have floated about some of us giving blowjobs in the wrestling room. Kaethe, people say, slept with Treat Williams.

Some boys we are friends with, and some boys we date. There's rarely any crossover. The boys we're friends with—Andy and Greg, Hunter and Miles—can join us on the pews. They sit outside the moat, on the carpeted floor, leaning forward to look at us, or leaning back on their hands. We talk about last weekend, or this one. It is always Friday, in April. We talk about who has passes to Studio or Xenon. An Ivy League party at Limelight tonight. The boys hold up postcard invitations and ask if we're going. We take their postcards and make no promises. We turn to one another and talk about meeting at this bar or that one. We have fake IDs from the fake-ID place on Eighth Street. They say we go to Vassar, NYU, Columbia. We stopped going to Dublin House a year ago; that's for ninth-graders. We drink on the Upper East Side, at Dorian's or Fitzgeralds or JG Mellon's. We know the managers. The bartenders give us free drinks. If we go to the West Side, we go to Nanny Rose—crayons on the table and ice-cream drinks that make our teeth ache. We pass out in the bathroom, forgotten until we're remembered and brought back to the group.

We chew gum in school. On the sidewalk around the corner, out of sight of Mr. Bleakley, the upper-school principal, we smoke cigarettes. Virginia Slims. Lights. Some of us smoke Gitanes—well, just CJ. If Mr. Bleakley catches us, we can flirt with him until he lets us go with a warning. Stephanie touches him on the arm. Alina leans in close to let him smell her. We love warnings.

You can't get enough of us. You've seen girls like us every step of the way through school. We're way out of your league.

We walk in the formation of migrating geese. Stephanie is at the head, with Sydney and Alina on her left and right, Kaethe and CJ last. Only Kaethe cares that she's last. We haven't figured out what CJ cares about; we don't spend much brain time on the subject.

Stephanie cares that she's first. She's the tallest. She was the first to wear boot-cut acid-dyed jeans. Her mother, aunt, grandmother, and great-grandmother were all ballerinas. She danced for the New York City Ballet. She was in The Nutcracker when she was eight and nine. She gave up ballet at thirteen. Her mom was pissed. Stephanie says she's going to be a fashion designer. In her Swedish book bag she carries an artist's sketchbook and colored pencils. Sometimes she just peels back the cover of her book and starts working on her fall line. She designs her company logo. She says with a slow sweep of her arm that when we grow up, she will dress us all. Her father lives in a castle. Her grandmother was the Queen of Holland, or something like that.

We live on Eighty-ninth and Park, and Sixty-sixth off Fifth, and Sutton Place, in penthouses and duplexes and townhouses. We rollerskate in parquet hallways and throw water balloons from roof gardens tended by Japanese men whose names we don't know. We get stoned in walk-in closets organized by color and in guest rooms we've never seen used. We make our Sassoon jeans fit just right by putting them on and soaking in tubs filled with warm water in mirrored bathrooms.

To school we wear sweater vests from Benetton in maroon and forest and bright pink over men's white T-shirts. Sometimes bandanas around our necks. Our socks match our vests. We wear wool side-zip tapered-ankle trousers in yellow and purple and red from Fiorucci, or dyed painter's pants from Reminiscence. We wear boys' black penny loafers with dimes in them, or black suede booties that make us look like we're from Sherwood Forest. We wear black-metal band watches that are slightly oversized. They slide up and down our forearms like bracelets.

We wear some makeup—Sydney wears the most, and she was the first to use lip liner—but we are naturally radiant without it. Men look at us when we walk by. Grown men. Men with jobs and wives and children not much younger than we are.

On weekends our clothes get shorter and tighter. Lycra is involved. For fancy occasions Ungaro, Versace, Armani, or small French designers that only the French have heard of. Those of us who can't afford to keep buying Versace dry-clean the outfits and return them.

