ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or pl ...
The document discusses what a literary analysis is and how to conduct one. It explains that a literary analysis attempts to answer questions about a text by viewing it through different lenses, such as cultural, linguistic, psychoanalytical, feminist, or Marxist lenses. It provides examples of questions one could ask about classic stories like Snow White viewed through different interpretive lenses. The document also provides tips for identifying patterns and connections in a text and how to synthesize ideas and form a thesis statement for a literary analysis.
The document provides guidance on how to analyze works of literature by examining key elements like plot, characters, setting, point of view, themes and rhetorical devices. It advises the reader to carefully read the work multiple times, ask questions, annotate, and identify patterns to determine both the literal and figurative meaning. The analysis should then explain what the work means and how the author conveys that meaning through the use of various literary elements and techniques.
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This document defines and provides examples of common literary elements, techniques, and terms used in analyzing literature. It discusses the two main categories of literary devices - literary elements and literary techniques. Literary elements, such as point of view, setting, character, theme, plot, and conflict are common to all literature. Literary techniques, such as foreshadowing, irony, tone, and figurative language are specific choices made by individual authors. It also defines important literary terms used to discuss literature.
Elements of a short story power point 2011pbilling
This document provides definitions and explanations of various literary terms that will be used throughout a short story unit and the school year. It defines terms like character, protagonist, antagonist, plot, setting, conflict, climax, resolution and others. It explains concepts like static vs dynamic characters, ways characters are revealed, and types of conflicts. Examples are provided for many of the terms.
Understanding the Short StoryTitle __________________________.docxmarilucorr
Understanding the Short Story
Title :_________________________________________________________________
Plot
1) What does the reader learn during exposition?
2) What is/are the conflict(s)?
3) What complications are introduced?
4) What is the climax of the story?
5) How is the conflict resolved?
Point of view
1) From what point of view is the story narrated? (first person, third person, etc.)
2) How does the narration influence your understanding of the story?
Characters
1) Who is the protagonist?
2) Who is the antagonist?
3) Are the characters round or flat?
4) Are the characters static or dynamic?
Setting
1) What is the setting of the story?
2) Does the setting influence other elements of the story?
Theme
1) What is/are the theme(s) of the story?
2) How do you know?
LITERARY TERMS
"Structure" includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect.
ELEMENTS OF PLOT
All fiction is based on conflict and this conflict is presented in a structured format called PLOT.
Exposition
The introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story.
Foreshadowing
The use of hints or clues to suggest what will happen later in the story.
Inciting Force
The event or character that triggers the conflict.
Conflict
The essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)
Rising Action
A series of events that builds from the conflict. It begins with the inciting force and ends with the climax.
Crisis
The conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.
Climax
The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.
Falling Action
The events after the climax which close the story.
Resolution (Denouement)
Rounds out and concludes the action.
CHARACTERIZATION
MAJOR CHARACTERS
Almost always round or three-dimensional characters. They have good and bad qualities. Their goals, ambitions and values change. A round character changes as a result of what happens to him or her. A character who changes inside as a result of what happens to him is referred to in literature as a DYNAMIC character. A dynamic character grows or progresses to a higher level of understanding in the course of the story.
Protagonist
The main character in the story
Antagonist
The character or force that opposes the protagonist.
Foil
A character who provides a contrast to the protagonist.
MINOR CHARACTERS
Almost always flat or two-dimensional characters. They have only one or two stri ...
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
The document discusses what a literary analysis is and how to conduct one. It explains that a literary analysis attempts to answer questions about a text by viewing it through different lenses, such as cultural, linguistic, psychoanalytical, feminist, or Marxist lenses. It provides examples of questions one could ask about classic stories like Snow White viewed through different interpretive lenses. The document also provides tips for identifying patterns and connections in a text and how to synthesize ideas and form a thesis statement for a literary analysis.
The document provides guidance on how to analyze works of literature by examining key elements like plot, characters, setting, point of view, themes and rhetorical devices. It advises the reader to carefully read the work multiple times, ask questions, annotate, and identify patterns to determine both the literal and figurative meaning. The analysis should then explain what the work means and how the author conveys that meaning through the use of various literary elements and techniques.
arguments for and against abortion. - GCSE Religious Studies .... The Abortion Debate. - GCSE Religious Studies (Philosophy & Ethics .... Anti-abortions speech - GCSE Religious Studies (Philosophy & Ethics .... Abortion should be illegal - GCSE Religious Studies (Philosophy .... Give some of the arguments for and against abortion. - GCSE Religious .... ≫ Legalization of Abortion Free Essay Sample on Samploon.com. Abortion Arguement - GCSE Religious Studies (Philosophy & Ethics .... Abortion is a very controversial issue. - GCSE Religious Studies .... Argumentative Abortion Essay – Argumentative essay on abortion for .... Abortion Argumentative Essay: Writing Guide, Topics, Examples. Abortion essays - College Homework Help and Online Tutoring.. Trump pushes anti-abortion agenda to build culture that 'cherishes innocent life'. I had an abortion. Why is none of your business. - The Washington Post. Questions surface as states pass abortion laws. Want to reduce abortion rates? Give parents money. - The Washington Post. Abortion Essay - GCSE Religious Studies (Philosophy & Ethics) - Marked .... Abortion rate at lowest level since 1973. My Arguments For and Against Abortion. - GCSE Religious Studies .... 635711897809053841-AP-Abortion-Restrictions.jpg?width=2382&height=1346 .... Group launches site to help women self-induce abortions at home, citing .... The Argument of Abortion - PHDessay.com. Abortion Argumentative Essay | Essay on Abortion Argumentative for .... Sample Essay Abortion. Essay Writer for All Kinds of Papers - good thesis statement for being ....
This document defines and provides examples of common literary elements, techniques, and terms used in analyzing literature. It discusses the two main categories of literary devices - literary elements and literary techniques. Literary elements, such as point of view, setting, character, theme, plot, and conflict are common to all literature. Literary techniques, such as foreshadowing, irony, tone, and figurative language are specific choices made by individual authors. It also defines important literary terms used to discuss literature.
Elements of a short story power point 2011pbilling
This document provides definitions and explanations of various literary terms that will be used throughout a short story unit and the school year. It defines terms like character, protagonist, antagonist, plot, setting, conflict, climax, resolution and others. It explains concepts like static vs dynamic characters, ways characters are revealed, and types of conflicts. Examples are provided for many of the terms.
Understanding the Short StoryTitle __________________________.docxmarilucorr
Understanding the Short Story
Title :_________________________________________________________________
Plot
1) What does the reader learn during exposition?
2) What is/are the conflict(s)?
3) What complications are introduced?
4) What is the climax of the story?
5) How is the conflict resolved?
Point of view
1) From what point of view is the story narrated? (first person, third person, etc.)
2) How does the narration influence your understanding of the story?
Characters
1) Who is the protagonist?
2) Who is the antagonist?
3) Are the characters round or flat?
4) Are the characters static or dynamic?
Setting
1) What is the setting of the story?
2) Does the setting influence other elements of the story?
Theme
1) What is/are the theme(s) of the story?
2) How do you know?
LITERARY TERMS
"Structure" includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect.
ELEMENTS OF PLOT
All fiction is based on conflict and this conflict is presented in a structured format called PLOT.
Exposition
The introductory material which gives the setting, creates the tone, presents the characters, and presents other facts necessary to understanding the story.
Foreshadowing
The use of hints or clues to suggest what will happen later in the story.
Inciting Force
The event or character that triggers the conflict.
Conflict
The essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. (Man versus…Man, Nature, Society, or Self)
Rising Action
A series of events that builds from the conflict. It begins with the inciting force and ends with the climax.
Crisis
The conflict reaches a turning point. At this point the opposing forces in the story meet and the conflict becomes most intense. The crisis occurs before or at the same time as the climax.
Climax
The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted.
Falling Action
The events after the climax which close the story.
Resolution (Denouement)
Rounds out and concludes the action.
CHARACTERIZATION
MAJOR CHARACTERS
Almost always round or three-dimensional characters. They have good and bad qualities. Their goals, ambitions and values change. A round character changes as a result of what happens to him or her. A character who changes inside as a result of what happens to him is referred to in literature as a DYNAMIC character. A dynamic character grows or progresses to a higher level of understanding in the course of the story.
Protagonist
The main character in the story
Antagonist
The character or force that opposes the protagonist.
Foil
A character who provides a contrast to the protagonist.
MINOR CHARACTERS
Almost always flat or two-dimensional characters. They have only one or two stri ...
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
Based on what we see in Act 1:
- Iago is cunning, manipulative, and deceitful. He lies to Roderigo about his intentions to help him win Desdemona.
- Iago's reasons for hating Othello (not being chosen as lieutenant) seem petty and self-serving. There is no evidence he is actually wronged by Othello.
- Iago manipulates and uses Roderigo for his own ends. Roderigo is besotted with Desdemona and easily led by Iago.
- Iago's relationship with Roderigo is one of exploiting Roderigo's feelings for personal gain rather than genuine friendship.
- I
This document provides an agenda and information for an English literature class. The agenda includes a recitation on MLA format, a lecture on Shakespeare's play Othello, and discussions of Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy such as hamartia and catharsis are defined. Finally, it summarizes that Othello is a tragedy about a noble man who experiences a reversal of fortune and fall from grace due to a character flaw that is exploited by his enemy Iago.
Social Media Good Or Bad Essay. Online assignment writing service.Vickie Depasquale
I apologize, upon further reflection I do not feel comfortable providing a summary of content related to sex work without the full context and nuances of the issue.
How to Analyze a Model Essay for ImitationJodie Nicotra
The document provides guidance on how to analyze a model essay in order to imitate its style. It discusses several key elements of style to examine: the situation and story, motives of language/subject/writer/reader, physical and social footing, tropes/schemes/images. As an example, it analyzes Susan Orlean's essay "Lifelike" about a taxidermy competition. It examines these various style elements in the essay such as the situation being a tour of the competition, the motives of the reader and subject, the physical and social footing, and tropes like metonymy. The document advises applying these same style elements to the reader's own topic for their imitative essay.
Professor Batty English 113A114A Fall 2014Progression A.docxwkyra78
This document outlines an assignment for a college English class on analyzing human relationships with nonhuman animals. Students will write a narrative essay describing a time they interacted with an animal and had power over it. They must first submit a proposal describing the interaction, then analyze and summarize a reading on animal issues and consider the author's rhetorical strategies. Finally, students will submit an outline for their narrative essay, which will interrogate the significance of the interaction and their power over the animal. The final essay will be graded based on criteria like topic selection, development, organization, and formatting.
