Speak by Laurie Halse Anderson
ISBN: 0-14-240732-1
Penguin, New York, 1999
198 p.
Penguin, New York, 1999
198 p.
Plot Summary
Melinda Sordino begins her freshman year of high school as an outcast. When attending a party during the summer, she called the police, busting up the party and getting several students in trouble. Her usual group of friends, called the Plain Janes, no longer acknowledges her and the group has since dissipated into other cliques. Not wanting to go through high school as a loner, Melinda half-heartedly befriends Heather, the new girl in town. In contrast to Melinda, Heather is extremely energetic and constantly concerned with fitting in by joining various groups and clubs. Broken down into marking periods, the reader follows Melinda through the school year, watching as her grades and mood continue to decline. Art is the only class that she experiences any connection to, as she has the challenge of using different methods to construct a tree. Although giving several allusions to what happened the night of the party, Melinda finally lets the reader in and details how Andy Evans raped her. Spurred by her inability to fight him off and even talk about the event to the police or her parents, Melinda loses the will to speak. Using a storage closet as her safe haven at school, Melinda tells, “It is getting harder to talk. My throat is always sore, my lips raw. When I wake up in the morning, my jaws are clenched so tight I have a headache. Sometimes my mouth relaxes around Heather, if we’re alone. Every time I try to talk to my parents or a teacher, I sputter or freeze. What is wrong with me? It’s like I have some kind of spastic laryngitis” (p. 50-51). However, more concerned about her position in the Marthas clan, Heather ditches Melinda, leaving her without anyone to talk to. Confronted by her attacker once again, will Melinda be able to stand up for herself and speak?
Melinda Sordino begins her freshman year of high school as an outcast. When attending a party during the summer, she called the police, busting up the party and getting several students in trouble. Her usual group of friends, called the Plain Janes, no longer acknowledges her and the group has since dissipated into other cliques. Not wanting to go through high school as a loner, Melinda half-heartedly befriends Heather, the new girl in town. In contrast to Melinda, Heather is extremely energetic and constantly concerned with fitting in by joining various groups and clubs. Broken down into marking periods, the reader follows Melinda through the school year, watching as her grades and mood continue to decline. Art is the only class that she experiences any connection to, as she has the challenge of using different methods to construct a tree. Although giving several allusions to what happened the night of the party, Melinda finally lets the reader in and details how Andy Evans raped her. Spurred by her inability to fight him off and even talk about the event to the police or her parents, Melinda loses the will to speak. Using a storage closet as her safe haven at school, Melinda tells, “It is getting harder to talk. My throat is always sore, my lips raw. When I wake up in the morning, my jaws are clenched so tight I have a headache. Sometimes my mouth relaxes around Heather, if we’re alone. Every time I try to talk to my parents or a teacher, I sputter or freeze. What is wrong with me? It’s like I have some kind of spastic laryngitis” (p. 50-51). However, more concerned about her position in the Marthas clan, Heather ditches Melinda, leaving her without anyone to talk to. Confronted by her attacker once again, will Melinda be able to stand up for herself and speak?
Critical Evaluation
Speak connected with me on an emotional level. Throughout the novel, I felt a connection to Melinda, understanding her fears and frustrations. Because it was written from Melinda’s point of view, the reader has a front row seat to look into her deepest thoughts. The tone of the novel seems designed to make the reader feel her depression. As she reaches the depth of her depression, Melinda thinks, “I have no friends. I have nothing. I say nothing. I am nothing” (p. 116). This succession of short sentences pops up several times within the novel, reading as a sort of mantra of depression. Likewise, whenever Melinda discusses her fear, fear permeates the novel. For instance, when Melinda sees Andy for the first time since the attack, she cannot even think his name. The reader is introduced to his character as “IT.” Immediately, the reader knows the terror that Melinda experiences whenever she sees him.
I especially appreciated how Anderson depicted Melinda’s depression. Rather than making her completely mute, the sort of selective muteness made it more plausible that her depression would easily go unnoticed. In addition, she doesn’t particularly do anything to bring attention to herself, either. She just blindly wanders through the year, acknowledging the things going on around her but rarely getting involved. This served as another way in which Anderson wrote a realistic character that readers can understand much easier than any of the characters in the book are able.
