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Dr. Vavra's Course Menu | Main ENL 121 Menu | Current MP #1 Assignment |
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1 In today's world there is nobody who can honestly say that they have absolutely no problems or worries in their life. Everyone has something to deal with and things to get over in their life--that's why it's called life. As long as you're alive, you will constantly have to battle the burdens of life that all people encounter. Some are destroyed by the harships [Hostage 50] and others overcome them. In Kate Chopin's "The Story of an Hour" she gives a glimpse at the life of one woman who, for a brief time, felt she would have no more problems, but then is shocked in to [into] death by realizing that her problems were not yet gone. The theme of the story is that you are never really free from the troubles of life until you are dead.
2 The conflicts in the story are ones that we all encounter and deal with until the day we die. In the story there is conflict between Louise (woman) and her husband (man). It said that sometimes she loved her husband, but often she did not (par. 14). This says to me that they did not have a good relationship together, and and were probably constantly battling. [Evidence from the story?] Another conflict would be Mrs. Mallard's life vs. Mr. Mallard's death. [?] Because of Mr. Mallard's suppossed [Hostage 50] death, Louise would now live her life happier and for herself (par. 13). Then, when Mr. Mallard came home, Louise was faced with the conflict of choosing between the freedom she would have had or the repression she would now suffer, from her husband, for the rest of her life if she would stay alive. At the end she, in a way, chooses death over repression. The only true way for her to be free was to die.
3 The symbols in "The Story of an Hour" give a look at the good life and rebirth Louise would have had if Mr. Mallard would have actually been dead. The actual word "mallard" refer to a wild duck. [SV -1] The meaning of "duck," other than the animal, is to avoid a blow. Mrs. Mallard was constantly ducking wildly from her husband's blows, whether mental or physical. [Evidence?] The calm after her storm of grief (par. 3) was her realizing she was better off without her husband after her going through the initial shock of the whole ordeal. In paragraph five it refers to "the new spring life" and the rain that was in the air, signifying Louise's rebirth and growing now that Mr. Mallard was gone. "The notes of a distant song which someone was singing reached her faintly" (par. 5) represents good times and freedom that she used to know slowly coming back. The sparrows were twittering outside her window (par. 5). Twittering means to carry on excitedly, which is what Louise was actually doing inside now that she was able to be free. [Nice point] At the end, the latchkey that Mr. Mallard uses to get in the front door symbolizes his neglect of her, and how it would still be if they continued together.
4 This story is very ironic in
that everything that happens isn't the reality of the situation. Mrs. Mallard
is crying after she finds out her husband is dead is ironic because she
is actuallt [Hostage 50] releived [Hostage
50] and sort of happy. [SS -1] Now
that Mr. Mallard was gone she hope that she would live a long life (par.
17), which is obviouslly [Hostage 50] iron
[Hostage 50] because she then dies (perhaps
choosing to die [Evidence?]) when she finds
out he is not dead. [SV -1] The last sentence
of the story says that she died "of joy that kills." In reality she died
of
sadness that kills--the sadness she saw that she would
have endured had she lived the rest of her life with Mr. Mallard.
5 With the problems of life
come decisions. Deciding what is best or what has to be done in a situation
is sometimes hard. In "The Story of an Hour" Louise sees that with her
life comes problems. [SV -1] She is left with
the decision [Evidence?] of living with all
her problems or dying and leaving them all behind. In our lives it usually
isn't that drastic, but it makes the point that you are always going to
have hardships in your life. You just need to get
over each one as it comes and move on with the things you want to do. You
will never be free of cares until the day you die. The way you deal with
the problems in your life will determine the quality of your life.
Except for the sloppy
errors, this is a solid essay, especially in view of the time spent on
it. [See below.] Each of the three concepts is related to the thesis, and,
if the writer had spent a little more time, this could have been developed
into an A essay. As it stands, the primary weakness is that the writer
assumes that Louise has a choice between living and dying. I see no evidence
of that, but the evidence may be somewhere in the story. I also wonder
if Louise ever deals with any of her problems. (Or does she just react
to them?)
