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Feminist literary criticism an introduction summary
The feminist lens in literature
Feminist literary criticism an introduction summary
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I believe the part that I found most helpful was the course registration part. It is a totally new thing to us, especially an international freshman, who has limited knowledge of what’s going on about this college system. This part allows me to make a great understanding of the how do we manage our courses. It is discovered that as we go through course selection, there could be constrains that prevent us from registering courses that we desire to take. It could be a clash of lecture time or lack of space. The advice given in “freshmen advice” section of this course allow me to be well-prepared.
Another element that excites me is the GPA calculation. The credit system confused me as I arrived in Dean College. Yet this lecture clarifies
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She wrote this book to note the lives of a mill girl during the industrial revolution and comparing the lives after years. She uncovered what she experienced as a mill girl, who worked so hard to earn a living for herself and her family – brothers in hometown waiting for the money for his education. The environment that the mill girl stayed was packed yet warm. She described her life from the morning to the end of the day, what she enriched her life with education besides being a mere mill girl. Harriet Robinson remarks the rise of woman’s social status in a society, where females gained rights to work and receive education rather than staying at home, watching over kids after marriage. I believe she encouraged the mill girls to be independent and create their own destiny. Things have changed years after Harriet Robinson has left the factory – working hours was extended from 5 o’clock in the morning until 7 in the evening, with one-half hour for breakfast and for dinner (P. 31). The mill girls had to work for 10 to 11 hours per day. At the middle-end of the book, she compared the difference of her experience at 1840s to days 20 years hence. This book is whole-rounded and showed great details of worker at that time, the situation that should be concerned and the spot of female rights are …show more content…
When Andre was only a six or seven years old kids, their parents got divorced. He and his three siblings grew up with their mother near Massachusetts mill town after their father had left them for another woman. They lived in a place where crime and drugs was stepped in this area. Andre’s childhood was hard, he was one of the victim of bullying. Yet what attracts the reader’s attention was the determination and perseverance in his mind, where he armed himself to stand up for his loved ones. It is noted that he started to learn boxing, keeping himself physically strong to beat those who messed with his family. It showed that Andre was mentally strong and held his responsibility. Although his father left him behind when he was 6 or 7, he faked to be emotionally strong. Even though he couldn’t linger on the sadness and depressed at that time, he comforted his mother when he heard her crying in her room. He was sensitive in a way and mature. This is one of the peak in the book where he started to be a grown man. Growing is always painful, yet he managed to defeat his fear and distress, that is the part that I admire him. Somehow there are similarities between Andre and us, some of our parents’ are divorced and children would show anxiety and depressed. How Andre manage to keep close attachment with
Many of us complain about the tough hours we work or the amount of chores we have to complete, but think about the truly harsh conditions that young girls and women had to work in the textile industry with very little pay and no accolades. Back in the 18th century, when the Industrial Revolution struck, it made it hard for female mill workers to enjoy being employed. Due to the terrible working conditions, the amount of hours worked, and the low wages were a few of the similarities that the female mill workers in England and Japan shared.
Emma Griffith is the author of the influential book, Liberty’s Dawn which talks about the people’s people’s personal experience during the time of industrial revolution.The Industrial Revolution was the period encompassing the vast social and economic changes that resulted from the development of steam-powered machinery and mass-production methods. The lives of large section
Industrialization had a major impact on the lives of every American, including women. Before the era of industrialization, around the 1790's, a typical home scene depicted women carding and spinning while the man in the family weaves (Doc F). One statistic shows that men dominated women in the factory work, while women took over teaching and domestic services (Doc G). This information all relates to the changes in women because they were being discriminated against and given children's work while the men worked in factories all day. Women wanted to be given an equal chance, just as the men had been given.
This ESSAY discusses the female Lowell factory worker as portrayed in the Offering. Although the magazine never expressed an overtly feminist view of the factory girls' condition, nor invoked a working-class consciousness similar to later labor expressions in Lowell, there is evidence of a narrative strategy and ideology speaking both to the factory women and the middle-class readership outside of the mill town. The paper's short stories, epistolary narratives and commentaries seek to legitimize an operatives' role within the feminine ideal of domesticity. In conforming to the norms of feminine literature, the Offering reconstructs the operatives' character. It subordinates the evidence for independence or autonomy to relate stories of familial or sentimental ties binding the factory girl to the world outside of factory life. The magazine sought to provide an answer to this question: given her new liberties, what kept the "factory girl" from losing contact with her moral sentiments?
Slavery in the middle of the 19th century was well known by every American in the country, but despite the acknowledgment of slavery the average citizen did not realize the severity of the lifestyle of the slave before slave narratives began to arise. In Incidents in the life of a slave girl, Harriet Jacobs uses an explicit tone to argue the general life of slave compared to a free person, as well as the hardships one endured on one’s path to freedom. Jacobs fought hard in order to expand the abolitionist movement with her narrative. She was able to draw in the readers by elements of slave culture that helped the slaves endure the hardships like religion and leisure and the middle class ideals of the women being “submissive, past, domestic,
Harriet Hanson Robinson, a “Lowell Girl,” Describes her labor in a textile mill, 1831 pg.239
Rebecca Harding Davis wrote “Life in the Iron Mills” in the mid-nineteenth century in part to raise awareness about working conditions in industrial mills. With the goal of presenting the reality of the mills’ environment and the lives of the mill workers, Davis employs vivid and concrete descriptions of the mills, the workers’ homes, and the workers themselves. Yet her story’s realism is not objective; Davis has a reformer’s agenda, and her word-pictures are colored accordingly. One theme that receives a particularly negative shading in the story is big business and the money associated with it. Davis uses this negative portrayal of money to emphasize the damage that the single-minded pursuit of wealth works upon the humanity of those who desire it.