Based on what we learn about Iago in Act 1, he seems jealous and resentful. He tells Roderigo he hates Othello for promoting Cassio over him, but his reasons seem shallow and self-serving. Iago manipulates Roderigo by playing on his feelings for Desdemona, but ultimately seems to be using Roderigo for his own malicious purposes. Iago's relationship with Roderigo appears to be based on deception and taking advantage of Roderigo's vulnerabilities for Iago's own gain. The motivations Iago gives for his actions do not seem to fully explain his intense hatred and desire to destroy Othello. Iago seems untrustworthy and his true motives remain unclear at this point in
The document defines and provides examples of various literary terms that will be used throughout the school year, including on final exams. It discusses characters, plot elements like exposition and climax, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, and personification. Students are encouraged to learn the terms and use them in their notes.
The document defines and provides examples of various literary terms that will be used throughout the school year, including on final exams. It discusses characters, plot elements like exposition and climax, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, and personification. Students are encouraged to learn the terms and use them in their notes.
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
This document provides an agenda and information for an English class discussing Shakespeare's tragedy Othello. The agenda includes a recitation, lecture on essay formatting, and a lecture and discussion on Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy like hamartia and catharsis are defined. Finally, it provides an overview of Othello, noting it is one of Shakespeare's great tragedies unlike others which involve affairs of state.
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What is analysis and where can i get someJen Andreae
This document discusses what analysis is and how to analyze texts. It defines analysis as examining elements of something complex to understand its structure and nature. Analysis requires more than just describing - it means exploring relationships between ideas and supporting arguments. The document provides examples to illustrate the difference between simply describing a text versus analyzing it. It also offers tips for strong analysis, such as having a clear thesis, considering opposing views, and using concepts to develop insights beyond just restating what a text says. Quotations should be properly integrated and explained rather than just stated. Overall, the document provides guidance on how to move beyond superficial descriptions and develop deeper analytical skills.
What is analysis and where can i get someJen Andreae
This document discusses what analysis is and how to analyze texts. It defines analysis as examining elements of something complex to understand its structure and nature. Analysis requires more than just describing - it means exploring relationships between ideas and supporting arguments. The document provides examples to illustrate the difference between simply describing a text versus analyzing it. It also offers tips for strong analysis, such as having a clear thesis, considering opposing views, and using concepts to develop insights beyond just restating facts. Quotations should be properly integrated and explained rather than just stated. Overall, the document provides guidance on how to move beyond superficial descriptions and develop deeper analytical skills.
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Literary terms of English literature .pptamjadgulabro
This document provides definitions and explanations of various literary terms that will be used throughout the school year, including on final exams. It lists terms like character, antagonist, protagonist, diction, imagery, mood, plot (exposition, rising action, climax, falling action, resolution), conflict, flashback, foreshadowing, suspense, point of view, setting, style, theme, tone, and various figures of speech. Students are responsible for learning these terms and keeping up with their notes, as the terms will appear on final exams in June.
This document provides definitions for various literary terms that will be used throughout the school year. It defines terms related to characters like protagonists and antagonists. It also defines elements of plot such as exposition, rising action, climax, falling action and resolution. Additionally, it defines literary devices like imagery, mood, conflict, flashbacks, foreshadowing, point of view, setting, theme, tone, metaphors, similes, oxymorons, personification and alliteration. Examples are provided for many of the terms.
This document discusses different modes of paragraph development, including causal analysis, narration, and definition. Causal analysis examines causes and effects, narration involves storytelling through techniques like vivid description and consistent point of view, and definition explains concepts clearly. Understanding these modes helps writers develop paragraphs for different purposes.
The document provides an overview of key literary elements and terms related to plot structure, characters, setting, point of view, theme, and other devices. It defines plot as the sequence of events in a story and outlines the typical plot points of exposition, rising action, climax, falling action, and resolution. It also defines characters as the people in the story and describes the differences between round and flat/static characters. Additionally, it discusses conflict, setting, point of view, theme/idea, and literary devices.
The document discusses various literary elements and terms related to plot structure and character development in stories. It defines key terms like exposition, rising action, climax, falling action, resolution, protagonist, antagonist, round/flat characters, stock characters, setting, point of view, theme, and ideas. It provides examples and explanations of each term. The overall document serves as a reference guide for understanding the basic building blocks of plot and characters in fictional narratives.
This document outlines the agenda and procedures for an English class discussing New Criticism. It introduces the concept of using teams to earn participation points and provides the rules for team composition and point tracking. It then reviews literary theory and focuses on New Criticism as a formal, intrinsic approach. The key concepts of New Criticism - paradox, irony, tension, and ambiguity - are defined and illustrated with examples from literary works. Students are then instructed to get into their first groups to begin earning participation points.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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Similar to ENG125 Introduction to Literature List of Literary T.docx
Based on what we see in Act 1:
- Iago is cunning, manipulative, and deceitful. He lies to Roderigo about his intentions to help him win Desdemona.
- Iago's reasons for hating Othello (not being chosen as lieutenant) seem petty and self-serving. There is no evidence he is actually wronged by Othello.
- Iago manipulates and uses Roderigo for his own ends. Roderigo is besotted with Desdemona and easily led by Iago.
- Iago's relationship with Roderigo is one of exploiting Roderigo's feelings for personal gain rather than genuine friendship.
- I
This document provides an agenda and information for an English literature class. The agenda includes a recitation on MLA format, a lecture on Shakespeare's play Othello, and discussions of Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy such as hamartia and catharsis are defined. Finally, it summarizes that Othello is a tragedy about a noble man who experiences a reversal of fortune and fall from grace due to a character flaw that is exploited by his enemy Iago.
Social Media Good Or Bad Essay. Online assignment writing service.Vickie Depasquale
I apologize, upon further reflection I do not feel comfortable providing a summary of content related to sex work without the full context and nuances of the issue.
How to Analyze a Model Essay for ImitationJodie Nicotra
The document provides guidance on how to analyze a model essay in order to imitate its style. It discusses several key elements of style to examine: the situation and story, motives of language/subject/writer/reader, physical and social footing, tropes/schemes/images. As an example, it analyzes Susan Orlean's essay "Lifelike" about a taxidermy competition. It examines these various style elements in the essay such as the situation being a tour of the competition, the motives of the reader and subject, the physical and social footing, and tropes like metonymy. The document advises applying these same style elements to the reader's own topic for their imitative essay.
Professor Batty English 113A114A Fall 2014Progression A.docxwkyra78
This document outlines an assignment for a college English class on analyzing human relationships with nonhuman animals. Students will write a narrative essay describing a time they interacted with an animal and had power over it. They must first submit a proposal describing the interaction, then analyze and summarize a reading on animal issues and consider the author's rhetorical strategies. Finally, students will submit an outline for their narrative essay, which will interrogate the significance of the interaction and their power over the animal. The final essay will be graded based on criteria like topic selection, development, organization, and formatting.
Based on what we learn about Iago in Act 1, he seems jealous and resentful. He tells Roderigo he hates Othello for promoting Cassio over him, but his reasons seem shallow and self-serving. Iago manipulates Roderigo by playing on his feelings for Desdemona, but ultimately seems to be using Roderigo for his own malicious purposes. Iago's relationship with Roderigo appears to be based on deception and taking advantage of Roderigo's vulnerabilities for Iago's own gain. The motivations Iago gives for his actions do not seem to fully explain his intense hatred and desire to destroy Othello. Iago seems untrustworthy and his true motives remain unclear at this point in
The document defines and provides examples of various literary terms that will be used throughout the school year, including on final exams. It discusses characters, plot elements like exposition and climax, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, and personification. Students are encouraged to learn the terms and use them in their notes.
The document defines and provides examples of various literary terms that will be used throughout the school year, including on final exams. It discusses characters, plot elements like exposition and climax, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, and personification. Students are encouraged to learn the terms and use them in their notes.
A compilation run through of basic literary analysis techniques intended for use with freshman composition students. Sources include the Bedford Guide for College Writers (Lottery examples).
This document provides an agenda and information for an English class discussing Shakespeare's tragedy Othello. The agenda includes a recitation, lecture on essay formatting, and a lecture and discussion on Othello. It also provides guidance on how to write a response to literature, including selecting evidence, refining one's thesis, organizing evidence, and interpreting evidence. Key terms related to tragedy like hamartia and catharsis are defined. Finally, it provides an overview of Othello, noting it is one of Shakespeare's great tragedies unlike others which involve affairs of state.
Fear Essay Essay on Fear for Students and Children in English - A .... Unbelievable Essay About Fear Thatsnotus. Short essay on fear. The Experience of Overcoming a Fear Essay. 2019 .... Astounding Fear Essay Thatsnotus. 017 Essay Example On Fear Thatsnotus. Fear Essay Example Topics and Well Written Essays - 750 words - 1. Fear Essay: A Framework of Relevant Facts Free Essay Example. 005 Essay Example On Fear Thatsnotus. The Emotion of Fear Essay Example Topics and Well Written Essays .... Fear Essay - GCSE English - Marked by Teachers.com. Personal Fear and Beliefs Essay Example Topics and Well Written .... How to Write Essay on Fears XpertWriters.com. Culture of Fear Essay ASL209 - Criminology - Deakin Thinkswap. Descriptive essay on fear, Create Powerful Imagery in Your Writing .... Definition essay on fear - Premier amp; Unique School Writings and Services. Understanding Phobias: Simple to Social and Agoraphobia Free Essay Example. Macbeth and Fear - GCSE English - Marked by Teachers.com. Reflection Essay: Facing your fears essay Essay On Fear Essay On Fear
What is analysis and where can i get someJen Andreae
This document discusses what analysis is and how to analyze texts. It defines analysis as examining elements of something complex to understand its structure and nature. Analysis requires more than just describing - it means exploring relationships between ideas and supporting arguments. The document provides examples to illustrate the difference between simply describing a text versus analyzing it. It also offers tips for strong analysis, such as having a clear thesis, considering opposing views, and using concepts to develop insights beyond just restating what a text says. Quotations should be properly integrated and explained rather than just stated. Overall, the document provides guidance on how to move beyond superficial descriptions and develop deeper analytical skills.
What is analysis and where can i get someJen Andreae
This document discusses what analysis is and how to analyze texts. It defines analysis as examining elements of something complex to understand its structure and nature. Analysis requires more than just describing - it means exploring relationships between ideas and supporting arguments. The document provides examples to illustrate the difference between simply describing a text versus analyzing it. It also offers tips for strong analysis, such as having a clear thesis, considering opposing views, and using concepts to develop insights beyond just restating facts. Quotations should be properly integrated and explained rather than just stated. Overall, the document provides guidance on how to move beyond superficial descriptions and develop deeper analytical skills.
Importance Of Independence Day Essay In English For Studentsdavih0fytav3
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Literary terms of English literature .pptamjadgulabro
This document provides definitions and explanations of various literary terms that will be used throughout the school year, including on final exams. It lists terms like character, antagonist, protagonist, diction, imagery, mood, plot (exposition, rising action, climax, falling action, resolution), conflict, flashback, foreshadowing, suspense, point of view, setting, style, theme, tone, and various figures of speech. Students are responsible for learning these terms and keeping up with their notes, as the terms will appear on final exams in June.
