Friday, February 3, 2017

Teenage Cliques (May 2016) - Nanki

Jan 26, 2017

Dear sir/ms,

I am writing about the article in your newspaper in which the author claimed that teen cliques affect teenagers negatively. While there may be some negative effects from teenage cliques, such as teenagers always feeling isolated or cliques having an adverse effect on classroom learning, I believe the opposite - these cliques, in fact, affect teenagers positively. There are three main reasons why I believe this.

Firstly, teenagers can share their problems or secrets with their friends. This is important as some teenagers do not have siblings to share their happiness or sadness or they do not get along with their parents. You can also count on your clique friends because they are there for you no matter what. They help you through your toughest times and are there to share your best times.

Secondly, having a clique can make you feel like you belong to a group. Being part of a group can make teenager’s day easier to deal with as well as learning some great life skills like being a good listener, sharing experiences and respecting people. The people in these groups feel they have a place where they are welcome, supported and where they can be themselves.

Finally, friend groups are usually made up of people who “click” with each other because they have things in common. Some groups stick together for a long time. Others drift apart after a while as people develop new interests or make different friends. People can move in and out of different groups and can even be part of several at the same time. Even within a group, people often have one or two friends they feel closest to and enjoy the most.

In conclusion, being in a clique makes high school much easier to get through, even though, it can cause a lot of unnecessary drama. Cliques should be acceptable as long as it is not limiting teenagers from other opportunities in their daily life such as making new friends or trying new things.

Yours faithfully,

Nanki Chularatnaphol (IB 2)

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