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I am a high school student with a strong passion for veterinary medicine. I have already completed over 30 college credit hours to help achieve goals for my future. Currently, I work 20+ hours a week at a veterinary clinic, where I am gaining hands-on experience and learning from professionals in the field. My goal is to become a veterinarian, and I am fully committed to pursuing the education needed. Between my academic achievements and practical experience, I am working hard to prepare myself for the challenges of the veterinary profession. I am excited to continue my journey, grow in the field, and contribute to saving animals.

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Module 1:

Professional bio: My writing reflects my dedication to becoming a veterinarian by highlighting both my academic efforts and hands-on experience in the field. It shows how focused and motivated I am to achieve my career goals through hard work and real-world learning.

Job Post - Identify the Rhetorical Situation: This writing shows how I analyzed a veterinary job listing to understand what the employer is looking for and how I could be a strong candidate. By using ethos, I explained how my real-world experience and communication skills make me credible and well-suited for the role.

Cover letter: This writing shows my ability to professionally communicate my qualifications and enthusiasm for a veterinary technician role. It highlights my real-world experience, dedication to animal care, and readiness to contribute to a clinical team.

Identify Logical Fallacies and Appeals: This writing demonstrates my ability to identify logical fallacies and analyze how rhetorical strategies are used in advertising. It shows that I can think critically about media and explain how emotional and credibility appeals are sometimes prioritized over logical arguments to influence an audience.

Module 2:

Active/Close Reading of "The Danger of a Single Story": This writing shows how I was able to recognize and reflect on the dangers of stereotypes and the importance of hearing diverse voices. It helped me understand how personal stories and emotional appeals can powerfully challenge limited perspectives and shape our understanding of identity.

Applying Literary Devices: This writing shows my ability to analyze literary elements like imagery, symbolism, tone, and theme to understand deeper meanings in a story. It helped me think more critically about how authors use details to express emotions and communicate ideas about life, memory, and change.

Brainstorm and Thesis for Essay 1: This writing helped me practice evaluating an argument by looking at both its strengths and weaknesses, especially how personal experience and limited evidence affect its overall impact. It also made me think more about how stepping outside your comfort zone can shape personal growth, but that it’s important to consider different perspectives when analyzing an author’s claims.

Essay 1: Critical Response: This writing helped me develop a more balanced way of analyzing arguments by identifying not only what makes them persuasive, but also where they fall short. It taught me how emotional appeal can strengthen a point, but that including multiple perspectives and solid evidence makes an argument much stronger overall.

Module 3:

Who’s Behind the Information: This assignment helped me improve my ability to fact-check controversial topics by researching credible sources and identifying bias. It also taught me the importance of recognizing satire online, so I don’t mistake a joke or parody for a serious argument.

Evaluating Sources – Reflection: The techniques I learned, such as lateral reading and critically evaluating data, have helped me become more discerning when conducting research. By checking multiple sources and questioning the reliability of data, I can now ensure that my work is thorough, accurate, and based on credible information.

Finding Simple Facts Isn't So Simple: Researching the link between sugar and hyperactivity taught me to question common beliefs and rely on scientific evidence rather than assumptions. I also learned the importance of considering external factors, like environment and expectations, when evaluating a claim.

Annotated Bibliography: I learned the importance of using reliable and credible sources to back up claims. It also helped me understand the value of diverse viewpoints and how research from multiple studies can have a more balanced and accurate understanding of a topic.

Module 4:

Argument and Counterargument: I gained a deeper understanding of how a poem’s elements like imagery, diction, and tone can shape its interpretation. The exploration of "My Papa's Waltz" revealed how these literary techniques can transform a seemingly innocent scene into something much darker and more complex.

Revised Annotated Bibliography: The revised annotated bibliography improved my ability to summarize and critically evaluate sources in a more concise and focused way. I was able to use feedback to add more credible sources.

Essay 2 Outline: This outline helped me organize my thoughts and structure my argument about the grandmother's character in "A Good Man Is Hard to Find." By focusing on her appearance, language, and behavior, I was able to demonstrate how historical context influences personal values, which strengthened my thesis and overall analysis.

Essay 2: Researched Argument: This essay helped me better understand how an author's use of character traits can reflect historical and cultural context. It also enforced the importance of reading literature through the lens of time and societal influences to gain a deeper insight into character motivations and themes.

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This semester, I wrote two essays that helped me learn a lot about my writing. The first one was a critical response essay where I gave my opinion on an article. The second was a literary analysis about a short story. Each essay was different, and both came with their own challenges.