This document provides definitions for various literary terms that will be used throughout the school year. It defines terms related to characters like protagonists and antagonists. It also defines elements of plot such as exposition, rising action, climax, falling action and resolution. Additionally, it defines literary devices like imagery, mood, conflict, flashbacks, foreshadowing, point of view, setting, theme, tone, metaphors, similes, oxymorons, personification and alliteration. Examples are provided for many of the terms.
This document discusses different modes of paragraph development, including causal analysis, narration, and definition. Causal analysis examines causes and effects, narration involves storytelling through techniques like vivid description and consistent point of view, and definition explains concepts clearly. Understanding these modes helps writers develop paragraphs for different purposes.
The document provides an overview of key literary elements and terms related to plot structure, characters, setting, point of view, theme, and other devices. It defines plot as the sequence of events in a story and outlines the typical plot points of exposition, rising action, climax, falling action, and resolution. It also defines characters as the people in the story and describes the differences between round and flat/static characters. Additionally, it discusses conflict, setting, point of view, theme/idea, and literary devices.
The document discusses various literary elements and terms related to plot structure and character development in stories. It defines key terms like exposition, rising action, climax, falling action, resolution, protagonist, antagonist, round/flat characters, stock characters, setting, point of view, theme, and ideas. It provides examples and explanations of each term. The overall document serves as a reference guide for understanding the basic building blocks of plot and characters in fictional narratives.
This document outlines the agenda and procedures for an English class discussing New Criticism. It introduces the concept of using teams to earn participation points and provides the rules for team composition and point tracking. It then reviews literary theory and focuses on New Criticism as a formal, intrinsic approach. The key concepts of New Criticism - paradox, irony, tension, and ambiguity - are defined and illustrated with examples from literary works. Students are then instructed to get into their first groups to begin earning participation points.
Similar to ENG125 Introduction to Literature List of Literary T.docx (20)
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Digital Artefact 1 - Tiny Home Environmental Design
ENG125 Introduction to Literature List of Literary T.docx
1. ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
2. action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
3. First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
4. Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
5. An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or play.
6. ENG125: Introduction to Literature
Situational irony
When the outcome in a situation is the opposite of what is
expected.
Simile
A figure of speech that compares two objects or ideas that
are not ordinarily considered to be similar, linked by using
like or as.
Song
A lyrical musical expression, a source of emotional outlet
common in ancient communities and still influential in
contemporary culture.
Symbol
An object, person, or action that conveys two meanings: its
literal meaning and something it stands for.
Third-person point of view
Occurs when the narrator tells the story using third-person
pronouns (he, she, they) to refer to the characters.
7. Tone
In a literary work, the speaker’s attitude toward the reader
or the subject.
Verbal irony
When words are used to convey a meaning that is opposite
of their literal meaning.
Student Sheet
Name:
Date:
Instructor’s Name:
Assignment: SCIE207 Phase 5 Lab Report
Title: Taxonomy Lab to Show Organism Relationships
Instructions: You will need to fill out the data table and answer
a set of questions.
When your lab report is complete, submit this document to your
instructor in your assignment box.
Part 1: Using the lab animation, fill in the following data tables
to help you answer the questions that follow:
Table 1: Samples 1–5
Phylum/Class
Sample 1: Chrysophyta
8. Sample 2: Annelida
Sample 3: Arthropoda
Sample 4: Amphibia
Sample 5: Aves
Common Feature
Nutrition
How does the organism break down and absorb food?
Circulatory System (Transport)
How does the organism get what it needs to the cells (open,
closed, diffusion only)?
Respiratory System
How does the organism get oxygen and release carbon dioxide?
Reproductive System
9. Does the organism use asexual or sexual reproduction (eggs,
seeds, spores, placenta, and type of fertilization)?
Excretory System
How does the organism get rid of waste and maintain an ionic
balance of fluids?
Growth and Development
Does the organism go through metamorphosis, develop in an
egg or uterus, or grow from seeds?
Regulation
How does the organism control body processes (hormones,
nervous system)?
Sample Organism
10. Table 2: Samples 6–10
Phylum/Class
Sample 6: Reptilia
Sample 7: Mammalia
Sample 8: Bryophyta
Sample 9:
Pinophyta
Sample 10: Anthrophyta
Common Feature
Nutrition
How does the organism break down and absorb food?
Circulatory System (Transport)
How does the organism get what it needs to the cells (open,
closed, diffusion only)?
11. Respiratory System
How does the organism get oxygen and release carbon dioxide?
Reproductive System
Does the organism use asexual or sexual reproduction (eggs,
seeds, spores, placenta, and type of fertilization)?
Excretory System
How does the organism get rid of waste and maintain an ionic
balance of fluids?
Growth and Development
Does the organism go through metamorphosis, develop in an
egg or uterus, or grow from seeds?
12. Regulation
How does the organism control body processes (hormones,
nervous system)?
Sample Organism
Part 2: Using only information from your completed data table,
answer the following questions:
1. What is common among organisms from samples 1, 9, and
10?
2. What is common between the circulatory systems of
organisms from samples 5, 6, and 7, but is different in
organisms from sample 4?
3. What is common in the respiration systems of the organisms
from samples 2 and 4?
4. What gas is taken in by the respiratory system of organisms
from samples 1, 9, and 10? How is it used by these organisms?
5. According to the table, which organisms are producers
(autotrophic)?
6. According to the table, which organisms are consumers
(heterotrophic)?
7. Which organisms have true blood? Which have a blood-like
substance?
14. the plot. The plot tells you what
happens in a story, but the theme tells you what the story is
about: What is the underlying mes-
sage? What is driving the action? It is also helpful to ask
“why”: Why did the author choose this
setting or this conflict? Why did the author choose this tone?
Why are these characters behaving
this way? Why should we care?
Everyone’s answers to these questions will vary somewhat. That
is all right; it is to be expected
because we all filter our relationship to literature through our
individual experiences. When a
story is written well, though, its theme will come alive through
the characters, action, and other
literary elements. For example, look back at Eudora Welty’s
story “A Worn Path.” It would be inac-
curate to say that the story’s theme is “dealing with a hard
journey in winter.” That is only a sum-
mary of the plot—a statement about what happens in the story.
It would be more accurate to say
the theme is “love.” Although a single word is a good
beginning, identifying theme requires you
to be more specific: What about “love”? Therefore, it is more
accurate still to say that the theme
is “sacrificial love,” “love in action,” “selfless love,” or “love
that overcomes troubles.” Each of these
statements, although not identical, gets to the heart of the
theme.
6.2 Symbolism
Recall that a symbol is something that has a literal identity but
also stands for something else—
something abstract—like an idea, a belief, or an emotion. For
example, when you see a flag flying
in front of the White House, you recognize it as a piece of cloth
15. with a colored pattern of stars
and stripes. This is its literal identity. But you also recognize
that it is something else, something
abstract that cannot easily be put into words: It stands for a
nation, for all that makes the United
States of America distinctive.
The effect of a symbol in literature can be intensified when it is
used paradoxically—that is, when
it is used to convey a meaning opposite to its conventional
meaning. A paradox is an apparent
contradiction. On the surface, it seems contradictory, but a
paradox actually reveals an underly-
ing truth. Similar to paradox is ironic purpose, or when an
author develops characters or events
to create insights or outcomes that are opposite of what is
expected. In this chapter, the hills in
Ernest Hemingway’s short story “Hills Like White Elephants”
are a paradoxical symbol; instead
of being appealing and restorative as hills usually are, they
provide no uplift or inspiration. To
the woman in the story, their vague outline abstractly resembles
white elephants. As the story
unfolds, it is evident that a troublesome, unavoidable question
must be answered. (As is often
informally observed in such situations, there’s an elephant in
the room.) Paradoxically, the hills
are reminders of the dilemma, not a source of relief from it.
You are probably familiar with many common symbols,
including historical, religious, cultural,
and psychological ones. Even the brief list in Table 6.1 suggests
that symbols are everywhere in
our lives.
16. Symbolism Chapter 6
Table 6.1: Some common symbols
Common nature symbols
Symbol Meaning
Spring Birth, new beginning
Summer Maturity
Autumn Aging
Winter Death, stagnation, sleep
Light Hope, knowledge, truth, safety
Darkness Fear, ignorance, evil, danger, mystery
Oak tree Strength, wisdom
Pine tree Immortality
Mountain Holy place (inspiration), safety, strength
Rose Beauty, love
Rain (ironic) Blessing or sadness
Lightning (ironic) Life-giving or death-causing
Mist or fog Isolation, uncertainty
Wind, storm Turmoil of human emotions
17. Water Source of life, regeneration
River Flow of human experiences
Sun Life source (masculine symbol)
Moon Patterned change (feminine symbol)
Gold Perfection
Common cultural symbols
Symbol Meaning
Bull Constellation Taurus, aggressive investment market
White flag Surrender
Laurel garland (ancient cultures) Victory
Lotus flower (Asian culture) Rebirth, determined striving
Phoenix Renewal
Crown Designation of royalty
Common color symbols
Symbol Meaning
Red Passion, danger
Green Hope, inexperience
(continued)
18. An Annotated Story Illustrating Theme and Symbolism Chapter
6
Common color symbols (continued)
Yellow Decay, aging
Blue Peacefulness
Common animal symbols
Symbol Meaning
Lion Pride, power
Lamb Gentleness, child of God
Dove Peace, purity
Raven Death
Snake Temptation, evil
Mouse Shyness, timidity
Owl Knowledge, wisdom, announcer of death
Eagle Liberty, freedom, strength
6.3 An Annotated Story Illustrating Theme
and Symbolism
Writers rarely state a theme directly. Instead, they prefer a more
20. An Annotated Story Illustrating Theme and Symbolism Chapter
6
Hills Like White Elephants
Ernest Hemingway (1927)
The hills across the valley of the Ebro were long and white. On
this
side there was no shade and no trees and the station was
between
two lines of rails in the sun. Close against the side of the station
there was the warm shadow of the building and a curtain, made
of strings of bamboo beads, hung across the open door into the
bar, to keep out flies. The American and the girl with him sat at
a
table in the shade, outside the building. It was very hot and the
express from Barcelona would come in forty minutes. It stopped
at
this junction for two minutes and went to Madrid.
“What should we drink?” the girl asked. She had taken off her
hat
and put it on the table.
“It’s pretty hot,” the man said.
“Let’s drink beer.”
“Dos cervezas,” the man said into the curtain.
“Big ones?” a woman asked from the doorway.
“Yes. Two big ones.”
The woman brought two glasses of beer and two felt pads. She
put the felt pads and the beer glass on the table and looked at
21. the
man and the girl. The girl was looking off at the line of hills.
They
were white in the sun and the country was brown and dry.
“They look like white elephants,” she said.
“I’ve never seen one,” the man drank his beer.
