The Twin Effect

A Review of Literature and Children’s Literature Manuscript

Eastern Michigan University

Final Thesis Project

Lindsay Troher MacDougall

Winter 2011

In dedication to the most amazing girls I know,

Molly and Madelynn MacDougall.

Abstract:

Studies during adolescence have shown that identity creation can be more difficult

for twins than for singletons (Fischbein, 1979). Longitudinal studies have found that

twins have very close bonds with each other, which make it difficult for them to develop

a feeling of individual identity (Alin Akerman, 2003). This project is proposing that the

rhetoric society prescribes to twins through story-telling and childrenʼs literature, more

specifically using the collective term “the twins” in referring to two individuals, has a

great effect on their identity, independence, individuality or lack thereof. Through a new

analysis of themes found in popular twin children’s literature, specific concerns to

identity confusion are addressed through the creation of a new young reader’s literature

manuscript that uses rhetoric to address the difficulty in identity formation in twins.

Literature Review:

Twins have been the subject of much research, especially concerning genetic

factors, as these factors can be easily studied in twins and related to the mass

population. For example, twins have often been studied to see how genetics play a role

in things like obesity, breast cancer, epilepsy, etc. (For example, Duffy, D., Montgomery,

G., Treloar, S., Kirk, K., Boomsma, D., Beem, L., de Geus, E., Slagboom, E., Knighton,

J., Reed, P., & Martin, N., 2001; McLeod, K., White, V., Mullins, R., Daveu, C.,

Wakefield, M., & Hill, D., 2008; Muhle, R., Trentacoste, S., & Rapin, I., 2004; Styner, M.,

Lieberman, J., McClure, R., Weinberger, D., Jones, D., & Gerig, G., 2005; and Yeung,

S., Medintz, I., Greenspoon, S., Mathies, R., 2008.) Twin siblings have also commonly

been studied in terms of birthweight, cognitive development, the loss of one twin or

multiple, zygosity and pregnancy. However, all other research on the twin situation itself,

including communication aspects, and correlating implications are lacking. Assisted

reproductive techniques and fertility enhancing therapies have increased multiple births,

which makes the need for twin research an especially pressing reality. In fact, today,

one of every 32 deliveries result in multiples (Baby, 2006). With more twins being born

today than ever before, social and behavioral aspects of the twin situation are crucial for

many parents of multiples and twins themselves.

One such social and behavioral aspect concerning twins is the phenomenon of

identity formation. Adolescence is known to be a period of exploratory self-analysis and

self-evaluation ideally culminating in the establishment of a cohesive and integrative

sense of self or identity (Erikson, 1968). Throughout this period, children explore

different ideas, beliefs and behaviors and experience a time of dramatic change.

Erikson provided one of the most widely recognized theoretical frameworks for

conceptualizing the transformation of the self during adolescence, the stage progression

theory, which provides for the development of a sense of one’s individuality and

continuity with significant others. While Erikson defined adolescence vaguely in his

identity formation research, as the time from childhood until adulthood, he was clear that

this time beginning in childhood served as the initial identity formation timeframe. Later,

in his Stages of Psychosocial Development, adolescents were defined as 12-19 years

of age. This was the time individuals began to experience puberty and sexual maturity,

although today puberty is often observed at earlier ages. Through the continuation of

clinical work, Erikson found that “they (adolescents) are sometimes morbidly, often

curiously, preoccupied with what they appear to be in the eyes of others as compared to

what they feel they are” (Erikson, p. 94). Initially, adolescents commonly experience

some role confusion, or mixed ideas and feelings about the exact ways they will fit into

society, which often results in experimentation with a variety of behaviors and activities.

Erikson concluded that, eventually, a sense of identity regarding who they are is

achieved during the adolescent period.

Since Erikson, many researchers have studied identity formation and, more

recently, researchers have challenged Erikson’s conclusion of when identity formation

actually begins to occur. However, usually employing the Marcia (1966) interview

technique, studies have demonstrated that identity formation activity does indeed occur

during the beginning years of adolescence. Observations of family communication

indicate that adolescents who exhibit greater degrees of identity exploration and role-

taking skill participate in relationships in which both individuality and connectedness are

expressed (Cooper, C. R., Grotevant, H. D. and Condon, S. M., 1983). Knowledge of

the interpersonal identity development process during early adolescence can be useful

to parents, teachers, and other professionals concerned with the psychosocial

development of youth.

