The House on Mango Street

Literary Analysis
Chamin Pongtanee
28/5/2021

The tone and language of a book shape the reader’s experience. Sandra Cisernos wrote
The House on Mango Street, which is a book with many emotional, logical, and educational
topics and scenes. The tone of language changes according to the topic. The effect shown most
often is women’s rights, abuse and control. The language becomes more vivid and bolder as the
topic of abuse becomes harsher. Sandra Cisernos uses bold and vivid language to show the
horrible actions of abuse and control.
Gender roles are apparent in Esperanza’s family because of how her mother’s dream did
not come true. Sandra Cisneros gave “Mother” interesting characteristics. She “sings with
velvety lungs powerful as morning glories.” (90) This sentence perfectly describes how good she
is when singing an opera. She likes to draw or stitch when she has time. She wants to see the
ballet, but it looks like she can’t leave her responsibilities behind at home. She is seen to be
bored at home. “I could’ve been somebody, you know?” Is a repetition that highlights the fact
that she is not satisfied with something in her life or she sounded like something is bothering her.
The reader could see that the repeated sentence creates an effect where it shows that other
characters in the book also would like to speak up about gender roles or abuse.(A Smart Cookie).
Her mother talks to Esperanza as she makes oatmeal. Her mother’s dialogue sounds like
complaining. She went to school and studied hard, but she didn’t really get to do anything now
that she is married. Gender roles are shown in Esperanza’s family by the stereotype that women
should take care of the family and cook for the children. This has stopped her mother from what
she wanted and it stopped her mother from showing her talents. It turned her talents into just a
hobby when she was bored at home. Why should many women in this book and in the real world
be stuck like this? Society is expecting women and men to have different jobs, and to have
different roles which then turn into “gender roles” inside and outside of the family. Sandra
Cisernos wants to show that female characters are under some tension in their family by giving
them dialogues with emotions such as sadness or annoyance, which depicts how they are
controlled or what genderole limits their lives to.
 The tone of language Sandras Cisernos uses changes as the topic of abuse and control
show more. Like in this example “And then Rafaela, who is still young but getting old from
leaning out the window too much, gets locked indoors because her husband is afraid Rafaela will
run away since she is too beautiful to look at” (p.79). In this phrase the readers can comprehend
that she must have been stuck for quite a long time considering that she is “still young but getting
old...leaning out the window.” The words show how long and sad it must have been for someone
to be staring out the window until they are old. The reader can reflect on the feelings of the
characters more when they are written to be seen emotionally. “Locked indoors because her
husband is afraid Rafaela will run away since she is too beautiful to look at” (79). Her husband
did not have a valid reason to do so and she shouldn't be treated like that. By telling the readers
that she is too beautiful to look at makes the readers feel bad for her, because her marriage took
away her freedom. In the last paragraph of the same chapter the author compares marriage to
being “bitter like an empty room” (80). This example Shows that Rafaela is really lonely and her
life has nothing left for her. It makes Rafaela’s life sound more depressing after she got married.
“There is someone offering sweeter drinks, someone promising to keep them on a silver string.”
In this example “silver sting” meant marriage. It looks like happiness would come if someone
promised to marry her, but in reality it could get bitter. Some women in the book choose to get
married hoping to get rid of everything and live happily, but Rafaela wasn't so lucky as she is
locked up in her room all day. Sandras Cisernos would want the reader to understand that these
behaviours aren't fair, and no women should be locked up like Rafaela.
Moving further onto the next example of more cruel treatment, Sandra Cisernos becomes
creative at hiding the reality from the reader. “Sally, who taught you to paint your eyes like
Cleopatra?”(p.80) It sounded like she was just doing her makeup, but I think there is a meaning
behind it. The book later revealed that Sally is abused by her father. It is possible that the author
was giving hints since the chapter titled “Sally.” Cleopatra makeup might be done to cover up
bruises around her eyes. It shows that she would rather keep to herself about issues at home. It is
sad to see that people experience problems while many people don’t even know they are. SInce
Esperanza doesn't know the truth yet, she assumes that Sally was trying to be beautiful. While
the readers already have a clue on what might be going on, her language becomes bolder and
more direct as the truth is revealed to the readers. “He never hits me hard. She said her mama
rubs lard on all the places where it hurts. Then at school she’d say she fell. That’s where all the
blue places came from” (92). For the readers it is sad to learn about the truth in her family.
Although not being told that “he” is her father, it is clear enough for the readers to understand
that. After reading this, readers know that she was really trying to hide the fact that she is being
abused. Readers know that abuse is horrible, but from this book readers learn that it could always
be hidden. Sandra Cisernos wants to hint that Sally is hiding a fact from the school and keeps her
problems to herself. Letting the readers know that there are many things people might be
experiencing without ever knowing or helping out.
When stories like women being controlled by their husbands are told in the book, the
author tells the reader directly using bold words. In chaper “Linoleum Roses” the readers look
into a child marriage when Sally marries a man. “She married him in another state where it’s
legal to get married before eighth grade. She has her husband and her house now...She says she is
in love,but I think she did it to escape” (101). Sally lied again in this phrase as she told people
she was actually in love. Esperanza believed that she got married to escape family abuse.
Esperanza brings up child marriage causually with little to no emotions from both Sally and
Esperanza. The reader should feel that child marriage shouldn’t be a normal thing, but it is
somehow is in book. The next example of being controlled is from Sally. “She is happy, except
sometimes her husband gets angry and once he broke the door where his foot went through most
days he is okay. Except he won't let her talk on the telephone” (101). Sally chose to get married
to solve the problem of running away from her dad. The story is told through Esperanza’s
perspective. Not as much emotion is shown in this example since there is no dialogue directly
from the women that are controlled by their husbands. Sally also wasn't allowed to talk on the
phone, so there would be less information from her, but instead more information on what
Esperanza observes as someone else’s problems. This example shows the reader that an outsider
doesn’t get to see or hear much on what the situation of these women are like or what they are
really feeling towards their husband. It is obvious that they aren't happy but it is unclear why
they are also so forgiving. Sandra Cisernos told the stories of women that are controlled through
Esperanza’s perspective. Although their problems with their husbands are clear, their emotions
and well-being are left unclear. This shows that even when a problem is noticed or discovered,
some people are still left helpless as there is nothing much an outsider could do. A message is
sent to the readers that these problems shouldn't have existed in the first place. However, abuse
as a problem can’t be solved easily if it's not noticed by society.
 When action is finally shown, the words that the author chooses become vivid and
emotional, which create tension and powerful emotions. Abusive scenes are by far the most
emotional parts of this book. “Why didn’t you hear me when I called? Why didn’t you tell them
to leave me alone? The one who grabbed me by the arm, he wouldn’t even let me go. He said I
love you, Spanish girl, I love you, and pressed his sour mouth to mine” (100). In this example the
words used made the reader know that Espernza must be very terrified and shocked by the
situation. When the guy said “I love you, Spanish girl,” he called her “spanish” even though it's
language it doesn't describe someone’s nationality unless they are from Spain, which she is not.
The reader knows that by saying someone is spanish he doesn't care about who Esperanza is nor
does he really love her. Questions that Esperanza asked were rhetorical questions to act as a way
to communicate Esperanza’s shock and desperation as she tried to call for help. Child abuse in
the family is scary, so the tone of words changes accordingly. “Until the way Sally tells it, he just
went crazy, he just forgot he was her father between the buckle and the belt. You’re not my
daughter, you’re not my daughter. And then he broke into his hands” (93). All the words are told
through Esperanza, but the reader hears Sally's father's dialogue “you’re not my daughter.” It is
heartbreaking for a father to say something like this to their child when they did nothing wrong.
The sentence explained that he used a belt to abuse his father by saying “ between the buckle and
the belt,” but the sad part is when the readers know that he must have gone really far and horrible
to his daughter if he was described as forgetting he was a father. Sandra Cisernos showed that the
emotional tone of language could make the reader look into the character's feelings and
understand their problems better, and it could also raise awareness on topics like abuse.
Sandra Cisernos showed a strong impression on women’s rights and freedom through the
strong language in the novel. Cisernos dedicates her book “To the women.'' She sent a message
to the women to stand up for themselves when they are controlled, bullied, or abused. The novel
could impact the way society views gender roles and create hope for any woman who is finding
her dreams and her freedom.