As I look back on them, I can see how my writing has improved in areas like using evidence, staying organized, and editing my work. These essays helped me better understand how I write and what I need to work on in the future.

Writing Essay 1 was not easy for me. I had a hard time supporting my ideas with text

evidence. I understood the article by Arthur C. Brooks and had my own opinion about it, but I didn’t include enough quotes or examples from the text. That was a big mistake because it made my argument less convincing. I also didn’t plan out my ideas very well, so some parts of my essay

felt messy or unclear. If I could go back and rewrite that essay, I would focus more on finding strong quotes to support my points and take more time to organize my paragraphs. I learned that having a strong opinion isn’t enough, you need to back it up with real proof from the text.

Essay 2 went a lot better for me. I felt more confident because I knew what I had done wrong in Essay 1. This time I made sure to include plenty of quotes from the story and outside sources. I used them to support my points about the grandmother’s values and how they connect to the past. I also planned my essay better and knew how to keep each paragraph focused on one idea. One thing that was still a bit difficult was explaining each quote and its relevance to my point.

But overall, I think this essay was much stronger because I used everything I learned from the first one.

Thinking about both essays, I can see how much I’ve grown as a writer this semester. At first, I did not plan ahead with my essays. I learned that writing is a step-by-step process. You must spend time thinking, planning, drafting, and then going back to make your writing better. If I could change anything about my two essays, I would work more on my introductions and conclusions and make my analysis stronger. I know that writing takes time, and rushing does not help.

In conclusion, writing both essays helped me learn important skills that I will use in the future. Essay 1 taught me that I need to use better evidence, and Essay 2 gave me a chance to fix those mistakes and become better at organizing my ideas. I feel more confident now when I write, and I understand the steps I need to follow to write a strong essay.

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Module 1: Job Post - Identify the Rhetorical Situation

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Module 1: Job Post - Identify the Rhetorical Situation

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Audience analysis: This job listing is looking for an individual with a valid Veterinary Technician Certification license, experience in medication administration, and an Associates degree. The opening is for an Animal Hospital in Greenville, South Carolina. Their employees work with dogs, cats, and pock pets. The employers are looking for qualified individuals with conversation skills. The employee would need to be able to interact with clients on a daily basis and provide emotional support in many situations. They would also need to be able to answer phone calls and maintain a professional tone. The job listing asks that you are educated on obtaining medical histories and symptoms. The employer is looking for someone who is experienced and educated in the veterinary field.

Rhetorical Appeals Strategy: I would use ethos to show the employer that I’m credible and have the right skills for the job. I currently work at a veterinary clinic, so I have a lot of hands-on experience with animals and have learned a lot about animal care over time. I’m also experienced with talking to clients, explaining things in a way that’s easy to understand, and keeping things professional. I make sure to listen to their concerns, answer their questions, and explain treatment plans clearly so they know what’s happening with their pets. I think ethos is the best way to show the employer that I’m trustworthy and have the right knowledge and experience. By focusing on what I’ve already done in my current job, I can prove that I have the skills to do well in this position too. I believe building trust with clients is important, and showing that I can do that would make me a good fit for the job.

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Module 2: Brainstorm and Thesis for Essay 1

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Module 2: Brainstorm and Thesis for Essay 1

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In Find More Ways to Be an Outsider by Arthur C. Brooks, the author argues that being an outsider, while tough, can actually make you stronger and more resilient in the long run. He believes that stepping outside your comfort zone, even though it can be painful, is a valuable way to grow as a person. Brooks uses the example of third-culture kids, who grow up between different cultures, showing that they tend to be happier and better at handling challenges as adults. I agree with Brooks because I think that facing difficulties can help us develop important life skills like adaptability and problem-solving.

Brooks supports his argument with evidence from studies showing that third-culture kids are more resilient and emotionally strong than people who don't have multicultural experiences. He also shares his personal story of living abroad, which helps make his argument more relatable. However, the article relies mostly on personal examples and doesn’t fully discuss the challenges that outsiders might face in the long term. The strongest part of the article is how it shows the benefits of being an outsider, but the weakest part is the assumption that these benefits always outweigh the struggles.

The article uses a mix of logical facts, emotional appeal, and the author’s own experience to persuade readers. Brooks’ personal story gives him credibility, and his emotional appeal helps readers connect with his message. The research he mentions adds some logical support, but it could be more varied to reach a wider audience. Overall, the emotional part of the article is strong and effective, but the heavy reliance on personal experience and limited evidence may make it less convincing to those who haven't had similar experiences.