Specifically concerning twins, studies during adolescence have shown that identity

creation can be more difficult for twins than for singletons (Fischbein, 1979).

Longitudinal studies have found that twins have very close bonds with each other, which

make it difficult for them to develop a feeling of individual identity (Alin Akerman, B., &

Sururvee, E., 2003). Akerman began her twin studies in 1981 and has since found that it

is difficult for twins to develop independence and a positive identity. Furthermore,

cognitive development, identity, anxiety and ambition at 16 years of age was found to be

influenced by the sex of the twins, zygosity, and term at birth (Akerman et al, 2003).

Additionally, it was found that the process of liberation often resulted in violent fights

between co-twins. For fraternal twins experiencing puberty at different times, problems

resulted for both the parents and the twins themselves, influencing their self-image and

identity. This is especially apparent for boy/girl fraternal twin sets where sex differences

in co-twin dominance during development by physical, psychological and verbal

domains have been found (Ebeling, H., Porkka, T., Penninkilampi-Kerola, V., Berg, E.,

Jarvi, S., & Moilanen, I., 2003).

Research that grounds itself in narrative inquiry proposes to highlight the ways in

which humans make sense of and construct their identities, relationships and lives

(Baxter, 2008). A purpose of narrative theories is to interrogate the ways in which stories

construct, confirm, reject, or negotiate their individual and relational identities. Narrative

research that focuses on the thematic content of stories does so in order to understand

the ways in which individuals have constructed their individual and relational identities

(Baxter, 2008).

One of the earliest forms of story-telling that are presented to children are through

literature, or children’s books. They provide one of the first experiences in which

children see themselves and others from an outside perspective. It is no surprise then

that children’s literature has a huge impact on children of all ages. Therefore, through a

thematic analysis of children’s literature, we are able to view what affects the earliest

stages of identity formation in twin children through a narrative theory perspective.

Aim:

This study aims to create a childrenʼs book with special consideration to identity

formation in twin adolescents through the review of a list of childrenʼs literature geared

specifically towards multiples. Through an analysis of emerging themes, deficiencies in

approach to the construction of identity formation will be examined. Advancements to

assist in positive identity formation and a decrease in role confusion for children

entering adolescence will be employed through the creation of a new childrenʼs

literature manuscript. This manuscript will be written for children entering adolescence,

as research proposes this is the time identity begins to form. Specifically, the literature

will meet young reader standards which is marketed to children aged seven to twelve

years old.

Childrenʼs Book Review:

Preface-

Being a twin is a truly unique experience. While hardly any twins would say they

wish they weren’t a twin, it isn’t always easy being one. The following literature review

was formed to get a better understanding on what the rhetoric of children’s literature

teaches us about twins and the effects it has on a) what society thinks about them and

b) the dependence, individuality and formation of identity in twins themselves. After an

extensive search, only thirty children’s books written for twins were recovered. Out of

these thirty, a total of twelve books total that involved twins in some way were actually

available to be used during this study- as many of these books are now out of print.

Compared to the amount of all children’s books, this shows a deep insufficiency of twin

based books. However, in order to be more specific and coherent, this study was

narrowed to easy reader picture books. These books are the first books that children

are introduced to, as they are made for young ages, and therefore are the first

impression that either other children receive about twins or that twins receive of

themselves. Furthermore, children typically reach the ability to read themselves at

roughly six or seven years of age, which is the period just before adolescence in which

identity formation normally occurs. For this reason, this genre of literature is especially

important in regards to identity. This focus narrowed down the selection of literature to

five books.