Reader's Annotation
At her first drinking party, Melinda called the police, leading to her position as an outcast at school. Melinda goes through the school year fighting for the strength to tell someone what happened and finally be able to speak.
Information About the Author
Laurie Halse Anderson is the New York Times-bestselling author who writes for kids of all ages. Known for tackling tough subjects with humor and sensitivity, her work has earned numerous national and state awards, as well as international recognition. Two of her books, Speak and Chains, were National Book Award finalists. Laurie was honored with the 2009 Margaret A. Edwards Award given by YALSA division of the American Library Association for her “significant and lasting contribution to young adult literature…”. Mother of four and wife of one, Laurie lives in Northern New York, where she likes to watch the snow fall as she writes.
Speak connected with me on an emotional level. Throughout the novel, I felt a connection to Melinda, understanding her fears and frustrations. Because it was written from Melinda’s point of view, the reader has a front row seat to look into her deepest thoughts. The tone of the novel seems designed to make the reader feel her depression. As she reaches the depth of her depression, Melinda thinks, “I have no friends. I have nothing. I say nothing. I am nothing” (p. 116). This succession of short sentences pops up several times within the novel, reading as a sort of mantra of depression. Likewise, whenever Melinda discusses her fear, fear permeates the novel. For instance, when Melinda sees Andy for the first time since the attack, she cannot even think his name. The reader is introduced to his character as “IT.” Immediately, the reader knows the terror that Melinda experiences whenever she sees him.
I especially appreciated how Anderson depicted Melinda’s depression. Rather than making her completely mute, the sort of selective muteness made it more plausible that her depression would easily go unnoticed. In addition, she doesn’t particularly do anything to bring attention to herself, either. She just blindly wanders through the year, acknowledging the things going on around her but rarely getting involved. This served as another way in which Anderson wrote a realistic character that readers can understand much easier than any of the characters in the book are able.
Reader's Annotation
At her first drinking party, Melinda called the police, leading to her position as an outcast at school. Melinda goes through the school year fighting for the strength to tell someone what happened and finally be able to speak.
Information About the Author
Laurie Halse Anderson is the New York Times-bestselling author who writes for kids of all ages. Known for tackling tough subjects with humor and sensitivity, her work has earned numerous national and state awards, as well as international recognition. Two of her books, Speak and Chains, were National Book Award finalists. Laurie was honored with the 2009 Margaret A. Edwards Award given by YALSA division of the American Library Association for her “significant and lasting contribution to young adult literature…”. Mother of four and wife of one, Laurie lives in Northern New York, where she likes to watch the snow fall as she writes.
Laurie has loved writing since second grade. She began as a freelance reporter for newspapers and magazines, but she had a lot to learn about writing. She earned hundreds of discouraging rejections letters when she started submitting her books to publishers. She joined the Society of Children’s Book Writers & Illustrators and found a supportive critique group. (Retrieved from author's website: http://madwomanintheforest.com/laurie)
Genre
Young Adult – Realistic/Issues
Curriculum Ties
Genre
Young Adult – Realistic/Issues
Curriculum Ties
English - Reading Comprehension and Literary Response and Analysis
This can also be used in a unit on dealing with depression and the consequences for the victims of rape
Booktalking Ideas
1. Introduce the ways that depression can be hidden from others.
Booktalking Ideas
1. Introduce the ways that depression can be hidden from others.
2. Think about how rape affects the victim.
3. Discuss the importance of speaking about issues.
4. Focus on the feeling of being an outcast in high school.
5. Talk about the power that Andy has over Melinda throughout the majority of the novel.
Reading Level/Interest Age
14+
Reading Level/Interest Age
14+
Challenge Issues
Although there are no graphic scenes depicted, the topics of rape and teen drinking could result in complaints in more conservative communities.
Although there are no graphic scenes depicted, the topics of rape and teen drinking could result in complaints in more conservative communities.
When confronted with complaints about this novel, librarians should become familiar with the material and its content. Turn to reviews from publications such as Publisher’s Weekly, School Library Journal, and Booklist, as well as reviews from teens that have read it. Also, it is beneficial for librarians to present reasons backed by the ALA in support of intellectual freedom. As stated in the Library Bill of Rights:
I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.
II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
Why Include Book in Selection?
I read this book when I was in ninth grade and loved it, but hadn't read it again since. Interested to see how the story held up since I've become an adult, I decided to read it for this project.
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