Arthur C. Brooks’ argument in Find More Ways to Be an Outsider is mostly effective in showing the benefits of being an outsider, but it falls short because it relies too much on personal stories and limited evidence. While the article successfully explains how stepping out of your comfort zone can lead to growth and resilience, it doesn’t consider the long-term struggles some outsiders face. Additionally, the evidence Brooks uses, like his own experience and studies on third-culture kids, could be more varied to convince a wider audience. This makes the argument less convincing for those who may not relate to his personal experiences.

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Module 1: Identify Logical Fallacies and Appeals

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Module 1: Identify Logical Fallacies and Appeals

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In the 2024 Tubi Super Bowl commercial, the "Appeal to Ignorance" fallacy is used when the characters see their TV suddenly switch to Tubi and assume someone must have changed the channel. They don't realize that it’s actually a commercial interruption, so they jump to the conclusion that their remote is being controlled by someone else. This is a fallacy because the characters don’t have all the information about why the TV changed channels, and instead of considering that it could be part of a commercial, they assume it’s something else. The fallacy happens because they lack knowledge of the true cause and instead make an assumption based on what they don't know. The commercial plays on this ignorance to create confusion and drama, making the situation feel more exciting than it really is. This was likely done on purpose as a way to get the audience’s attention and make the ad more memorable. By using this fallacy, the ad encourages viewers to talk about what’s happening and check out Tubi, all without explaining exactly why they should choose it over other streaming services. It’s an example of how the commercial uses the viewers’ lack of knowledge to create curiosity and make the brand stick in people’s minds.

The Tubi Super Bowl commercial uses several rhetorical appeals, including ethos, pathos, and logos, to grab attention and make the brand memorable. The ethos appeal is used through the brand’s credibility, as Tubi is presented as a familiar, well-known streaming service. The commercial builds on this by using humor and surprise, which makes the brand seem relatable and trustworthy. The pathos appeal is the most powerful, as the sudden channel change creates confusion and amusement, making the audience connect emotionally with the commercial. This unexpected twist keeps viewers interested and encourages them to talk about the commercial after it airs. However, the logos appeal is weak because the commercial doesn't offer much logical reasoning or detailed information about why Tubi is better than other streaming services. Instead, it focuses on the surprise and humor, which might not be as effective for viewers who are looking for solid reasons to try the service. Overall, the commercial is effective in grabbing attention and creating a memorable emotional response, but it lacks the logical appeal that might convince people to make a more informed decision about using Tubi. The humor and confusion help the ad stand out, but without clear, logical reasons to use the service, the commercial might not convert as many viewers into customers.

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Module 2: Active/Close Reading of "The Danger of a Single Story"

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Module 2: Active/Close Reading of "The Danger of a Single Story"

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In her Ted Talk, The Danger of a Single Story, Chimamanda Ngozi Adichie shares her experience growing up in Nigeria and how Western books shaped her early understanding of the world. She explains how reading books where the characters were white and from foreign countries led her to think that those were the only kinds of stories worth telling. As she discovered African literature, she realized that people like her could also be part of the stories, helping her overcome the "single story" narrative.

After reading the first few paragraphs, I predicted that Adichie would discuss how stereotypes of Africa affected her view of her own identity. After a second reading, I noticed the emphasis on the importance of multiple perspectives in forming a complete understanding of people and places. The main claim in the text is that relying on a single story about any culture or group limits our understanding and creates harmful stereotypes. I noticed the emotional appeal (pathos) in her storytelling, which made her message more powerful. The themes of identity, power, and representation resonate with my own experience in seeing how the media can often shape our perceptions of people. It made me reflect on how we all need to hear diverse stories to truly understand the world around us.

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In "Find More Ways to Be an Outsider" by Arthur C. Brooks, the author argues that being an outsider, although difficult, can make you stronger and more resilient in the long run. He suggests that stepping outside your comfort zone, even when uncomfortable, is a valuable way to grow and develop life skills. Brooks uses the example of third-culture kids, showing that they are often more adaptable and emotionally strong than adults. I agree with Brooks, as facing difficulties can help us build important skills. However, I believe the article does not fully address the long-term challenges that many outsiders may face.

Brooks uses studies to support his claim that third-culture kids tend to be more

emotionally resilient and adaptable than people who grow up in one culture. He points out that these individuals often become better at dealing with life’s difficulties and are more open to new experiences. Brooks also shares his personal experience of living abroad to make the argument more relatable. While these examples show how being an outsider can help people grow stronger, the article relies on personal stories without fully exploring the challenges that outsiders might face over time. The strongest part of the article is how it highlights the benefits of being an outsider, but it overlooks the assumption that these benefits always outweigh the struggles.

