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More handpicked essays just for you.
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The Role of Chronology in Gilman's The Yellow Wallpaper and Faulkner's A Rose for Emily
Chronology is the sequence of time as it occurs in events. The chronology of a story is important in order for the reader to understand the work of literature. Many stories, such as "The Yellow Wallpaper" written by Charlotte Perkins Gilman, have chronological events that happen in sequence, in order of the time they happened. Other stories, such as "A Rose for Emily" written by William Faulkner, have complicated chronologies. Faulkner uses "a complicatedly disjunctive time scheme that twists chronology almost beyond recognition" (Qtd. in Moore). His story begins with an event happening in the present, regresses to an earlier event, and finally returns to the initial event. This sometimes confuses the reader. Although "The Yellow Wallpaper" and "A Rose for Emily" have different chronologies, each story's chronology affects how the reader is able to understand the work as well as the order in which the events happened.
Gilman's "The Yellow Wallpaper" has a basic and simple chronology that tells a story in an ordered time line. The protagonist Jane, also the narrator, tells the story in present tense, just as it is happening to her. The story is an "account of a woman's gradual decent into madness" (Bak 1). It starts with the narrator telling the reader "it is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer" (Gilman 13). Jane and her husband rent the summerhouse in order for Jane to rest and recover from a slight depression. Jane is isolated in an upstairs nursery in a colonial mansion three miles away from the village (Bak 1). As the story progresses, the reader is able to see what Jane goes through while isolated in the house. The next instance of time that Jane mentions in the story is the passing of the Forth of July (Gilman 17). As time progresses to the end of summer, the reader is able to see how time in the house has caused Jane's condition to deteriorate. The story ends in a mystery, but the reader is allowed to see how the story unraveled in an ordered chronological time, which makes the story less confusing.
“To jump out of the window would be admirable exercise, but the bars are too strong even to try,” (Gilman). There are an extraordinary amount of stories written about women that go insane for certain reasons. Two of those stories are, The Yellow Wallpaper by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner. Both stories are about women who are driven insane by situations that are happening in their lives; both women turn to isolation for different reasonings. Both A Rose for Emily by Charlotte Perkins Gilman and A Rose for Emily by William Faulkner show similarities and differences with dysfunctional lives.
Charlotte Perkins Gilman’s short story, “The Yellow Wall-Paper”, is a first-person narrative written in the style of a journal. It takes place during the nineteenth century and depicts the narrator’s time in a temporary home her husband has taken her to in hopes of providing a place to rest and recover from her “nervous depression”. Throughout the story, the narrator’s “nervous condition” worsens. She begins to obsess over the yellow wallpaper in her room to the point of insanity. She imagines a woman trapped within the patterns of the paper and spends her time watching and trying to free her. Gilman uses various literary elements throughout this piece, such as irony and symbolism, to portray it’s central themes of restrictive social norms
Gilman, Charlotte Perkins. “The Yellow Wallpaper.” Booth, Alison and Kelly J. Mays, eds. The Norton Introduction to Literature. 10th ed. New York: Norton, 2010. 354-65. Print.
ADHD is an increasing diagnosis among American students. General education teachers now balance a wide variety of instructional and behavioral needs, as elucidated in IEPs and 504s, while at the same time trying to ensure that all students are successful in achieving academic success as dictated by state standards and expectations. This can be a daunting task and teachers need to be armed with the most effective and most efficient strategies for helping all students achieve their goals.
ADHD is characterized by not focusing, inability to sustain attention, hyperactive, distracted, impulsive, noisy, irritable, fight, and are destructive. Students who exhibit these characteristics have difficulty finding and keeping friends. They are difficult to live with and drive the teachers to discomposure (Kauffman 2005). Early identification and treatment are important due to the serious consequences of school failure; depression, substance abuse, delinquency, and job failure are some of the serious consequences (CHADD).
