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Media influence on teenagers
Humanities essay about WW2 roles of women
Character development in emma by jane austen
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An influential 12 year old girl during World War II and a manipulative coquette in Victorian England create two unsurprisingly juxtaposed images in a reader’s head. However, no matter how juxtaposing their personalities or lives may be, any two characters can share experiences and learn lessons in similar ways. In The Member of the Wedding by Carson McCullers and Lady Susan by Jane Austen, The characters Frankie and Lady Susan share a common desire to feel secure in their dominantly male influenced cultures.
In each novella, the protagonist deals with similar conflict involving gender stereotypes and expectations. Lady Susan lives a life of scorn and disapproval as a result of her abnormally flirtatious attitude. The purpose of her manipulative tendencies was solely to allow her to be respected as well as expressing her sensuality. In a letter to Lady Susan, Mrs, Johnson cautioned, “You should think more of yourself and less of your daughter. She is not of a disposition to do you credit in the world, and seems precisely in her
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In the novella, the narrator mentions numerous details about Frankie’s desire to be apart of the war effort, but her gender, as well as her age, denies her of her aspirations. The narrator mentions, “She wanted to be a boy and go to the war as a Marine. She thought about flying aeroplanes and winning gold medals for bravery. But she could not join the war, and this made her sometimes feel restless and blue.” (23) Later on, they also state, “She was afraid because in the war they would not include her, and because the world seemed somehow separate from herself.” (24) The latter quote elaborating on Frankie’s yearning shows how ideas such as the gender expectations of the early 1900’s can greatly influence a child’s thoughts and connection with the world, just as they influenced Lady Susan’s behaviors as an
It has been noted that Elizabeth Cady Stanton’s father on several occasions expressed that he wished Elizabeth had been a boy. Even when she excelled in life and completed tasks in attempts to please him, he constantly reminded her it was a shame she was born a girl. His constant reminder expressed to Elizabeth that her father believed that only males could be successful, which merely fueled her ambition to succeed and prove the contrary along with ensuring that other women follow...
In “Girl,” Jamaica Kincaid’s use of repetitive syntax and intense diction help to underscore the harsh confines within which women are expected to exist. The entire essay is told from the point of view of a mother lecturing her daughter about how to be a proper lady. The speaker shifts seamlessly between domestic chores—”This is how you sweep a house”—and larger lessons: “This is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all…” (Kincaid 1). The way in which the speaker bombards the girl overwhelms the reader, too. Every aspect of her life is managed, to the point where all of the lessons she receives throughout her girlhood blur together as one run-on sentence.
The concern of this paper is the “happy ending,” typical in Women’s Fiction according to Harris (46), present in A New England Tale, in which Jane Elton sacrifices her autonomous self through marrying Mr. Lloyd. I will critique this ending by applying several of the points Harris makes, including the conflict between theme and structure, the “extended quest for autonomy” (50), and the issue of the self-willing and “socially determined self” (54); also, I will discuss the sexual and religious politics Jane faces, as well as the importance of her role as educator. Readers can understand the autonomous self to which I refer in a nineteenth-century context: this do...
The comparison of Fay Weldon’s 1984 epistolic novel Letters to Alice on First Reading Jane Austen (here after ‘Letters’) enhances the understanding of the importance of values, issues and context in the 1813 novel, Pride and Prejudice (here after ‘Pride’). This is demonstrated through the examining of the similar and contrasting connections between the texts. Despite the large varsity between the contextual
During the Victorian Era, society had idealized expectations that all members of their culture were supposedly striving to accomplish. These conditions were partially a result of the development of middle class practices during the “industrial revolution… [which moved] men outside the home… [into] the harsh business and industrial world, [while] women were left in the relatively unvarying and sheltered environments of their homes” (Brannon 161). This division of genders created the ‘Doctrine of Two Spheres’ where men were active in the public Sphere of Influence, and women were limited to the domestic private Sphere of Influence. Both genders endured considerable pressure to conform to the idealized status of becoming either a masculine ‘English Gentleman’ or a feminine ‘True Woman’. The characteristics required women to be “passive, dependent, pure, refined, and delicate; [while] men were active, independent, coarse …strong [and intelligent]” (Brannon 162). Many children's novels utilized these gendere...
In the opening of both the play and the novel we are introduced to the two main female characters which we see throughout both texts. The authors’ styles of writing effectively compare and contrast with one another, which enables the reader to see a distinct difference in characters, showing the constrictions that society has placed upon them.
The setting of both stories reinforces the notion of women's dependence on men. The late 1800's were a turbulent time for women's roles. The turn of the century brought about revolution, fueled by the energy and freedom of a new horizon…but it was still just around the bend. In this era, during which both short stories were published, members of the weaker sex were blatantly disregarded as individuals, who had minds that could think, and reason, and form valid opinions.