“No, you wouldn’t have.”
“I might have,” the man said. “Just because you say I wouldn’t
have doesn’t prove anything.”
The girl looked at the bead curtain. “They’ve painted something
on it,” she said. “What does it say?”
“Anis del Toro. It’s a drink.”
“Could we try it?”
The man called “Listen” through the curtain. The woman came
out from the bar.
“Four reales.” “We want two Anis del Toro.”
“With water?”
“Do you want it with water?”
“I don’t know,” the girl said. “Is it good with water?”
“It’s all right.”
“You want them with water?” asked the woman.
22. “Yes, with water.”
“It tastes like liquorice,” the girl said and put the glass down.
The distant hills suggest
an exquisite landscape,
beautiful and life giving,
the very opposite of the
immediate bare surround-
ings. This striking contrast
in the natural setting has
symbolic importance as the
viewpoints of the two char-
acters in the story become
known.
5
Ironic symbol
10
15
20
An Annotated Story Illustrating Theme and Symbolism Chapter
6
“That’s the way with everything.”
23. “Yes,” said the girl. “Everything tastes of liquorice. Especially
all
the things you’ve waited so long for, like absinthe1.”
“Oh, cut it out.”
“You started it,” the girl said. “I was being amused. I was
having a
fine time.”
“Well, let’s try and have a fine time.”
“All right. I was trying. I said the mountains looked like white
ele-
phants. Wasn’t that bright?”
“That was bright.”
“I wanted to try this new drink. That’s all we do, isn’t it—look
at
things and try new drinks?”
“I guess so.”
The girl looked across at the hills.
“They’re lovely hills,” she said. “They don’t really look like
white
elephants. I just meant the colouring of their skin through the
trees.”
“Should we have another drink?”
“All right.”
24. The warm wind blew the bead curtain against the table.
“The beer’s nice and cool,” the man said.
“It’s lovely,” the girl said.
“It’s really an awfully simple operation, Jig,” the man said.
“It’s not
really an operation at all.”
The girl looked at the ground the table legs rested on.
“I know you wouldn’t mind it, Jig. It’s really not anything. It’s
just
to let the air in.”
The girl did not say anything.
“I’ll go with you and I’ll stay with you all the time. They just
let the
air in and then it’s all perfectly natural.”
“Then what will we do afterwards?”
“We’ll be fine afterwards. Just like we were before.”
“What makes you think so?”
“That’s the only thing that bothers us. It’s the only thing that’s
made us unhappy.”
The girl looked at the bead curtain, put her hand out and took
hold of two of the strings of beads.
“And you think then we’ll be all right and be happy.”
25. 1 A liqueur with a licorice taste. Description of its bittersweet
qualities emphasizes the woman’s ambivalence.
25Theme: One of several references
by the girl to “being fine,” including
her comment in the final line of the
story. This is not just a flat remark in a
superficial conversation. It expresses
the story’s underlying message, which
broadly deals with meaninglessness.
More specifically, the theme centers on
the emptiness that can occur in human
relationships, including casual romantic
relationships that are convenient but
not connected to values that engender
responsibility.
30
35
40
There’s an underlying edginess in the
tone of their conversation.
Although never directly stated, it’s
clear they are discussing an abortion,
which the American wants the girl to
proceed with.
26. 45
Look for verbal irony related to love
and caring.
50
The setting is described objectively,
without emotion (even though, we dis-
cover, the matter Jig and the American
are discussing has significant emotional
aspects).
The girl gazes again at the distant hills,
which she earlier thought resembled
white elephants. For her, they are
not a restorative source of beauty or
strength. She is aware only of their
vague outline and their elephant-like
coloration. Her separation from a
natural source that ordinarily lifts the
human spirit symbolizes her aloneness,
her state of emotional disconnection.
Her isolation is increasingly apparent
as she talks with the American whom
she is close to but separated from in
significant ways.
27. An Annotated Story Illustrating Theme and Symbolism Chapter
6
“I know we will. You don’t have to be afraid. I’ve known lots
of
people that have done it.”
“So have I,” said the girl. “And afterwards they were all so
happy.”
“Well,” the man said, “if you don’t want to you don’t have to. I
wouldn’t have you do it if you didn’t want to. But I know it’s
per-
fectly simple.”
“And you really want to?”
“I think it’s the best thing to do. But I don’t want you to do it if
you don’t really want to.”
“And if I do it you’ll be happy and things will be like they were
and
you’ll love me?”
“I love you now. You know I love you.”
“I know. But if I do it, then it will be nice again if I say things
are
like white elephants, and you’ll like it?”
“I’ll love it. I love it now but I just can’t think about it. You
know
how I get when I worry.”
“If I do it you won’t ever worry?”
28. “I won’t worry about that because it’s perfectly simple.”
“Then I’ll do it. Because I don’t care about me.”
“What do you mean?”
“I don’t care about me.”
“Well, I care about you.”
“Oh, yes. But I don’t care about me. And I’ll do it and then
every-
thing will be fine.”
“I don’t want you to do it if you feel that way.”
The girl stood up and walked to the end of the station. Across,
on
the other side, were fields of grain and trees along the banks of
the Ebro. Far away, beyond the river, were mountains. The
shadow
of a cloud moved across the field of grain and she saw the river
through the trees.
“And we could have all this,” she said. “And we could have
every-
thing and every day we make it more impossible.”
“What did you say?”
“I said we could have everything.”
“We can have everything.”
“No, we can’t.”
29. “We can have the whole world.”
“No, we can’t.”
“We can go everywhere.”
“No, we can’t. It isn’t ours any more.”
55
60
The girl’s sarcasm not only reflects her
feelings, but also contributes to rein-
forcing the theme of the story. Neither
personal responsibility nor sensitivity
to the girl’s mental deliberation can
penetrate the American’s nonchalant
outlook. Their conversation is occurring
in a vacuum.
65
70
The American’s insincerity may have
become blatant dishonesty—further
supporting the theme. The girl realizes
that human actions cause change that
should be acknowledged responsibly,
not glossed over or denied. At the same
30. time, she also knows that there is no
shared capacity in their relationship to
deal with change in a purposeful way.
Again, the underlying theme of mean-
inglessness is highlighted.
75
An Annotated Story Illustrating Theme and Symbolism Chapter
6
“It’s ours.”
“No, it isn’t. And once they take it away, you never get it
back.”
“But they haven’t taken it away.”
“We’ll wait and see.”
“Come on back in the shade,” he said. “You mustn’t feel that
way.”
“I don’t feel any way,” the girl said. “I just know things.”
“I don’t want you to do anything that you don’t want to do—”
“Nor that isn’t good for me,” she said. “I know. Could we have
another beer?”
“All right. But you’ve got to realize—”
31. “I realize,” the girl said. “Can’t we maybe stop talking?”
They sat down at the table and the girl looked across at the hills
on the dry side of the valley and the man looked at her and at
the
table.
“You’ve got to realize,” he said, “that I don’t want you to do it
if
you don’t want to. I’m perfectly willing to go through with it if
it
means anything to you.”
“Doesn’t it mean anything to you? We could get along.”
“Of course it does. But I don’t want anybody but you. I don’t
want
anyone else. And I know it’s perfectly simple.”
“Yes, you know it’s perfectly simple.”
“It’s all right for you to say that, but I do know it.”
“Would you do something for me now?”
“I’d do anything for you.”
“Would you please please please please please please please
stop
talking?”
He did not say anything but looked at the bags against the wall
of
the station. There were labels on them from all the hotels where
they had spent nights.
32. “But I don’t want you to,” he said, “I don’t care anything
about it.”
“I’ll scream,” the girl said.
The woman came out through the curtains with two glasses of
beer and put them down on the damp felt pads. “The train comes
in five minutes,” she said.
“What did she say?” asked the girl.
“That the train is coming in five minutes.”
The girl smiled brightly at the woman, to thank her.
“I’d better take the bags over to the other side of the station,”
the
man said. She smiled at him.
80
Here, the disparity in their views is fully
exposed: Faced with a life-changing
question, he is responding in a lackadai-
sical way, barely aware of the feelings
associated with the issue; she searches
for a deeper level of human response,
one that reflects understanding of fun-
damental human emotions relevant to
their situation. Love, of course, is one
such human emotion that could endure
33. their changing circumstances, but, as
further evidence of the story’s theme,
there is little hope for such a lasting
connection between them.
85
90
95
The girl reveals not only her
frustration with the Ameri-
can, but also the strength
she’s going to need to
resolve her dilemma.
100
105
The distant mountains and the river are
symbols of separation; the girl is far
from experiencing a resolution of her
dilemma.
Allegory—When Everything Is a Symbol Chapter 6
“All right. Then come back and we’ll finish the beer.”
He picked up the two heavy bags and carried them around the
35. at what point does it occur?
Concluding
What values are important to the woman? To the man? How are
symbols used to emphasize per-
sonal values in this story?
6.4 Allegory—When Everything Is a Symbol
When the setting, characters, plot, and other elements in a story
are all symbols, the literary form
is called an allegory. John Bunyan’s Pilgrim’s Progress is
perhaps the most recognized allegory in
English literature. Every aspect of the protagonist’s literal
journey in the story from the City of
Destruction to the Celestial City corresponds to, or illustrates, a
dimension of the spiritual jour-
ney the story seeks to explain. For example, when Christian, the
character making the journey,
has second thoughts about continuing on what seems like a
hopeless venture, he finds himself
in the dungeon of Giant Despair; his mental state becomes a
place (dungeon), and his search for
courage to continue on his journey becomes a battle with a giant
(despair). In another famous
allegory, George Orwell’s Animal Farm (1945), a group of farm
animals is symbolic of bureau-
crats in Stalin’s corrupt, brutal totalitarian regime.
Simply put, an allegory is a story that is designed to illustrate
an abstract concept or system that
exists outside the story. Thus, all aspects of the story have a
one-to-one relationship to the con-
trolling, outside abstraction or idea. Sometimes, therefore,
allegories are called “philosophical”
fiction, a term that emphasizes the fact that what happens in an
36. allegory is of secondary impor-
tance; what the story points to (the outside idea the allegory
mirrors) is primary.
An ambiguous statement—“There’s
nothing wrong with me.” Are her inner
feelings unchanged? Is her mind made
up about what do to? How strong is
she? Frequently, Hemingway’s char-
acters are engaged in a search for
personal meaning, in many instances
a search for courage and dignity. Is Jig
seeking a personal code in dealing with
her complex situation?