One of the most effective aspects of the article is its emotional appeal. By sharing his own story of living abroad, Brooks helps readers connect with him and understand why being an outsider can be rewarding. His personal experience gives him credibility and makes the argument feel more relatable. He also emphasizes that being an outsider can lead to personal growth and a more fulfilling life. Brooks suggests that discomfort can help develop resilience and problem-solving skills. This emotional appeal is engaging for readers who have faced similar challenges, as many people can relate to the feeling of being different or struggling to fit in. This makes his argument more persuasive.

However, the article does not give enough attention to the difficulties that outsiders may face. While Brooks focuses on how being an outsider can help people become more resilient, he does not address the negative aspects of the experience. For instance, third-culture kids may feel like they do not truly belong to any one culture, leading to feelings of isolation or confusion about their identity. Brooks does not consider these struggles, which makes the argument feel one-sided. While being an outsider can certainly lead to personal growth, it can also be painful and challenging. By ignoring these potential difficulties, Brooks misses a key part of the story. His argument would be stronger if he acknowledged that while being an outsider can be rewarding, it also comes with emotional and psychological challenges.

Additionally, Brooks relies heavily on his own personal experience and studies on third-culture kids. While these examples are helpful, they do not represent the experiences of all outsiders. Not everyone who feels like an outsider has the same experiences as Brooks or third-culture kids. The article would be more persuasive if it included a wider range of examples. For example, it could have discussed how people who feel like outsiders in their own communities face different challenges than those raised in multicultural environments. By providing more diverse examples, Brooks could have made his argument more comprehensive and relatable to a

wider audience.

Brooks also uses rhetorical devices such as ethos to strengthen his argument. His personal story helps the reader connect with him and understand his perspective. By focusing on the emotional benefits of being an outsider, Brooks encourages the reader to reflect on their own experiences. However, the lack of logical evidence weakens the argument. While emotional appeal is effective, the article would be more convincing if it included additional research or examples addressing the challenges of being an outsider, rather than just focusing on the positive aspects. Brooks’ emotional appeal is powerful, but balancing it with more factual evidence would have added depth to the argument.

In conclusion, Arthur C. Brooks’ article "Find More Ways to Be an Outsider" effectively argues that being an outsider can lead to growth and resilience. However, the article is limited because it does not fully address the challenges that outsiders may face or provide enough evidence to support its claims. The emotional appeal is strong, but the article lacks depth in terms of evidence. While it demonstrates that stepping outside of your comfort zone can be valuable, it does not present the full picture of the complexities involved in being an outsider. A more balanced exploration of both the positive and negative aspects of being an outsider, along with a broader range of evidence, would make the argument more convincing and relatable to a wider audience.

Works cited

Brooks, Arthur C. “Find More Ways to Be an Outsider.” The Atlantic, 10 Mar. 2022,

www.theatlantic.com/family/archive/2022/03/being-an-outsider-benefits-third-culture-

kids/627011/

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Module 3: Evaluating Sources - Reflection

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Module 3: Evaluating Sources - Reflection

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One research technique I learned from the course content is lateral reading, which means checking multiple sources to confirm the information you're reading. Instead of just accepting what one article or website says, lateral reading encourages you to open new tabs, search for other viewpoints, and make sure the information is reliable. I used to take information from a single source and trust it without question, but now I always check at least a couple of other sources. For example, when I was researching a topic on the effects of social media on mental health for a class, I found a study that claimed social media caused anxiety in teenagers. At first, I just accepted this as fact, but then I used lateral reading to check other studies and articles from trusted sources like academic journals and news outlets. This helped me find out that while there is some truth to the claim, it's more complicated, and not all studies agree. Using this approach allowed me to present a more balanced argument in my research and gave me confidence that the information I used was reliable.

Another important research technique from the videos is how to evaluate data and infographics critically. It’s easy to look at a graph or chart and believe what it shows, but sometimes they can be misleading. For instance, when I was working on an assignment about climate change, I came across an infographic showing rising temperatures over the past few decades. At first glance, it seemed convincing, but I realized I needed to check how the data was gathered and whether any important details were left out. I dug deeper into the source of the data and found that the infographic didn’t explain the method used to collect the temperature records. This made me realize that I couldn’t trust this chart by default, and I needed to look at the context behind the numbers. By critically analyzing the data, I was able to make my research more thorough and accurate, which improved the overall quality of my work. Both of these techniques have changed the way I approach research by making me more careful and thoughtful about the information I use.

