Comparing The Way That Trifles And The Story Of An Hour

There are several similarities and differences in the way that Trifles and â€Å"The Story of an Hour† portray gender roles. Both of these stories portray two women very unhappy in their marriages and portray men as the dominant force. Trifles and â€Å"The Story of an Hour† both deal with very specific gender roles throughout the stories that relate to the time period they were written in. Trifles deals with gender roles by using a woman that feels trapped in her marriage. â€Å"The Story of an Hour† also uses a woman that feels trapped in her marriage to express woman’s position at that point in time. In â€Å"The Story of an Hour†, Mrs. Mallard feels trapped in her marriage. When she finds out that her husband has passed away, she goes through a sea of conflicting emotions. She feels more relieved than the overwhelming sadness that she should feel. She felt as though she was free. As she began to work through the emotions she was feeling, she be gan to feel a moment that she saw the years to come that she only had to live for herself. This just goes to show how trapped she felt in her marriage. She didn’t feel as if she could live for herself. With the death of her husband, she felt as there would be no one to live for in the coming years, but herself. This shows the submissiveness of women of that time. A time where women were expected to play the part and be housewives and care for the husband. In Trifles, the same message appears. You see a woman who is arrested for the murder of her ownShow MoreRelatedThe Story of an Hour by Kate Chopin1170 Words   |  5 Pagesthe same rights. Women sick in ambitions. The story â€Å"The Story of an Hour† deals about a wife who lost her husband and is destroyed by it. All the love she has for him disappeared and first she has to find a way to handle it. After she stops crying, she finally pushes herself up, looks out the window to see the clear blue sky, which helps her to realize that she is not under her husband’s control anymore. Finally, she was released. Also in â€Å"Trifles† the wife had to handle the situation that herRead MoreThe Life and Work of David Sedaris2399 Words   |  10 PagesOhios Kent State University to take a series of odd jobs while hitchhiking about the country. This would prove a highly beneficial experience for the author, who began writing a diary on placemats in diners (Moredock). This medium proved the perfect way for Sedaris to refine his humorous narrative style while developing incisive commentary about the mundane events of life. Sedaris attended the School of the Art Institute of Chicago, where he began to read selections from his autobiography and wasRead MoreHow Fa Has the Use of English Language Enriched or Disrupted Life and Culture in Mauritius15928 Words   |  64 Pagesafterlife. The events she describes are of course fictional and unknowable, but the multiple changes in pacing of the poem, as well as the changing nature of the carriage (stationary and in motion), indicates the poet’s unwillingness to make a decision one way or another. At several times in the poem, Dickenson changes the pace of the reading. Upon the death of the narrator, even though she could not stop for Death, the stanza features end-stops after each line – the reader has to stop multiple timesRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagestranslated by signified (signifià © in French)—which is used throughout the text. Langue and parole have increasingly been translated by language and speech, although this is not an ideal solution. Dà ©couper, translated by Taylor in a number of ways (break up, break down analysis, etc.), would more easily be translated by segmenting when used in the linguistic sense, and by dà ©coupage when used to describe the final stage of a shooting script. Michael Taylor also coined the expression mirrorRead MoreCase Studies67624 Words   |  271 Pagesmethod is based on principles that were elaborated upon by John Dewey: Only by wrestling with the conditions of this problem at hand, seeking and finding his own way out, does [the student] think ... If he cannot devise his own solution (not, of course, in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with a hundred percent accuracy.4 The case analysis method brings reality into the classroom