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    FantasyFictionLiterary FictionYoung Adult

    If These Wings Could Fly

    by McCauley, Kyrie
    If These Wings Could Fly by Kyrie McCauley is a lyrical young adult novel that explores the complexities of family violence through the story of seventeen-year-old Leighton. As she starts her senior year, Leighton struggles to protect her two younger sisters while coping with her father’s ongoing abusive behavior. The narrative incorporates elements of magical realism, using the presence of thousands of crows to underscore themes of trauma, resilience, and hope.
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    If These Wings Could Fly

    Chapter Seven

    by McCauley, Kyrie

    The chap­ter opens with the nar­ra­tor grap­pling with feel­ings of uncer­tain­ty and iso­la­tion, find­ing solace in lit­er­a­ture, a pas­sion inher­it­ed from her moth­er. While her moth­er cher­ished clas­sic lit­er­a­ture and poet­ry, the nar­ra­tor now strug­gles with the trag­ic end­ings so com­mon in these works, pre­fer­ring the straight­for­ward truth of jour­nal­ism over roman­ti­cized grief. Despite this, she remains teth­ered to lit­er­a­ture through her required class, where she is intro­duced to *Tess of the d’Urbervilles*. This back­drop sets the tone for her inter­nal con­flict between embrac­ing emo­tion­al vul­ner­a­bil­i­ty and main­tain­ing a guard­ed exte­ri­or shaped by past expe­ri­ences.

    In the class­room, the nar­ra­tor observes her peers, par­tic­u­lar­ly Liam and Brody, who rep­re­sent dif­fer­ent facets of high school social dynam­ics. Liam, though often accom­pa­nied by a girl­friend, appears some­what iso­lat­ed, while Brody embod­ies the con­fi­dent, pop­u­lar arche­type, noto­ri­ous for his enti­tle­ment and antag­o­nis­tic behav­ior toward the nar­ra­tor. The narrator’s self-imposed emo­tion­al bar­ri­ers con­trast sharply with Amelia’s warmth and social ease, high­light­ing her strug­gle to con­nect despite a desire to be more approach­able. This social land­scape under­scores the com­plex­i­ties of teenage iden­ti­ty and inter­ac­tion with­in their small-town set­ting.

    The chapter’s cen­tral dis­cus­sion unfolds around the theme of fem­i­nism, sparked by their teacher Mrs. Riley’s enthu­si­as­tic les­son on gen­der inequal­i­ty in the nine­teenth cen­tu­ry. Brody’s dis­mis­sive and mock­ing atti­tude toward fem­i­nism con­trasts with the narrator’s firm, artic­u­late defense of the con­cept. Liam’s awk­ward but earnest attempts to engage with fem­i­nist ideas add nuance to the con­ver­sa­tion, reveal­ing dif­fer­ing lev­els of under­stand­ing and accep­tance among the stu­dents. The inter­ac­tion also serves to high­light the narrator’s sharp wit and resilience in the face of Brody’s per­sis­tent provo­ca­tions, rein­forc­ing her strong, inde­pen­dent char­ac­ter.

    As the class returns to lit­er­ary analy­sis, the narrator’s atten­tion remains par­tial­ly fixed on Liam, whose pro­tec­tive ges­ture toward her dur­ing the con­fronta­tion with Brody hints at a deep­er con­nec­tion. This sub­tle moment of alliance sug­gests the poten­tial for new rela­tion­ships and per­son­al growth, con­trast­ing with the narrator’s usu­al cau­tion. The chap­ter ends with an air of curios­i­ty and ten­ta­tive open­ness, as the nar­ra­tor begins to recon­sid­er her guard­ed stance, drawn in by Liam’s gen­uine demeanor and the pos­si­bil­i­ty of change amid the famil­iar social rou­tines.

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    FAQs

    • 1. How does the narrator’s relationship with literature reflect her current emotional state and worldview?

      Answer:
      The narrator’s relationship with literature reveals her evolving emotional state and changing worldview. Initially, she inherited a love of classic literature and poetry from her mother, who surrounded their home with books and cherished romantic stories. However, the narrator now resents the classics because they often end in tragedy—broken hearts or death—which she finds disheartening and unrealistic. This shift signifies her preference for truth and reality over romantic idealism, leading her to favor journalism, where facts and real stories matter more than tragic romance. This change reflects her desire to distance herself from grief and embrace a more pragmatic, less sentimental outlook on life.