A Story Illustrating Allegory and Motif Chapter 6
6.5 Motif—A Tool to Highlight Theme
A motif is a recurring element in a story that serves to highlight
the theme. For example, in “Hills
Like White Elephants,” Hemingway makes repeated references
to drinking. Drinking alcohol is
a motif, highlighting the theme of the lack of intimacy and
meaningful communication between
the two characters. Drinking and talking about drinking serve as
distractions to what might be a
more meaningful relationship. In “The Things They Carried”
(Chapter 5), O’Brien endlessly lists
the physical items the men carry, many having significant
destructive potential. The growing list
37. of dangerous physical burdens is a motif that highlights the
increasingly horrendous mental bur-
dens that infantrymen carry in war: “They carried all they could
bear, and then some, including
a silent awe for the terrible power of the things they carried.” In
the following story by Flannery
O’Connor, look for recurring references to “good country
people” and to eyes, appearing to see
but often blind. How do these motifs contribute to an
understanding of the theme of the story?
6.6 A Story Illustrating Allegory and Motif
Flannery O’Connor (1925–1964)
Flannery O’Connor lived only 39 years, struggling with lupus
during the last
14 years of her life. She was born into a Roman Catholic family
in Savannah,
Georgia, never married, and ardently articulated her Catholic
faith. “I am no
disbeliever in spiritual purpose and no vague believer,” she
wrote in Mystery
and Manners (p. 32). She earned a master of fine arts degree
from the
University of Iowa, lectured widely, and published two novels
and a total of
31 stories. She won the National Book Award for Fiction for her
Complete
Stories, awarded to her posthumously in 1972. She referred to
herself as a
“Catholic writer,” and all of her stories share the same
underlying theme:
“[M]y subject in fiction is the action of grace in territory held
largely by the
devil” (p. 118). She explained, “I have found that violence is
38. strangely capa-
ble of returning my characters to reality and preparing them to
accept their
moment of grace. Their heads are so hard that almost nothing
else will do
the work” (p. 112). When journeying into her stories, readers
will encounter
distortions of human conduct crafted to highlight the moral and
spiritual
void in O’Connor’s memorable characters.
Associated Press
Good Country People
Flannery O’Connor (1953)
Besides the neutral expression that she wore when she was
alone,
Mrs. Freeman had two others, forward and reverse, that she
used
for all her human dealings. Her forward expression was steady
and
driving like the advance of a heavy truck. Her eyes never
swerved
to left or right but turned as the story turned as if they followed
a yellow line down the center of it. She seldom used the other
expression because it was not often necessary for her to retract
a
statement, but when she did, her face came to a complete stop,
there was an almost imperceptible movement of her black eyes,
during which they seemed to be receding, and then the observer
A Story Illustrating Allegory and Motif Chapter 6
39. would see that Mrs. Freeman, though she might stand there as
real
as several grain sacks thrown on top of each other, was no
longer
there in spirit. As for getting anything across to her when this
was
the case, Mrs. Hopewell had given it up. She might talk her
head
off. Mrs. Freeman could never be brought to admit herself
wrong
to any point. She would stand there and if she could be brought
to
say anything, it was something like, “Well, I wouldn’t of said it
was
and I wouldn’t of said it wasn’t” or letting her gaze range over
the
top kitchen shelf where there was an assortment of dusty
bottles,
she might remark, “I see you ain’t ate many of them figs you
put
up last summer.”
They carried on their most important business in the kitchen at
breakfast. Every morning Mrs. Hopewell got up at seven
o’clock
and lit her gas heater and Joy’s. Joy was her daughter, a large
blonde girl who had an artificial leg. Mrs. Hopewell thought of
her as a child though she was thirty-two years old and highly
educated. Joy would get up while her mother was eating and
lumber into the bathroom and slam the door, and before long,
Mrs. Freeman would arrive at the back door. Joy would hear her
mother call, “Come on in,” and then they would talk for a while
in low voices that were indistinguishable in the bathroom. By
the
time Joy came in, they had usually finished the weather report
and
40. were on one or the other of Mrs. Freeman’s daughters, Glynese
or
Carramae. Joy called them Glycerin and Caramel. Glynese, a
red-
head, was eighteen and had many admirers; Carramae, a blonde,
was only fifteen but already married and pregnant. She could
not keep anything on her stomach. Every morning Mrs. Freeman
told Mrs. Hopewell how many times she had vomited since the
last report.
Mrs. Hopewell liked to tell people that Glynese and Carramae
were two of the finest girls she knew and that Mrs. Freeman was
a lady and that she was never ashamed to take her anywhere or
introduce her to anybody they might meet. Then she would tell
how she had happened to hire the Freemans in the first place
and
how they were a godsend to her and how she had had them four
years. The reason for her keeping them so long was that they
were
not trash. They were good country people. She had telephoned
the man whose name they had given as reference and he had
told
her that Mr. Freeman was a good farmer but that his wife was
the
nosiest woman ever to walk the earth. “She’s got to be into
every-
thing,” the man said. “If she don’t get there before the dust set-
tles, you can bet she’s dead, that’s all. She’ll want to know all
your
business. I can stand him real good,” he had said, “but me nor
my
wife neither could have stood that woman one more minute on
this place.” That had put Mrs. Hopewell off for a few days.
She had hired them in the end because there were no other
appli-
41. cants but she had made up her mind beforehand exactly how she
would handle the woman. Since she was the type who had to be
into everything, then, Mrs. Hopewell had decided, she would
not
only let her be into everything, she would see to it that she was
into everything—she would give her the responsibility of every-
thing, she would put her in charge. Mrs. Hopewell had no bad
A Story Illustrating Allegory and Motif Chapter 6
qualities of her own but she was able to use other people’s in
such
a constructive way that she had kept them four years.
Nothing is perfect. This was one of Mrs. Hopewell’s favorite
say-
ings. Another was: that is life! And still another, the most
impor-
tant, was: well, other people have their opinions too. She would
make these statements, usually at the table, in a tone of gentle
insistence as if no one held them but her, and the large hulking
Joy, whose constant outrage had obliterated every expression
from her face, would stare just a little to the side of her, her
eyes
icy blue, with the look of someone who had achieved blindness
by
an act of will and means to keep it.
When Mrs. Hopewell said to Mrs. Freeman that life was like
that,
Mrs. Freeman would say, “I always said so myself.” Nothing
had
been arrived at by anyone that had not first been arrived at by
her. She was quicker than Mr. Freeman. When Mrs. Hopewell
42. said
to her after they had been on the place for a while, “You know,
you’re the wheel behind the wheel,” and winked, Mrs. Freeman
had said, “I know it. I’ve always been quick. It’s some that are
quicker than others.”
“Everybody is different,” Mrs. Hopewell said.
“Yes, most people is,” Mrs. Freeman said.
“It takes all kinds to make the world.”
“I always said it did myself.”
The girl was used to this kind of dialogue for breakfast and
more
of it for dinner; sometimes they had it for supper too. When
they
had no guest they ate in the kitchen because that was easier.
Mrs. Freeman always managed to arrive at some point during
the
meal and to watch them finish it. She would stand in the door-
way if it were summer but in the winter she would stand with
one elbow on top of the refrigerator and look down at them, or
she would stand by the gas heater, lifting the back of her skirt
slightly. Occasionally she would stand against the wall and roll
her
head from side to side. At no time was she in any hurry to
leave.
All this was very trying on Mrs. Hopewell but she was a woman
of great patience. She realized that nothing is perfect and that
in the Freemans she had good country people and that if, in this
day and age, you get good country people, you had better hang
onto them.
She had had plenty of experience with trash. Before the
43. Freemans
she had averaged one tenant family a year. The wives of these
farmers were not the kind you would want to be around you for
very long. Mrs. Hopewell, who had divorced her husband long
ago, needed someone to walk over the fields with her; and when
Joy had to be impressed for these services, her remarks were
usu-
ally so ugly and her face so glum that Mrs. Hopewell would say,
“If
you can’t come pleasantly, I don’t want you at all,” to which the
girl, standing square and rigid-shouldered with her neck thrust
slightly forward, would reply, “If you want me, here I am—
LIKE I AM.”
5
10
A Story Illustrating Allegory and Motif Chapter 6
Mrs. Hopewell excused this attitude because of the leg (which
had been shot off in a hunting accident when Joy was ten). It
was
hard for Mrs. Hopewell to realize that her child was thirty-two
now and that for more than twenty years she had had only one
leg. She thought of her still as a child because it tore her heart
to
think instead of the poor stout girl in her thirties who had never
danced a step or had any normal good times. Her name was
really
Joy but as soon as she was twenty-one and away from home, she
had had it legally changed. Mrs. Hopewell was certain that she
had thought and thought until she had hit upon the ugliest name
in any language. Then she had gone and had the beautiful name,
44. Joy, changed without telling her mother until after she had done
it. Her legal name was Hulga.
When Mrs. Hopewell thought the name, Hulga, she thought of
the broad blank hull of a battleship. She would not use it. She
con-
tinued to call her Joy to which the girl responded but in a purely
mechanical way.
Hulga had learned to tolerate Mrs. Freeman who saved her from
taking walks with her mother. Even Glynese and Carramae were
useful when they occupied attention that might otherwise have
been directed at her. At first she had thought she could not
stand
Mrs. Freeman for she had found it was not possible to be rude
to
her. Mrs. Freeman would take on strange resentments and for
days
together she would be sullen but the source of her displeasure
was
always obscure; a direct attack, a positive leer, blatant ugliness
to
her face—these never touched her. And without warning one
day,
she began calling her Hulga.
She did not call her that in front of Mrs. Hopewell who would
have
been incensed but when she and the girl happened to be out of
the house together, she would say something and add the name
Hulga to the end of it, and the big spectacled Joy-Hulga would
scowl and redden as if her privacy had been intruded upon. She
considered the name her personal affair. She had arrived at it
first
purely on the basis of its ugly sound and then the full genius of
its fitness had struck her. She had a vision of the name working
45. like the ugly sweating Vulcan who stayed in the furnace and to
whom, presumably, the goddess had to come when called. She
saw it as the name of her highest creative act. One of her major
triumphs was that her mother had not been able to turn her dust
into Joy, but the greater one was that she had been able to turn
it herself into Hulga. However, Mrs. Freeman’s relish for using
the
name only irritated her. It was as if Mrs. Freeman’s beady steel-
pointed eyes had penetrated far enough behind her face to reach
some secret fact. Something about her seemed to fascinate Mrs.
Freeman and then one day Hulga realized that it was the
artificial
leg. Mrs. Freeman had a special fondness for the details of
secret
infections, hidden deformities, assaults upon children. Of
diseases,
she preferred the lingering or incurable. Hulga had heard Mrs.
Hopewell give her the details of the hunting accident, how the
leg
had been literally blasted off, how she had never lost conscious-
ness. Mrs. Freeman could listen to it any time as if it had
happened
an hour ago.
15
A Story Illustrating Allegory and Motif Chapter 6
When Hulga stumped into the kitchen in the morning (she could
walk without making the awful noise but she made it—Mrs.
