Irony of The Setting in "The Lottery" by Shirley Jackson The setting set forth by Shirley Jackson in the beginning of The Lottery creates a mood of peacefulness and tranquillity. This setting also creates an image in the mind of the reader, the image of a typical town on a normal summer day. Furthermore, Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. First, Shirley Jackson begins The Lottery by establishing the setting. To begin, she tells the reader what time of day and what time of year the story takes place. This is important to get the reader to focus on what a typical day it is in this small town. The time of day is set in the morning and the time of year is early summer. She also describes that school has just recently let out for summer break, letting the reader infer that the time of year is early summer. The setting of the town is described by the author as that of any normal rural community. Furthermore, she describes the grass as "richly green" and that "the flowers were blooming profusely" (196). These descriptions of the surroundings give the reader a serene felling about the town. Also, these descriptions make the reader feel comfortable about the surroundings as if there was nothing wrong in this quaint town. Upon reading the first paragraph, Shirley Jackson describes the town in general. The town is first mentioned in the opening paragraph where she sets the location in the town square. She puts in perspective the location of the square "between the post office and the bank" (196). This visualizes for the reader what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. The town square is an important location for the setting since the ending of the story will be set in this location. Also, Shirley Jackson creates a comfortable atmosphere while describing the residents of the town. First, she describes the children gathering together and breaking into "boisterous play"(196). Also, the children are described as gathering rocks, which is an action of many normal children. She described the men as gathering together and talking about "planting and rain, tractors and taxes"(196). Finally, she describes the women of this community as "exchanging bits of gossip"(196) which is a common stereotype of women. She creates a mood for the reader of the town and residents of this town on a normal summer morning.
Based on the author’s use of a sense of place throughout the essay, the reader is able to put into specific context the author’s environment. Providing the reader with a sense of place in the text is essential because it initiates a scene and generates an imaginable background. A sense of place generates the “where” of the story or event. An example of this within the selection is, “The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey’s ship-yard, and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write on the timber the name of the part of the ship for which it was intended. I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named.” The pict...
Throughout the first paragraph, the author gives explicit details that lead to astonishing imagery. Whether he talks of the “high wheat plains of western Kansas” or the “hard blue skies” this paints a picture of what this small town looks like while also giving descriptive characteristics
“High wheat plains” and “hard blue skies” describes the setting around the incredibly dreary, although beautiful, town of Holcomb, Kansas. Capote pulls you into the scene using specific details of the town while also not using exaggerative examples so the town appears ordinary. He describes
It is also mentioned that the story begins on June twenty-seventh. “With the fresh warmth of a full summer day (p.445). ” Again, the setting is depicted as a bright, happy place. The date is important, because the end of June is a time when the summer has fully set in, possibly giving the meaning that change is up ahead.
The story begins by describing the setting. Jackson begins by describing in great detail the time of day
The setting shows great resemblance to the countryside of 1939 Germany. “The story takes place in 1900’s Europe.” (Richard Adams) Unintentional or not, this gives us a great clue as to which continent this story is unfolds in, along with the date. Germany is a part of Europe. “Toward
The concepts of empowerment theory are to instill power and control. Within this concept is also the concept that disadvantaged persons are threatened by others with more power in their lives. As part of the empowerment theory, gaining personal power helps to gain personal responsibility for change. This personal responsibility for change can transform emotional apathy and despair to positive social action (Van Wormer, 2011, p. 44). One of the main strengths of the empowerment theory is that the approach focuses on an individual’s strengths and builds them into making the desired changes in their own lives. A common limitations of the empowerment theory is when social workers work within a given system, rather than change the system when needed (Van Wormer, 2011, p.