...hetypes of these primary characters, both of these novels make a parallel statement on feminism. The expectations of both themselves and society greatly determine the way that these women function in their families and in other relationships. Looking at the time periods in which these novels were written and take place, it is clear that these gender roles greatly influence whether a female character displays independence or dependence. From a contemporary viewpoint, readers can see how these women either fit or push the boundaries of these expected gender roles.
Jane Austen completes her story with a “Cinderella ending” of Catherine and Henry marrying. However, her novel is more than a fairytale ending. Although often wrong and misguided in their judgments, she shows the supremacy of males that permeated throughout her society. Jane Austen takes us from a portrayal of men as rude, self-centered, and opinionate to uncaring, demanding, and lying to downright ruthless, hurtful, and evil. John Thorpe’s and General Tilney’s total disregard for others feelings and their villainous ways prove Austen’s point. Whether reading Northanger Abbey for the happy ending or the moral lesson, this novel has much to offer.
Jane Austen challenged societal norms by exposing perspectives of various relationships in an unflattering way. In Jane Austen’s novels ‘Pride and Prejudice’ and ‘Sense and Sensibility’, she challenges social norms by allowing the reader to identify with opposing perspectives presented by her two sibling characters in both novels. Through the effective use of characterization and conflict, the author is able to draw the reader into a relatable world, causing them to question society’s expectations in regards to acceptable and unacceptable behaviors, decisions, and their impact on that said society. The importance of ‘Pride and Prejudice’ and ‘Sense and Sensibility’ is shown through the older sisters and their relationships, the younger sisters and
Gorham, Deborah. A. A. The Victorian Girl and the Feminine Ideal. Bloomington: Indiana University Press, 1982. Martineau, Harriet.
“Girls wear jeans and cut their hair short and wear shirts and boots because it is okay to be a boy; for a girl it is like promotion. But for a boy to look like a girl is degrading, according to you, because secretly you believe that being a girl is degrading” (McEwan 55-56). Throughout the history of literature women have been viewed as inferior to men, but as time has progressed the idealistic views of how women perceive themselves has changed. In earlier literature women took the role of being the “housewife” or the household caretaker for the family while the men provided for the family. Women were hardly mentioned in the workforce and always held a spot under their husband’s wing. Women were viewed as a calm and caring character in many stories, poems, and novels in the early time period of literature. During the early time period of literature, women who opposed the common role were often times put to shame or viewed as rebels. As literature progresses through the decades and centuries, very little, but noticeable change begins to appear in perspective to the common role of women. Women were more often seen as a main character in a story setting as the literary period advanced. Around the nineteenth century women were beginning to break away from the social norms of society. Society had created a subservient role for women, which did not allow women to stand up for what they believe in. As the role of women in literature evolves, so does their views on the workforce environment and their own independence. Throughout the history of the world, British, and American literature, women have evolved to become more independent, self-reliant, and have learned to emphasize their self-worth.
Lady Susan exemplifies the psychological principal of the incentive theory of motivation: people’s stimulus stems from a favorable end result. In the novella, Lady Susan’s letters to her confidante, Alicia Johnson reveal her true thoughts as a cool and calculating character who constantly puts up a front. Lady Susan believes that men are easily manipulated, pretending to be a loving mother and friend, she entices their affections, exulting in her talent for influencing a situation (or man) to suit her needs. “There is exquisite pleasure in subduing an insolent spirit, in making a person predetermined to dislike acknowledge one’s superiority” (Austin). However, Lady Susan’s dwindling funds and her daughter’s rejection of a marriage proposal, force her to destroy marriages for protection of her future in in the form of a large estate and money.
Each story focuses on a different female character and explores her thoughts and her reactions to her social environment. Throughout the collection of stories there are a number of underlying themes that reveal Atwood's insight and understanding of why men and women are different. These themes include the questionable definitions of femininity proposed in society, the idea of escapism through fantasy and the conflict that exists between men and women.
Jane Austen’s works are characterized by their classic portrayals of love among the gentry of England. Most of Austen’s novels use the lens of romance in order to provide social commentary through both realism and irony. Austen’s first published bookThe central conflicts in both of Jane Austen’s novels Emma and Persuasion are founded on the structure of class systems and the ensuing societal differences between the gentry and the proletariat. Although Emma and Persuasion were written only a year apart, Austen’s treatment of social class systems differs greatly between the two novels, thus allowing us to trace the development of her beliefs regarding the gentry and their role in society through the analysis of Austen’s differing treatment of class systems in the Emma and Persuasion. The society depicted in Emma is based on a far more rigid social structure than that of the naval society of Persuasion, which Austen embodies through her strikingly different female protagonists, Emma Woodhouse and Anne Eliot, and their respective conflicts. In her final novel, Persuasion, Austen explores the emerging idea of a meritocracy through her portrayal of the male protagonist, Captain Wentworth. The evolution from a traditional aristocracy-based society in Emma to that of a contemporary meritocracy-based society in Persuasion embodies Austen’s own development and illustrates her subversion of almost all the social attitudes and institutions that were central to her initial novels.