The document provides an in-depth analysis of Kate Chopin's short story "Desiree's Baby". It examines various elements of the story including the setting, characterization, narrative perspective, plot structure, language and themes. The analysis notes that the story uses indirect descriptions to set the rural bourgeois setting. It explores the development of the two main characters Desiree and Armand while other characters remain flat. Multiple narrative perspectives are used including limited points of view. The plot follows a classic structure with a twist ending revealing Armand's own ancestry. Themes of love, marriage, social bias and the status of women in that era are also discussed.
Desiree’s Baby Answer 3 of the following sets of questions i.docxcuddietheresa
"Desiree’s Baby"
Answer 3 of the following sets of questions in your initial post.
Then respond to two peer posts.
Make sure to incorporate quotes from the text and a secondary source into your posts to support your opinions.
1) Look at the names in the story: Desiree, La Blanche, L’Abri. What is the associated meaning of each name and how does that relate to the story? Examine the character of Armand. Is he pitiable or not? What motivates him? What is his background? Does he have a choice at the end of the story regarding Desiree and the baby?
2) What does the fire symbolize at the end of the story? (There are several viable answers.) Tied in with the fire symbolism, if we as readers see Armand linked to satanic images, what support from the text could we find? Identify the 3 main colors in the story. Who is associated with each of the colors and what is the significance?
3) In this story, Chopin is encouraging a discussion of gender roles. Based on the character of Desiree, what conclusions can you draw about a woman’s place in society? Argue whether or not Armand loves Desiree. Support your answer with specific textual references. Project how you believe Armand will feel after the conclusion of the story. Why do you believe this to be true?
4) Argue whether or not Armand knew he was “tainted” before discovering the letter at the end of the story. Use specific examples from the text and draw some conclusions. Do you think he even knew about the letter before the end of the story? Find a few examples of irony in the story.
5) Look for and find at least 2 examples of foreshadowing that prepare the reader for the ending. How does Chopin use diction in her favor to evoke feelings of sympathy for Desiree and her child as they are walking into the bayou? Give specific words and explain how they are used to affect the reader.
Desiree's Baby
by Kate Chopin
Desiree's Baby (1894) is set in the Creole region of Louisiana and takes us back in time to the Antebellum South. It's featured in Short Stories for High School and our African American Library.
An illustration for the story Desiree's Baby by the author Kate Chopin
Alice Schille, Puerto Rican mother and child, 1916
1
As the day was pleasant, Madame Valmonde drove over to L'Abri to see Desiree and the baby. It made her laugh to think of Desiree with a baby. Why, it seemed but yesterday that Desiree was little more than a baby herself; when Monsieur in riding through the gateway of Valmonde had found her lying asleep in the shadow of the big stone pillar. The little one awoke in his arms and began to cry for "Dada." That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Mais kept, just below the plantation. In time Madame Valmonde abandoned ev ...
Desiree’s Baby Answer 3 of the following sets of questions i.docxcuddietheresa
"Desiree’s Baby"
Answer 3 of the following sets of questions in your initial post.
Then respond to two peer posts.
Make sure to incorporate quotes from the text and a secondary source into your posts to support your opinions.
1) Look at the names in the story: Desiree, La Blanche, L’Abri. What is the associated meaning of each name and how does that relate to the story? Examine the character of Armand. Is he pitiable or not? What motivates him? What is his background? Does he have a choice at the end of the story regarding Desiree and the baby?
2) What does the fire symbolize at the end of the story? (There are several viable answers.) Tied in with the fire symbolism, if we as readers see Armand linked to satanic images, what support from the text could we find? Identify the 3 main colors in the story. Who is associated with each of the colors and what is the significance?
3) In this story, Chopin is encouraging a discussion of gender roles. Based on the character of Desiree, what conclusions can you draw about a woman’s place in society? Argue whether or not Armand loves Desiree. Support your answer with specific textual references. Project how you believe Armand will feel after the conclusion of the story. Why do you believe this to be true?
