Mme Loisel’s Station Research Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Mme Loisel’s Station Research Paper
Mme, Loisel’s, Station, Research, Paper
- What is Mme. Loisel’s “station” in life? Why is this important? What does Mme. Loisel want? Why is that important?
- a) She was born very beautiful and believes that she is in a lower than she’s supposed to be in and deserves all of the finer things in life. Her only desire is to live an extravagant life style to be spoiled by all the finer things in life and to be desired by many. Prior to the events of the story, she lived a modest life, but wasn’t poor.
Born to a family of clerks means that most of her family work in banks, do office work, and things that are generally considered white collar jobs today the story even mentions that she has a maid working for her. Yet despite all of this she can’t even be satisfied or content with what she has. Because of this and the fact her husband works so hard to please her it allows for the story to unfold the way it does.
- Which of these seven vices does Mme. Loisel display? (Lust, envy, sloth, pride, greed, gluttony, anger) Is Mme. Loisel being punished for any of these vices? Why?
- a) That’s exactly how I thought about it Alexander. The story mentions that she has made. I tell you what, I don’t have a maid so they must have been doing pretty good. Unfortunately, there are people that have a hard time seeing what they do have in front of them but don’t appreciate it and always wants more thinking that will make them happy.
Because of her selfishness not only did she have a hard next ten years of life but her husband had to be a part of it because of her. So as anyone can see that being this type of person not only affects oneself but others around them and usually hurts the ones closest to them as well. That is one lesson she learned the hard way.
- How does Mme. Loisel adapt to working life? Has she learned anything?
- a) Mme. Loisel did sacrifice her beauty over those 10 long years, especially when her friend didn’t even recognize her. She could have avoided the grueling 10 years by telling the truth but what would she get out of it in the long run? She is still in the middle class but her conscious is clear and that seems to mean more to her than being rich. It is almost like a Cinderella story without the happy ending of the poverty that Mme. Loisel endures. You made great points and addressed the issues with specific detail. I would have liked the story to continue as well to see the outcome of Mme. Loisel’s reaction to the truth about the necklace.
- What symbols of wealth and station could be used in a story like this if it were written today?
- a) If this story were written today, I think that a symbol of status could be something such as a boat, a luxury vehicle, vacation properties, or even a diamond ring. Often, we can look at people in our community and guess what level of wealth or poverty they live at. Things like brand name clothes and accessories, vehicle types or number of vehicles, and the condition and neighborhood of their home.
When I think of something of value that I have borrowed from my friends that would be difficult for me to replace I can only think of vehicles. In my life at least, I don’t feel the pressure to impress others with my class level in society so that may be why nothing else comes to mind right now.
- How does Mme. Loisel conduct herself at the ball? How is her conduct different than it “ought” to be?
- a) At the ball, Mme. Loisel embraces the attention given to her even though she is masquerading. She convinced her husband to spend money they really couldn’t afford to spend, so that she could enjoy one evening. While that alone was selfish, she still wanted more and didn’t take care of what she thought was an expensive necklace.
Acting graciously and accompanying her husband rather than abandoning him at the party, as well as humbling herself in the presence of the more established and rich people may have been a more appropriate behavior. Beautiful though that her husband never wavered in his love for her in the story, he did what needed to be done, first when she wanted the dress and then again when she lost the necklace and they replaced it.
- How are Mme. Loisel and Mme. Forestier different?
- a) Mme. Loisel and Mme. Forestier seem very, very different. First and foremost, they differ in social class. The Loisel’s are common folk and live comfortably, but not lavishly. The Forestier’s, on the other hand, seem to be people of some status and can afford to surround themselves with nicer belongings. With this observation, I drew the conclusion that Mme. Forestier is probably much less displeased with her life and might not possess the same amount of vice’s that Mme.
Loisel might. For instance, at the end of the story, it is revealed that the necklace was a fake diamond. While Mme. Forestier still valued the necklace, even though it was an imitation, I don’t believe that Mme. Loisel would have behaved the same way. This is why, in my opinion, she didn’t even consider looking for an imitation necklace to replace the missing one in the first place.
- Do we use anecdotes like “The Necklace” to point out moral lessons today? What other examples of this can you think of?
- a) I think the morals are be similar. One is about an object defining who you are and the more about personal pride but between the two not being grateful for what they have or are ended in consequences. I think we definitely use anecdotes and stories about moral lessons today especially in a teacher/student settings or parent/child settings.
Being thankful, grateful are lessons that seem to be difficult in this day in age because wealth and money is pushed to be such an important thing; “To be successful you must be rich” a lot would say but it all comes down to what you define is successful. A small saying that is commonly used is “The grass is always greener on the other side” and although this quote can be helpful to some depending on when and how it is said it also leaves a lacking being grateful for what they have.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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