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Lily Su

Ms. Michko

AP Lang-E

1/16/24

Just a Girl protest song

Although women's rights were seen to be liberated in law by the mid 1900’s, they were

considered incomplete accomplishments which left women seen as inferior. A new wave of

feminism seemingly approached in the 1990’s, focusing on refining and reclaiming ideals which

society had put upon womanhood. Art and music have been popular ways of expressing hardship

in order to create movement against oppression of many different time periods. In the 1990’s this

was once again demonstrated with the build up of multiple hit protest songs regarding the

challenges of feminism, the song “Just a Girl”, being one of the most popular feminist anthems.

In her song “Just a Girl”(1995), Gwen Stefani implies that the pressure to conform to

societal norms regarding girlhood are unjust and mocks these norms through sarcasm. Stefani

develops this implication by reflecting on the personal challenges she has faced because of her

girlhood, exploring the ironies of societal expectations for girls and the realities of girlhood, and

criticizing the morals of people submitting to cliches. Stefanis purpose is to challenge the

assumptions made about womanhood in order to raise awareness about the lack of righteousness

regarding feminine misogyny. Stefani establishes a biting tone with all listeners to her music who

may be followers of societal norms or young women struggling with the challenges of

stereotypes, hoping to gain momentum for the fight of feminism.

Stefani reflects on the personal challenges she has faced throughout her womanhood in

order to sympathize with all young women facing similar struggles. In the chorus, Stefani
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repeatedly excoriates that her parents had the idea that she was fragile and jokes “well, don't let

me out of our sight”(Stefani and Dumont 6). She alludes to the fact that her father believed she

could not look out for herself due to her feminine fragility, underscoring this point by using the

pronoun “our”, referring to her and her father’s sight, which vacillates whether it is to be her

responsibility or her father’s ( a man), to keep herself safe. Despite her being over twenty at the

time of the creation of this song, she emphasizes that she still is not trusted to be an independent

woman. Further, she explores the limitations of her father, satirizing “The moment that I step

outside/So many reasons for me to run and hide”(Stefani and Dumont 10-11). The irony that if a

girl steps outside she is not in immediate danger and has no reason to “run and hide” draws

attention to the lack of rationale in society's characterization of women. She later reveals that her

father had similar beliefs, following societal stereotypes which often frustrated her because her

brother (of a similar age) never had any limitations put on his freedom in his childhood, let alone

his adulthood. Additionally, she highlights that society has infantilized women, as “they won't let

me drive late at night”(Stefani and Dumont 15). This line refers to the idea that women are

forewarned that they should not drive late at night because they are vulnerable to dangers of

sexual assault/assault which isn’t necessarily true. She refers to “them” as society in a broader

sense, but also to her father in particular, who did not approve of her driving home late at night

from a bandmates house in her mid twenties; and his thought that he can control her actions

because of his manhood. Her personal experiences call attention to her credibility that she is not

just making these limitations up but has experienced their effects herself which will build trust

between feminists and herself, hopefully encouraging them to challenge the stereotypes put on

them because someone they trust is telling them to. All of this will move young women to push
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the boundaries of femininity put on them and comfort young women that they are not alone in

this fight.

Stefani explores the ironies of societal expectations for girls versus the realities of

girlhood in order to highlight the absurdity of gender stereotypes. Stefani emphasizes society’s

efforts to shelter women, however she just wants to “take this big pink ribbon off my eyes/ Im

exposed, and it's no big/surprise”(Stefani and Dumont 1-2). Stefani exposes the effort to

patronize women, which is self-evident in women's daily challenges such as working in a male

dominant music industry. Although, Stefani verifies that society has in fact not deceived women

from the realities of the world, because the irony is that in reality women know they are being

restricted and have historically submitted as a whole to society's expectations. She then

reinforces this point by questioning “Don't you think I know exactly where I stand?”(Stefani and

Dumont 3), which clarifies that it should be abundantly clear that women want to push the

boundaries that this pink ribbon has put on them; Why wouldn't they want independence?

However, Stefani implies women are internally struggling on how to fight the stigma because

they are no longer willingly submitting to these stereotypes anymore, but “this world is forcing

me to hold/ your hand”(Stefani and Dumont 6-7). Stefani criticizes society's cliche that women

need to hold someone's hand as if they need guidance in life because they are too delicate to be

independent. Thus, many young women will question if they even have their own independence

or are metaphorically holding someone's hand. Stefani exposes her furiosity, questioning “Oh,

am I making myself clear?”(Stefani and Dumont 21) which was irregular at the time for a girl to

express any sort of animosity because it implies they are not delicate and can handle a fight.