A recurring theme in, Incidents in the Life of a Slave Girl, is Harriet Jacobs's reflections on what slavery meant to her as well as all women in bondage. Continuously, Jacobs expresses her deep hatred of slavery, and all of its implications. She dreads such an institution so much that she sometimes regards death as a better alternative than a life in bondage. For Harriet, slavery was different than many African Americans. She did not spend her life harvesting cotton on a large plantation. She was not flogged and beaten regularly like many slaves. She was not actively kept from illiteracy. Actually, Harriet always was treated relatively well. She performed most of her work inside and was rarely ever punished, at the request of her licentious master. Furthermore, she was taught to read and sew, and to perform other tasks associated with a ?ladies? work. Outwardly, it appeared that Harriet had it pretty good, in light of what many slaves had succumbed to. However, Ironically Harriet believes these fortunes were actually her curse. The fact that she was well kept and light skinned as well as being attractive lead to her victimization as a sexual object. Consequently, Harriet became a prospective concubine for Dr. Norcom. She points out that life under slavery was as bad as any slave could hope for. Harriet talks about her life as slave by saying, ?You never knew what it is to be a slave; to be entirely unprotected by law or custom; to have the laws reduce you to the condition of chattel, entirely subject to the will of another.? (Jacobs p. 55).
In the early years while the profits were high working conditions looked promising to the mill girls in their brief opening experiences of factory work. Jobs required little skill because the machinery was mostly self-acting. It looked very pleasant at first, the rooms were so light, spacious, and clean, the girls so pretty and neatly dressed, and the machinery so brightly polished or nicely painted (Harriet Farley, Letters from Susan, Letter Second).
With the gradual advancements of society in the 1800’s came new conflicts to face. England, the leading country of technology at the time, seemed to be in good economic standing as it profited from such products the industrial revolution brought. This meant the need for workers increased which produced jobs but often resulted in the mistreatment of its laborers. Unfortunately the victims targeted were kids that were deprived of a happy childhood. A testimony by a sub-commissioner of mines in 1842 titled Women Miners in the English Coal Pits and The Sadler Report (1832), an interview of various kids, shows the deplorable conditions these kids were forced to face.
In her story Incidents in the Life of a Slave Girl, Harriet Jacobs presents what life was like living as a female slave during the 19th century. Born into slavery, she exhibits, to people living in the North who thought slaves were treated fairly and well, how living as a slave, especially as a female slave during that time, was a heinous and horrible experience. Perhaps even harder than it was if one had been a male slave, as female slaves had to deal with issues, such as unwanted sexual attention, sexual victimization and for some the suffering of being separated from their children. Harriet Jacobs shows that despite all of the hardship that she struggled with, having a cause to fight for, that is trying to get your children a better life
The literature of the nineteenth century cataloged the social, economical and political changes during its period. Through it many new concerns and ideologies were proposed and made their journeys through intellectual spheres that have endured and kept their relevance in our own period today. The literature, sometimes quite overtly, introduced the issues arising with the changes in society specifically due to the industrial revolution. In this mixture of new ideas was the question of women's labor and functions among this rapidly changing society. American authors as well as Victorian authors, like George Gissing and Mabel Wotton, explored these issues somewhat explicitly during this period. In America, Louisa May Alcott and Charlotte Perkins Gilman expressed these issues in short stories with strong implications of the dangers of unfulfilled or unsatisfying labor available to women.
The everyday life of a slave was a harsh reality. The typical slave working on a plantation would wake-up at sunrise and start picking cotton. Much of the cotton cultivated in the South was sold to England, fueling their industrial revolution and enriching the plantation owners. A “privileged” slave might be seen working in the house of a plantation owner as a nurse to their children, a cook, or a housekeeper. While it may appear that working in the home of the slave owner was preferred over the grueling physical labor taking place in the hot and humid Southern climate, such was not the case. In the book, Incidents in the Life of a Slave Girl, Harriet Jacobs recounts her experiences working in the home of Dr. Flint.
The oppression and discrimination the women felt in this era launched the women into create the women’s right movement. The economic growth in the market economy women opportunity to work was very low Lucy Stone explained that the same society that pushes men forward keeps woman at home (Doc. H). Only low paying jobs were available such as factories, seamstress, or a teacher and in most states women had no control over their wages. Charlotte Woodward explained how she would sew gloves for a terrible wage but it was under rebellion she wished to choose her own job and the pay (Doc.E). The chart on Doc F explained how women between 1837-1844 dominated men as teachers in the Massachusetts Public School. The idea of the “cult of true womanhood” was that most respectable middle class women should stay at home and take care of the family and be the moral of the home. The advancement in the market economy gave women a chance to make their own money to be able to support themselves and work outside of the home. The nineteenth century was a ferment of reform such as the Second...
Suffragette Sally was a story of various women involved in the suffrage movement in England during the early 1900s. We follow the lives and times of Lady Hill, Sally Simmonds, and Edith Carstairs. Each of these ladies represent a different social class. By giving us a representative from each main social class Colmore deals with issues that varying classes may bring up in the movement. Throughout the stories of each character we see how each level of society viewed the suffrage movement and the women involved in it. The involvement and others perceptions on said involvement varied based on both the class of the woman and whether she was a suffragette or a suffragist. Despite differences in class and therefore lifestyle, these women at times dealt with very similar situations and problems.