A certain Cartier ring is a must, according to Stephanie, whose father buys only from Cartier. Three interlocking bands of three different kinds of gold: yellow, white, and pink. Its name is the name of our school, and we take that as a sign. Stephanie says a lot of knockoffs are on the market. Stephanie says she can tell the difference. Some of us tuck our hands under our thighs.

Our rooms at home are designed by architects and interior decorators famous for their work on small museums and boutique hotels. Our rooms are multi-level and carpeted, with custom-made circular beds—an extra one for sleepovers. Or they are sunken, with marquetry wood floors designed to look like Persian rugs. We have first-generation big-screen TVs and phones in the shape of something else: Mickey Mouse, Elvis, a red Mercedes 280SL. We have cordless stereos the color of steel, Cy Twombly throw pillows, and Steiff stuffed animals: horses and goats and elephants. We have doll collections our fathers add to every time they go to a foreign country, and add-a-pearl necklaces begun by our mothers on our first birthdays. Our glass-animal collections we add to ourselves. Our walls are decorated with Rolling Stones and Police posters and the New Yorker cover with New York as the center of the world. If our parents are art collectors, we have child-appropriate Jim Dine prints of hearts or red robes.

Our parents are the presidents of department stores, interior decorators, film directors, investment bankers, psychiatrists, royalty, real-estate developers. Housewives, board volunteers, fundraisers, art collectors, alcoholics, adulterers. Angry, sad, and distant. Or they're Legal Aid lawyers, doctors in Harlem clinics, cancer researchers, cooperative-nursery-school directors. Empathetic, energetic, and loving. They mystify and enrage and enthrall us. Stimulate and bewilder us, frustrate and entertain us. Very rarely they surprise us. Mostly they bore us. We evade them, slipping around corners like cats, not wanting to confront their gifts and legacies. We tell each other they don't know the real us. We worry that even they can see through us.

We tell them we're going to one another's houses for sleepovers, and they know we're lying but they let us go anyway. Have a good time, they say. Don't stay up too late, they say. Okay, we say. We love you, we say. And we do.

This Friday in April, 1982, we are on our way to the Ivy League Limelight party when a limo pulls up alongside us on Park Avenue. Boys are in the limo. Not boys we're friends with, the kind of boys we could date. They are older. Older than college. Old enough for jobs. But we're not curious about what they do. They're drinking champagne. They're wearing open-collared shirts in white and blue and lime green to show off their tans. They speak with accents. They are named Gilles and Pablo and Antoine.

Only three of them, but who cares? the five of us think, stepping gracefully into their long black car, bending so they can see whatever they want. I will be one of the three, each of us thinks. I will be one of the three they choose, pulling ahead of the other girls like a horse at the wire.

We offer our hands, and they take them, but only to pull us to them, to kiss us on both cheeks. They keep their lips to our faces longer than they should.

The boys mix us Kir Royales, and we giggle at the bubbles the cubes of sugar make. They introduce us to the chauffeur, a young black man to whom we give our small, kind smiles. CJ thinks he's hot. The boys ask where such a beautiful pack of women could be going on such a beautiful night, and we don't reveal how thrilled we are at being called women. We pull the postcard invitations from our sequined evening bags. They read and frown and say, "S'il vous plait" and rip our postcards into pieces, and we laugh and open the windows for them and watch the pieces fly away.

We're not on Park Avenue anymore, and we ask them to close the window. And Gilles takes Sydney's hand and kisses her palm, and the rest of us are jealous. "Welcome," these boys say. "Welcome."

They take us to the new club. They're on the list. They know the bouncer. So do we, of course, from another club, another time. They hold their hands to the smalls of our backs, ushering us past the people who have to wait. The club is called Area; it has a long entrance tunnel lined with the equivalent of shop windows. Tonight is red night, and all the window tableaux have something to do with red. Real people stand in the windows. Beautiful women with bored, superior faces. Alina says she recognizes one of them from a Seventeen shoot she did a few months ago. Antoine pulls her dark hair back to get a better look and says he thought he'd recognized her. The rest of us silently swear to give up another two meals a week, to eat raw fruit and vegetables for a month, to get back to 100 or, at the very most, 105.

