"The Resplendent Quetzal" by Margaret Atwood is a short story that focuses on the dysfunction between a couple. Through the story we are able to witness the way the couple interacts and views one another after the death of their perfect baby. In Emily's performance she expresses the main theme of her reading is empathy, while I chose my passage to introduce the first signs of dysfunction between Sarah and Edward. Together we are able to see the same story through two different perspectives. Emily saw potential in the relationship where as I thought it should have been over long ago. Through both of our passages we are able to express our feelings and help one another see a different side of a complex story.
Emily chose to read a passage where one of the main characters, Sarah speaks of losing her baby
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She read her passage with strong emotion and clarity. She did not rush through her reading and therefore it did not feel as though she was in a hurry to end. I enjoyed listening to her because she was able to make Sarah's character come to life for me. The passage I chose to read was paragraphs 6-8. I picked these paragraphs because it is when the reader is introduced to the dysfunction in Sarah and Edwards relationship. I was very anxious upon reading. I tried my best to have a clear, loud voice and to go slow so I would not rush through and poorly express what I was trying to get across. I found it challenging, however, to determine a tone that I wanted to portray because I was not reading dialogue. I did however try to express an annoyance in my tone when I read the following sentence as I interpreted Sarah being annoyed of Edward, "[i]t wouldn't be so bad if he didn't insist on dragging her into everything" (Atwood, par.7). With my selected passage my goal was to sound as if I was telling a story to a group about a couple I knew. I did not want my reading to be flat and boring, although I am worried that it
In the introduction of “How to Read Literature Like a Professor” , Thomas C. Foster focuses on the grammar of literature and the qualities of a professorial reader. He asserts that practise is crucial to learn how to read literature in a more rewarding way. In addition, he defines main elements of the context such as pattern , symbols, and conventions. The purpose of Foster appears to be informing students who is beginning to be introduced to literature. Although Foster’s style is slightly condescending, he utilizes the conventions of literature quite well, and mentions the arbitrariness of these conventions in a sensible way.
She relays heavily on flashback and reflections to inform the reader how things connect at the beginning and end. The structure she uses is clear and engages the reader. For example she compares the old time people to the new world people to keep reading more to find out more information, this consists in a circular sequence by going back to themes to themes. She first started talking about beauty.describing herself.
In the short stories “A Rose for Emily” and “The Story of an Hour,” the authors use literary devices to create vibrant female characters. These literary devices include diction, imagery, language, and sentence structure. “The Story of an Hour,” written by Kate Chopin, opens with a woman, Louise Mallard, who has a heart disease, and her friends must gently break the news to her that her husband has passed away in a railroad accident. She mourns briefly, but then realizes that she can now live for herself, instead of just as someone’s wife. Shockingly, she walks downstairs after fleeing from her friends’ horrible news, and her husband walks in the door.
This ambiguity can first be seen after the narrator explains Emily’s background. The key phrase
“A Rose for Emily” is a dark, suspenseful Gothic tale in which a young girl is put on a pedestal by a town who sees her as haughty and scornful. Miss Emily Grierson’s father controls her and her love life, pushing away all people until he dies and Emily is left alone. As her life goes on the townspeople watch her and judge Emily, almost turning her life into a spectacle to be talked about. At her death, a gruesome sight is unfolded when her lover of over forty years ago is found decomposed in her upstairs room. William Faulkner effectively builds epic suspense in “A Rose for Emily” by the unchronological order of the story, the treatment of Emily’s father towards her, and her family’s history of mental illness.
Both Emily and Robert are prematurely judged by the narrators in both stories, and the assumptions are so far fetched from the reality. Miss. Emily is perceived to be a lonely old woman, whom nobody ever spoke with. Since they never talk with her or learn anything about what is going on in her life, the townspeople begin to gossip to make up for this. They knew her father had driven away any man from becoming close to her, and they just thought to themselves, “ poor Emily” (32).
To compare, Faulkner shares a slice of evidence as to why Emily has an
Miss Emily comes from an old wealthy line of family in the deep south. Faulkner story is highly symbolic, enhancing miss Emily’s values and character. “Miss Emily is described as a fallen monument to the chivalric American South”(Allmon). Faulkner uses the setting of the story to show the emotional state of Emily. The female-male relationship between Emily and her father is strict, oppressive, and controlling; Their relationship has a major impact on Emily’s character Throughout the short story.
She was alone, she was humiliated by the town, she had to hide away because she was not able to cope. In Tim O’Brien’s article he states, “After her death, Emily is reunited with the other members of her southern class …”, which means, in death, with the people she loved she will no longer be alone” (O’Brien
While Emily is alive the story tells the readers about how the world around Emily is changing and evolving but she refuses to keep up with the new ways. For example, in the story it talks about the town and receiving mail. The story says, “Emily refused to let them fasten metal numbers above her door and attach a mailbox.” (#) The town can see what lengths Emily went through to remain isolated from the changing world. If Faulkner had put the story in Emily’s point of view it wouldn’t have the same
Section I functions as a recollection of memory, as the narrator recalls the funeral of Emily, describing her death as a “fallen monument”, and her life as “a tradition, a duty, and a care”, setting up the plot for later conflicts and events that exemplify her life and death as such. The section also introduces symbols of southern tradition such as “when Colonel Sartoris…remitted her taxes” to introduce Emily’s strong upholding of tradition and her connections to the few characters that have severely influenced her life and values. Section II builds upon the ideas mentioned in Section I, but takes place 30
The story “Yours” by Mary Robinson is a short story about a married couple spending their Halloween evening together before the death of his young wife. His wife was suffering from cancer. The story starts with Allison, the wife, coming in from getting pumpkins for the evening events with her husband. She walks through their home where she finds the mail. She finds a letter from her husband’s relatives who saying awful things.
To compare, Faulkner shares a slice of evidence as to why Emily has an uncontrollable obsession for the dead, “After her father 's death she went out very little; after her sweetheart went away, people hardly saw her at all.” (Faulkner) Given these points, her father becomes arrogant and isolates her from society, or anyone who is willing to take Miss Emily from him. When her father, the only man in the world who has loved her,
Emily is judged for loving a man who is less fortunate than her . In the following line the townspeople’s reactions to their relationship is obvious, “’Poor Emily’, the whispering began. ‘Do you suppose it’s really so?’ they said to one another” (102). The townspeople did not to much care for the relationship between the two because of the barriers set up by social class saying poor date the poor and rich date the rich.
The Short Story The Story of an Hour by Kate Chopin explores the emotions of Louise Mallard a woman with a heart disease. In the hour that the story is told, it ranges from showing Mrs. Mallard different reactions to learning of her husbands death to him surprisingly showing up alive and eventually her untimely death from a heart disease. Although only a brief period of time is shown, many emotions are revealed through the third person omniscient point of view. This point of view shows more than just the protagonists thoughts and is not limited to one person. It allows the readers to know something about Mrs. Mallard that she does not as the story ends after Mrs. Mallard has already died.