Social workers value client empowerment. Empowering our clients involves increasing their personal, interpersonal, or political power so that they can take action to
Furthermore, interventions must redress and denounce the discrimination that the client has been exposed to. In this particular case, the social worker must act as the client’s ally in order to remedy the discrimination and self-resentment that he experiences. The problems present within the client’s life are inherently personal, therefore, in order to properly assist the client, the social worker must be a close ally to undo the harm that has been done to him in the past. I will work as an ally to this client, as acting as an ally is the best way to promote and practice anti-oppressive principles. Working as an ally is integral to the practice of comprehensive and anti-oppressive social work. Acting as an ally to a client means closely working with the client towards their own personal health, and also towards social justice. The ally model believes in the enactment of social justice and social equality, by closely working with oppressed clients towards empowerment and social change. With this client, an ally model is necessary, as the oppression and discrimination that he has endured can only be resolved through a close social worker relationship, and a move towards social justice and equality (Gibson, 2014)). As acting as an ally to the client will ensure that social work interventions work comprehensively, as the empowerment of a client cannot occur unless the client trusts the social worker. Furthermore, employing progressive social work intervention tactics, such as anti-oppressive and strengths based approaches, empowers and advocates for the client. A key principle of social work practice is respect for the dignity and diversity of individuals, which was a principle that was not upheld in the client’s past social service experience (Heinonen &
The time period, season, location, and surroundings of a character reveal a great deal about them. Kate Chopin's "The Story of An Hour" is an excellent example of how setting affects the reader's perception of the story. There is an enormous amount of symbolism expressed through the element of setting in this short story. So well, in fact, that words are hardly necessary to descriptively tell the story of Mrs. Mallard's hour of freedom. Analyzing the setting for "The Story of An Hour" will give a more complete understanding of the story itself. There are many individual parts that, when explained and pieced together, will both justify Mrs. Mallard's attitude and actions toward her husband's death and provide a visual expression of her steadily changing feelings throughout the story.
All pieces of literature have a setting. Whether it be poetry, drama, novels or short stories, they all have one. The setting is the time and place where a scene occurs. It can help set the mood, influence the way characters behave, affect the dialog, predict events, lead to an emotional response, reflect the society in which the characters live, and sometimes even plays a part in the story. It can also be a critical element in nonfiction as the setting provides the framework for what is being discussed. To make the setting come alive, it’s important to include significant details. That doesn’t mean describing everything the characters see, or giving a complete history of where the scene occurs. Giving enough information to help readers visualize
Upon reading the first paragraph, Shirley Jackson describes the town in general. The town is first mentioned in the opening paragraph where she sets the location in the town square. She puts in perspective the location of the square "between the post office and the bank" (196). This visualizes for the reader what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. The town square is an important location for the setting since the ending of the story will be set in this location. Also, Shirley Jackson creates a comfortable atmosphere while describing the residents of the town. First, she describes the children gathering together and breaking into "boisterous play"(196). Also, the children are described as gathering rocks, which is an action of many normal children. She described the men as gathering together and talking about "planting and rain, tractors and taxes"(196). Finally, she describes the women of this community as "exchanging bits of gossip"(196) which is a common stereotype of women. She creates a mood for the reader of the town and residents of this town on a normal summer morning.
In social work there are many theories that are very beneficial. I think that empowerment theories are something you must know about. First, I will list some reasons why these theories are special. Then, we will explore the history of it. Thirdly, the key concepts will give us an open insight on what we are really talking about. Fourthly, we will focus on the term critical consciousness. Next is defining the empowerment concepts in a social context. Finally there will be information on the social work empowerment theories more in depth.
As the first rays of the sun peak over the horizon, penetrating the dark, soft light illuminates the mist rising up from the ground, forming an eerie, almost surreal landscape. The ground sparkles, wet with dew, and while walking from the truck to the barn, my riding boots soak it in. The crickets still chirp, only slower now. They know that daytime fast approaches. Sounds, the soft rustling of hooves, a snort, and from far down the aisle a sharp whinny that begs for breakfast, inform me that the crickets are not the only ones preparing for the day.
The practice example I will use in this essay involved an interaction between myself and a 50-year-old client with a mild intellectual disability. This interaction was regarding the reason the client had not been participating in activities. The presenting issue in this case was the clients dislike for the current activities. The client felt as though she had no say in the activities she is enrolled in by her acre takers and believed she could not change into different programs, she had stated she was only doing these activities because she believes she had too. After hearing this I felt as though an empowerment approach would be most appropriate. As a practitioner my first step was to recognise the oppression in this situation. As a disabled elderly woman, she has been oppressed by both the disability sector and her care workers. In recognising this I also had to take note that in this situation I was working as one of her care workers therefore did hold power and needed to ensure this did not disempower the client. I began this intervention by asking the client what she wanted, what where her goals, to gain a clear idea of what she wanted to get out of the interaction. She responded that she wished to change activities to meet goals of social interaction. I then used questioning techniques to start getting her to question that way of thinking about the amount of choice she has. I