William Faulkner’s “A Rose for Emily,” and Charlotte Perkins Gilman’s “The Yellow Wallpaper,” are two short stories that incorporate multiple similarities and differences. Both stories’ main characters are females who are isolated from the world by male figures and are eventually driven to insanity. In “The Yellow Wallpaper,” the unidentified narrator moves to a secluded area with her husband and sister-in-law in hopes to overcome her illness. In “A Rose for Emily,” Emily’s father keeps Emily sheltered from the world and when he dies, she is left with nothing. Both stories have many similarities and differences pertaining to the setting, characterization, symbolism, and their isolation from the world by dominant male figures, which leads them to insanity.
6.1 – The teacher candidate understands multiple methods of assessment including formative and summative assessment strategies to assess the learner’s progress and how to use them in a variety of ways
After learning of Gilman’s life, and by reading her commentary and other works, one can readily see that The Yellow Wallpaper has a definite agenda in it's quasi-autobiographical style. As revealed in Elaine Hedges’ forward from the Heath Anthology of American Literature, Gilman had a distressed life, because of the choices she had made which disrupted common conventions—from her ‘abandonment’ of her child to her amicable divorce (Lauter 799). Her childhood is described notably by Ann Lane as an introduction to the 1979 publication of ‘Herland’, one of Gilman’s most notable novels.
There are two symptom categories of ADHD: hyperactivity and impulsivity, and inattention. Viewed as disruptive and extremely impulsive, hyperactive children ae often socially isolated which damages their self-esteem and increases self-doubt with the inability to focus and control their impulses like their peers (Shatkin33). The inattentive children do better in interpersonal relationships; however, will soon also increases self-doubt with the inability to focus and academic competence (Shatkin34). As a
Assessment is the systematic process of collecting data to provide insight into students’ learning experiences. Through assessment, educators can provide invaluable feedback to students, parents/carers, the wider community, government and school officials. Moreover, assessment can be a powerful tool for learning that can direct students’ learning experiences throughout their education and beyond (Readman & Allen, 2013). Assessment can be broadly divided into two categories: summative and formative. More recently, the concept of assessment has expanded to include the following types of assessment: assessment for learning, assessment of learning, and assessment as learning.
Attention Deficit Hyperactivity Disorder (ADHD) is a disease that is very common in both children and adults that hinders focus and self-control (ADHD In Children). Attention Deficit Hyperactivity Disorder has many symptoms ranging from trouble
ADHD is a neurobiological condition defined by the presence of severe and pervasive symptoms of inattention, hyperactivity and impulsivity (Daley & Birchwood, 2010). ADHD can interfere with many aspects of a child’s life. One of the biggest concerns of professionals and parents is schooling children with attention deficit hyperactive disorder. The article, “ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom,” (2010) breaks down the disorder and classifies the differences in cognition and actions between children with ADHD of different age groups. Although ADHD is generally perceived as affecting children of elementary school age, the disorder is also prevalent in pre-school children, high schoolers, and sometimes adults (Daley & Birchwood, 2010). Although the numbers are low, Daley and Birchwood’s (2010) research says that ADHD is identified in two
ADHD is a mental roadblock that challenges kids in school and at home. With ADHD, daily assignments are daunting to do. Try to finish all desires in a day at once; at some point, I know that I would just give up! That is how kids with ADHD function; they may start many things at once. If they are lucky, they will complete one task. With the help of medication, kids now can focus. They can even finish tasks before their medication wears off. Kids with ADHD--a hard disability to overcome--may find themselves overwhelmed and confused if they are not educated about their medical disability. ADHD kids face bullying, adversity, and mood swings daily.
Thus many students with ADHD end up suffering through school because of inadequate education for the teachers, administrators not having plans in place, little to no communication with parents, misdiagnosis of the child, even the believe that ADHD doesn’t exist.
The two main purposes of assessment discussed in this article are for helping learning and for summarizing learning. Assessment has always been a part of the education system and involves various tasks, tests and examinations for the development of the learner and the teacher. Often an assessment measures what has been learned, remembered, understood and applied (Sieborger & Macintosh, 1998). Assessment also provides a platform for evaluation and feedback to take place. The primary purpose of an assessment is not only to measure what the learners have learned but rather as an indication of where they can improve and achieve more. An assessment is also in place to motivate learners to improve.