Review:

To begin, we will start with Charlotte Voake’s Hello, Twins. This book features

Simon and Charlotte- a set of boy/girl twins. They appear young, although the book

does not give Simon and Charlotte an age. This book starts off by saying, “Here are the

twins. This is Charlotte. This is Simon. They’re not like each other at all.” Voake goes on

to describe Simon and Charlotte’s complete opposite interests. For example, Simon

loves to eat food and always eats everything on his plate. Charlotte, on the other hand,

appears uninterested in food and would rather stare out the window than eat. Charlotte

enjoys taking her toys and dolls for a walk in the baby carriage. Simon, however, prefers

to run wild with them and throw them out of the carriage. The book concludes with

saying that despite their differences, they are happy because “they’re the twins”.

Charlotte Doyle’s book Twins! showcases two baby twins. Their sex, age or

names are not identified, although through the illustrations they appear to both be

female. The book starts off with Mom, Dad and babies all hugging, showing a happy

little family. In a rhyming format, the book begins talking about twos- two shoes, two

bottles, two rattles, etc. The book continues on to show the babies throughout their day-

playing outside together, swinging together, sitting on their mother’s lap together, bath

time together, ice cream together, etc. The book ends with the babies getting into their

pajamas and going to bed together, with Mom and Dad watching them adoringly.

Quite similarly, Margaret O’Hair’s Twin to Twin shows two baby twins who also

remain unnamed. While they aren’t referred to by sex, through gender generalized

colors in the illustrations, it appears one may be female and one may be male. This

book also rhymes and the majority of the sentences begin with the word double. For

example, double diapers, double babies, double crawl, double giggles or double

singing. The children are always pictures together participating in a number of activities

such as flying kites, rollerblading, bathing, and getting ready for bed. They even look

into a mirror together while the page reads “mirror double. Peek and see. Am I you? Or

are you me?”. The book ends with hugs and kisses from Mom and Dad and the children

going to bed to get rested for another day of doubles.

The Twins, Two by Two by Catherine and Laurence Anholt is a book with an

imagination. It takes a set of boy/girl twins, Max and Minnie, and brings readers along

through their bedtime experience. When Mommy tells them it is time for bed, they begin

playing the role of different animals on their way. For example, “on their stairs, the twins

were tigers... in the dark, the twins were two bats flying.” After all their excitement, “the

twins curled up together and closed their eyes.” They then fell fast asleep, hugging each

other, in a bed that they shared.

Two is for Twins by Wendy Lewison begins her story by talking about the number

two and what makes up the number two. Eventually the book says “And twins, as you

can plainly see, are just as two as two can be.” The rest of the book describes twins;

they like to wear matching clothes, but sometimes like to do different things. Even when

they like to do different things, though, “still twins are two without a doubt. Twins are two

inside and out.” Lewison describes how each one always has the other one there for

everything- to play games, to help each other, to share with each other.

Analysis:

Throughout the literature, the ideal, or “normal”, family is very visible. This family is

pictured as a mother, a father and baby/babies. In each one of these books that

involved the families of twins, both parents were pictured. Both Mom and Dad were

home and present, always looking on adoringly or telling the children how much they

love them. Of all the books reviewed, not a single one showed only one parent or adults

other than the biological mother and father. No grandparents, single parent families or

other non-traditional families were illustrated. This seems to elude to the fact that a

normal, happy, loving family consists of a mother, a father, and child and in no way

validates families with a different composition.

As far as families with twins, all of the books contained families consisting of

mother, father, twin A and twin B. None of the twins had any other siblings. They

remained the center of their parents attention and were often pictured in the arms or

laps of their parents. For families reading these stories that have children in addition to

their twins, these children are not acknowledged at all.

Based on the review of the previous five children’s books, three main themes

immediately emerged from the twin sibling perspective. First is the comparison of twins.

Whether they are shown as exactly the same, or as complete opposites, twins are

constantly being compared to one another. In Hello, Twins the entire story line is based

on this theme. Simon and Charlotte are being compared to each other throughout the

entire book and painted as complete opposites. Simon likes to eat; Charlotte doesn’t.