4) Argue whether or not Armand knew he was “tainted” before discovering the letter at the end of the story. Use specific examples from the text and draw some conclusions. Do you think he even knew about the letter before the end of the story? Find a few examples of irony in the story.
5) Look for and find at least 2 examples of foreshadowing that prepare the reader for the ending. How does Chopin use diction in her favor to evoke feelings of sympathy for Desiree and her child as they are walking into the bayou? Give specific words and explain how they are used to affect the reader.
Desiree's Baby
by Kate Chopin
Desiree's Baby (1894) is set in the Creole region of Louisiana and takes us back in time to the Antebellum South. It's featured in Short Stories for High School and our African American Library.
An illustration for the story Desiree's Baby by the author Kate Chopin
Alice Schille, Puerto Rican mother and child, 1916
1
As the day was pleasant, Madame Valmonde drove over to L'Abri to see Desiree and the baby. It made her laugh to think of Desiree with a baby. Why, it seemed but yesterday that Desiree was little more than a baby herself; when Monsieur in riding through the gateway of Valmonde had found her lying asleep in the shadow of the big stone pillar. The little one awoke in his arms and began to cry for "Dada." That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Mais kept, just below the plantation. In time Madame Valmonde abandoned ev ...
Be sure to read Chopins Desirees Baby very carefully.Its un.docxJASS44
Be sure to read Chopin's "Desiree's Baby" very carefully.
It's unclear whether Armand first learns about his ethnic heritage when he reads his mother's letter (at the conclusion of the story), or if he had discovered this truth at an earlier time (before he reads the letter).
Question: Did he know or did he not know about his ancestry before the story's conclusion? Explain your answer thoughtfully, using quoted language from the story to effectively support your answer.
Désirée’s Baby
by Kate Chopin
As the day was pleasant, Madame Valmondé drove over to L’Abri to see Désirée and the baby.
It made her laugh to think of Désirée with a baby. Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.
The little one awoke in his arms and began to cry for “Dada.” That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Maïs kept, just below the plantation. In time Madame Valmondé abandoned every speculation but the one that Désirée had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the flesh. For the girl grew to be beautiful and gentle, affectionate and sincere,—the idol of Valmondé.
It was no wonder, when she stood one day against the stone pillar in whose shadow she had lain asleep, eighteen years before, that Armand Aubigny riding by and seeing her there, had fallen in love with her. That was the way all the Aubignys fell in love, as if struck by a pistol shot. The wonder was that he had not loved her before; for he had known her since his father brought him home from Paris, a boy of eight, after his mother died there. The passion that awoke in him that day, when he saw her at the gate, swept along like an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles.
Monsieur Valmondé grew practical and wanted things well considered: that is, the girl’s obscure origin. Armand looked into her eyes and did not care. He was reminded that she was nameless. What did it matter about a name when he could give her one of the oldest and proudest in Louisiana? He ordered the corbeille from Paris, and contained himself with what patience he could until it arrived; then they were married.
Madame Valmondé had not seen Désirée and the baby for four weeks. When she reached L’Abri she shuddered at the first sight of it, as she always did. It was a sad looking place, which for many years had not known the gentle presence of a mistress, old Monsieur Aubigny having married and buried his wife in France, and she having loved her own land too well ever to leave it. The roof came down steep ...
177
Désirée’s Baby
1892
as the day was Pleasant, Madame Valmondé drove over to L’Abri to see
Désirée and the baby.
It made her laugh to think of Désirée with a baby. Why, it seemed but yes-
terday that Désirée was little more than a baby herself; when Monsieur in rid-
ing through the gateway of Valmondé had found her lying asleep in the shadow
of the big stone pillar.