      2. In what ways does the chapter explore social dynamics and stereotypes among high school students?

      Answer:
      The chapter highlights social dynamics through the depiction of different student groups and their interactions. For example, Liam sits with the “very smart” popular kids, who blend academic excellence with social status, challenging the stereotype that popular teens are unintelligent. Characters like Brody and Alexis represent the stereotypical attractive, athletic, and socially adept students who also have academic ambitions such as attending Harvard. The narrator contrasts herself with Amelia, who is portrayed as warm and well-connected, whereas the narrator feels guarded and isolated. These portrayals reveal how social labels, stereotypes, and personal insecurities shape the students’ interactions and self-perceptions, emphasizing the complexity behind high school social hierarchies.

      3. How does the narrator’s interaction with Brody and Liam reveal her character and social position?

      Answer:
      The narrator’s interactions with Brody and Liam illuminate her guarded personality and social challenges. Brody’s persistent teasing and the “ice queen” label stem from her rejecting his promposal publicly, which has led to ongoing tension and hostility. This exchange shows her unwillingness to conform to social expectations or superficial relationships, emphasizing her independence and self-protectiveness. In contrast, Liam’s subtle support—kicking Brody’s leg to defend her—and their quiet connection hint at a potential ally or someone who understands her beyond surface-level social roles. Together, these interactions underscore her position as an outsider or someone who keeps others at arm’s length while silently craving connection.

      4. What does the classroom discussion about feminism reveal about the students’ understanding and attitudes toward gender equality?

      Answer:
      The classroom discussion exposes a range of attitudes and misunderstandings about feminism among the students. Brody’s dismissive and mocking comments, associating feminism with negative stereotypes like “frigid bitch” and “chicks in pink hats,” indicate a lack of respect and superficial knowledge. Liam’s hesitant, cliché-filled definition shows uncertainty and limited understanding, while the narrator provides a more thoughtful and inclusive explanation, emphasizing feminism as the belief in equal rights for women without the need for stereotypes or hostility. This exchange highlights the ongoing challenges in educating young people about feminism and the persistence of misconceptions, as well as the importance of informed dialogue in changing attitudes.

      5. How might the narrator’s feelings of isolation and caution affect her future relationships and personal growth?

      Answer:
      The narrator’s self-imposed emotional barriers and cautious body language suggest she struggles with vulnerability and trust. Describing herself as having “barbed wire” around her and a “Proceed with Caution” demeanor indicates a protective mechanism developed from past experiences or fears of rejection. While this helps shield her from hurt, it may also hinder her ability to form meaningful connections and fully engage with others, potentially leading to loneliness. However, her curiosity about Liam and the subtle shift in her attention toward him hint at the possibility of growth if she allows herself to lower her defenses. Navigating this tension between caution and openness will likely be crucial for her personal development and future relationships.

    Quotes

    • 1. “Sometimes it feels like I’m standing on a precipice, and there’s nothing below to catch my fall.”

      This opening line sets the emotional tone of the chapter, expressing the narrator’s vulnerability and sense of uncertainty. It introduces the theme of seeking stability and meaning beyond immediate surroundings.

      2. “She made books our home in a way our house never was.”

      This quote highlights the narrator’s deep connection to her mother’s love of literature, contrasting the physical home with the emotional refuge found in books. It underscores the importance of words and stories as a source of comfort and identity.

      3. “These days, I’ll take journalism over literature. I’ll take truth over grief. Leave romance at the door, I’m a newspaper girl.”

      Here, the narrator reveals a shift in perspective from romanticized tragedy to a pragmatic pursuit of truth, reflecting her personal growth and changing priorities. This marks a key turning point in how she views storytelling and life.

      4. “Guys can be feminists, but probably only the more evolved ones.”

      This statement captures a central argument in the classroom discussion about feminism, challenging stereotypes and opening space for more nuanced understanding. It also reveals the narrator’s sharp, confident voice within the social dynamics of her high school.

      5. “What’s stupid is thinking a girl is obligated to go out with you just because you asked her.”

      This powerful retort confronts entitlement and gender expectations, reinforcing the chapter’s feminist undertones. It serves as a memorable assertion of autonomy and respect in interpersonal relationships.

    Quotes

    1. “Sometimes it feels like I’m standing on a precipice, and there’s nothing below to catch my fall.”

    This opening line sets the emotional tone of the chapter, expressing the narrator’s vulnerability and sense of uncertainty. It introduces the theme of seeking stability and meaning beyond immediate surroundings.

    2. “She made books our home in a way our house never was.”