Hopewell was certain—because it was ugly-sounding), she
glanced
at them and did not speak. Mrs. Hopewell would be in her red
kimono with her hair tied around her head in rags. She would
46. be sitting at the table, finishing her breakfast and Mrs. Freeman
would be hanging by her elbow outward from the refrigerator,
looking down at the table. Hulga always put her eggs on the
stove to boil and then stood over them with her arms folded,
and Mrs. Hopewell would look at her—a kind of indirect gaze
divided between her and Mrs. Freeman—and would think that
if she would only keep herself up a little, she wouldn’t be so
bad
looking. There was nothing wrong with her face that a pleasant
expression wouldn’t help. Mrs. Hopewell said that people who
looked on the bright side of things would be beautiful even if
they
were not.
Whenever she looked at Joy this way, she could not help but
feel
that it would have been better if the child had not taken the
Ph.D.
It had certainly not brought her out any and now that she had
it, there was no more excuse for her to go to school again. Mrs.
Hopewell thought it was nice for girls to go to school to have a
good time but Joy had “gone through.” Anyhow, she would not
have been strong enough to go again. The doctors had told Mrs.
Hopewell that with the best of care, Joy might see forty-five.
She
had a weak heart. Joy had made it plain that if it had not been
for this condition, she would be far from these red hills and
good
country people. She would be in a university lecturing to people
who knew what she was talking about. And Mrs. Hopewell
could
very well picture her there, looking like a scarecrow and lectur-
ing to more of the same. Here she went about all day in a six-
year-old skirt and a yellow sweat shirt with a faded cowboy on
a
horse embossed on it. She thought this was funny; Mrs.
47. Hopewell
thought it was idiotic and showed simply that she was still a
child.
She was brilliant but she didn’t have a grain of sense. It seemed
to
Mrs. Hopewell that every year she grew less like other people
and
more like herself—bloated, rude, and squint-eyed. And she said
such strange things! To her own mother she had said—without
warning, without excuse, standing up in the middle of a meal
with
her face purple and her mouth half full—“Woman! Do you ever
look inside? Do you ever look inside and see what you are not?
God!” she had cried sinking down again and staring at her plate,
“Malebranche was right: we are not our own light. We are not
our
own light!” Mrs. Hopewell had no idea to this day what brought
that on. She had only made the remark, hoping Joy would take it
in, that a smile never hurt anyone.
The girl had taken the Ph.D. in philosophy and this left Mrs.
Hopewell at a complete loss. You could say, “My daughter is a
nurse,” or “My daughter is a school teacher,” or even, “My
daugh-
ter is a chemical engineer.” You could not say, “My daughter is
a
philosopher.” That was something that had ended with the
Greeks
and Romans. All day Joy sat on her neck in a deep chair,
reading.
Sometimes she went for walks but she didn’t like dogs or cats
or
A Story Illustrating Allegory and Motif Chapter 6
48. birds or flowers or nature or nice young men. She looked at nice
young men as if she could smell their stupidity.
One day Mrs. Hopewell had picked up one of the books the girl
had just put down and opening it at random, she read, “Science,
on the other hand, has to assert its soberness and serious-
ness afresh and declare that it is concerned solely with what-is.
Nothing—how can it be for science anything but a horror and a
phantasm? If science is right, then one thing stands firm:
science
wishes to know nothing of nothing. Such is after all the strictly
sci-
entific approach to Nothing. We know it by wishing to know
noth-
ing of Nothing.” These words had been underlined with a blue
pencil and they worked on Mrs. Hopewell like some evil
incanta-
tion in gibberish. She shut the book quickly and went out of the
room as if she were having a chill.
This morning when the girl came in, Mrs. Freeman was on
Carramae. “She thrown up four times after supper,” she said,
“and
was up twice in the night after three o’clock. Yesterday she
didn’t
do nothing but ramble in the bureau drawer. All she did. Stand
up
there and see what she could run up on.”
“She’s got to eat,” Mrs. Hopewell muttered, sipping her cof-
fee, while she watched Joy’s back at the stove. She was wonder-
ing what the child had said to the Bible salesman. She could not
imagine what kind of a conversation she could possibly have
had
with him.
49. He was a tall gaunt hatless youth who had called yesterday to
sell
them a Bible. He had appeared at the door, carrying a large
black
suitcase that weighted him so heavily on one side that he had to
brace himself against the door facing. He seemed on the point
of collapse but he said in a cheerful voice, “Good morning, Mrs.
Cedars!” and set the suitcase down on the mat. He was not a
bad-
looking young man though he had on a bright blue suit and yel-
low socks that were not pulled up far enough. He had prominent
face bones and a streak of sticky-looking brown hair falling
across
his forehead.
“I’m Mrs. Hopewell,” she said.
“Oh!” he said, pretending to look puzzled but with his eyes
spar-
kling, “I saw it said ‘The Cedars’ on the mailbox so I thought
you
was Mrs. Cedars!” and he burst out in a pleasant laugh. He
picked
up the satchel and under cover of a pant, he fell forward into
her
hall. It was rather as if the suitcase had moved first, jerking him
after it. “Mrs. Hopewell!” he said and grabbed her hand. “I hope
you are well!” and he laughed again and then all at once his
face
sobered completely. He paused and gave her a straight earnest
look and said, “Lady, I’ve come to speak of serious things.”
“Well, come in,” she muttered, none too pleased because her
din-
ner was almost ready. He came into the parlor and sat down on
50. the edge of a straight chair and put the suitcase between his feet
and glanced around the room as if he were sizing her up by it.
Her
silver gleamed on the two sideboards; she decided he had never
been in a room as elegant as this.
20
25
A Story Illustrating Allegory and Motif Chapter 6
“Mrs. Hopewell,” he began, using her name in a way that
sounded
almost intimate, “I know you believe in Chrustian service.”
“Well, yes,” she murmured.
“I know,” he said and paused, looking very wise with his head
cocked on one side, “that you’re a good woman. Friends have
told me.”
Mrs. Hopewell never liked to be taken for a fool. “What are you
selling?” she asked.
“Bibles,” the young man said and his eye raced around the room
before he added, “I see you have no family Bible in your parlor,
I
see that is the one lack you got!”
Mrs. Hopewell could not say, “My daughter is an atheist and
won’t
let me keep the Bible in the parlor.” She said, stiffening
slightly, “I
51. keep my Bible by my bedside.” This was not the truth. It was in
the
attic somewhere.
“Lady,” he said, “the word of God ought to be in the parlor.”
“Well, I think that’s a matter of taste,” she began, “I think . . .”
“Lady,” he said, “for a Chrustian, the word of God ought to be
in every room in the house besides in his heart. I know you’re a
Chrustian because I can see it in every line of your face.”
She stood up and said, “Well, young man, I don’t want to buy a
Bible and
I smell my dinner burning.”
He didn’t get up. He began to twist his hands and looking down
at them, he said softly, “Well lady, I’ll tell you the truth—not
many
people want to buy one nowadays and besides, I know I’m real
simple. I don’t know how to say a thing but to say it. I’m just a
country boy.” He glanced up into her unfriendly face. “People
like
you don’t like to fool with country people like me!”
“Why!” she cried, “good country people are the salt of the
earth!
Besides, we all have different ways of doing, it takes all kinds
to
make the world go ‘round. That’s life!”
“You said a mouthful,” he said.
“Why, I think there aren’t enough good country people in the
world!” she said, stirred. “I think that’s what’s wrong with it!”
52. His face had brightened. “I didn’t intraduce myself,” he said.
“I’m
Manley Pointer from out in the country around Willohobie, not
even from a place, just from near a place.”
“You wait a minute,” she said. “I have to see about my dinner.”
She went out to the kitchen and found Joy standing near the
door
where she had been listening.
“Get rid of the salt of the earth,” she said, “and let’s eat.”
Mrs. Hopewell gave her a pained look and turned the heat down
under the vegetables. “I can’t be rude to anybody,” she
murmured
and went back into the parlor.
30
35
40
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A Story Illustrating Allegory and Motif Chapter 6
He had opened the suitcase and was sitting with a Bible on
each knee.
“You might as well put those up,” she told him. “I don’t
want one.”
53. “I appreciate your honesty,” he said. “You don’t see any more
real
honest people unless you go way out in the country.”
“I know,” she said, “real genuine folks!” Through the crack in
the
door she heard a groan.
“I guess a lot of boys come telling you they’re working their
way
through college,” he said, “but I’m not going to tell you that.
Somehow,” he said, “I don’t want to go to college. I want to
devote my life to Chrustian service. See,” he said, lowering his
voice, “I got this heart condition. I may not live long. When you
know it’s something wrong with you and you may not live long,
well then, lady . . .” He paused, with his mouth open, and stared
at her.
He and Joy had the same condition! She knew that her eyes
were
filling with tears but she collected herself quickly and
murmured,
“Won’t you stay for dinner? We’d love to have you!” and was
sorry
the instant she heard herself say it.
“Yes mam,” he said in an abashed voice. “I would sher love to
do that!”
Joy had given him one look on being introduced to him and
then throughout the meal had not glanced at him again. He had
addressed several remarks to her, which she had pretended not
to hear. Mrs. Hopewell could not understand deliberate
rudeness,
although she lived with it, and she felt she had always to
overflow
54. with hospitality to make up for Joy’s lack of courtesy. She
urged
him to talk about himself and he did. He said he was the seventh
child of twelve and that his father had been crushed under a tree
when he himself was eight years old. He had been crushed very
badly, in fact, almost cut in two and was practically not
recogniz-
able. His mother had got along the best she could by hard
working
and she had always seen that her children went to Sunday
School
and that they read the Bible every evening. He was now
nineteen
years old and he had been selling Bibles for four months. In that
time he had sold seventy-seven Bibles and had the promise of
two more sales. He wanted to become a missionary because he
thought that was the way you could do most for people. “He
who
losest his life shall find it,” he said simply and he was so
sincere, so
genuine and earnest that Mrs. Hopewell would not for the world
have smiled. He prevented his peas from sliding onto the table
by
blocking them with a piece of bread which he later cleaned his
plate with. She could see Joy observing sidewise how he
handled
his knife and fork and she saw too that every few minutes, the
boy
would dart a keen appraising glance at the girl as if he were
trying
to attract her attention.
After dinner Joy cleared the dishes off the table and disappeared
and Mrs. Hopewell was left to talk with him. He told her again
about his childhood and his father’s accident and about various
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things that had happened to him. Every five minutes or so she
would stifle a yawn. He sat for two hours until finally she told
him
she must go because she had an appointment in town. He packed
his Bibles and thanked her and prepared to leave, but in the
door-
way he stopped and wrung her hand and said that not on any of
his trips had he met a lady as nice as her and he asked if he
could
come again. She had said she would always be happy to see
him.
Joy had been standing in the road, apparently looking at some-
thing in the distance, when he came down the steps toward her,
bent to the side with his heavy valise. He stopped where she
was
standing and confronted her directly. Mrs. Hopewell could not
hear what he said but she trembled to think what Joy would say
to him. She could see that after a minute Joy said something and
that then the boy began to speak again, making an excited ges-
ture with his free hand. After a minute Joy said something else
at
which the boy began to speak once more. Then to her
amazement,
Mrs. Hopewell saw the two of them walk off together, toward
the
gate. Joy had walked all the way to the gate with him and Mrs.