But we don't like the windows. There is something about them. We walk quickly to get past them into the club, where it is dark and hot and too loud to think.

We dance to Billy Idol and Modern English, "Mony Mony" and "I Melt With You" and "I Love Rock 'N Roll" and extended dance versions of "Every Little Thing She Does Is Magic" and Blondie's "Rapture" and anything by The Cars.

We like the dance floor. We dance in groups, letting the boys in, closing them out. Dancing is not about the boys. It's a performance of us, the group of us. Our energy, our happiness. The good things that happen when we come together. We hold our arms above our heads. We swivel our hips. We flip our hair as if we are out of control. We point to one another and smile. Look at you, we are saying. Look at you. We are happy to be together, part of something and not alone, and we celebrate that out loud.

Off the dance floor are the bar and the bathroom. At the bar we drink Tanqueray and tonics or Melon Balls or Cape Codders, and thwart unwanted advances by putting our arms around one another and standing tall. "Sorry," we say. "We're together." If a boy hangs around, we ignore him and drop our voices to say, "What a dork," "What a loser." CJ likes more theatrical dialogue: "You are so hot," she'll whisper in Kaethe's ear. "I want to lick you all over." Certain guys go for CJ.

In the bathroom we pee quickly and stand at the mirror in a row, brushing and talking and dabbing and talking. If we do cocaine in one of the stalls, we go in by twos, using that cool little bullet of CJ's that's clear acrylic and looks like it should be in the design section of MOMA. We compare this week's to last's, reflecting on the sordidness of our dealers. Our dealers are not real dealers. They're private school boys whom real dealers use to get to us. We also do speed. CJ does shrooms. Occasionally we get stoned, but we agree that we were pretty much over the pot thing by the end of seventh grade. We're tenth-graders. It's all about getting through the whole thing as fast as possible. Who wants to go through tenth grade in real time?

CJ collapses on the red-velvet divan in the ladies' room. Hey, she says. I don't feel so good.

We gather round. Her skin is pale, but her skin is always pale. She has rings under her eyes. Her eyes freak us out. They are shiny—too shiny to be a sign of anything good.

She holds her head. She lists to the left. She hangs her head between her knees. She lifts it.

"You're crying," we say, pointing.

"I am?" she says, reaching to her face.

Sydney takes over. Sydney says she's going to be a doctor. Sydney's father is a heart surgeon. She kneels by CJ and feels for a pulse. She looks closely at CJ's face. She stands up and turns to us. "She's really cold," Sydney says. We nod.

The door opens. It's Pablo, wanting to know what's up. We fill him in. He comes over to the divan, and we glance around, disconcerted. A boy is in the girls' bathroom.

He says she probably ate or drank something bad. We nod. He'll take her back to their place and keep an eye on her. He has her on her feet and walking before we say anything. We follow them out. We ask CJ if this is okay. She seems to nod, and rests her head on Pablo's shoulder. He slides his hand up her back beneath her shirt, unhooks her bra with one hand, and reaches around to cup her breast. It's almost gentle.

We don't walk them out. We tell her we'll hold her bag. We tell her we'll call her later. Kaethe remembers that CJ said Pablo was gross.

That leaves four of us. It's three in the morning. The crowd is thinning. Some people are heading to the late nightclubs. Others stare dumbly, trying to figure out how to get home.

We dance until the lights come on, revealing a dance floor of spilled drinks and dropped coat checks, glasses holding triangles of lemon and lime. In a corner an empty condom packet. Atop one of the speakers a lipstick and a compact mirror. On another a naked man with a ponytail is dancing even though the music has stopped. Very nice, we say, frowning and taking the arms of our men.

At their loft apartment—one vast rectangle—CJ is better. She's pouring upside-down margaritas into Pablo's mouth. We must, she says, holding the tequila and the triple sec to her chest, do two of these to be allowed in.