    This quote highlights the narrator’s deep connection to her mother’s love of literature, contrasting the physical home with the emotional refuge found in books. It underscores the importance of words and stories as a source of comfort and identity.

    3. “These days, I’ll take journalism over literature. I’ll take truth over grief. Leave romance at the door, I’m a newspaper girl.”

    Here, the narrator reveals a shift in perspective from romanticized tragedy to a pragmatic pursuit of truth, reflecting her personal growth and changing priorities. This marks a key turning point in how she views storytelling and life.

    4. “Guys can be feminists, but probably only the more evolved ones.”

    This statement captures a central argument in the classroom discussion about feminism, challenging stereotypes and opening space for more nuanced understanding. It also reveals the narrator’s sharp, confident voice within the social dynamics of her high school.

    5. “What’s stupid is thinking a girl is obligated to go out with you just because you asked her.”

    This powerful retort confronts entitlement and gender expectations, reinforcing the chapter’s feminist undertones. It serves as a memorable assertion of autonomy and respect in interpersonal relationships.

    FAQs

    1. How does the narrator’s relationship with literature reflect her current emotional state and worldview?

    Answer:
    The narrator’s relationship with literature reveals her evolving emotional state and changing worldview. Initially, she inherited a love of classic literature and poetry from her mother, who surrounded their home with books and cherished romantic stories. However, the narrator now resents the classics because they often end in tragedy—broken hearts or death—which she finds disheartening and unrealistic. This shift signifies her preference for truth and reality over romantic idealism, leading her to favor journalism, where facts and real stories matter more than tragic romance. This change reflects her desire to distance herself from grief and embrace a more pragmatic, less sentimental outlook on life.

    2. In what ways does the chapter explore social dynamics and stereotypes among high school students?

    Answer:
    The chapter highlights social dynamics through the depiction of different student groups and their interactions. For example, Liam sits with the “very smart” popular kids, who blend academic excellence with social status, challenging the stereotype that popular teens are unintelligent. Characters like Brody and Alexis represent the stereotypical attractive, athletic, and socially adept students who also have academic ambitions such as attending Harvard. The narrator contrasts herself with Amelia, who is portrayed as warm and well-connected, whereas the narrator feels guarded and isolated. These portrayals reveal how social labels, stereotypes, and personal insecurities shape the students’ interactions and self-perceptions, emphasizing the complexity behind high school social hierarchies.

    3. How does the narrator’s interaction with Brody and Liam reveal her character and social position?

    Answer:
    The narrator’s interactions with Brody and Liam illuminate her guarded personality and social challenges. Brody’s persistent teasing and the “ice queen” label stem from her rejecting his promposal publicly, which has led to ongoing tension and hostility. This exchange shows her unwillingness to conform to social expectations or superficial relationships, emphasizing her independence and self-protectiveness. In contrast, Liam’s subtle support—kicking Brody’s leg to defend her—and their quiet connection hint at a potential ally or someone who understands her beyond surface-level social roles. Together, these interactions underscore her position as an outsider or someone who keeps others at arm’s length while silently craving connection.

    4. What does the classroom discussion about feminism reveal about the students’ understanding and attitudes toward gender equality?

    Answer:
    The classroom discussion exposes a range of attitudes and misunderstandings about feminism among the students. Brody’s dismissive and mocking comments, associating feminism with negative stereotypes like “frigid bitch” and “chicks in pink hats,” indicate a lack of respect and superficial knowledge. Liam’s hesitant, cliché-filled definition shows uncertainty and limited understanding, while the narrator provides a more thoughtful and inclusive explanation, emphasizing feminism as the belief in equal rights for women without the need for stereotypes or hostility. This exchange highlights the ongoing challenges in educating young people about feminism and the persistence of misconceptions, as well as the importance of informed dialogue in changing attitudes.

    5. How might the narrator’s feelings of isolation and caution affect her future relationships and personal growth?

    Answer:
    The narrator’s self-imposed emotional barriers and cautious body language suggest she struggles with vulnerability and trust. Describing herself as having “barbed wire” around her and a “Proceed with Caution” demeanor indicates a protective mechanism developed from past experiences or fears of rejection. While this helps shield her from hurt, it may also hinder her ability to form meaningful connections and fully engage with others, potentially leading to loneliness. However, her curiosity about Liam and the subtle shift in her attention toward him hint at the possibility of growth if she allows herself to lower her defenses. Navigating this tension between caution and openness will likely be crucial for her personal development and future relationships.

    Note