Charlotte likes to build things; Simon likes to destroy them. Simon likes to draw

patterns; Charlotte likes to draw numbers. It ends with comparing them physically; they

do not look much alike. The book goes on to say “Charlotte and Simon do everything

differently”. And despite this, it is okay. They still “like each other just they way they

are” (Voake, 2006). This last sentence seems to suggest that something might be

wrong, or at the very least, different about them because they are so opposite. Of

course they still like each other anyways, but because they are twins they are expected

to be the same. Even though this book shows that being different can be okay and

attempts to establish individual identities for each sibling, it does so through a constant

comparison of the co-twins. This comparison theme is also shown in Twins!, although

they are compared in the same light. When one of the girls drops their ice cream cone,

the text reads “One baby crying. Two cries too.” Because one cries, the other cries

(Doyle, 2003). This side of the theme seems to be most common, where twins are

compared to each other as always being the same. Even in Two by Two, both children

were always imagining being the same animal at the same time. Similar instances of

comparison were seen throughout all five books.

Secondly, twins are almost always shown together. In Twins!, this is very evident.

They are constantly pictured together and have two of everything. Two bottles, two

rattles, two teddy bears. When they go outside to play, they are together. They play on

the swings together, they sit on their mothers lap together, eat ice cream together, etc.

As mentioned earlier, when one of the girls drops their ice cream cone, the text reads

“One baby crying. Two cries too.” Because one cries, the other automatically cries as

well. They are pictured in the bathtub together, and getting ready to go to bed together

(Doyle, 2003). Three of the five books picture the children going to sleep. In all three of

these books, they are either in the same bed or in identical beds right next to each

other. Even in the case where the twins are different genders, they are still commonly

showed together in the same bed. In Two by Two, the little boy and girl are even

hugging and holding each other as they sleep (Anholt, 1992). While there isn’t anything

wrong about children cuddling, this is a theme showed much more commonly in twins

literature than with any other types of siblings.

Most notably, a final and very common theme is the use of the term “the twins”.

Very interestingly, four out of the five books refer to the children as “the twins”. Only two

of the books actually give their characters names. The rest of the children are not

referred to by any individual name, but always as a pair. The common use of the term

“the twins” suggests that these two separate children consist of one, connected identity.

While twins can surely identify with each other, they are still two separate beings; two

different people, each unique in their own way. In Twin to Twin, these nameless twins

are even shown looking into the mirror while asking “Am I you? Or are you me?”

suggesting that they can’t even tell each other apart ( O ’ H a i r , 2 0 0 3 ) . It appears that

just because twins are born on the same day, and often look alike, they lose their

individuality, their names are often dismissed and are commonly referred to as one

entity.

Young Readers:

Through our review of children’s literature, we were able to examine themes that

were heavily prevalent in books marketed to young twin children. As these easy reader

picture books are the first type of literature twins are presented with, they begin to form

the basis on which they can examine others like themselves. As previous research

seems to suggest that identity formation really begins in the beginning of adolescent

years, this study also examines young reader books, which are typically designed for

ages 7-12 years old. Through a search of popular young reader books available for

purchase at book stores, our search came up with minimal results. While more titles

involving twins may be found online, this study aimed to examine books that are easily

obtainable and therefore more likely to be read and influential for adolescents.

Therefore, the following review is of books that were in stock at large chain book stores

Border’s and Barnes and Noble.

The search resulted in four books- Trading Faces and Take Two by Julia DeVillers

and Jennifer Roy, My Sister the Vampire Switched by Sienna Mercer and Runaway Twin

by Peg Kehret. Our search for picture books was much more successful than our

search for young reader books, suggesting that the availability of twin literature is even

more scarce as age increases. The first two books (Trading Faces and Take Two) are

about identical twin sisters , Emma and Payton, who are complete opposites. One is

“cool” and fashionable, while the other is quiet and termed a “mathlete”. Entering

seventh grade, they decide to switch schedules and assume the other’s identity. The

books (two parts of the same story line) go on to detail their experience trading places,

their not so good results, and their atypical punishment from their school counselor.

My Sister the Vampire takes a different stance on the twin story. They, too, are

physically complete opposites- one is a tan, pretty cheerleader, while the other dresses

in black with pale skin and dark eyeliner. As it turns out, when Olivia moves to a new

town she mets Ivy- the twin she never knew she had. They, too, attempt to switch

places but complications arise when it is learned that Ivy is a vampire.

