Feminism in A Story of an Hour

Kate Chopin is a famous feminist writer. A strong sense of feminine consciousness is embodied in her work. A Story of an Hour is a typical novel of her about the topic of feminism. This paper is going to analyze this story from the perspective of feminism.     

Influences on the Literacy Hour

This paper outlines some of the key influences on the development of the National Literacy Strategy. In particular, it concentrates on the influences of international data on reading standards, international analyses of school effectiveness and some sources which have influenced the main components of the Framework for Teaching which supports the Literacy Hour. Finally, it draws upon national inspection evidence that many schools are likely to have much to gain from adopting the Literacy Hour. This conclusion is supported by the highly significant gains in the achievement of over 7000 pupils which have been reported in the evaluations of the National Literacy Project (NLP), the initiative on which the National Literacy Strategy is based. The paper is based on a more detailed review of research and other related evidence (Beard, in press).     

堪抵一生的一个小时——浅析《一个小时的故事》

凯特.肖邦的名篇《一个小时的故事》刻画了女性意识的觉醒。在表现这一进步过程的同时,作者不忘揭示女性要实现自由所面临的困难。本文通过意识对比来解析肖邦对女性的自我意识觉醒的描述,并探讨作者对女性获取真正自由所指出的道路。     

The Discourse of the Literacy Hour

The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives.     

乐极生悲

马拉德夫人患有心脏病。对她丈夫的死讯,个个都小心翼翼, 生怕她受到刺激。她妹妹约瑟芬嗫嗫嚅儒、半遮半掩地告诉了她这一噩耗。她丈夫的朋友理查德斯当时也在她身旁。铁路上发生惨案的消息传来时,理查德斯恰好在报社,看到布伦特利·马拉德的名字在“罹难者”中位居首位。他还发去一封电报确认情况属实,便匆忙赶了过来,防止哪个朋友考虑不周,冒冒失失就把噩耗告诉她。     

批评话语视角解读《一小时的故事》

批评性话语分析是以揭示语言、权力、意识形态之间潜在关系为目的分析方法,重视语言语篇和社会结构之间复杂的相互关系。运用批评话语分析卡特·肖邦的短篇小说《一小时的故事》,对小说中使用的隐喻、及物性结构、句式转换、评价性词汇进行阐释,揭示小说作者如何通过语言形式表达小说的主题意义,婚姻对女性而言是精神和肉体的束缚,女性渴求自由解放的权利被漠视,男权主义弥漫整个19世纪末20世纪初的美国社会。     

Analysis of The Story of An Hour

By reading the short story The Story of An Hour written by Kate Chopin, we tried to probe the story better by analyzing five characters, plots of the story and rhetorical devices, such as irony and symbolism. With originality and profound meanings, the novel about the small theme of family life had a wide variety of social significance.     

从文体学角度探析《一个小时的故事》

凯特悄邦的短篇小说《一个小时的故事》精湛简练、叙述手法独特。从文体学角度,分别通过语言风格、句法分析、修辞手法、象征手段以及人物塑造等五个方面解读《一个小时的故事》,感受小说的语言魅力。     

Reader Positioning in The Story of an Hour

This paper introduces The Story of an Hour, and researches stylistic analysis in the perspective of reader positioning.     

Analysis of the Story of an Hour from Feminist Approaches

The Story of an Hour is a short story written by Kate Chopin in 1894. It is mainly about a wife's unexpected response to the news of her husband's death. In this paper, the plot, main characters, and conflicts will first be illustrated, and the author will analyze this story from feminist approaches. We see clearly that women in that time did not have the right to choose their own marriages, and the main character is just one of the victims.     

The Story of an Hour两种中译本的比较研究

翻译不仅是一种语言活动,更主要的是一种思维活动。每一个翻译行为在本质上都意味着对价值的判断,比较翻译更是在此行为之上的价值判断。通过比较可以鉴别各译文的得失,在比较中采各家之长,避各家之短。试从句子形式、内容风格再现和文化传递三个方面对Kate.Chopin的短篇小说The Story of an Hour的两种中译本进行同项比较研究,旨在提高对翻译的感性认识,指导翻译实践。     

《一小时故事》艺术特征探析

文章探讨了凯特·肖邦<一小时故事>中"他者"视角和边缘化的表现方式及其产生的历史背景,揭示了妇女为追求自由不得不处于危险的边缘状态,最终只能以生命为代价换取自由的残酷现实.     

The Literacy Hour: a case for listening to children

Despite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto-day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small-scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be.     

Raising Literacy Standards: The True Story

As the Literacy Hour becomes compulsory in primary schools across Britain it is important to consider its impact on the primary teaching profession and the factual basis on which its aims and structures are based. This article claims that the National Literacy Strategy is a deskilling initiative which itself is based on unsubstantiated claims that its proposals are more effective than previous methods. It enshrines a mythology that teachers do not teach literacy effectively and need to be retrained to do so. The article examines the evidence for this myth and finds there are no research findings of any validity whatsoever to support it. The article goes on to point to the real and inescapable correlation between literacy attainment and social and economic status, a finding which shows up in several different pieces of valid research. Working on the supposition that the Labour Government does genuinely care about the long tail of failure provided by the 20 per cent or so of children who come from the poorest socio-economic groups, the article goes on to discuss a reconceptualisation of this problem. Building on the work of social anthropologists, particularly that of Brian Street, it suggests the direction in which valid research-based policy and pedagogy should take to address it.     

Learning about literacy: Children’s versions of the Literacy Hour

This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS.     

The Stanley Segal Award Achieving the best: gender and the Literacy Hour

Helen Fisher won this year's Stanley Segal Award with this fascinating investigation. Taking her cue from the current debate about the differing achievements of boys and girls, she explores pupils' views about the Literacy Hour and reports some interesting findings in relation to reading and gender.     

The Use of Story in Critical Literacy Practice

Story-telling and story-writing as pedagogical practices hold a pre-eminent place within critical literacy practices. In Toronto, Canada's largest city, progressive community-based literacy programmes begin the educational process by assisting adult literacy students to learn to read and write by using the language experience method. The educational process is furthered when the programmes publish the autobiographical accounts that these learners have created. They publish these accounts as a way of generating relevant educational reading texts for adult new readers, and more significantly as a form of cultural expression for people marginalised by poverty. Elaine Gaber-Katz, a feminist educator literacy practitioner, explores how critical literacy programmes purposefully seek out the voices of those who have been silenced. She also explores the ways in which these programmes create the spaces for these voices to be heard. Focusing on the use of story, the author assesses the value of publishing these kinds of learners' stories and confronts some of its inherent limitations.