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I. Intro and thesis: The theme of Chopin's "The Story of an Hour" is that you are never really free from the troubles of life until you are dead. |
(2) | II. Conflicts
B. Life vs. Death C. Freedom vs. Repression D. Repression vs. Death |
(3) | III. Symbols
1.it's a wild duck 2.duck (not the animal) means to avoid a blow B. The calm after Mrs. Mallard's storm of grief C. "...the new spring life." D. "...rain was in the air." E. "The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves. F. The latchkey |
(4) | IV. Irony
B. She hoped her life would be long C. They thought she died "of joy that kills" |
(5) | V. Conclusion: With life comes problems. Dying is the only true way to rid youself of any and all cares and troubles. |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Audience (20) | 18 | |||
0 - 3 | 3 | The essay has a good introductory paragraph. | ||
0 - 3 | 3 | The essay has a good concluding paragraph. | ||
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2 | The essay goes beyond the obvious. | ||
0-10 | 10 | The essay does not simply retell the story. | ||
Thesis (20) | 16 | |||
0 - 5 | 5 | The thesis is clearly identifiable, somewhere near the beginning of the essay. | ||
0 - 5 | 4 | The thesis enables an interpretation, not a retelling, of the story. | ||
0 - 5 | 5 | The thesis reflects at least an average understanding of the concepts studied. | ||
0 - 5 | 2 | The thesis reflects an above average understanding of the concepts studied and the story. | ||
Organization (20) | 15 | |||
0 - 5 | 5 | The essay has at least four paragraphs. | ||
0 - 5 | 5 | Topic sentences relate paragraphs to the thesis. | ||
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5 | Topic sentences cover paragraphs. | ||
0 - 5 | 0 | Outline and paragraphs reflect subdivisions of major points. [Five paragraphs, and five Roman numbers in the outline.] | ||
Details (20) | 18 | |||
5 | 5 | The essay includes some details. | ||
0 - 5 | 4 | One concept (__conflict__) is explained in good detail. | ||
0 - 5 | 5 | A second concept (___symbols____) is explained in good detail. | ||
0 - 5 | 4 | A third concept (__irony___) is explained in good detail. |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Style (20) | 17 | |||
0 - 3 | 3 | Words are used correctly and accurately. | ||
0 - 2 | 2 | There are no (few) errors in usage. | ||
0 - 2 | 2 | Pronouns are used correctly. | ||
0 - 2 | 2 | Verb forms and tenses are used correctly. | ||
0 - 3 | 3 | All sentences are comprehensible. | ||
0 - 2 | 2 | Sentence structure is mature and varied. | ||
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3 | Underlining, italics, and quotation marks are used correctly. [When a word is referred to as a word ("duck") it goes in quotation marks.] | ||
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0 | There are few or no sloppy errors. | ||
Minus Style Penalty Points (May be regained by correcting errors) | -4 | |||
Basic Grade for the Essay (100) | 80 | |||
Penalty Points: - __________ Late -___________ Other | - | |||
Bonus Points (9 possible) | + | |||
0 - 3 | Brainstorming | |||
0 - 3 | Outlining | |||
0 - 3 | Revision | |||
Final Grade for the Essay | 80 | |||
Hostage Fifty:
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Student's Comments: (You can also use the back of either page.)
NOTE: Revising = RV. Remember: use only one code per entry. (See Instructions.)
I used a word-processor __x___while drafting __x___ while revising __x___
to type my paper.
Date: | Code | Started | Stopped | Minutes | Comments |
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Reading stories |
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Brainstorming about concepts used in the story |
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Outlined brainstorming ideas |
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Typing Draft, typing outline [Grrr] |
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Revised, printed |
Process | Minutes | % of Total |
Brainstorming |
35
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11
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Read/Research |
60
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18
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Outlining |
25
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8
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Tutoring Center |
0
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0
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Drafting |
90
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27
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Revising |
30
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9
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Editing |
0
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0
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Grading |
0
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0
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Typing |
90
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27
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Total |
330
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= 5.5 hours |