Finally, Runaway Twin also deals with twins who do not know each other. Sunny

has lived in a foster home for ten years and always longed to be reunited with her twin

sister. When she gets a chance, she decides to travel across the country to find her but

endures many complications and gets sidetracked along the way.

While these last two books involve twins, they paint a much more fictional story for

readers. While it is very plausible for twins to have been separated in a foster system,

twins growing up separately are not the focus of this study, as our goal is to help twin

siblings who may be experiencing role confusion in identity formation from the presence

of their co-twin. Therefore, the content of Take Two and Trading Faces are the only two

young reader books that fit this criteria. Examining these stories to the themes

previously noted in children’s books, we see that our themes are prevalent. Matching

with our theme of (Note: The book series The Bobbsey Twins are one of the best

known twin books. However, they are not included in this study because they are no

longer carried in major bookstores.)

Discussion:

Children’s literature is more than just a rhyming story and colorful pictures. Like all

rhetoric, the words on each page of a book teach children many things and shape the

way they think and behave. For children who read these books who are not twins, this

could be their only experience with twins. Literature in general, especially children’s

literature, is a powerful tool in teaching our youth about new things, shaping their

opinions and often creating stereotypes. A constant comparison of twins in literature

translates to a constant comparison of twins in real life. With this comparison often

comes great competition between twin siblings. With such a limited quantity of twin

literature, the few books that are out there hold extraordinary power. In all of these

books, the three themes discussed in the analysis were clearly evident. For twin

children reading these books, it gives them an ideal that tells them what they “should”

be like. The twins in the books never seem to fight, they are always together, they never

separate, they are not referred to individually or by name but rather as a pair, they are

always being compared to each other and in constant competition. Despite this constant

competition, they are always happy about it. In reality, siblings fight. Twins don’t always

get along. They may have completely different interests or be quite similar.

However, despite their interests or physical features, twins are two separate

people. Constantly reading things like “twins are two without a doubt. Twins are two

inside and out”, “one baby crying, two cries too”, “Am I you? Or are you me?”, or “they

are the twins”, has a great potential to effect the way twins view themselves both

individually and as a unit. Simply put, always referring to two individuals as one (“the

twins”) effects these individuals. The rhetoric society places on twins or multiples can

have an impact on their sense of individuality and independence, or lack thereof.

Society has a notion that twins are completely dependent on each other and are simply

half of their person. Rhetoric is the art of using language to communicate effectively and

persuasively. The term “the twins”, whether intentional or not, is extremely persuasive.

Implications through Fantasy Theory:

It has long been said that rhetoric shapes how we see ourselves, others and the

world in which we live in. We are who we are because of how others react to us

(Brochers, 2006). Quite famously, Burke believed the central difference between

humans and animals is that humans have the capacity to create, use and misuse

symbols (Brochers, 2006). Reality is created symbolically. Symbolic Convergence

Theory is communication theory which explains that meanings, emotions, values and

the motives for action are in the rhetoric that is co-created by people trying to make

sense out of a common experience. This theory argues that people inherently co-create

their symbolic reality into a stable rhetorical form that can be studied and understood.

The theory calls these forms of viewing the world rhetorical views. Rhetorical views can

evolve through human talk and greatly guided by fantasy types. SCT is interested in the

response that a group gives to these fantasies. By the response, you are able to depict

a fantasy chain reaction. An extension of SCT, is a theory created by Ernest Borrman, a

professor from the University of Minnesota, called Fantasy Theme Theory, or Fantasy

Theme Analysis. This theory maintains that the sharing of group fantasies create

symbolic convergence. By fantasizing we are capable of creating our own language and

society. Fantasy theme analysis is the basic method to capture symbolic reality.

