Essay — «Differences between British and American English» — (PDF, Videos)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/03/british-american-english.html"> <img alt="Study Notes - Official Website - BenjaminMadeira" border="0" height="399px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqiihdikooPP2BusSksQ8Vei4SHQ27whhzPZP4GD3lZI-J024-BGJF8UMR07FktFc5qBA2ay8_tpCgXMeTdHzTl6pmsVTAAhXJu-FqDmiNvSVQCPkj56_F5dsitvLg5q9Mw6qNgtTPFEaI/s1600/British-English-vs-American-English-.jpg" title="Differences between British and American English - Official Website - BenjaminMadeira" width="520px" /> </a><br /> <span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Differences between British and American English </font></a> - Photo: <a alt="Differences between British English and American English" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;" target="_blank" title="Differences between British English and American English"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br /> <H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — [http://goo.gl/EBrtcC] From a present-day standpoint, there is no doubt that AmE and BrE belong to the same language. They are varieties, it is true, but the differences should not be allowed to obscure their close similarity on many levels. </span></div></H2> <br /><br /> <div class="citajbm"> :: RT: «Differences between British and American English» | #BrE #AmE #BritishEnglish #AmericanEnglish #English #Vocabulary #Spelling #Grammar #Pronunciation #ESL #EFL #RP #GenAm #InternationalEnglish #StudyNotes #UniversityStudies </div> <br /><br /> <div class="JBMCode"> Languages are neither monolithic nor unchanging, and the English language is not the exception to the rule. Languages perpetually grow, evolve and change, and those that do not, become obsolete (Lippi-Green, 2012, pp. 7-8; Backus, 1999, pp. 11-22). There is a large spectrum of variation between American (hereafter AmE) and British English (hereafter BrE) regarding vocabulary, spelling, grammar and pronunciation, but this paper seeks to present only an overview of the various prevalent differences of the two regional varieties. It also answers the question on whether it is more appropriate for Europeans to learn BrE or AmE, and whether it is important for learners of English to choose between the two varieties and be consistent.</div> <br /> <br /> <div class="citajbm"> Both Standard British and American English are an idealized version of the English language that occurs rarely in conversation. In a sociolinguist perspective “the idea of a spoken standardized language [is] a hypothetical construct” (Lippi-Green, 2012, pp. 57). They are the form of BrE and AmE that are used in textbooks and on broadcasting. Giles and Coupland observe that “[a] standard variety is the one that is most often associated with high socioeconomic status, power and media usage in a particular community” (1991, p. 38). Both native speakers and learners of English, where English is taught as a second or foreign language (hereafter ESL/EFL), speak dialect of English in everyday conversation (Kachru, 2006, pp. 10-11; Owens 2012, p. 31). <br /> <br /> Thus, AmE can be understood as the form of English that is used in the United States, which comprises of the English dialects that are applied within the United States, and the English spoken abroad either as a native language or spoken by individuals using the language as ESL or EFL, influenced by a great input of AmE in today’s media. According to Svartvik and Leech (2006, p. 150), as well as David Crystal (2003, p. 60), more than two-thirds (83 per cent) of the world's native speakers of English live in the United States; “with four times as many native speakers as BrE” (Svartvik and Leech, 2006, p. 152). <br /><br /> On the other hand, BrE can be defined as the form of English that is used in the United Kingdom, including the English dialects that are utilized within and outside the UK; “outside,” understood as the English spoken among the former British colonies, also known as the Commonwealth English, and by individuals using it as ESL or EFL. As a matter of fact, the various differences between BrE and AmE entails those variations in terms of vocabulary (lexis), spelling, grammar and pronunciation. </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Vocabulary </span></div></H3> <br /><br /> <div class="citajbm"> It has been claimed that one of the greatest differences between BrE and AmE is the inexplicable amount of words that separate the two ‘Englishes.’ This claim, however, seems to be exaggerated. The differences “between AmE and BrE vocabulary are rarely so great as to cause serious misunderstanding” (Svartvik and Leech, 2006, p. 153). Svartvik and Leech point out that “some 4,000 words are used differently in one country from the other,” but those four thousand differences “need to be placed against the enormous size of English vocabulary [...] over 600,000 different words in the latest version of the Oxford English Dictionary, many of them, admittedly, obsolete [...]” (2006, p. 153). <br /><br /> A few of the different lexis well known on both sides of the Atlantic are: lift/elevator, dustbin/garbage can, biscuit/cookie, flat/apartment, sidewalk/pavement, yard/garden, rubber/eraser, trousers/pants, block of flats/apartment building. <br /><br /> Henry Louis Mencken, an American journalist and iconoclast, published a list of American-British differences in 1919; some of those words were bank account, hardware, living-room, to name a few (Mencken, 1919, pp. 99, 103, 106). These words are, however, totally normal in the UK today. An almost exhaustive list of words from the Harry Potter books, translated from BrE into AmE shows that the AmE words are not foreign words for Britons (Nel, 2002, pp. 262-284). <br /> <br /> To put it short, the two versions of the English language do not differ from each other on this aspect nearly as much as do the dialectal spheres of the two varieties. The vocabulary of the two English varieties are