Analyzing Virginia Woolf's Essay 'Old Mrs. Grey'

In the story “Marigolds,” the author, Eugenia Collier, uses voice elements to support the poignant tone of the story. In the story, Collier includes a metaphor that evokes a feeling of sadness when her father cried. Lizabeth heard “[her] father, who was the rock on which the family had been built, was sobbing like the tiniest child,” (Collier 404). This reveals that Lizabeth’s father is the strong foundation that built the family and gave it confidence, love, encouragement, and a role model. Although was the foundation of the family, his wife worked every day making her the breadwinner. The metaphor eventually destroys Lizabeth confidence because her dad is crying and that gives her insecurities that something is going wrong. This relates to the poignant tone because the metaphor evokes the feeling of sadness.

express. "I feel I am bursting with news but I can not tell it to a

Her word choices allows for the reader's emotions to take control and understand the pain of Jeannette by bringing up something that the reader can relate to. Most people have got burned and she uses that to appeal to their emotions.

The author’s words, or diction, help the audience imagine the story more clearly. Her word choice is concrete, writing that is overly abstract and general. This permitts her purpose to be easily picked up while reading, informing people on the importance of inpendency. She also adds depth to her essay by filling it with adjectives like, “bubbling,” “crumpled,” and “shimmering.” Her language also ties into the idea of these strategies making for a better essay.

In her memoir, Virginia Woolf discusses a valuable lesson learned during her childhood fishing trips in Cornwall, England. To convey the significance of past moments, Woolf incorporates detailed figurative language and a variety of syntax into her writing. Woolf communicates an appreciative tone of the past to the audience, emphasizing its lasting impact on her life.

Virginia Woolf, an avid woman novelist of the early twentieth century, faced many difficulties on her journey to becoming a successful writer. In her speech, which she delivers to the National Society for Women’s Service, she recounts her experiences as both a newly acquainted journalist and already established professional, all while giving detailed accounts of her struggles with the ghosts of oppression. These personal experiences not only help to establish and defend her credibility, they also serve as a means of developing her perspective on women’s functionality in successful careers. In addition, Woolf utilizes various rhetorical devices, such as the extended metaphor and parallelism, to portray the constant struggles of women in the workforce. She attempts to shed light on what obstructs all social advancement for women – the Victorian ideal of femininity – while encouraging her audience to confront this internal obstacle. Though she intended for her speech to be advice for women in any and all professions who are facing their own internal battles against oppression, Woolf insists her story is only one of many that have yet to be told.

The narrator in the story “Miss Brill” by Katherine Mansfield, is telling us this story in the third person singular perspective. Our narrator is a non-participant and we learn no details about this person, from a physical sense. Nothing to tell us whether it is a friend of Miss Brill, a relative, or just someone watching. Katherine Mansfield’s Miss Brill comes alive from the descriptions we get from this anonymous person. The narrator uses limited omniscience while telling us about this beautiful Sunday afternoon. By this I mean the narrator has a great insight into Miss Brill’s perceptions, thoughts, feelings, and into her world as a whole, but no real insight into any of the other characters in this story. By using this point of view,

In the essay, “Against the Grain,” Marina Keegan discusses her journey living with Celiac Disease. Keegan kicks off the essay describing what she will eat on her death bed, Oreo’s, hamburger’s, pizza, donuts, a beer, and so on, she basically lists the core foods in the diet of the average American teenager. Keegan leaves the reader wondering: “Why those specific foods? Maybe they are her favorite?” These questions are then answered in the following paragraph. She states that she is allergic to gluten and continues on to discuss how she was diagnosed with Celiac Disease and how her life was growing up with the uncommon allergy. Keegan includes personal experience, facts, and evolution of her thoughts to uncover how Celiac Disease has impacted her life.

Two more pertinent points are made by the author, in regards to the grandmother, follow in quick succession; both allude to further yet-to-be seen gloom within the story. O’Connor writes of the grandmother “[s]he didn’t intend for the cat to be left alone in the house for three days because he would miss her too much and she was afraid he might brush against one of the gas burners and accidentally asphyxiate himself” (1043) and of the way she is dressed “[i]n case of an accident, anyone seeing her dead on the highway would know at once that she was a lady” (1043). These two observations are innocent enough on the surface but provide true intent on the foreshadowing that O’Connor uses throughout the story. It is these two devices, irony and foreshadowing, that I feel are prominent and important aspects of the story and are evidenced in my quest to decipher this story.