We take turns, in a black-metal chair that looks like it came from Rent-A-Center, tilting our heads back for CJ to pour. Alina gags on her first and spits it all over Antoine. We laugh. Stephanie is a pro. Sydney and Gilles are already on the couch. He accordions her miniskirt and rubs the skin beneath the elastic of her underwear.

We notice the three beds. There are five of us, three of them. With these boys there will be consecutive sex, or two-on-ones, or more-than-two-on-ones. Whatever happens will be performed in front of the group. We ask ourselves whether we can actually do this; we imagine how we will step out of our clothes gracefully. We are uneasy. Nothing about this whole thing will be graceful. No one is leaving.

It's five in the morning by now. In our homes our parents who love us are still sleeping. Our younger brothers and sisters, who think we're way cool but who tease us mercilessly, have kicked off their covers and are murmuring in their dreams. Our dogs have their tails curled over their twitching noses; our cats are prowling the kitchens. Our goldfish named Snoopy and Linus are floating in their bowls. And there we are, in our beds too. Wearing our all-cotton pajamas, sleeping the sleep of the innocent, the young, the entitled. Our arms are flung above our heads; our legs are hanging uncovered off the side of the bed. It doesn't matter. There we are. So here in this apartment, with three men whose last names we don't know, it doesn't matter what happens. We're loved. We're protected. Do with us what you dare. Do with us what you can.

--------------------------------------------
[ 1 ]. American hotel and restaurant chain
[ 2 ]. American poet (1924-1974)
[ 3 ]. A character from the comic strip, Peanuts
[ 4 ]. A group of prestigious American universities, such as Harvard, Princeton and Yale
[ 5 ]. Famous ballet by Tchaikovsky
[ 6 ]. American pop artist
[ 7 ]. Museum of Modern Art, New York
[ 8 ]. Hallucinogenic mushrooms

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...from these events? How have they affected your personality or how you deal with situations now? Remember the focus of the essay is on the contrasting impacts of these events in your life. These events do not have to be major events, they could be minor in nature but their impact on you could be great and long lasting. Undertake the task of pre writing for this topic. Select your two events. Describe them in point form. Consider their diverse impacts on your life. By the end of this class you should have completed your pre writing and make sure you get your sheet signed by me. You have the week to work on your first draft. Those of you who would like to show me the first draft are free to submit it to me online and I shall hand them back to you online. I will tell you whether you are on the right track, however this is optional and you will not be penalized if you do not show me your first draft. You need to give me Draft 1 by Tuesday, Feb 26. This will be an online submission under Assignments on ilearn. I will correct it and give it back to you by Sunday March 3, and then you will work on changing the draft according to my corrections and bring it to class on Tuesday, March 5 when we will have a peer review session. So after our class today you need to upload your first drafts of the essay in a week, by Feb 26 in an area marked out as Essay 1 under Assignments on Ilearn. You need to exchange your second drafts with two of your classmates on Tuesday, March...

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...tutorial x 13 weeks)     Level: Foundation/Matriculation     Lecturers: Ms Fazidah Abdul Jamil., Mdm Goh Wan Chen, Ms Saratha Thevi Ramasamy, Ms Norzaireen Shamsul Kamar Synopsis: This course is designed for students who require the necessary skills for tertiary studies. Some basic grammatical concepts are taught and students are to apply them in their writing. Writing will focus on the development of coherent paragraphs. Reading skills will cover such strategies as scanning, skimming, main ideas, contextual clues and inferences. Learning Outcomes: Upon completion of this subject, student will be able to: 1. write summaries as well as process, comparison-contrast and cause-effect essays 2. apply basic grammatical concepts in writing 3. answer questions based on academic texts 4. give oral presentations Textbook: 1. Daise, D., Norloff, C., and Carne, P., (2011). Q: Skills for Success 4 : Reading and Writing Oxford University Press, UK 2. Paterson, K, and Wedge, R., (2013). Oxford Grammar for EAP. Oxford University Press, UK Recommended References: Cambridge International Dictionary of English (1997), Cambridge University Press, UK Mode of Assessment: [1] Class participation 5% [2] Quiz 1 15% [3] Quiz 2 10% [4] Oral Presentation 10% [5] Mid-Term Examination 20% [6] Final Examination 40% Syllabus – FDENG001 |Week |UNIT |Topics ...