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The first thing I did after reading this post was search for information about having armed teachers in schools. This is what stood out to me as very controversial about the post. I came across a website called "NeaToday" with information about states that have passed laws allowing this. As of now, two states have legalized having armed teachers in schools, including Iowa and Tennessee. The article states that an Iowa State Education Association member spoke out about his stance; "Some officers aren’t as good in high stress situations as others, and educators simply don’t have any of that training" and "It doesn’t even work on a practical level—even if I do think I’m capable of taking down a shooter, who’s taking care of my 25 frightened 4th-graders?" He makes reasonable points as to why this is likely a terrible idea.

Once I had more information about the topic in the post, I inspected the post itself to estimate its credibility. First of all, the account is not verified, so I know the statement is not coming from a real business, company, government official, etc. The author could be anyone from a young woman to an elder man. This post is on a social media platform so I can assume that the author may likely be biased as well.

After I had evaluated the page itself as much as possible, I did some research on the author. I found an article from The Atlantic called "Two Parody Twitter Accounts That Perfectly Explain U.S. Politics." This article calls the author's twitter account "the future of political satire." This would mean that the post was satire and meant to be taken as a joke. This would mean that the source is not credible at all.

Overall, I do not think this source is credible. The post does not clearly state their stance on having armed teachers in schools and likely meant their statement as a joke. It also is very likely not from a credible, trustworthy author.

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Thesis Statement: In “A Good Man Is Hard to Find,” Flannery O’Connor uses the grandmother’s appearance, speech, and behavior to represent values rooted in the late 19th century, emphasizing how historical influences shape personal values.

I. The grandmother’s polished and old-fashioned appearance reflects 19th-century cultural norms, highlighting how her identity was shaped by this era’s expectations for women.

A. “The process of getting dressed in 1885 was a time-consuming ritual” (Schoeny). This source supports the claim by showing that women in the late 19th century were expected to present themselves with careful attention to dress and appearance, which explains the grandmother’s insistence on looking like a “lady” even during a family road trip.

B. " The children's mother still had on slacks..., but the grandmother had on a navy blue straw sailor hat with a bunch of white violets on the brim and a navy blue dress with a small white dot in the print. Her collars and cuffs were white organdy trimmed with lace and at her neckline she had pinned a purple spray of cloth violets containing a sachet" (O’Connor). The grandmother’s elaborate outfit, including lace, a hat, and perfume, reflects her upbringing. Women of her era were expected to maintain a proper appearance at all times to withstand social status.

II. The grandmother’s use of outdated language and racist attitudes reveals how deeply she was influenced by the social and political structures of the Jim Crow era.

A. "Racism isn't always the same. There are some periods during which it seems to get much more intense. The 1890s were a period of intense, horrifying racial violence and deliberate, sustained political oppression of African Americans" (O’Malley). This quote explains that the

1890s were a time of extreme racism and political oppression, showing that people who grew up during that era were surrounded by deeply rooted racist beliefs and behaviors.

B. " ‘In my time,’ said the grandmother, folding her thin veined fingers, ‘children were more respectful of their native states and their parents and everything else. People did right then. Oh look at the cute little pickaninny!’ she said and pointed to a Negro child standing in the door of a shack. ‘Wouldn't that make a picture, now?’ “(O’Connor). The grandmother's reference to the past, where she believes "people did right then," reflects her idealization of an era defined by rigid social norms and racial hierarchies. Her use of the term "pickaninny" to describe the black child reveals how deeply engrained racist attitudes were in her worldview. This language was commonly used to stereotype African Americans during the Jim Crow era.

III. The grandmother’s religious references and final pleas to the Misfit represent a worldview shaped by Christian values common in the late 19th century. These views contrast to the modern values of the younger generation.

A. The “Analysis of Flannery O’Connor’s A Good Man Is Hard to Find” by Mambrol explains how Christianity was deeply woven into daily life in the late 19th century, shaping the grandmother’s sense of morality. Her actions, like showing Christian love to the Misfit, demonstrate the religious values she has internalized from her upbringing.

B. “ ‘Jesus!’ the old lady cried. ‘You've got good blood! I know you wouldn't shoot a lady! I know you come from nice people! Pray! Jesus, you ought not to shoot a lady. I'll give you all the money I've got!’ “ (O’Connor). The grandmother's plea for the Misfit to pray and her calls for Jesus show how deeply her actions are influenced by the Christian values of her time.

