27 pages • 54 minutes read

Eleven

Fiction | Short Story | YA | Published in 1991

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Summary

Background

Story Analysis

Character Analysis

Themes

Symbols & Motifs

Literary Devices

Important Quotes

Essay Topics

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Discussion Questions

Literary Devices

Repetition

Repetition, the recurring use of words and phrases, is a literary device that shows emphasis. Repetition is used in “Eleven” to showcase Rachel’s anxiety and to indicate immaturity. When she thinks about how the sweater does not belong to her, she thinks, “not mine, not mine,” and reminds herself that she is “eleven, eleven,” and that everyone will sing “Happy birthday, happy birthday to you” (Paragraph 12). The repetition here—in the text’s the rising action—highlights Rachel’s immaturity, as childish chants are the only way she can articulate her distress.

In contrast, repetition with slight deviations show Rachel’s growth in the story. For example, Rachel repeatedly counts all the ages she has been so far. In the opening paragraph, she reflects on how “when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one” (Paragraph 1). This extended parallel structure, with “and” preceding every age, highlights Rachel’s youthful way of reflecting on the aging process. This rundown of ages repeats twice more, in the climax when Mrs. Price forces Rachel to wear the sweater and in the conclusion. However, in both instances, Rachel abandons the syntax that made her sound younger; instead, she simply lists the ages, which are separated solely by commas. This structure is clearer and more concise, indicating that Rachel’s narration of the situation is coming from a more mature perspective

Similes

Rachel uses similes to express her emotions. Similes are a figure of speech that compares one thing to another, usually to provide a more vivid or evocative description. The imagery evoked by Rachel’s use of simile is often childlike, reflecting her youth. She primarily uses similes to express her feelings in moments of distress, to illustrate the overwhelming emotions that she cannot otherwise express. When Mrs. Price first asks who owns the red sweater, Rachel describes the feeling of her ages “rattling inside [her] like pennies inside a tin Band-Aid box” (Paragraph 5). This simile simultaneously situates Rachel as a young narrator while showcasing her anxiety in words that make sense to her. She uses similes to ground her worries in concrete terms, which gives the reader a deeper understanding of how she feels.

Later in the story, Rachel describes the red sweater “sitting there like a big red mountain” (Paragraph 13). Again, this simile conveys the intensity of Rachel’s emotional reaction, giving context to her sense of powerlessness. On the surface, the sweater is just a raggedy garment, but to Rachel it represents something massive, daunting, and immoveable.

Imagery

Imagery is figurative language that appeals to the reader’s senses. This creates a more immersive reading experience and allows the reader to emphasize more fully with the character. Rachel’s descriptions of the red sweater are vivid; when she puts it on, her narration evokes multiple senses: She notes that it “smells like cottage cheese” and that “the sweater hurts […] all itchy and full of germs” (Paragraph 18). Cisneros uses imagery to continuously frame the sweater as undesirable and repulsive.

Visceral imagery is also used after Rachel puts the sweater on, when she starts to cry. She describes in detail how her body physically reacts to the situation, detailing how “her face [is] all hot and spit [is] coming out of [her] mouth”; she compares the noises she makes to “animal noises” and ends the paragraph by describing how her “whole head hurts like when you drink milk too fast” (Paragraph 19). This imagery, enhanced by use of simile and metaphor, gives the reader a graphic image of exactly what Rachel is going through in this moment.

Dialogue

Dialogue refers to any words spoken by the characters in a text; it conveys thoughts and action and drives the plot. The dialogue in “Eleven” underscores the power imbalance between Rachel and Mrs. Price. The way characters speak in this text is key to their characterization. For example, while Rachel has a rich inner monologue marked by figurative language and self-reflection, her spoken dialogue is feeble, stunted, and choppy. She only speaks a few short, incomplete sentences when attempting to deny that the sweater belongs to her. This contrast shows the disconnect between Rachel’s interior and her exterior; her poor verbal expression reflects her inability to stand up for herself and assert her voice.

Mrs. Price, on the other hand, speaks frequently and authoritatively. Her dialogue is powerful and commanding; whatever she says in the classroom becomes fact. When Mrs. Price says that “of course” the sweater is Rachel’s, the sweater instantly becomes Rachel’s despite her attempts to fight it (Paragraph 10). Mrs. Price’s main method of enforcing order is her sharp, unyielding dialogue; when Rachel later pushes the sweater off her desk, she snaps, “You put that sweater on right now and no more nonsense” (Paragraph 15), following it up with the imperative command, “Now!” (Paragraph 16). Rachel notes that Mrs. Price “says it like she’s getting mad” (Paragraph 15). Mrs. Price’s words and verbal delivery both frame her as an authority figure who lacks patience and compassion. Thus, in this text, dialogue distinguishes the powerful from the powerless.