The use of the term “the twins” throughout this collection of children’s literature

creates a rhetorical vision. The term “the twins” is a symbolic cue. We know that reality

is created symbolically. So, what reality does this term create for twin children and the

rest of our society? Let’s first take a look at the words themselves. By putting the word

“the” in front of twins, we are in a sense dehumanized twin siblings. The word “the” has

many different purposes in our language. It is used to mark a noun as being used

generically; to denote one of many of a class or type, as a manufactured item, as

opposed to an individual one; or sometimes used before a modifying adjective to limit its

modifying effect. When speaking about a single individual, you would not typically use

the word “the” in conjunction with their name. In modern language, using this word in

the term “the twins”, eludes to the idea that these two people are more of a thing than

people. Secondly, the word “twin” when referring to an individual contains persuasive

rhetoric in itself. If you were to speak about me, you would typically not identify me as

the eldest of four, or refer to me as “the singleton”. A twin is no different than any other

person, except for that they happened to have a sibling born with them at the same

time. When saying “the twins”, two individuals are automatically associated together.

This greatly detracts from any individuality or independence each twin has from the

other. For example, take this sentence: “One of the twins got a scholarship to college.”

This rhetoric paints a picture for the listener. Rather picturing the individual who earned

a scholarship, the listener is most likely to picture both siblings. Not only does this group

two individuals into one collective identity, but it takes merit away from the

accomplishments of one of them. Images, whether verbal or visual, are powerful.

All three of the themes noted within the literature review create a vision on how

society views twins. We believe that twins must share some unimaginable bond. We

assume they do everything together, they are best friends, they even create their own

languages and can communicate between themselves in a way no one else can. These

constructs we have made about twins are not necessarily rooted in anything more than

the narratives we share. Through our own narratives, often based on the literature we

read or media we consume, we have constructed a vision of twins, that while may not

be true, we still expect of them.

Fantasy Theme Analysis can also be used to look into how twins view themselves.

Although typically applied to groups, symbolic convergence theory can be used to

explain how twins are effected by children’s literature. The rhetorical vision our society

has constructed through shared narratives is just as apparent to twin children as it is the

remainder of society. In some way, this will effect the way that that inherently view

themselves. Through constant comparison, expected similarities, and togetherness and

the referral of one identity, twins are pressured to fit the mold of the normal twin. While

some twins do indeed share many commonalities and enjoy spending the majority of

their time with their sibling, not all find it natural to fit this mold. While researchers have

paid special interest to identical twins and a unique bond they may share, it is important

to remember all twins are not identical. In the common case of fraternal twins,

genetically, they have no more in common than any other two siblings. Even in the

cases of identical twins, while they may appear physically identical, this does not mean

that they share all characteristics. Simply put, they are not clones.

Further Research:

While we have successfully found many themes among twin children’s literature

that has aided in creating the rhetorical vision society has regarding twins, further

research is necessary to uncover how deeply the symbols and rhetoric we prescribe to

twins effects them mentally and emotionally. For twins who did not fit this fantasy mold,

what does this do to them? SCT based research can be translated to find practical

measures in the way parents of multiples chose to rear their children in order to promote

individuality and independence while at the same time not taking away from the unique

relationship of twin siblings. Symbols are not just vessels that transport meaning, but

they are the very means by which we create ourselves and the world in which we live.

To take this research even further, focus groups, surveys and interviews could be

employed to actual co-twins in an attempt to access more information about the role

their situation plays in the identity formation process.

Final Project: Molly and Maddy

The following manuscript has been written with specific attention paid to our

findings on twin identity formation. Molly and Maddy is written for the young reader

population, specifically seven to twelve years of age. While writing this manuscript,

detailed interest was paid specifically to readability, context and language in order to

correct the limitations that were previously identified in the analysis.

In order to evaluate the comprehension difficulty of this manuscript, the Flesch/

Flesch Kincaid readability tests were employed. These readability analysis tests

measure word length and sentence length with two different scores to assess the level

of reading. These scores are used extensively in education, making it easy for teachers

and parents to judge the readability level of various books and literature (Kincaid, 1981).

In an effort to be accurate, this manuscript was tested as a whole and by individual

chapter. All chapters of the book consistently rated in the high 80’s and low 90’s of the

Flesch-Kincaid Reading Ease scale (Farr, 1951). This scale scores from 0-100, with a

higher score indicating easier readability. With an overall score of 90.30, this text rated

easily understandable by an average 11-year old student, which is our target age group.

