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The Story of an Hour

“There would be no one to live for her during those coming years; she would live for herself. There would be no powerful will bending hers . . . ‘Free! Body and soul free’ she kept whispering” (Meyer 2011, p.13). This passage is from the story of an hour by Kate Chopin. This passage is significant in building the story therefore important in plot development. This story by Kate Chopin is one of her most well-known short stories, partially due to its surprise conclusion. Here, Chopin walks through some of the subject for which she has turned out to be so celebrated.


“She looked round the room, reviewing all its familiar objects which she had dusted once a week for so many years, wondering where on earth all the dust came from . . . She had consented to go away, to leave her home. Was that wise? She tried to weigh each side on the question” (Meyer 2011 p.302). This passage is from the story Eveline by the author James Joyce. This passage is also significant for the development of theme.It is also important for the development of the plot.

Hard times

“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else”  ( Meyer 2011, p65). This quote is from the story Excerpt from Hard Times by Charles Dickens. The passage helps in plot development. This passage gives a brief overview of the theme of the story therefore relevant in plot development.

Hard times is separated into three parts namely Sowing, Reaping and Garnering. In the course of these parts, we pursue the experiences of Thomas and Louisa Gradgrind.  The story deals with two chief foundations of human life: family and education. The two are revealed strongly linked to a critical analysis of their influence on learning and individual growth. The setting of this story further contributes to this theme. The author uses second person narration. This type of narration best brings out the theme and character trait development in this story.

In reaction to Mr. M'Choakumchild's query about whether a state with "fifty millions" of cash could be known as wealthy, Sissy replies that thought she couldn't be acquainted with whether it was a wealthy state or not, and whether she was in a booming position or not, unless she was acquainted with who had got the cash, and whether any of it was hers. Dickens utilizes Sissy's use of her individual intelligence to confront the irrationality of incorrectly visualized intellect.

Likewise, Louisa Gradgrind is drilled with dry mathematical details, which make her lack any factual sentiments. However, these tedious facts still fall short of stifling the glimmer of humanity in her. When her father inquires if she would get married to Mr. Bounderby or holds any clandestine fondness for anybody else, Louisa's answer brings to a close the essence of her character. She retorts that her father have trained her so well, that she by no means have dreamed a child's dream. She further says that her father has dealt so shrewdly with her, from her cradle that she on no account had a child's conviction or a child's fear.

Certainly we find out the honorable part of her character afterward when we find her coming back to her father one night as an alternative to chasing her believe of eloping with James Harthouse in the absence of her spouse. She throws herself at the mercy of her father, holding him accountable,stating, "All that I know is, your philosophy and your teaching will not save me. Now father, you have brought me to this. Save me by some other means! (Meyer 2011, p.65).

This story  reveals the conflict of ordinary intelligence against dry insight estranged from emotions. Mr. M'Choakumchild, Mr. Bounderby, and Mr. Gradgrind are the cruel faces of stony learning that would lead to a crooked human creation for instance young Thomas Gradgrind. Sissy, Louisa, Rachael and Stephen Blackpool on the other hand are the upright and rational supporters of human qualities not in favor of material enticement and its supportive assumptions of reason.

Sissy's self-assurance and sensible insight demonstrate the victory of her appropriateness and the fate of the calcified outlook towards facts in learning. Stephen's certain righteousness and Louisa's confrontation to the lures of autonomy in elopement represents Dickens' vote on the part of healthy socialization and a more superior education.

The story  is not  incredibly touching apart from Louisa's misfortune and Stephen's miseries that pass on a solemn mood. On the other hand, Sissy's story of her father's whipping of his dog does rouse the reader's genuine position of empathy.

This story closes with a happy ending since Mr. Gradgrind sees his recklessness and reimburses partially for the loss his outlook on parenting.

A rose for Emily

“Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and . . . We saw a long strand of iron-gray hair”(Meyer 2011, p.55). This quote is from the story A Rose for Emily written by William Faulkner. The quote which comes at the end of the story is significant in identifying the character of Emily. This passage enables the reader to know that Emily had been lying next to Homer Barron’s body. Therefore this is important in the development of the plot and the character trait of Emily.

The setting of the story is in a once glamorous village. This setting helps the reader to in developing traits of various characters especially Emily and her father whose residence stand out to be still fashionable. The author uses first person narration to properly develop the theme and the plot which would not be properly brought out if another form of narration was used.

The account is separated into five parts. In part I, the storyteller remembers the moment of Emily Grierson’s passing. In a once graceful, fashionable locality, the Emily’s house is the last trace of the splendor of the past. The town’s earlier mayor, Colonel Sartoris, had rescheduled Emily’s tax obligations to the town following her father’s loss, mitigating the act by asserting that Mr. Grierson had on one occasion let community borrow a significant amount of cash. As fresh leaders take over, they unsuccessfully try to get her to recommence payments.

In part II, the storyteller illustrates a time when Emily refuses to accept another bureaucrat inquest for the leaders, when the people sense a powerful smell coming from her assets. Her father has just passed away, and she has been deserted by the man whom the townspeople supposed Emily was to wed. The townsfolk have at all times supposed that the Griersons thought that they were superior than others. Emily affirms that her father has not passed away, a pretense that she sustains for days. She eventually turns her father’s corpse over for the funeral.

In part III, the storyteller portrays a long illness that Emily suffers after this incident. The part also describes her relationship with a northerner Homer Barron. The relationship further compromises the Emily’s reputation. In this part Emily goes to the drug store and purchases rat poison. In part IV, the storyteller depicts the fear that a number of have that Emily will poison herself. Her possible matrimony to Homer appear increasingly unlikely. Homer, absence from town, is thought to be steering clear of Emily’s invasive relatives or arrange for Emily’s shift to the North.  Subsequent to the departure of Emily’s cousins, Homer goes into the Grierson residence and then is never seen again. In part V, the storyteller explains what happens subsequent to Emily’s death. Homer Barron is also found dead in a secret room in Emily’s house.

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