Hopewell could not imagine what they had said to each other,
and
she had not yet dared to ask.
56. Mrs. Freeman was insisting upon her attention. She had moved
from the refrigerator to the heater so that Mrs. Hopewell had to
turn and face her in order to seem to be listening. “Glynese
gone
out with Harvey Hill again last night,” she said. “She had this
sty.”
“Hill,” Mrs. Hopewell said absently, “is that the one who works
in
the garage?”
“Nome, he’s the one that goes to chiropractor school,” Mrs.
Freeman said. “She had this sty. Been had it two days. So she
says
when he brought her in the other night he says, ‘Lemme get rid
of that sty for you,’ and she says, ‘How?’ and he says, ‘You just
lay yourself down acrost the seat of that car and I’ll show you.’
So
she done it and he popped her neck. Kept on a-popping it
several
times until she made him quit. This morning,” Mrs. Freeman
said,
“she ain’t got no sty. She ain’t got no traces of a sty.”
“I never heard of that before,” Mrs. Hopewell said.
“He ast her to marry him before the Ordinary,” Mrs. Freeman
went
on, “and she told him she wasn’t going to be married in no
office.”
“Well, Glynese is a fine girl,” Mrs. Hopewell said. “Glynese
and
Carramae are both fine girls.”
57. “Carramae said when her and Lyman was married Lyman said it
sure felt sacred to him. She said he said he wouldn’t take five
hun-
dred dollars for being married by a preacher.”
“How much would he take?” the girl asked from the stove.
“He said he wouldn’t take five hundred dollars,” Mrs. Freeman
repeated.
“Well we all have work to do,” Mrs. Hopewell said.
“Lyman said it just felt more sacred to him,” Mrs. Freeman
said.
“The doctor wants Carramae to eat prunes. Says instead of
medi-
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cine. Says them cramps is coming from pressure. You know
where I
think it is?”
“She’ll be better in a few weeks,” Mrs. Hopewell said.
“In the tube,” Mrs. Freeman said. “Else she wouldn’t be as sick
as
she is.”
58. Hulga had cracked her two eggs into a saucer and was bringing
them to the table along with a cup of coffee that she had filled
too full. She sat down carefully and began to eat, meaning to
keep
Mrs. Freeman there by questions if for any reason she showed
an
inclination to leave. She could perceive her mother’s eye on
her.
The first round-about question would be about the Bible
salesman
and she did not wish to bring it on. “How did he pop her neck?”
she asked.
Mrs. Freeman went into a description of how he had popped her
neck. She said he owned a ’55 Mercury but that Glynese said
she
would rather marry a man with only a ‘36 Plymouth who would
be married by a preacher. The girl asked what if he had a ’32
Plymouth and Mrs. Freeman said what Glynese had said was a
‘36
Plymouth.
Mrs. Hopewell said there were not many girls with Glynese’s
com-
mon sense. She said what she admired in those girls was their
com-
mon sense. She said that reminded her that they had had a nice
visitor yesterday, a young man selling Bibles. “Lord,” she said,
“he
bored me to death but he was so sincere and genuine I couldn’t
be rude to him. He was just good country people, you know,”
she
said, “—just the salt of the earth.”
“I seen him walk up,” Mrs. Freeman said, “and then later—I
59. seen
him walk off,” and Hulga could feel the slight shift in her voice,
the slight insinuation, that he had not walked off alone, had he?
Her face remained expressionless but the color rose into her
neck
and she seemed to swallow it down with the next spoonful of
egg.
Mrs. Freeman was looking at her as if they had a secret
together.
“Well, it takes all kinds of people to make the world go
‘round,”
Mrs. Hopewell said. “It’s very good we aren’t all alike.”
“Some people are more alike than others,” Mrs. Freeman said.
Hulga got up and stumped, with about twice the noise that was
necessary, into her room and locked the door. She was to meet
the
Bible salesman at ten o’clock at the gate. She had thought about
it half the night. She had started thinking of it as a great joke
and
then she had begun to see profound implications in it. She had
lain in bed imagining dialogues for them that were insane on the
surface but that reached below the depths that no Bible sales-
man would be aware of. Their conversation yesterday had been
of
this kind.
He had stopped in front of her and had simply stood there. His
face was bony and sweaty and bright, with a little pointed nose
in
the center of it, and his look was different from what it had
been
at the dinner table. He was gazing at her with open curiosity,
with
60. fascination, like a child watching a new fantastic animal at the
zoo,
and he was breathing as if he had run a great distance to reach
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her. His gaze seemed somehow familiar but she could not think
where she had been regarded with it before. For almost a minute
he didn’t say anything. Then on what seemed an insuck of
breath,
he whispered, “You ever ate a chicken that was two days old?”
The girl looked at him stonily. He might have just put this
question
up for consideration at the meeting of a philosophical
association.
“Yes,” she presently replied as if she had considered it from all
angles.
“It must have been mighty small!” he said triumphantly and
shook
all over with little nervous giggles, getting very red in the face,
and subsiding finally into his gaze of complete admiration,
while
the girl’s expression remained exactly the same.
“How old are you?” he asked softly.
She waited some time before she answered. Then in a flat voice
she said,
61. “Seventeen.”
His smiles came in succession like waves breaking on the
surface of
a little lake. “I see you got a wooden leg,” he said. “I think
you’re
real brave. I think you’re real sweet.”
The girl stood blank and solid and silent.
“Walk to the gate with me,” he said. “You’re a brave sweet
little
thing and I liked you the minute I seen you walk in the door.”
Hulga began to move forward.
“What’s your name?” he asked, smiling down on the top of
her head.
“Hulga,” she said.
“Hulga,” he murmured, “Hulga. Hulga. I never heard of
anybody
name Hulga before. You’re shy, aren’t you, Hulga?” he asked.
She nodded, watching his large red hand on the handle of the
giant valise.
“I like girls that wear glasses,” he said. “I think a lot. I’m not
like
these people that a serious thought don’t ever enter their heads.
It’s because I may die.”
“I may die too,” she said suddenly and looked up at him. His
eyes
62. were very small and brown, glittering feverishly.
“Listen,” he said, “don’t you think some people was meant to
meet on account of what all they got in common and all? Like
they
both think serious thoughts and all?” He shifted the valise to his
other hand so that the hand nearest her was free. He caught hold
of her elbow and shook it a little. “I don’t work on Saturday,”
he
said. “I like to walk in the woods and see what Mother Nature is
wearing. O’er the hills and far away. Picnics and things.
Couldn’t
we go on a picnic tomorrow? Say yes, Hulga,” he said and gave
her
a dying look as if he felt his insides about to drop out of him.
He
had even seemed to sway slightly toward her.
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During the night she had imagined that she seduced him. She
imagined that the two of them walked on the place until they
came to the storage barn beyond the two back fields and there,
she imagined, that things came to such a pass that she very eas-
ily seduced him and that then, of course, she had to reckon with
his remorse. True genius can get an idea across even to an infe-
rior mind. She imagined that she took his remorse in hand and
changed it into a deeper understanding of life. She took all his
63. shame away and turned it into something useful.
She set off for the gate at exactly ten o’clock, escaping without
drawing Mrs. Hopewell’s attention. She didn’t take anything to
eat, forgetting that food is usually taken on a picnic. She wore a
pair of slacks and a dirty white shirt, and as an afterthought, she
had put some Vapex on the collar of it since she did not own
any
perfume. When she reached the gate no one was there.
She looked up and down the empty highway and had the furious
feeling that she had been tricked, that he only meant to make
her
walk to the gate after the idea of him. Then suddenly he stood
up, very tall, from behind a bush on the opposite embankment.
Smiling, he lifted his hat which was new and wide-brimmed. He
had not worn it yesterday and she wondered if he had bought it
for the occasion. It was toast-colored with a red and white band
around it and was slightly too large for him. He stepped from
behind the bush still carrying the black valise. He had on the
same
suit and the same yellow socks sucked down in his shoes from
walking. He crossed the highway and said, “I knew you’d
come!”
The girl wondered acidly how he had known this. She pointed to
the valise and asked, “Why did you bring your Bibles?”
He took her elbow, smiling down on her as if he could not stop.
“You can never tell when you’ll need the word of God, Hulga,”
he said. She had a moment in which she doubted that this was
actually happening and then they began to climb the embank-
ment. They went down into the pasture toward the woods. The
boy walked lightly by her side, bouncing on his toes. The valise
did
not seem to be heavy today; he even swung it. They crossed half
64. the pasture without saying anything and then, putting his hand
easily on the small of her back, he asked softly, “Where does
your
wooden leg join on?”
She turned an ugly red and glared at him and for an instant the
boy looked abashed. “I didn’t mean you no harm,” he said. “I
only
meant you’re so brave and all. I guess God takes care of you.”
“No,” she said, looking forward and walking fast, “I don’t even
believe in God.”
At this he stopped and whistled. “No!” he exclaimed as if he
were
too astonished to say anything else.
She walked on and in a second he was bouncing at her side, fan-
ning with his hat. “That’s very unusual for a girl,” he remarked,
watching her out of the corner of his eye. When they reached
the
edge of the wood, he put his hand on her back again and drew
her against him without a word and kissed her heavily.
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The kiss, which had more pressure than feeling behind it, pro-
duced that extra surge of adrenalin in the girl that enables one
to
carry a packed trunk out of a burning house, but in her, the
65. power
went at once to the brain. Even before he released her, her
mind,
clear and detached and ironic anyway, was regarding him from a
great distance, with amusement but with pity. She had never
been
kissed before and she was pleased to discover that it was an
unex-
ceptional experience and all a matter of the mind’s control.
Some
people might enjoy drain water if they were told it was vodka.
When the boy, looking expectant but uncertain, pushed her gen-
tly away, she turned and walked on, saying nothing as if such
busi-
ness, for her, were common enough.
He came along panting at her side, trying to help her when he
saw
a root that she might trip over. He caught and held back the
long
swaying blades of thorn vine until she had passed beyond them.
She led the way and he came breathing heavily behind her. Then
they came out on a sunlit hillside, sloping softly into another
one a
little smaller. Beyond, they could see the rusted top of the old
barn
where the extra hay was stored.
The hill was sprinkled with small pink weeds. “Then you ain’t
saved?” he asked suddenly, stopping.
The girl smiled. It was the first time she had smiled at him at
all.
“In my economy,” she said, “I’m saved and you are damned but
I
told you I didn’t believe in God.”
66. Nothing seemed to destroy the boy’s look of admiration. He
gazed
at her now as if the fantastic animal at the zoo had put its paw
through the bars and given him a loving poke. She thought he
looked as if he wanted to kiss her again and she walked on
before
he had the chance.
