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Hi dear Tutor. Please, I'm really looking for your help with...

Hi dear Tutor. Please, I'm really looking for your help with English Literature (Essay #3: Drama). Thanks!

 

Essay #3: Drama

Please discuss the use of gender inequality as a theme in "Trifles" by Susan Glaspell. How important is this theme in the play? How is it presented? In what way does it shape the characters, and/or advance the plot?

 


NOTE: Guidelines for Writing a Literary Analysis Essay

 

As you draft your essay, please be sure it includes the following elements:

• Title:

• Introduction and thesis

• Body paragraphs

• Conclusion

• Works Cited page

 

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Guidelines for Writing a Literary Analysis Essay

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. Title: Come up with a title that captures the essay's focus, something other than Essay #1 or Fiction Essay. . Introduction and thesis: An introduction is the first paragraph of an essay. It brings the reader in and focuses on a thesis. Your essay's thesis contains the direct, brief, specific answers to the assignment's questions. Avoid false theses that tell the reader what you're going to do ("In this essay, I will answer the questions of the assignment"). Instead, give it all away; provide the specific answers to the assignment's questions so that the reader knows exactly what your essay will contain. A thesis can be anywhere from 2 to 4 sentences in length.

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. Body paragraphs: The body paragraphs provide support for the thesis by revisiting the answers to the assignment's questions, supporting/illustrating those answers with direct quotations from the text, and following the support with explanation of its meaning and/or how it proves the thesis. The number of body paragraphs is up to you; it will vary depending on the complexity of your thesis. If your essay requires the explanation of any literary terms or of a theoretical approach or historical context, a good suggestion is to begin your initial body paragraph(s) with that; there, it will frame the coming discussion in the reader's mind and offer a reference point. Avoid summarizing the text's plot or writing a review of whether or not you liked it. Instead, keep in mind that your audience has read the text; a little plot summary is ok to orient your discussion, but focus instead on answering the assignment's questions. When you include direct quotations from the text, be sure to include parenthetical documentation in either MLA or APA format. Either one is fine, as long as you're consistent. Because I've provided reading assignments on Brightspace, I do not expect you to search for the original in order to document them. You may use the following templates, which are roughly MLA format: For parenthetical documentation: "This is where your quote is" (Author's last name). "You don't feel eleven. Not right away" (Cisneros) For the list of Works Cited: Last name, First name. Title of Text. Brightspace, current year. Cisneros, Sandra. Eleven. Brightspace, 2022. Any additional sources used that are not provided on the course site must be formatted in accordance with your chosen format. You can find a guide on the SMCC's Library's website, and I also suggest googling the "Purdue OWL" for a thorough resource. . Conclusion:

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. Conclusion: A conclusion is the last paragraph in an essay. It does not contain any new information, or further explanation of your thesis. Instead, it offers closure by echoing the introduction and revisiting the thesis. . Works Cited page: The list of Works Cited, also known as a Reference page or Bibliography, is the last page of an essay. It includes an alphabetical list of all of the sources used in the essay. The format of the list and its citations depends on your chosen format: MLA or APA. Sample Essay:

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What = Equal? What is equal? In today's society there is all this push for civil rights, for all people to be equal. This question of equality isn't the easiest question to answer. Everyone, myself included, has a notion of what they believe is equal, but I'm sure that most of these beliefs, when weighed against each other, are not at all equal. In Harrison Bergeron, Kurt Vonnegut writes of a future United States in which all people are "equal in every which way" and from what I've read I believe Vonnegut was trying to say the opposite, that equality can never truly be obtained. I have my own version of what I believe equality should be. Equality to me is that everyone has the same rights to opportunity, and should not be hindered because of their physical appearance. Whether someone is white, black, yellow, or purple, whether they are male or female; I believe that they should not be judged by their outside appearance, but by what is inside of them. I think Martin Luther King said it best when he said "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character" (King 45). I know that we are not equal, but the

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things the physical things that make us different should not be a factor in one's attainment of ones goals. You should be judged more by your intelligence, and less by what you look like when you are trying to get a job. People should have the same rights to such opportunities as finding a job, the ability to get good education, and the ability to marry the person you love. Kurt Vonnegut has another, entirely different view of equality if you read Harrison Bergeron. In this story, instead of being considered equal, people are made equal by "the unceasing vigilance of agents of the United States Handicapper General" (Vonnegut). Instead of making people "equal before God and the law" (Vonnegut), people are made equal both physically and mentally in the eyes of all people. This is done to the more intelligent people by using "a little mental handicap radio" (Vonnegut), which every few seconds sends a really loud and disturbing noise to their ears, limiting their ability to concentrate. This is also done to the more athletic people by making them wear weights. This, in the case of the ballerina's in the story, limits their ability to use their natural ability that not everyone else can do. There are some points where we agree and disagree in both of our opinions of how the world can be equal. He does state that everyone is equal in all ways, so in theory anyone can do the same job, go to the same school, get the same education, and have the same opportunity. What I don't agree on is the fact that everyone is equal in all ways. Again I believe that no person should be judged on how they look or where they are from, but that is because I feel the real only important trait that should be judged is intelligence and character. In this both of these are almost stripped away and formed into a gelatinous ball of sameness.

