Lust By Susan Monet And The Jilting Of Granny Weatherall

Teenage rebellion is typically portrayed in stories, films, and other genres as a testosterone-based phenomenon. There is an overplayed need for one to acknowledge a boy’s rebellion against his father, his life direction, the “system,” in an effort to become a man, or rather an adult. However, rarely is the female addressed in such a scenario. What happens when little girls grow up? Do they rebel? Do they, in a sudden overpowering rush of estrogen, deny what has been taught to them from birth and shed their former youthful façades? Do they turn on their mothers? In Sharon Olds’ poem, “The Possessive,” the reader is finally introduced to the female version of the popular coming-of-age theme as a simple

Porter's "The Jilting of Granny Weatherall" depicts the story of a dying woman's life. Throughout her eighty years of life Mrs. Weatherall has had her fair share of disappointments, heartaches, and unfavorable outcomes. This short story is written in a manner that allows the reader to get an outside view looking in; similar to looking at the story through a window as if being acted out in front of you in the theater. The story is eloquently written and leaves the reader with a sense of familiarity towards the family. The populations of readers who have had the pleasure of experiencing this pathetic story have come to relate their own experiences and disappointments towards the story and have empathetic feelings towards the main

In “Why Boys Don’t Play With Dolls,” Pollitt writes about the differences between growing up as a boy growing up as a girl. She brings up the stereotypes that society naturally creates between genders in early ages, which leads to the lifestyle and path that boys and girls are raised in. Parents and feminist alike play a big part in establishing these sex roles. They raise their kids wanting them to be successful at what they are expected to be good at based on their gender and the trend that has been set before them.

Throughout the history of society, women and men both have faced the constricting roles forced upon them, from a young age; each gender is given specific social and cultural roles to play out throughout their lives. Little girls are given dolls and kitchen toys, little boys are given dinosaurs and power tool toys, if one was to step out of this specified role, social conflict would ensue. Contrast to popular belief, sex is a biological construct, and gender is a social construct specifying the roles men and women are to follow to be accepted into society as “normal”. The effects of gender roles have had on women have proved harmful over the decades. Although the woman’s involvement in society has improved throughout the decades,

In the three stories “Eveline”, “A Rose for Emily”, and “Desiree’s Baby” three single women go about love in three different ways. Their struggles for love are similar; the decisions they made you will not believe. One thing you can say about all the women is their poor love lives. With their fathers in their way, the women find it hard to find love. Love is a four letter word that everyone wants, but some never get to experience the happiness. While Eveline, Miss Emily, and Desiree have controlling fathers, they want love; one walked away from her happiness, one kills for it, and another kills herself.

Gender coding is not a natural or biological characteristic. People are born with different physical and biological characteristics, but make sense of their gender roles through cultural influences. “Stereotypes are amazingly powerful, and we may not realize the degree to which our thoughts, beliefs, and actions are shaped by them” (Silverman, Rader, 2010). Boys and girls are labeled as masculine or feminine, which is considered the “norm” for society. Children are not born masculine or feminine, they learn these roles from parents, peers, media, and even religion. Concepts of gender identity are sometimes placed on children even before their birth, such as with the selection of paint colors for the nursery.” Children begin to form concepts of gender beginning around the age of 2, and most children know if they are a boy or girl by age of 3” (Martin & Ruble, 2004). From an early age, children are encouraged to identify with gender coding. Gender is formed at birth, but self-identification as being male or female is imbedded into their minds by parents and society. A child learns to understand their gender role and their identity by what is taught and expressed to them by others. Yet as a child grows, gender coding can cause cultural confusion, and insecurity issues throughout the course of their life.

Elements within literature make a story unique and admirable.. In “The Jilting of Granny Weatherall”, the short story exemplifies several usages of literary elements. The author of the 1930 classic, Katherine Anne Porter, made irony very prevalent throughout the story. For instance, Porter’s masterpiece includes an immense percentage of it being written around an ironic situation. In this essay, I am going to elaborate with you, the reader, examples and the premises as to why the author used literary elements in her work.

The following passage is an excerpt from Katherine Anne Porter’s short story “The Jilting of Granny Weatherall.” Read the passage carefully. Then write an essay in which you analyze how such choices as figurative language, imagery, and dialogue develop the complex emotions the character is feeling.

The short stories, “The Jilting of Granny Weatherall” by Catherine Anne Porter and “A Worn Path” by Eudora Welty, have many similarities as well as differences. Both stories have a simple plot with a theme that is symbolic of their lives. These stories include great characterization, description of elements in the stories, and the point of view.

It not only threatens, but also breaks through. Betrayed by love once in her life, she nevertheless seeks it in the effort to fill the lonely void; thus, her promiscuity. But to adhere to her tradition and her sense of herself as a lady, she cannot face this sensual part of herself. She associates it with the animalism of Stanley's lovemaking and terms it “brutal desire”. She feels guilt and a sense of sin when she does surrender to it, and yet she does, out of intense loneliness. By viewing sensuality as brutal desire she is able to disassociate it from what she feels is her true self, but only at the price of an intense inner conflict. Since she cannot integrate these conflicting elements of desire and gentility, she tries to reject the one, desire, and live solely by the other. Desperately seeking a haven she looks increasingly to fantasy. Taking refuge in tinsel, fine clothes, and rhinestones, and the illusion that a beau is available whenever she wants him, she seeks tenderness and beauty in a world of her own making.

The sorrowful and unpredictable realization of denial and loss can slowly tear down even the strongest willed individuals. In the twisting tales of “A Rose for Emily” and “The Jilting of Granny Weatherall” the recurring theme of denial continuously reminds the reader that life is precious and to never take anything for granted. William Faulkner’s “A Rose for Emily” focuses on the life and death of Emily Grierson. Although the story begins with her death, the details of her life are revealed through several elements. Emily is ultimately “jilted” by the man she falls in love with, Homer Barron, and poisons him to ensure a lifelong commitment. A similar theme appears within Katherine Anne Porter’s “The Jilting of Granny Weatherall” Ellen Weatherall, is on her deathbed as the story begins. The narrator discusses Granny’s life and the struggles she faced in the past. As Granny lays upon her deathbed, she recalls all the things she has to do and all the chores she has left undone. She also remarks the element of surprise at the fact that death has come upon her. Not only do these two stories repeatedly use elements such as symbolism and foreshadowing the authors create a relatively similar theme that not only delivers a powerful message but is a timeless classic.

“You throw like a girl.” “You run like a girl.” “You look like a girl.” It’s common sense that these phrases are not at all compliments but rather gender-based insults. Since when did the physical capacities of a young girl stacked up against a boy turn into an insult and a limitation? Is being a female individual something derogatory, something to be shameful about? Young girls are taught to be weak, fragile and soft-spoken while it’s openly accepted and even encouraged for boys to have hard opinions, to be strong and tough and exert power. They’re constantly put into a place of doubt by the media, parents and their social community.

Sexism seems to appear as a common issue in both today’s society and throughout all of history. When one thinks of sexism, he would probably envision a girl earning lower wages than a man. Although women face inequalities and prejudices, sexism is not one sided, especially in modern society. In present times, men face a multitude of issues; most significant being that boys are often objectified to the “masculine” stereotype of having strong physical characteristics, being emotionless, and not valuing academics.

The young girls had an opposite perception of how to act “like a girl,” they felt empowered and confident. The young women didn’t have the same self-assurance.

Conduct literature establishes what female qualities are deemed socially acceptable, and, in the process, reduces women to objects that passively conform to these dictates (39).