IV. A possible counterargument is that the grandmother was not born in the late 19th century, so her values may not be entirely shaped by the cultural norms of that time. Instead, her attitudes could stem from personal experiences, regional influences, or her individual upbringing.

A. While it may be argued that the grandmother wasn't born in the late 19th century, Flannery O'Connor's portrayal of her still reflects the values of that era. Since "A Good Man Is Hard to Find" was published in 1955, O'Connor likely used the grandmother's character to highlight how the cultural norms of the late 19th century continued to influence individuals, even in the mid-20th century.

B. “A Good Man Is Hard to Find, volume of short stories by Flannery O’Connor, published in 1955” (Britannica). Given that O'Connor was born in 1925, it’s likely that her grandparents embodied the values of the late 19th century, which would have influenced her portrayal of the

grandmother in the story.

V. In conclusion, Flannery O'Connor's depiction of the grandmother in "A Good Man Is Hard to Find" highlights how the cultural values of the late 19th century shaped her worldview and actions.

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The poem "My Papa's Waltz" by Theodore Roethke should be read in a darker, more sinister way. The imagery, diction, and tone all suggest that the relationship between the father and the child is not innocent, and possibly abusive.

The imagery in this poem creates a sense of discomfort. For example, the line "The whiskey on your breath / Could make a small boy dizzy" (Roethke 1-2) shows that the father is drunk. The child feels dizzy from the smell of alcohol, which hints at an unsafe environment. The phrase "I hung on like death" (Roethke 3) suggests that the child is holding on for his life, as if the situation is out of control and frightening.

The diction adds to this dark feeling. Words like "battered" (Roethke 10) and "scraped" (Roethke 12) show that the father’s touch is rough and painful. The line "The hand that held my wrist / Was battered on one knuckle" (Roethke 9-10) suggests that the father may have been violent in the past. The image of the child’s ear scraping against a buckle adds to the sense of physical discomfort. These words suggest that the father’s movements are not gentle or loving, but rough and potentially harmful.

The tone of the poem also feels uneasy. The child doesn’t seem to be enjoying the "waltzing" (Roethke 4). In fact, the line "We romped until the pans / Slid from the kitchen shelf" (Roethke 5-6) suggests that the dance is out of control, as if things are breaking or falling apart around them.

In conclusion, Roethke’s use of imagery, diction, and tone all point to a darker interpretation of "My Papa’s Waltz." The poem, which seems to be about a playful moment, actually describes a tense and painful experience. The father’s actions are not loving or gentle, but rough and possibly dangerous.

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Module 4: Researched Argumentative Essay 

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Module 4: Researched Argumentative Essay 

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In the short story “A Good Man Is Hard to Find,” Flannery O’Connor creates a character who expresses values shaped from a different time. The grandmother’s ideas about right and wrong all come from the world she grew up in or were learned from her elders. Even though the story takes place in the 1950s, her values come from the late 19th century. She dresses, talks, and acts in a way that shows she maintains the morals of that time. In “A Good Man Is Hard to Find,” Flannery O’Connor uses the grandmother’s appearance, speech, and behavior to represent values rooted in the late 19th century, showing how people are often shaped by the time and culture they come from.

The grandmother’s appearance is one of the ways O’Connor shows how she holds onto old-fashioned values. Even though she is only going on a road trip, she dresses nicely. O’Connor writes, “The children's mother still had on slacks..., but the grandmother had on a navy blue straw sailor hat with a bunch of white violets on the brim and a navy blue dress with a small white dot in the print.” Her clothing is detailed, proper, and carefully chosen. It does not match the casual setting of a long car ride, but it reflects how women in the 19th century were expected to always present themselves. According to Schoeny, “The process of getting dressed in 1885 was a time-consuming ritual.” Back then, women were expected to look polished and courteous no matter the occasion. The grandmother’s outfit shows that she still lives by those rules, even when the rest of the family does not. Her behavior and dialogue also reflect the time she came from, especially in how she

talks about race. At one point in the road trip, the grandmother sees a black child and says, “Wouldn’t that take a picture, now?” (O’Conner). She then calls the child a “pickany,” a racist term used in the past to stereotype black children. This shows that her beliefs were formed during a time when racism was common and accepted in many parts of society. She also says, “In my time… children were more respectful of their native states and their parents and everything else. People did right then” (O’Connor). She believes the past was better, yet what she remembers as a “better” time was also a time of intense racism and inequality. Historian O’Malley explains that “The 1890s were a period of intense, horrifying racial violence and deliberate, sustained political oppression of African Americans” (O’Malley). The grandmother’s views may seem immoral, but they reflect the culture she grew up in.