The little one awoke in his arms and began to cry for “Dada.” That was as
much as she could do or say. Some people thought she might have strayed there
of her own accord, for she was of the toddling age. The prevailing belief was that
she had been purposely left by a party of Texans, whose canvas- covered wagon,
late in the day, had crossed the ferry that Coton Maïs kept, just below the planta-
tion. In time Madame Valmondé abandoned every speculation but the one that
Désirée had been sent to her by a beneficent Providence to be the child of her
affection, seeing that she was without child of the flesh. For the girl grew to be
beautiful and gentle, affectionate and sincere, — the idol of Valmondé.
It was no wonder, when she stood one day against the stone pillar in whose
shadow she had lain asleep, eighteen years before, that Armand Aubigny rid-
ing by and seeing her there, had fallen in love with her. That was the way all the
Aubignys fell in love, as if struck by a pistol shot. The wonder was that he had
not loved her before; for he had known her since his father brought him home
from Paris, a boy of eight, after his mother died there. The passion that awoke
in him that day, when he saw her at the gate, swept along like an avalanche, or
like a prairie fire, or like anything that drives headlong over all obstacles.
Monsieur Valmondé grew practical and wanted things well considered: that
is, the girl’s obscure origin. Armand looked into her eyes and did not care. He
was reminded that she was nameless. What did it matter about a name when
he could give her one of the oldest and proudest in Louisiana? He ordered the
corbeille1 from Paris, and contained himself with what patience he could until
it arrived; then they were married.
Madame Valmondé had not seen Désirée and the baby for four weeks. When
she reached L’Abri she shuddered at the first sight of it, as she always did. It was a
sad looking place, which for many years had not known the gentle presence of a
mistress, old Monsieur Aubigny having married and buried his wife in France,
and she having loved her own land too well ever to leave it. The roof came down
steep and black like a cowl, reaching out beyond the wide galleries that encircled
the yellow stuccoed house. Big, solemn oaks grew close to it, and their thick-
leaved, far-reaching branches shadowed it like a pall. Young Aubigny’s rule was a
strict one, too, and under it his negroes had forgotten how to be gay, as they had
been during the old master’s easy-going and indulgent lifetime.
1 Wedding presents (French).
04_CHA_655.
The PowerPoint accompanying the 'Romancing the Gothic' Sunday lecture, 'It's only Twilight if it's from the Forks region; Anything else is just sparkling vampire romance': Twilight, the Gothic Novel and the Female Reader' by @KajaFranck.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 1. SETTING & ATMOSPHERE
• The story takes quite an unusual approach to creating the setting and atmosphere. Only brief descriptions of the
atmosphere and setting – “As the day was pleasant”; “one hot afternoon”; “Zandrine was pacing the sombre gallery with
it.”; “It was an October afternoon; the sun was just sinking. Out in the still fields the negroes were picking cotton.”; “She
walked across a deserted field […]”; “She disappeared among the reeds and willows that grew thick along the banks of
the deep, sluggish bayou;”. Setting and atmosphere however seem to reflect the inner landscape of the main protagonist
(Pathetic fallacy) – sinking sun, deserted field, sombre gallery, thick reeds echo Desiee’s disappointment and despair.
• However, details are given indirectly about the setting, rather than direct descriptions: “[… ]; when Monsieur in riding
through the gateway of Valmonde had found her lying asleep in the shadow of the big stone pillar.”; “The prevailing
belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had
crossed the ferry that Coton Mais kept, just below the plantation.” ; “What did it matter about a name when he could
give her one of the oldest and proudest in Louisiana?”; “[…] great mahogany bed, that was like a sumptuous throne, with
its satin-lined half-canopy.”
• Rural bourgeoisie – the use of the French titles “Monsieur” and “Madame” indicate the upper class.
• Description of setting and atmosphere at “l’Abri” is however more elaborate: “When she reached L'Abri she shuddered at
the first sight of it, as she always did. It was a sad looking place […] The roof came down steep and black like a cowl,
reaching out beyond the wide galleries that encircled the yellow stuccoed house. Big, solemn oaks grew close to it […]”.