Criterion A: analysing
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

A1: Provides limited
analysis of the content,
context, language,
structure, technique and
style of text(s) and the
relationship among texts.
A2: Provides limited
analysis of the effects of
the creator’s choices on
an audience.
A3: Rarely justifies
opinions and ideas with
examples or explanations;
uses little or no
terminology.
A4: Evaluates few
similarities and differences
by making minimal
connections in features
across and within genres
and texts.
A1: Provides adequate
analysis of the content,
context, language,
structure, technique and
style of text(s) and the
relationship among texts.
A2: Provides adequate
analysis of the effects of
the creator’s choices on
an audience.
A3: Justifies opinions and
ideas with some
examples and
explanations, though this
may not be consistent;
uses some terminology.
A4: Evaluates some
similarities and differences
by making adequate
connections in features
across and within genres
and texts.
A1: Competently
analyzes the content,
context, language,
structure, technique, style
of text(s) and the
relationships among texts.
A2: Competently
analyzes the effects of the
creator’s choices on an
audience.
A3: Sufficiently justifies
opinions and ideas with
examples and
explanations; uses
accurate terminology.
A4: Evaluates similarities
and differences by making
substantial connections
in features across and
within genres and texts.
A1: Provides perceptive
analysis of content,
context, language,
structure, technique, style
of text(s) and the
relationship among texts.
A2: Perceptively
analyzes the effects of the
creator’s choices on an
audience.
A3: Gives detailed
justification of opinions
and ideas with a range of
examples, and thorough
explanations; uses
accurate terminology.
A4: Perceptively
compares and contrasts
by making extensive
connections in features
across and within genres
and texts.