Stefani references the stereotype that women often question the validity of their own opinions.

The irony presented is that Stefani is being explicitly clear, even stating multiple times “Oh, I’ve
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had it up to here”(Stefani and Dumont 20), emphasizing her frustration with hyperbole,

exaggerating her anger in order to convey the significance of this issue to society. Ultimately, this

will move women everywhere to question the rationale of the stereotypes being put on and the

people who are making the stereotypes (men), leading them to take a stand to control their own

lifes in spite of society's boundaries.

Stefani villainizes people who follow feminine double standards in order to force society

to reflect on their own morals and invoke guilt. In the end of the song, Stefani attacks individuals

who have contributed to feminine stereotypes, questioning their morals by stating “Oh, I'm just a

girl, living in captivity/ Your rule of thumb makes me worrisome”(Stefani and Dumont 25-26).

Stefani describes her life as being held captive by society's stereotypes; captive having the

connotation of being imprisoned, which characterizes society as the enemy. However, Stefani

further makes this statement personal by implementing the pronoun “your” which forces listeners

to reflect on their own contributions to following feminine double standards, questioning if they

are the villain themselves. She reinforces this internal questioning by characterizing societies

rule of thumb as worrisome which implies that it is so absurd and far off what it should be that

Stefani is actively concerned for anyone who follows stereotypes. Stefani goes on to verify that

these morals have an effect on a female's mental state, as she feels “What I've succumbed to is

making me /numb”(Stefani and Dumont 28-29). The word choices in these lines: “succumbed

to” and “numb”, collaborate to give an impression that females real personas are being destroyed

which is causing them to feel numb; implying they are physically being traumatized because of

these cliches. The extremity of these effects will either compel listeners to question why society

has normalized stereotypes, disregarding how females being judged will feel or if the listener is a

perpetrator themselves will second guess themselves the next time they follow these cliches
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because they now feel guilty. Towards the end of this verse Stefani mocks society's ideal that

women always feel sorry for something despite them often not doing anything wrong, she

articulates “my apologies /What I've become is so burdensome” (Stefani and Dumont 30-31).

This fake apology further invokes guilt into men who have subconsciously followed these

stereotypes, promoting female distress because of their impression that they are a burden. All of

this will move listeners to rethink their morals, questioning the ethicality of female double

standards and compelling them to shift their perspective.

Stefani’s lyrics about being “Just a Girl'' reflects on the personal challenges she has faced

because of her girlhood, explores the ironies of societal expectations for girls versus the realities

of girlhood, and criticizes the morals of people following cliches in order to compel listeners to

understand it is their duty to redefine stereotypes, not woman's responsibility to submit to them.

The lyrics speak of the irony of the title “Just a girl”, which emphasizes society's suggestion that

she is just a girl, which is intentionally diminishing the perception of girlhood and suggesting

that her value is below a mans. She ridicules this thought while redefining what girlhood should

be about; what a girl wants to be for herself, not what society wants her to be. This hit rock/pop

song embodies the culture shift in music during this male dominated music era, achieving her

hope of creating breakthroughs regarding breaking the stigma surrounding femininity, because its

direct approach forced listeners to reflect on why they follow these stereotypes. Stefanis breakout

single has a furious, angry tone with satirical language, revealing Stefanis opinions on female

stereotypes which oppose society's views. Most importantly, she proves she can lead a mainly

male band all while being a girl, not just a girl. Ultimately the influence of “Just a Girl” left

society questioning their own opinions, which opened the door to an ongoing, still current,

conversation about how to become a more equal, righteous and superior society.
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Works Cited

Benitez-Eves, Tina. “Behind the Song Lyrics: ‘Just a Girl,’ No Doubt.” American

Songwriter, 3 Jan. 2023,

americansongwriter.com/im-just-a-girl-no-doubt-behind-lyrics-meaning/.

Mizoguchi, Karen. “Gwen Stefani Talks How No Doubt’s Hit ‘Just a Girl’ Came to Be.”

Peoplemag, PEOPLE, 4 Mar. 2017,

people.com/music/gwen-stefani-no-doubt-just-a-girl-the-voice/.

Stefani, Gwen. “Just a Girl ” Genius, Genius, 21 Sept. 1995, genius.com/15810700.