(claustrophobic setting – story mostly takes place inside the room).
3. 2. CHARACTERISATION
• Social stereotypes/ stock characters: blacks, negroes, “yellow woman” – even though the names of some of the
characters are mentioned, they remain flat/ static characters or sub-characters in the story, barely having a role in the
development of the plot.
• Even Madame Valmonde is a sub-character, although the story begins with her and the narration initially follows her
perspective/ point of view and stream-of-consciousness as she reminisces Desiree’s adoption and marriage. Madame
Valmonde remains a flat character, without any development/ change in her characterisation till the end of the story.
• The baby is a passive character in the story.
• The only 2 main characters in the story that are 3 dimensional, round or dynamic characters are Desiree and Armand;
Desiree’s happiness fades away and she sinks into despair and disillusion; Armand’s temperament changes radically
from a passionate lover and joyful husband and father to being disappointed, cold and jaded, even cruel towards
Desiree and the “negroes”.
• Direct/ explicit characterisation: extensive physical description of Desiree. In fact there seems to be more details about
her physical appearance and attire than the depth of her feelings and emotions.
• Indirect/ implicit characterisation: insight into Armand’s character provided through descriptions of his actions, attitude,
behaviour and thoughts/ feelings rather than physical descriptions or direct references to his traits. Whatever we learn
about Armand’s temperament is through Desiree’s narration (conversation with Madame Valmonde) and Madame
Valmonde’s point of view.
4. 3. NARRATIVE VOICE/ TECHNIQUE
& POINT OF VIEW
• Third person omniscient narrator, capable of describing the thoughts and feelings of the different
characters.
• Story is however told from different points of view:
- Even though she is not the main protagonist of the story, the beginning of the story is told from the
point of view of Madame Valmonde, following her reminiscence of Desiree’s childhood to her
marriage, and her opinions on and feelings towards the baby.
- The part initially describing Armand’s change in temper is narrated from Desiree’s point of view/
perspective. At this point the narrative point of view seems to shift from omniscient to limited, so as to
maintain the suspense and confusion in Desiree’s mind about Armand’s change in temperament. The
narrator does not reveal anything about what is going on inside Armand’s mind until towards the end
of the story when Armand’s thoughts and feelings are revealed, thus the narrator asserting its
omniscience once again: “He thought Almighty God had dealt cruelly and unjustly with him; and felt,
somehow, that he was paying Him back in kind when he stabbed thus into his wife's soul. Moreover he
no longer loved her, because of the unconscious injury she had brought upon his home and his
name.”
5. 4. NARRATIVE TONE & PACE OF NARRATION
• Fast pace narration, almost as if the story is being told in fast-forward mode. Desiree’s childhood to
marriage is told in just 4 short paragraphs made of short and abrupt phrases/ sentences: e.g. “He ordered
the corbeille from Paris, and contained himself with what patience he could until it arrived; then they were
married.”
• Fast pace of narration also sets the tone, which is not only fast and abrupt but seems to parallel Armand’s
attitude towards Desiree, i.e. his coldness – “In silence he ran his cold eyes over the written words.”; “He did
not answer her. That was his last blow at fate.”; “He coldly but gently loosened her fingers from about his
arm and thrust the hand away from him.”; “But he did not notice.”; “Presently her husband entered the
room, and without noticing her, went to a table and began to search among some papers which covered
it.”; “[…] he returned cruelly; and went away leaving her alone with their child. – Silence and coldness set
the mood and tone throughout.
• Armand’s attitude later in the story sharply contrasts with initial description of his attitude when he fell in
love with Desiree: “The passion that awoke in him that day, when he saw her at the gate, swept along like
an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles.” – Note that the
simile “like a prairie fire” could be a Precursor to the bond fire at the end of the story, fire symbolizing
destruction. [Use of contrasting imageries/ ideas: fire v/s coldness] – Another Precursor: “Oh, mamma, I'm
so happy; it frightens me." [Foreshadowing].