The second section of the readability analysis is the Flesch-Kincaid Grade Level

analysis. The Flesch-Kincaid grade level was assessed at 3.77 (Farr, 1951). This

translates to a student about to enter fourth grade. Given that a fourth grader has an

average age of 10 years old, this meets our target demographic. Other tests evaluated

the approximate representation of the U.S. grade level needed to comprehend the text

from 4.72-6.90, all falling in our target adolescent age range. Therefore, our young

reader manuscript passes standards of readability analysis for our target age group.

Our target demographic was determined for specific reasons. Previous studies

(Erikson, 1968, among others) clearly defined adolescence as the period of time in

which we begin to develop our identity. Through Erikson’s Stages of Psychosocial

Development, adolescents were defined as 12-19 years of age, which marked the time

in which individuals began to experience puberty. It has been noted that, today, puberty

can be observed at earlier ages. In order to effect readers at the time in which they are

approaching the timeframe of self-evaluation and identity creation, it is important we

reach them as they are entering adolescence. Once individuals have entered

adolescence, they have already begun to self-analyze and form their initial identity.

Therefore, in order to be must influential and effective in aiding in the identity formation

process, our target audience would be individuals who are about to enter the adolescent

stage (not already there). This study has defined that timeframe as seven to ten years

of age.

Furthermore, in the process of creating this book, specific attention was paid to the

language used in a strong attempt to correct flaws that were found throughout our

literature review of children’s and young reader’s literature. In accordance with our

findings, collective terms such as “the twins” were not used to describe the co-twin

characters. This term was only used minimally in order to illustrate the feelings and

affects this term had on the characters, and was typically showed in a negative light.

Both characters were always referred to by individual name, promoting an

independence from one another and discouraging a collective labeling.

Additionally, the context, events and situations were chosen with specific purpose

in mind. For example, one dilemma the characters face is being placed in separate

classes for the first time in an education setting. For co-twins and their parents, this is a

situation that they will likely face when they reach the age to attend formal education. It

is a widely debated issue in the multiples word; who should make the decision to

separate or keep together co-twins in the classroom? For many school districts, the

decision is made jointly between the teachers and parents. In other districts, the

decision is solely up to the school principal. Despite who is involved in the decision

making process, it is often a very difficult time for twin siblings. By addressing this issue

in the text, it may help twins to deal with the situation once they are faced with it, and

allow them to use it to create positive identity formation experiences.

Molly and Maddy are also faced with situations that are unique to twins, as well as

siblings close in age, as they reach adolescents. For instance, in the following

manuscript, Molly makes friends with a more popular group of friends, leaving her sister

behind. Twins may often have the same set of friends, or in certain situations, may seek

out different friends in order to create independence from their co-twin. Especially for

fraternal twins, who may look differently and have dramatically different personalities

and interests, struggles can commonly erupt if one twin sees the other as more popular,

better looking, etc. This manuscript addresses those situations by promoting individual

identity while still valuing the co-twin relationship.

While there are many other difficult situations that twins often experience, this

manuscript does not address them all. Keeping the target demographic in mind, in order

for the lessons in the manuscript to be most powerful, careful consideration was paid to

not overwhelming the reader. While other situations like the addition of another sibling

or extended family relations are very important, it was decided additional situations

would be best fit for a following manuscript in order to keep comprehension difficulty

and readability at appropriate levels. This study visualizes Molly and Maddy to

culminate into a series, addressing a variety of twin specific situations that effect identity

formation. For example, at the time of this study, a second manuscript was in the

process of being written involving the birth of a younger brother in addition to a

addressing the arrival of extended family and non-family members to the household.

Throughout the book, Molly and Maddy face situations that are unique to twins but

can be understood by all. Through specific language and settings, it is my hope that

twins are able to learn from an example of twins who are battling the issue of

independence and identity formation themselves. In the end, it is the goal of the

literature to promote healthy twin relationships both collectively and independently.

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