    I chose to compare and contrast two women authors from different literary time periods.  Elizabeth Barrett Browning (1806-1861) as a representative of the Victorian age (1832-1901) and Virginia Woolf (1882-1941) as the spokeswoman for the Modernist (1914-1939) mindset.  Being women in historical time periods that did not embrace the talents and gifts of women; they share many of the same issues and themes throughout their works - however, it is the age in which they wrote that shaped their expressions of these themes.  Although they lived only decades apart their worlds were remarkably different - their voices were muted or amplified according to the beat of society's drum.

Unlike Dillard’s use of long sentences to create large amounts of description, Woolf uses short sentences to express her emotion. Beautiful adjectives and verbs, such as fluttering, flood Woolf’s writing, compared to Dillard’s gruesome verbs, such as sputtering, and jerked. Adjectives such as insignificant set up a depressing, emotional, and pensive tone. Using shorter sentences, such as, “The struggle was over,” (Woolf, “The Death of the Moth,”) and, “What he could do he did,” (Woolf, “The Death of the Moth.”) allows the reader to think and reflect about it. In Dillard’s writing, the reader often can imagine what they are reading from her blunt descriptions. In Woolf’s piece, readers reflect more on the meaning and the impact of the piece through the use of short sentences.

Throughout her life, novelist Virginia Woolf suffered with mental illness, and she ultimately ended her life at age 59. As art often imitates life, it is not surprising that characters in Woolf’s works also struggle with mental illness. One of her novels, Mrs. Dalloway, recounts a day in the life of Clarissa Dalloway, a high society woman living in London, and those who run in her circle. As the novel progresses the reader sees one of the characters, Septimus, struggle with post-traumatic stress disorder brought on by serving in war. At the end of the story, he commits suicide. While there is no explicit articulation of any other character suffering from mental illness in the novel, Septimus is not alone. Through her thoughts and actions, we can deduce that Clarissa also endures mental and emotional suffering. Though Clarissa does not actually attempt to end her life in the novel, her mental and emotional suffering lead her to exhibit suicidal tendencies. To prove this, I will examine Clarissa’s thoughts and actions from a psychological perspective.

Moreover, the fluidity, represented by the thoughts of the characters, is enhanced by the form of the novel: Mrs Dalloway is not divided into chapters; thus, it does not leave behind a sense of completeness. It is largely intertwined with the narration of Clarissa and that of the other characters and the action largely takes place in the mind. This is presented in form of free indirect discourse: the narrative conveys the thoughts of the selected character. This leaves the readers with an impressionistic story. To demonstrate how different characters bring about unequal messages, here is an illustration from the work: when Clarissa is strolling the streets of London, she and Septimus both see the same car. The vehicle leads them to different thoughts: for Septimus it is seeing in it the power of the modern world, which “was about to burst into flames” (13) or rather the oppressive relationship of technology and war, which ultimately leads to his suicide. He is bound by the internal, his suffering thoughts cannot help but to be captured in the memories of the World War I he fought in. For Clarissa, hearing the noise of the car provokes her to think she has heard “a pistol shot in the street” (12) (which later turns out to be true). By using such a form of representation, Woolf points to the invisible connections of people in a dehumanised, yet technology-bound, world, which create between them a form of interaction that serves as compensation for what Septimus (and

While Woolf makes very good points throughout her essay based many interesting points, one cannot help

The comparative study of texts and their appropriations reflect the context and values of their times, demonstrating how context plays a significant role. Virginia Woolf’s novel modernists Mrs Dalloway (1925) and Steven Daldry’s post modernists film The Hours (2002), an extrapolation, explore the rapid change of social and philosophical paradigms of the 20th century, focusing on women whose rich inner lives are juxtaposed with their outer lives. They place the characters in their respective context, to respond to, the horrors of the consequences of war and AIDS and the vagaries and difficulties of relationships, sexuality and mental illness. Through their differing intertextual perspectives the film and novel represent similar values, within different contextual concerns.