6. 5. TYPE OF PLOT & TIME FRAME
• Story begins with a flashback between the second and the fifth paragraphs.
• Non-linear narration in the beginning, but later events are described chronologically, though a little fragmented, i.e.
episodic narration – after Madame Valmonde’s visit, the narration jumps to when the baby was 3 months old. And
after Desiree leaves the house, the narration again jumps to the bondfire scene “Some weeks later…”. Such narrative
is rather unconventional for a short story as the plot of conventional short stories usually takes place over a short
time lapse.
• Narration does not rely heavily on conversations to forward the plot (contrary to ‘Misery’). Only 2 conversations – 1.
between Desiree and Madame Volmonde; 2. between Desiree and Armand.
• Follows the narrative convention of the Freytag Pyramid:
- Exposition: Desiree’s adoption.
- Inciting incident: Armand falls in love with Desiree and they get married.
- Rising Action: Baby is born and starts growing.
- Climax: Desiree and Armand notice that the baby seems to be of Afro-American descent.
- Falling action: Armand’s change in attitude, Desiree asks for Armand’s permission to leave the house, meets
with Armand’s coldness and silence, and leaves the house.
- Resolution/ Denouement: the bond fire and Armand reads his mother’s letter – unexpected twist of plot.
Anticlimax: Armand discovers that the baby has inherited ‘non-white’ physical traits from his own ancestry and
not Desiree’s.
7. 6. LANGUAGE & FIGURES OF SPEECH
• Similes: “[…] swept along like an avalanche, or like a prairie fire, or like anything that drives headlong
over all obstacles.”, “She was like a stone image:”
• Elaborate physical descriptions and extensive details about colours, clothing and materials: “The young
mother was recovering slowly, and lay full length, in her soft white muslins and laces, upon a couch.”;
“She sat in her room, one hot afternoon, in her peignoir, listlessly drawing through her fingers the
strands of her long, silky brown hair that hung about her shoulders. The baby, half naked, lay asleep
upon her own great mahogany bed, that was like a sumptuous throne, with its satin-lined half-canopy.”;
“fan of peacock feathers”; “"It is a lie; it is not true, I am white! Look at my hair, it is brown; and my eyes
are gray, Armand, you know they are gray. And my skin is fair," seizing his wrist. "Look at my hand;
whiter than yours, Armand," she laughed hysterically.”; “Desiree had not changed the thin white
garment nor the slippers which she wore. Her hair was uncovered and the sun's rays brought a golden
gleam from its brown meshes.”; “[…] the richness of a priceless layette. Then there were silk gowns, and
velvet and satin ones added to these; laces, too, and embroideries; bonnets and gloves; for the corbeille
had been of rare quality.”
- Details about clothing and textile materials hint at social class.
- Details about physical descriptions and colour highlight Armand’s preoccupation with ethnicity and
the prevailing social bias among the American Bourgeoisie at that time.
8. 7. TYPE OF SHORT STORY
• Event-plot: there is a beginning, middle, and end, neatly tied up at the conclusion.
9. 8. THEMES
• Love and marriage as being ephemeral; marriage as a social contract (Armand presuming that Desiree is
of inferior social rank, i.e. of “negro” descent, changes his feelings towards her and causes the marriage
to end).
• Social bias/ discrimination; attitude towards Afro-Americans during those times; Ethnocentricity, Racism.
• Status of the woman: Desiree’s identity seems totally dependent upon Armand’s validation/ approval;
she does not seem to exist outside of the relationship and having an identity of her own. Desiree is
devastated by Armand’s unfounded opinion about her lineage and his indifference/ coldness/ apathy.
Contrastingly, Armand does not question his own ancestry/ identity but blames Desiree without a shred
of doubt. This indicates his level of confidence with regard to his identity v/s her self-doubt.
• Disappointment, despair, suffering: from the perspective of both characters. Does Armand create his
own disappointment and suffering?