Task specific clarifications:

Task 1: You will analyze the novel The House on Mango Street. You will demonstrate an understanding
of the relevant literary terms in order to discuss the author’s theme. You will provide specific textual
evidence in order to interpret themes and meaning from the work. You will also thoughtfully examine
the author’s choices and the impact on the audience from a critical standpoint.

Student justifications: Teacher Justifications:

I give myself a 6 because most of my examples
are analyzed and most of them communicate and
refer to my theme. There might be some
paragraphs that are off topic or too far from the
general theme.
7
You have perceptively analyzed the context and
tone of the work and the effects that the author
wanted to achieve. You provided a multitude of
textual evidence that is justified through your
thorough explanations.
Criterion B: organising
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

B1: Makes minimal use B1: Makes adequate use B1: Makes competent B1: Makes sophisticated
of organizational of organizational use of organizational use of organizational
structures, though these structures that serve the structures that serve the structures that serve the
may not always serve the context and intention. context and intention. context and intention
context and intention. B2: Organizes opinions B2: Organizes opinions effectively.
B2: Organizes opinions and ideas with some and ideas in a coherent B2: Effectively organizes
and ideas with a minimal degree of coherence and logical manner, with opinions and ideas in a
degree of coherence and logic. ideas building on each sustained, coherent and
and logic. B3: Makes adequate use other. logical manner with ideas
B3: Makes minimal use of referencing and B3: Makes competent building on each other in a
of referencing and formatting tools to create use of referencing and sophisticated way.
formatting tools to create a presentation style formatting tools to create B3: Makes excellent use
a presentation style that suitable to the context and a presentation style of referencing and
may not always be intention. suitable to the context and formatting tools to create
suitable to the context intention. an effective presentation
and intention. style.

Task specific clarifications:

Task 1: You will organise your ideas using textual evidence and commentary, using a structure
appropriate to an analysis.
Times New Roman, 12 pt font. 1.15 to double spaced

Student justifications: Teacher Justifications:

I give myself a 6 because I think I organized my
essay pretty well but I might mess up with my
transitions and how my Paragraphs are written
might not be consistent in showing my analysis.
6
Even with a few lapses in paragraphing, you have
organized ideas in a logical and cohesive ways
that build upon each other. Other than center
justification, your formatting is appropriate.
Criterion D: using language
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

D1: Uses a limited range D1: Uses an adequate D1: Uses a varied range D1: Effectively uses a
of appropriate vocabulary range of appropriate of appropriate vocabulary, range of appropriate
and forms of expression. vocabulary, sentence sentence structures and vocabulary, sentence
D2: Writes in an structures and forms of forms of expression structures and forms of
inappropriate register expression. competently. expression.
and style that do not D2: Sometimes writes in D2: Writes competently D2: Writes in a
serve the context and
a register and style that in a register and style that consistently appropriate
intention.
serve the context and serve the context and register and style that
D3: Uses grammar,
intention. intention. serve the context and
syntax and punctuation
D3: Uses grammar, D3: Uses grammar, intention.
with limited accuracy;
errors often hinder syntax and punctuation syntax and punctuation D3: Uses grammar,
communication. with some degree of with a considerable syntax and punctuation
accuracy; errors degree of accuracy; with a high degree of
D4: Spells/writes with
sometimes hinder errors do not hinder accuracy; errors are minor
limited accuracy; errors
communication. effective communication. and communication is
often hinder
D4: Spell/writes with D4: Spells/writes with effective.
communication.
some degree of considerable degree of D4: Spells/writes with a
accuracy; errors accuracy; errors do not high degree of accuracy;
sometimes hinder hinder effective errors are minor and
communication. communication. communication is
effective.

Task specific clarifications:

Task 1: You will use clear and specific language appropriate to a literary analysis to communicate your
ideas.

Student justifications: Teacher Justifications:

I give myself a 6 because I know there are some
places where I couldn't use proper words and
sentences to explain my ideas. I know I need to
improve my vocabulary and word choices.
6
Errors do not hinder communication. Continue
to improve your vocabulary and continue to
build complex sentences.