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specifically behavior expected of women. How might we use this as a starting point for
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a more sophisticated and nuanced argument?
Let’s first revisit the idea that interpretations are arguable — which means that any
DIFFERENTIATION interpretation you’ve developed can lead to other possibilities, too. One approach to
Scaffolding Analyzing Short Fiction deepening your interpretation is to argue with yourself, maybe even pretend to disagree
with your thesis, and see where that takes you. Keep in mind, though, that the goal is
Ask students to explore how they can use not necessarily to abandon or reject your interpretation outright but rather to add
conjunctive adverb phrases to extend their nuance to it. In a way, you’re asking, “What if . . .?” Doing this qualifies your
arguments. Select a topic of high interest argument—that is, it shows you’re considering multiple ways to approach and
(such as dress code restrictions, etc.), and
ask students to write down everything in ultimately interpret a text.
support of one side of the argument. Then, The original thesis presents the mother through the lens of domination, a desire to
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have them use a conjunctive adverb phrase
have them use a conjunctive adverb phrase make her daughter follow a certain path to respectability as the mother defines it. But
such as “however” or “nonetheless.” Ask what about that overwhelming love that we usually associate with motherhood? How
them to list everything in support of the does that translate into the “domination”? If you explore that question, you might start
other side of the argument. Encourage to see the mother’s motivation, in telling her daughter how to become a certain kind of
them to explore variables within these sides
them to explor e variables within these sides woman, is to protect her daughter, maybe even to nurture a certain kind of
to avoid a binary argument. independence. Maybe the mother herself feels the tension between wanting to offer
love and protection and the urgency of telling the daughter important rules of behavior
in the society where she lives. Let’s take a look at how we can adjust the original
example thesis to allow for a more nuanced view of the mother:
In “Girl” by Jamaica Kincaid, a mother’s dominating presence, barrage of scolding
commands, and a pattern of syntax that emphasize accepted norms and values show a
mother’s determination to mold the “girl” into traditional gender roles; a closer look,
however, reveals a protective mother’s determination to encourage her daughter’s
independent spirit.
This revised thesis goes right to the heart of two sets of tensions in “Girl”: love vs.
domination and conformity vs. independence. Each of these tensions feels on the
surface like a binary conflict where one or the other should prevail (or “win”), although
that’s rarely the case. In fact, body paragraphs that follow from this thesis would
analyze how the mother’s actions (and her words) embody what appear to be contrasts.
Exploring these tensions requires a sophistication of thought about the short
story — especially the character of the mother.
Here, for instance, is a possible body paragraph in an essay guided by the thesis
we’ve just discussed.
Throughout the story, the mother issues stern directives that provide advice about how
her daughter should behave in order to take her place as a vital part of her community.
She delivers a barrage of imperative verbs of what to do and not to do: “Wash the
white clothes on Monday . . . cook pumpkin fritters in very hot sweet oil . . . sew on a
button . . .” — all chores requiring the conformity expected of women in the traditional
role of housekeepers and likely of wives and mothers. However, the mother also advises
her daughter on ways to take control of her life by, for instance, knowing how to “smile to
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DIFFERENTIATION
Scaffolding
You may wish to make a copy of pp. 53 and
54 for students. Ask students to circle all
claims found in the body paragraphs back
to the revised thesis statement. Then, ask
students to share their results with their small
group members.

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