Religion is another major part of a grandmother’s life and connects her to the 19th century. At this time, Christianity played a large role in many people’s lives. It shaped how they acted and how they judged others. When the grandmother is talking to the Misfit, she yells, “Jesus!... "Pray! "Jesus, you ought not to shoot a lady” (O’Connor). She may believe that mentioning Jesus or praying might stop him. She could also believe that her faith could save her at this moment. Her words show how deeply religion shapes her thinking. Mambrol writes that in the 19th century, religion was “deeply woven into daily life” (Mambrol), and this is seen in how the grandmother tries to appeal to the Misfit’s sense of goodness. She believes that even a criminal could be saved if he were to just remember his religious values.

Some might argue that the grandmother in “A Good Man Is Hard to Find” was not born

in the late 19th century. Her values could come more from personal experiences or her upbringing rather than that specific period. While this may be true, Flannery O’Connor still uses the grandmother to represent values rooted in the late 1800s. The story was published in 1955 (Britannica), at a time when people were still influenced by older generations. O’Connor herself was born in 1925, so her grandparents likely lived during the late 19th century and passed down their beliefs. The grandmother’s views on race, religion, and proper behavior all reflect that era’s values. Her character shows how those values continued to shape people’s thinking even after the century had ended, making her a symbol of how the past stays alive through those who were raised in an earlier era.

In conclusion, the grandmother in “A Good Man Is Hard to Find” is more than just an

old-fashioned woman. She represents an entire way of thinking that was shaped by the late 19th century. Her clothes, her speech, and her beliefs all come from that time. She values appearance, manners, race, and religion the way people did decades before. O’Connor uses her to show that history can live through people. In this short story, Flannery O’Connor uses the grandmother’s appearance, speech, and behavior to represent values rooted in the late 19th century and the impact of the time one grows up in.

Works Cited

Mambrol, Nasrullah. “Analysis of Flannery O’Connor’s a Good Man Is Hard to Find.” Literary Theory and Criticism, 25 May 2021, https://literariness.org/2021/05/25/analysis-of-flannery-oconnors-a-good-man-is-hard-to-find/

O’Connor, Flannery. “A Good Man Is Hard to Find”. Faber & Faber, 2019.

O’Malley, Michael. “Jim Crow and the 1890s” Jim Crow Museum, 1999. https://jimcrowmuseum.ferris.edu/links/misclink/1980s.htm

Schoeny, Marlise. “Reforming Fashion, 1850-1914: Politics, Health, and Art.” Ohio State University Historic Costume & Textiles Collection, 2 Apr. 2018. https://costume.osu.edu/2000/04/14/reforming-fashion-1850-1914-politics-health-and-art/

The Editors of Encyclopedia Britannica. “A Good Man Is Hard to Find.” Encyclopedia Britannica, Encyclopedia Britannica inc., https://www.britannica.com/topic/A-Good-Man-Is-Hard-to-Find

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Research Question: How does “A Good Man Is Hard to Find” explore the impact of generational divides on moral perspectives, particularly through the grandmother’s values and the younger generation’s contrasting behavior?

Thesis: In “A Good Man Is Hard to Find”, Flannery O'Connor contrasts the moral values and behavior of the grandmother and the children through their appearance and dialogue, suggesting that the grandmother, likely born in the late 19th century, was deeply influenced by her childhood experiences.

Annotated Bibliography

O’Malley, Michael. “Jim Crow and the 1890s” Jim Crow Museum, 1999, https://jimcrowmuseum.ferris.edu/error-404.htm?aspxerrorpath=/links/misclink/1980s.htm.

The main idea of this source is to explain how racism in the United States has

changed over time, focusing on the 1890s as a period of intense racial violence

and oppression. The source highlights that racism can become more intense

during certain times. A key quote from the source is, "Racism isn't always the

same. There are some periods during which it seems to get much more intense.

