...“The Lottery” by Shirley Jackson, is one of the most interesting short stories there are. Jackson described her purpose of writing by stating her it as, “to shock the story’s readers with a graphic demonstration of the pointless violence and general inhumanity in their own lives” (Backpack p. 236). That quote alone is shown throughout “The Lottery” because there is most definitely a shock factor at the end of the story. A reader almost must read it twice to fully comprehend all that goes on in the town square of Jacksons’ story. However, as one reads “The Lottery”, one can identify many comparisons using symbolism and when one reads the story again, one can identify even more symbols. In Shirley Jacksons’ short story, “The Lottery”, there are many different items in the book like names, a three-legged table, a black box, and stones to show symbolism and allegory throughout the story. Jackson places her symbols in a specific order and it is that order in which the symbols have the most impact. The first symbol that comes along in the story is Mr. Summers. Mr. Summers is described as, “a...
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...“The Lottery” by Shirley Jackson is an excellent example of a symbolic and allegorical short story. This short story is about an annual lottery drawing at a small town in New England. The title itself holds a deep symbolism in this story. A lottery has always provided a sense of hope and adventure to people, but the lottery takes on an entirely different significance in this story. “The Lottery” in this story has been a tradition at this small rural town for many years. This tradition leaves painful death to a winner but the villagers never question to perform this horrible act of murder. The lottery is a symbol that represents as a barbaric and cruel symbol that results in the death of a friend, family, and neighbor. It is also an allegory showing that destructive effects can results from gambling. One of the allegory shows through the description of the characters. Names are used to represent different aspects and certain meaning throughout the story. One of the leaders and most important men of the town is Mr. Summers. Mr. Summers is a bright and cheerful man. His attitude, demeanor, and name represent the summer. He is the owner of coalmine. Coal suggests his ownership with evilness and death. He makes it a happy gathering, conducts all the town’s activities and then is also an executioner. Mr. Graves’s name represents what is about the happen. They are sending someone to their grave at the end of each lottery. His name is representing the irony of evil that implies, a...
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...Ironic Symbolism: “The Lottery” and “The Rocking Horse Winner” ENGL 102: Literature and Composition Ironic Symbolism: “The Lottery” and “The Rocking Horse Winner” “The Lottery” by Shirley Jackson and “The Rocking Horse Winner” by D.H. Lawrence are stories in which the authors rely heavily on irony and symbolism. Both works of fiction involve self centered mothers and conclude with tragic circumstances. Jackson and Lawrence used those elements to illustrate the points of their writings. In “The Lottery”, several things were used in a symbolic way. The most prevalent of these is perhaps the town’s lottery itself. Set within a small village in rural America, the townspeople participated in an annual drawing in which someone would “win” their lottery. It is a common thing to participate in various kinds of yearly traditions for many in the Western world. The very title of story is an allegory for something that most people would consider to be a positive thing to become the victor. However, as the reader discovers towards the end of Jackson’s story, winning the lottery results in death. Lawrence also used one of the main elements of symbolism in the title of his fiction. The rocking horse Paul frantically rode to bring him luck was very symbolic in “The Rocking Horse Winner”. D.H. Lawrence wrote, “He knew the horse could take him to where there was luck, if only he forced it. So he would mount again, and start on his furious ride, hoping...
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...my opinion, here is the most memorable author, artist, and musician that’s work has been greatly influenced by the topic of death. Shirley Jackson is an American author that is responsible for writing one of the most well known fictional short stories concerning death, entitled “The Lottery”. The title may be deceiving and seem innocent; however, it is an oxymoron. Instead of the lottery winner joyfully prospering in some way; it actually refers to the selection of a victim for a ritual sacrifice. The story is very dark, as it introduces horror into a peaceful community. It became a very controversial among readers and was even banned by South Africa. Shirley replied to the banning of “The Lottery” by saying that is a sign that they, at least, understood the story. During another interview Jackson jokingly described herself as a practicing witch. Regardless of what motivated her to write, writing was always her passion. At the age of twelve she won her first poetry prize, and throughout high she kept diary where she frequently wrote. She attended Rochester University after high school, but dropped out shortly after. It was said, that she left due to mental depression, which may explain her gothic style. A few years later she finished school at Syracuse University, where she met her husband Edgar Hyman who was an American literary critic. Shirley went on to publish many other classic horror stories such as “The Haunting of the Hill House” which was later...
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...devices in “The Lottery” Literary devices are specific language techniques that are used in a text to make it clearer. Shirley Jackson author of infamous horror story, “The Lottery”, uses five literary devices such as symbolism, allegory, foreshadowing, theme and irony. Symbolism is the use of symbols to represent ideas or qualities. This literary device is used most often throughout the short story to keep the suspenseful ending a surprise rather than a shock. Three main symbols are used in this story, the title “The Lottery”, the black box, and stones. The reader can look at the “The Lottery” title itself to see it exemplifies symbolism. A lottery typically represents...
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...THE LOTTERY - SUMMARY In A Nutshell "The Lottery" caused major controversy when it was first published in the June 26, 1948 issue of The New Yorker. Shirley Jackson's implicit critique of the brutality underlying the rituals and values of America's small towns outraged magazine readers, many of whom cancelled their subscriptions (see the Encyclopedia Britannica for more on the tale's publication history). As a side note – Jackson based "The Lottery" on her life in North Bennington, Vermont (source). Some of us here at Shmoop happen to be from that fine state, and we'd like to assure all potential tourists that despite what you may read in "The Lottery," you don't have to worry about sudden stoning in the Green Mountain State. Anyway, back to the matter at hand. The anonymous, generic village in which "The Lottery" is set, in addition to the vicious twist the story gives to a common American ritual, enhance the contemporary reader's uneasy sense that the group violence in the story could be taking place anywhere and everywhere, right now. Jackson's skillful warping of a popular pastime has become an American classic, establishing her position as one of the great American horror writers. Why Should I Care? So, if you've ever been hanging out with a group of friends and done something truly stupid, you may have heard the refrain, "If your friends jumped off a bridge, would you jump, too?" Your answer is probably "no," but Shirley Jackson disagrees. She thinks you – and...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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