Yarborough, Lee. “How Working Women in the ’90s Impacted the Workplace.” HR & PEO

Services for Small Business, Propel HR,

www.propelhr.com/blog/how-women-in-the-90s-impacted-the-workplace. Accessed 17

Jan. 2024.
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Rhetorical Analysis Essay Rubric

Skill Not Yet Foundational Proficient Advanced

Thesis Thesis is unclear Thesis responds to the
or summarizes prompt but may be vague
the text or broad in terms of the
rhetorical choices or the
analysis that the essay will
include.
Thesis is defensible and
includes the speaker’s
rhetorical choices and the
analysis that the essay will
include.
Thesis is clearly defensible
and analyzes the speaker’s
rhetorical choices, AND the
thesis embodies the
analysis of the work as a
whole and leads to clear,
sophisticated, and
compelling analysis of the
song.

Evidence Provides Provides some specific and Provides specific evidence Provides specific evidence
evidence that is relevant evidence, but to support all claims in a to support all claims in a
mostly general. rhetorical choices may be line of reasoning AND line of reasoning AND
broad or general. identifies clear rhetorical accurately identifies
Typical choices that lend rhetorical choices that lend
responses: Typical responses: themselves to analysis. themselves to a complex
● Tend to focus ● Consist of a mix of analysis AND are distinctly
on summary specific evidence and Typical responses: different/varied choices.
or broad generalities ● Uniformly offer
description evidence to support Typical responses:
of a passage claims. ● Uniformly offer
rather than ● Focus on the evidence to support
specific importance of specific claims.
details or words and details from ● Focus on the
techniques. the sources to build an importance of specific
argument. words and details from
the passage to build an
argument.

Analysis/ Summarizes the Explains how some of the Explains how evidence Consistently explains how
Commentar evidence but evidence relates to the supports a line of evidence supports a
y does not explain student’s argument, but no reasoning, clarifying the complex line of reasoning
how the evidence line of reasoning is “how” and “why” of how (considering how multiple
supports the established, or the line of multiple rhetorical choices choices build on one
student’s reasoning is faulty. contribute to the speaker’s another) AND how those
argument. argument, purpose or choices contribute to the
Typical responses: message. speaker’s argument,
Typical ● May contain some purpose, and message.
responses: simplistic, inaccurate, Typical responses:

● Mention or repetitive
rhetorical explanations that don’t
choices with strengthen the
little or no argument.
explanation. ● May make one point
well but either do not
make multiple
supporting claims or do
not adequately support
more than one claim.
● Do not explain the
connections or
progression between
the student’s claims, so
a line of reasoning is
not clearly established.
Rhetorical Little detail or Integrates general details or
Situation context is basic context into the
included in the analysis, or the rhetorical
essay. situation is unclear in the
body of the essay.
Organizatio Uses few Uses some transitions, but
n transitions; hard could be improved by
to see how ideas clearer connections
are connected. between ideas.
Brief introduction and
conclusion.
Conventions/M Pervasive errors More than 2 errors in
LA
in spelling, spelling, grammar, or MLA
grammar, or MLA
Fluency/Sty Frequent eros in Diction/syntax could be
le diction/syntax; at improved (vague words,
time confusing or inaccurate descriptions, or
incoherent wordiness)
Expectation Does not meet “proficient”
s standards.
● Organize an argument
as a line of reasoning
composed of multiple
supporting claims.
● Commentary may fail to
integrate some
evidence or fail to
support a key claim.
Integrates some details
about speaker, audience,
context, or exigence into the
analysis.
Uses transitions between
ideas to show a logical flow
of argument.
Includes an introduction
and conclusion.
1-2 errors in spelling,
grammar, or MLA
Shows evidence of close
proofreading
Includes a separate Works
Cited page
Uses exact verbs and
specific nouns
Diction is of a collegiate
level
Essay is handed in on time.
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Typical responses:
● Organize and support
an argument as a line of
reasoning composed of
multiple supporting
claims, each with
adequate evidence that
is clearly explained.
● Explain how the
writer’s use of
rhetorical choices
contributes to the
interpretation of the
passage.
Seamlessly integrates
significant details about the
speaker, audience, context,
or exigence into the
analysis.
Uses thoughtful and
meaningful transitions
between ideas.
Includes an engaging
introduction and a
thought-provoking
conclusion.
Spelling, grammar,
mechanics, and MLA are
flawless
Uses highly accurate and
vivid diction
Eliminates wordiness
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Final product shows

considerable effort.

Class time is utilized to the

utmost!
Grade: B-