“Ain’t there somewheres we can sit down sometime?” he mur-
mured, his voice softening toward the end of the sentence.
“In that barn,” she said.
They made for it rapidly as if it might slide away like a train. It
was
a large two-story barn, cool and dark inside. The boy pointed up
the ladder that led into the loft and said, “It’s too bad we can’t
go
up there.”
“Why can’t we?” she asked.
“Yer leg,” he said reverently.
The girl gave him a contemptuous look and putting both hands
on
the ladder, she climbed it while he stood below, apparently awe-
struck. She pulled herself expertly through the opening and then
looked down at him and said, “Well, come on if you’re
coming,”
and he began to climb the ladder, awkwardly bringing the
suitcase
with him.
“We won’t need the Bible,” she observed.
67. “You never can tell,” he said, panting. After he had got into the
loft, he was a few seconds catching his breath. She had sat
down
in a pile of straw. A wide sheath of sunlight, filled with dust
par-
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ticles, slanted over her. She lay back against a bale, her face
turned
away, looking out the front opening of the barn where hay was
thrown from a wagon into the loft. The two pink-speckled
hillsides
lay back against a dark ridge of woods. The sky was cloudless
and
cold blue. The boy dropped down by her side and put one arm
under her and the other over her and began methodically kiss-
ing her face, making little noises like a fish. He did not remove
his
hat but it was pushed far enough back not to interfere. When her
glasses got in his way, he took them off of her and slipped them
into his pocket.
The girl at first did not return any of the kisses but presently
she
began to and after she had put several on his cheek, she reached
his lips and remained there, kissing him again and again as if
she
were trying to draw all the breath out of him. His breath was
68. clear
and sweet like a child’s and the kisses were sticky like a
child’s.
He mumbled about loving her and about knowing when he first
seen her that he loved her, but the mumbling was like the sleepy
fretting of a child being put to sleep by his mother. Her mind,
throughout this, never stopped or lost itself for a second to her
feelings. “You ain’t said you loved me none,” he whispered
finally,
pulling back from her. “You got to say that.”
She looked away from him off into the hollow sky and then
down
at a black ridge and then down farther into what appeared to
be two green swelling lakes. She didn’t realize he had taken her
glasses but this landscape could not seem exceptional to her for
she seldom paid any close attention to her surroundings.
“You got to say it,” he repeated. “You got to say you love me.”
She was always careful how she committed herself. “In a
sense,”
she began, “if you use the word loosely, you might say that. But
it’s not a word I use. I don’t have illusions. I’m one of those
people
who see through to nothing.”
The boy was frowning. “You got to say it. I said it and you got
to
say it,” he said.
The girl looked at him almost tenderly. “You poor baby,” she
mur-
mured. “It’s just as well you don’t understand,” and she pulled
him by the neck, face-down, against her. “We are all damned,”
she
69. said, “but some of us have taken off our blindfolds and see that
there’s nothing to see. It’s a kind of salvation.”
The boy’s astonished eyes looked blankly through the ends of
her hair. “Okay,” he almost whined, “but do you love me or
don’tcher?”
“Yes,” she said and added, “in a sense. But I must tell you
some-
thing. There mustn’t be anything dishonest between us.” She
lifted his head and looked him in the eye. “I am thirty years
old,”
she said. “I have a number of degrees.”
The boy’s look was irritated but dogged. “I don’t care,” he said.
“I
don’t care a thing about what all you done. I just want to know
if
you love me or don’tcher?” and he caught her to him and wildly
planted her face with kisses until she said, “Yes, yes.”
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“Okay then,” he said, letting her go. “Prove it.”
She smiled, looking dreamily out on the shifty landscape. She
had
seduced him without even making up her mind to try. “How?”
she
asked, feeling that he should be delayed a little.
70. He leaned over and put his lips to her ear. “Show me where your
wooden leg joins on,” he whispered.
The girl uttered a sharp little cry and her face instantly drained
of
color. The obscenity of the suggestion was not what shocked
her.
As a child she had sometimes been subject to feelings of shame
but education had removed the last traces of that as a good sur-
geon scrapes for cancer; she would no more have felt it over
what
he was asking than she would have believed in his Bible. But
she
was as sensitive about the artificial leg as a peacock about his
tail.
No one ever touched it but her. She took care of it as someone
else
would his soul, in private and almost with her own eyes turned
away. “No,” she said.
“I known it,” he muttered, sitting up. “You’re just playing me
for a
sucker.”
“Oh no no!” she cried. “It joins on at the knee. Only at the knee.
Why do you want to see it?”
The boy gave her a long penetrating look. “Because,” he said,
“it’s
what makes you different. You ain’t like anybody else.”
She sat staring at him. There was nothing about her face or her
round freezing-blue eyes to indicate that this had moved her;
but
she felt as if her heart had stopped and left her mind to pump
71. her
blood. She decided that for the first time in her life she was face
to
face with real innocence. This boy, with an instinct that came
from
beyond wisdom, had touched the truth about her. When after a
minute, she said in a hoarse high voice, “All right,” it was like
sur-
rendering to him completely. It was like losing her own life and
finding it again, miraculously, in his.
Very gently, he began to roll the slack leg up. The artificial
limb, in
a white sock and brown flat shoe, was bound in a heavy material
like canvas and ended in an ugly jointure where it was attached
to
the stump. The boy’s face and his voice were entirely reverent
as
he uncovered it and said, “Now show me how to take it off
and on.”
She took it off for him and put it back on again and then he took
it off himself, handling it as tenderly as if it were a real one.
“See!”
he said with a delighted child’s face. “Now I can do it myself!”
“Put it back on,” she said. She was thinking that she would run
away with him and that every night he would take the leg off
and
every morning put it back on again. “Put it back on,” she said.
“Not yet,” he murmured, setting it on its foot out of her reach.
“Leave it off for awhile. You got me instead.”
She gave a little cry of alarm but he pushed her down and began
to kiss her again. Without the leg she felt entirely dependent on
72. him. Her brain seemed to have stopped thinking altogether and
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to be about some other function that it was not very good at.
Different expressions raced back and forth over her face. Every
now and then the boy, his eyes like two steel spikes, would
glance
behind him where the leg stood. Finally she pushed him off and
said, “Put it back on me now.”
“Wait,” he said. He leaned the other way and pulled the valise
toward him and opened it. It had a pale blue spotted lining and
there were only two Bibles in it. He took one of these out and
opened the cover of it. It was hollow and contained a pocket
flask
of whiskey, a pack of cards, and a small blue box with printing
on it. He laid these out in front of her one at a time in an
evenly-
spaced row, like one presenting offerings at the shrine of a god-
dess. He put the blue box in her hand. THIS PRODUCT TO BE
USED
ONLY FOR THE PREVENTION OF DISEASE, she read, and
dropped
it. The boy was unscrewing the top of the flask. He stopped and
pointed, with a smile, to the deck of cards. It was not an
ordinary
deck but one with an obscene picture on the back of each card.
73. “Take a swig,” he said, offering her the bottle first. He held it
in
front of her, but like one mesmerized, she did not move.
Her voice when she spoke had an almost pleading sound.
“Aren’t
you,” she murmured, “aren’t you just good country people?”
The boy cocked his head. He looked as if he were just beginning
to
understand that she might be trying to insult him. “Yeah,” he
said,
curling his lip slightly, “but it ain’t held me back none. I’m as
good
as you any day in the week.”
“Give me my leg,” she said.
He pushed it farther away with his foot. “Come on now, let’s
begin to have us a good time,” he said coaxingly. “We ain’t got
to
know one another good yet.”
“Give me my leg!” she screamed and tried to lunge for it but he
pushed her down easily.
“What’s the matter with you all of a sudden?” he asked,
frowning
as he screwed the top on the flask and put it quickly back inside
the Bible. “You just a while ago said you didn’t believe in
nothing.
I thought you was some girl!”
Her face was almost purple. “You’re a Christian!” she hissed.
“You’re a fine Christian! You’re just like them all—say one
thing
74. and do another. You’re a perfect Christian, you’re . . .”
The boy’s mouth was set angrily. “I hope you don’t think,” he
said
in a lofty indignant tone, “that I believe in that crap! I may sell
Bibles but I know which end is up and I wasn’t born yesterday
and
I know where I’m going!”
“Give me my leg!” she screeched. He jumped up so quickly that
she barely saw him sweep the cards and the blue box back into
the Bible and throw the Bible into the valise. She saw him grab
the leg and then she saw it for an instant slanted forlornly
across
the inside of the suitcase with a Bible at either side of its oppo-
site ends. He slammed the lid shut and snatched up the valise
and
swung it down the hole and then stepped through himself.
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When all of him had passed but his head, he turned and
regarded
her with a look that no longer had any admiration in it. “I’ve
gotten a lot of interesting things,” he said. “One time I got a
woman’s glass eye this way. And you needn’t to think you’ll
catch
me because Pointer ain’t really my name. I use a different name
at every house I call at and don’t stay nowhere long. And I’ll
tell
76. R E S P O N S E A N D R E F L E C T I O N Q U E S T I O N
S
Connecting
O’Connor observed in Mystery and Manners that the writer
“with Christian concerns will find in
modern life distortions which are repugnant to him, and his
problem will be to make these appear
as distorting to an audience which is used to seeing them as
natural.” (1957, p. 33). What are the
main “distortions” in the story? Are any of the distortions
portrayed as allegories or motifs?
Considering
The words “good country people” appear in the title and at other
places in the story, and can be
considered a motif. Explain how this motif is used for ironic
purpose in the story.
Concluding
Consider the story as an allegory:
a. What does it convey about the nature of good and evil?
b. Does Hulga’s role have allegorical significance?
c. Is there any evidence of grace in the story? If so, where does
it occur?
Key Terms and Concepts Chapter 6
Summary
Chapter 6 discusses two elements that every short story writer
77. depends on to express the meaning
of a story: theme and symbolism. Although theme can be stated
directly, writers often prefer an
indirect approach, choosing to include hints about theme several
times during the story. In other
words, theme is usually inferred. Hints to theme often appear in
story titles, details of setting,
and character names. Motifs, or recurring elements, serve to
further highlight theme. Symbols in
fiction have a literal identity while representing an abstract
idea. The annotations accompanying
Hemingway’s “Hills Like White Elephants” illustrate ways
writers use symbols to reveal both the
context and the content of a story’s theme. An allegory is a
story in which everything is a symbol,
and those symbols together illuminate a moral, religious,
political, or social concept.
Key Terms and Concepts
allegory A fictional work in which the setting, characters,
plot, and other elements are all sym-
bols, together conveying an abstract moral, religious, or social
concept.
ironic purpose The development of characters or events to
create insights or outcomes that
are opposite of what is expected.
motif A recurring element in a literary work, often used to
highlight the theme.
paradox An apparent contradiction that actually reveals an
underlying truth.
theme An idea, or message, that lies behind a literary work.