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...Define Your Thesis For essays that are part of an Early Years Care & Education Degree, it is important to clearly define a thesis statement within the first paragraph of the essay. Even if you are given a topic to write, such as the importance of preschool classes in low-income neighborhoods, you need to develop a strong thesis in your own words. Here is an example: "Preschool classes in low-income neighborhoods are a crucial step in helping all children enter elementary school at the same educational level, regardless of the income of the family." Once you have defined a clear thesis, you can proceed to the rest of your essay. However, without a clear thesis, your essay will not hold up. Use Examples The majority of your essay should be a careful and clear argument that supports your thesis statement. Do research and cite as many examples as possible to prove your point. For an essay about the merits of all-day educational opportunities for preschool-aged children, check trustworthy sources such as the National Association for the Education of Young Children and national PTA. Provide each point in a strong and complete paragraph. Each paragraph should have a main statement, supporting information and a conclusion. Tie In Conclusion After you have made your argument, state your conclusion in a clear and concise manner. Whether you have proven that the teacher ratio in a preschool setting should be lower than 4 to 1 or made a case for more national funding for the education...

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...Carmen Hollow Mr. Beurskens College English Critique Essay: The Morals of the Prince May 3, 2011 The Grey Area between Good and Evil: A Critique of “The Morals of the Prince” by Niccolo Machiavelli Introduction We’ve all made a promise that we couldn’t keep and we have all felt bad about breaking those promises. Whether it was a promise to our parents, our children or a co-worker, we don’t feel good about it, but sometimes it can’t be helped. Usually if we couldn’t keep a promise it was for a good reason and not a selfish one. To the person that we made the promise to, we may be viewed as uncaring or unreliable, but to ourselves we know that we had to make a decision that could hurt someone but at the same time our decision could help that same person or persons. Making a promise and not being able to keep it for one reason or another, is one of the few topics that Machiavelli writes of in his essay “The Morals of the Prince”. He also tells why he believes a prince should be feared rather than loved, and why a prince should be stingy and not generous. He wants us to know how a “perfect” prince should act and behave so that the prince will be viewed upon as a great prince. Summary Machiavelli writes about how he believes a prince should act and behave to be considered a successful prince, one that is loved and feared, liberal and stingy, one that knows when to keep his word and when to break it. In his essay, Machiavelli writes “a prince who wants to keep his post...

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...Basic techniques for generating ideas. Brainstorming. Brainstorming consists in writing series of words or sentences just as they flow from our mind, although they have no logical order or connections. Once the words are written down, we have to establish relationships among them. This is the embryo of the future text. Free writing. Free writing is a similar technique to the brainstorming. Consists in writing a text without previous decisions or ideas about how we want to write it. Just choosing a topic and writing about it, and then we can summarise the main ideas. Organisation of information. There are some basic rules for writing a well - structured text. The text should be organised in a clear way; it must not be a twisted or an incomprehensible lot of ideas. We have to try to write according to certain conventions about hoe the text is organised. We have to structure our text in paragraphs. Each paragraph must express one idea. Some rules referring to the paragraphs: A paragraph must be clearly separated from other paragraphs, either by an empty line or by indenting the first line, or both. There must be no blank spaces or half-empty lines inside the paragraph. A paragraph in academic prose does not begin with a dot, a line or a kind of mark, except in special circumstances. Each body paragraph must normally have a topic sentence, and more than one sentence. Types of paragraphs. The introductory paragraph. There must be at least one...

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