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The Geeks Shall Inherit the Earth

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Joey Stocksdale

on 15 May 2015

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Transcript of The Geeks Shall Inherit the Earth

The Geeks Shall Inherit the Earth
The High School Experience
What do
The intended audience for "The Geeks Shall Inherit the Earth" are all those involved in a school setting, struggling to understand the social construct of high school. Robbins states that "adults tell students that it gets better, that the world changes after school, that being 'different' will pay off sometime after graduation. But no one explains to them why." (Robbins Prologue)
She frequently starts a section by going into the story of one of the characters and states their actions and behavior with their peers. Then she explains how that corresponds with her theories and uses celebrity experiences for the reader to relate to.
The speaker is the author, Alexander Robbins. She is very passionate about her topic about social lives and why they are the way they are. She observed the lives of seven different of teenagers and wrote it in a fictional style to peak interest. In her prologue Robbins says that, " exclusion and clique warfare are so rampant that the media declares bullying an epidemic and rallies for the public to view the tragedies as a national wake-up call." (Robbins Prologue)
Robbins writes to inspire and explain the Quirk Theory, which simply stated, says that excluded and different kids develop, or already possess, "real-world skills that others will value, love, respect, or find compelling about that person in adulthood and outside of the school setting" (Robbins 8).
Throughout her book, Robbins presents her ideas through insightful writing and academic language. For example, her writing uses stories and experiences of those she interviewed to relate theories to personal experiences.
Alexander Robbins feels very neutral to the topic. Her only purpose is to inform her readers about social constructs within high school. However, she is very passionate about her theories as to why people act the way they do to those outside their social circle.
all have in common?
Diction- The Author's Choice of Words
Imagery-Descriptions and Appeal to Sensory Experience
Details- Facts Included OR Excluded
Language-Characteristic of Word Use
Robbins proves that she is educated through her writing and consistently shows that she actually wants to elaborate the conflicts of being within the high school setting. She shows this by saying that "the qualities that set them apart from their classmates were intertwined with the qulaties that made them stand out from the crowd in positive ways." (Robbins 47)
Robbins' purpose is to thoroughly explain the troubles and struggles of outcasted students in high school. Many people feel like they do not belong and while some of those people are comfortable or in fact, embrace this opinion, others struggle to accept their differences. Robbins explains that "Quirk Theory is intended to validate student's inability or refusal to follow the crowd. It serves as a way to explain that, once they leave the school setting, their lives can improve." (Robbins 46)
By Jordan S. & Savanna C.
"We had a kid who wanted to be cool but he wore eyeliner, so we invited him to a party and got him drunk and pushed him into the fire and then some guys peed on him when he passed out" (Robbins 83).
Throughout her book, Robbins demonstrates the uses of figurative language in her writing style. One example is when Blu, from Hawaii, is with his friend and describes the setting. Robbins lays the scene as "the sky faded into blended bands of orange and purple. The water, stilled as if it were watching too, reflected a warm amaranth red. Swimmers in the distance turned to shadow." (Robbins 143)
Robbins truly gets involved with her study as she says "I wanted to help the main characters learn to see the value in themselves." (Robbins 47). She continues to explain their stories in detail and explain the different aspects of the Quirk Theory through their day-to-day actions. She continues saying she "took an unorthodox approach by offering each of these individuals a challenge in the middle of the school year." (Robbins 47).
Robbins makes it a point to create a context of literature that is relatable to the reader at many different points throughout the book. She uses academic language within her evaluation of the different people she comes in contact with.
"Many studies show that once students slap on a label, they don't want to remove it.... The major exception occurs when one's status drops; classmates are only too eager to acknowledge a peer's downward mobility by demoting her to a so-called freak, slut, or loser..." (Robbins 250).
"Regan explained, 'You know how when you talk to a little kid who's rambunctious and talking a mile a minute, you're kind of like, 'Uhhh, ookayyy' and make a face to adults like, 'What is wrong with this child?' That's how people react to me. They say things like, 'Okay, Regan,' talking down to me... I'm a realist, but I'm still happy that life exists and that I'm a part of it. Personally, I think that's a strength." (Robbins 64)
"But as Whitney got to know the punks, chiefly through Dirk and his besy friend, she was surprised to discover that they shared the same characteristic as the preps. . . When she realized that the punks weren't the unique, free spirited, individuals she'd assumed they were, she was disappointed. 'I've lost all hope in humanity. No matter what clique you're in, you're still in a clique and you still have to be fake and conform'" (Robbins 254).
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