The 1890s were a period of intense, horrifying racial violence and deliberate,

sustained political oppression of African Americans." The topics covered include

racial violence like lynching, the political oppression of African Americans, and

the impact of the Jim Crow laws. It shows how racism was not just an individual

issue, but something that was built into the political, social, and economic systems

of the time. The author of this source is credible because it comes from the Jim Crow Museum, a trusted organization that focuses on educating people about

racial history and segregation. The source offers a historical and factual look at

racism during the 1890s without any obvious bias. The author knows a lot about

the topic because the museum specializes in studying racial issues, and the source

is well-researched. The source is reliable because it’s based on historical facts and

the museum’s educational mission. It doesn't try to push an opinion but instead

provides accurate details of racism during the 1890s. This source supports my

ideas because it provides historical context that helps explain why the

grandmother in “A Good Man Is Hard to Find” holds certain outdated and racist

views. It discusses how individuals raised in the late 19th century, like the

grandmother, were taught specific beliefs and behaviors that reinforced racism.

This source was helpful to me because it offers insight into the culture of this

time, which helps explain that the grandmother’s views aren’t just personal

opinions but are products of the historical period she grew up in. The source is

useful for my paper because it strengthens my analysis of how the grandmother’s

behavior contrasts with the younger generation’s more modern outlook. It added to my knowledge by connecting the grandmother’s behavior to society’s

expectations in the late 19th century. This source won’t present challenges in my

paper because it directly supports my thesis and helps explain the generational

divide of moral perspectives in the story.

Schoeny, Marlise. “Reforming Fashion, 1850-1914: Politics, Health, and Art.” Ohio State University Historic Costume & Textiles Collection, 2 Apr. 2018, https://costume.osu.edu/2000/04/14/reforming-fashion-1850-1914-politics-health-and-art/

The main idea of this source is to explore the women's dress reform movement

between 1850 and 1914, focusing on how fashion, especially restrictive garments

like corsets, were criticized by feminists, health advocates, and artists. The source

covers topics such as the harmful effects of 19th-century fashion and the shift

toward more practical clothing. The author’s point of view is that these fashion

reforms were important for improving women's health and comfort, as well as

challenging traditional gender roles. This source is credible because it is published by the Ohio State University’s Historic Costume & Textiles Collection, which

specializes in fashion history. The source presents information without bias and is

based on historical evidence. This source supports my ideas because it highlights the importance of women dressing nice in the 1890s, which supports my claim on

how the grandmother in “A Good Man Is Hard to Find” reflects 19th-century values through her behavior and appearance. The article explains that “The

process of getting dressed in 1885 was a time consuming ritual,” which illustrates

how women were expected to spend significant time and effort on their

appearance. This is helpful to my analysis because it shows that the way women

dressed in the 1890s was not a fashion choice, but an expectation from society. The source also helps explain the generational divide between the grandmother and the children, showing how the grandmother’s appearance and behavior are shaped by her childhood. This source will not present challenges in my writing because it aligns with my argument and provides historical context to support my analysis of the grandmother’s values and appearance in the story.

Youngkin, Molly. “Gender, Technology and the New Woman.” Gale in Context, Indiana

University Press, 2018, Vol. 60, Issue 4, https://go.gale.com/ps/retrieve.do?tabID=Journals&resultListType=RESULT_LIST&searchResultsType=SingleTab&retrievalId=e6b62763-101b-4baa-915e-86c77a105324&hitCount=10&searchType=BasicSearchForm&currentPosition=5&docId=GALE%7CA567546890&docType=Book+review&sort=Relevance&contentSegment=ZXAA-MOD1&prodId=UHIC&pageNum=1&contentSet=GALE%7CA567546890&searchId=R8&userGroupName=gvltec_main&inPS=true&aty=shibboleth

The focus of this source is Lena Wanggren’s article and how Victorian women used technologies like the typewriter, bicycle, and medical tools to challenge traditional gender roles. Wanggren argues that these technologies helped women overcome societies expectations by providing opportunities for independence. The article explains how these technologies symbolized empowerment for women, focusing on their impact on literature, culture, and society norms. The article explains the relationship between technology and gender, showing that women actively shaped their identities through their new inventions. This source is credible as it is supported by historical evidence and there is no noticeable bias. The author is knowledgeable about the topic, providing information on how this period was a time of women's independence and growth. This source supports my ideas because it shows how women in the late 19th century began to challenge traditional gender roles by using new technologies. This helps shape my argument by showing that the grandmother in “A Good Man is Hard to Find” can be seen as confident due to shifts in gender expectations. The source was helpful to me because it gave me a deeper understanding of how women’s roles evolved, which helps explain the grandmother’s assertiveness. It is useful for my writing because it allows me to connect the independence of women in the past to the grandmother’s character, showing that her confidence is part of a larger cultural change. This source added to my knowledge by introducing the idea that technology played a role in empowering women. This source will not present challenges in my writing because it clearly connects historical changes in women’s society to personal values and behavior.