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Even with these handicaps, you see as the story progresses that people aren't really equal. Some people because of being "beautiful" to society's standard are forced to wear masks. In one part when describing one of the ballerinas on the television, it states that "She must have been extraordinarily beautiful, because the mask she wore was hideous" (pg. 139). From this sentence you get the sense that people know that she is beautiful because her mask is so ugly. If her mask is especially ugly, this would mean that her face is not equal to all of the other people of the world. Another instance of this would be George Bergeron, the father of Harrison. In the story, he is forced to wear "forty-seven pounds of birdshot in a canvas bag" (Vonnegut) because he is obviously stronger and he is also forced to wear one of those miniature radios which would send sharp sounds like "a twenty-one-gun salute" (Vonnegut) or something that sounds "like somebody hitting a milk bottle with a ball peen hammer" (Vonnegut) in his ear because he is smarter than average. At point one of the transmissions from the radio was so intense that "George was white and trembling, and tears stood on the rims of his red eyes" (Vonnegut) and

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at the same time "Two of the eight ballerinas had collapsed to the studio floor, were holding their temples" (Vonnegut) because everybody with a mental handicap listen to the same thing. From this you get a sense that all of the people that are wearing a handicap are somewhat equal to each other in terms of headaches, but you also get a sense that the people who are not handicapped are not equal to the people who do wear the handicaps because they don't have to endure these headaches. The same can be said about the weights that the ballerinas and George have to wear. They are obviously not equal to the people that do not have to wear them. You can see that they might be equal to them in terms of physical ability, but they still are required to wear something which makes them different, or unequal to the others. This can be seen best in the case of Harrison Bergeron himself. In the story, he is taken away from his parents because he is too intelligent and also too strong. It states in the reading that "Nobody had ever born heavier handicaps. He had outgrown hindrances faster than the H- G men could think them up"(Vonnegut). If anything this shows that the handicaps don't make people equal but in fact in some cases make certain people even more unequal to the rest. This can be seen after Harrison Bergeron storms into the broadcast of the ballet, and starts to dance with one of the ballerinas. Once they rip off their handicaps, you see that they dance so good that, in a room with ceiling of thirty feet, "It became their obvious intention to kiss the ceiling. They kissed it. And then, neutralizing gravity with love and pure will, they remained

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suspended in air inches below the ceiling, and they kissed each other for a long, long time" (Vonnegut). By reading this you realize that they seem to be hovering in air. Vonnegut shows through this that the handicaps instead of making them the same, making them equal made them just even more different. This is also the climax of the story. They are both lifted in the air after a very dramatic scene in which you see how the differences we have people can be so powerful. Reading the buildup to this scene of weightlessness is an ode to inequality. An ode to how good being different can be. Just as you start to feel for Harrison and the ballet dancer, the proverbial rug is ripped from underneath you as you read that Diana Moon Glampers shoots the "Emperor and the Empress" (Vonnegut with a shotgun, and orders everyone else to put there handicaps back on. Through reading this you get a sense that in this world to be unequal equals death. As I've said, nobody in this is really equal so I got the feeling that these people were basically already dead through having to try to be equal. In total what I though Vonnegut was trying to convey was that people can never be completely equal. Whether it is intelligence, physical appearance, or physical strength, people will never be totally equal. In fact, it is our differences that we as a society strive for. You can try to take away all differences, but even if you put a veil over it, you'll always know what's under it. There is no escaping it. We can respect each other for our differences but if we begin to make people only a certain way, there would then be no real society. If in 2081, our world is that of Harrison Bergeron's, not only would it be unequal, it would also be punishing people for genetic things that are not under their control.

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that of Harrison Bergeron's, not only would it be unequal, it would also be punishing people for genetic things that are not under their control. (page break) Works Cited Vonnegut, Kurt. Harrison Bergeron. Brightspace, 2021. King, Martin Luther. I Have a Dream. Brightspace, 2021.

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