different in some aspects, but the set of commonly used words that support communication and language learning is remarkably the same (Peyawary, 1997, pp. 115-144; Svartvik and Leech, 2006, p. 152). </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Spelling </span></div></H3> <br /><br /> <div class="citajbm"> One minor visible contrast between the two varieties is in writing words. Spelling differences between BrE and AmE are mostly standardized, but sometimes happen in individual words and phrases. Systematic differences usually entail an American simplification of spelling or an adaption to more ‘English’ spelling conventions for foreign words. “[S]pelling, [...] has changed very little since the early nineteenth century” (Svartvik and Leech, 2006, p. 67). <br /> <br /> One language change that took place in the Early Modern English period which affected spoken language as it is spoken today, and which is reflected in spelling, was the "The Great Vowel Shift." Beginning in the twelfth century and continuing until the eighteenth century (but with its main effects in the fifteenth and early sixteenth centuries) the sounds of the long stressed vowels in English changed their places of articulation. The result is the numerous set of "silent letters" that learners find so maddening (Svartvik & Leech, 2006, p. 61). <br /><br /> Noah Webster, the most distinguished linguists of the 19th century America, wanted to simplify these and other changes. He “devoted his life to giving [AmE] an identity of its own” (Svartvik and Leech, 2006, p. 154). "Just like accent, spelling can generally show certain aspects of the way we are" (Kongsuwannakul, 2011, p. 185). Webster believed that spelling reforms would contribute to the development of a national language. In 1783 he published a book that reflected his hopes: “The American Spelling Book.” However, he soon realized that English would not become isolated from the one used in Europe. <br /><br /> The reforms Webster promoted, in the first dictionary published in 1828, “An American Dictionary of the English Language,” reflected the practical/pragmatical and anti-elitist spirit of the American public and “led to one of the most conspicuous areas of divergence between [AmE and BrE] – differences of spelling” (Svartvik and Leech, 2006, p. 154). <br /> <br /> Webster proposed numerous spelling changes in his work and these were widely adopted in the United States. Some of his spelling proposals were dropping the vowel “u” in words of more than one syllable ending in -our. Thus, words ending in -our in BrE, AmE omits the u: colour/color. Words like liter, -er in AmE is often equivalent to -re in BrE: centre/center. Some words spelled -ense in AmE have -ence in BrE: defense/defence. Other words, such as spelling women and business as “wimin” and “bizness,” were not embraced (Webster, 1829, p. 112). <br /> <br /> Most of the changes Webster proposed were undeniable improvements, “but the reforms when adopted were more timid than Webster had intended: today, the vast majority of English words are still spelled the same in [AmE and BrE]” (Svartvik and Leech,, 2006, p. 154). </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Grammar </span></div></H3> <br /><br /> <div class="citajbm"> In terms of grammar between the two varieties, BrE and AmE are much similar; there only exist minor differences. These variations are usually evident in the choice of verb forms between the two varieties (Svartvik and Leech, 2006, p. 168). AmE has a propensity to replace compound tenses with simple tenses where possible, such as, in (BrE) present perfect replaced by (AmE) past simple, exemplified by these sentences: “Have you published the tweet yet?” in BrE and “Did you publish the tweet?” in AmE. Furthermore, AmE uses the subjunctive mode in a slightly similar way as it occurs in Romances languages, such as French, Spanish, Italian, Portuguese, and Romanian, which has not been in use in BrE. <br /><br /> The subjunctive in AmE: “I insist that he come to my party”, whereas in BrE would sound: “I insist that he should come to my party.” The AmE uses an older model of English which has been renewed and currently being adopted by BrE (Svartvik and Leech, 2006, pp. 167-168). If one were to embark on a comparative study of English vs Spanish, one would discover that European Spanish prefers the compound tense the same way BrE does, while transatlantic Spanish uses the simple past tense. This gives us a historical perspective of how these languages developed in the New World — the Americas –North, Central, and South America, and the Caribbean. <br /><br /> The prevalent differences in grammar are tendencies rather than absolutes. In other words, one will not normally find a sentence which is totally grammatical in one of the varieties and completely ungrammatical in the other. </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Pronunciation </span></div></H3> <br /><br /> <div class="citajbm"> Pronunciation is perhaps the linguistic feature most noticeable. Pronunciation is often related to issues of identity or group membership. This aspect should one consider when deciding to learn whether AmE or BrE. Pronunciation differences between BrE (hereafter RP [Received Pronunciation]) and AmE (hereafter GenAm [General American pronunciation]) is one of the mainly noticeable variations of all the four areas discussed here. As mentioned above, the two varieties have their own idealized standard forms in addition to many regional accents, which are intimately bound to people’s identity and personality. There are differences in diphthongs, in stress and in the pronunciation of certain words. <br /><br /> In GenAm the diphthong /oʊ/ or the single vowel /o:/ corresponds to the RP diphthong /əυ/ as it is illustrated with the word rose, RP: /rəʊz/ — GenAm: /roʊz/ (Svartvik and Leech, 2006, p. 163; Wells, 2000, p. 659). <br /><br /> A key difference between British and American speech is the flapping rule. This rule is widely applicable. In GenAm when t occurs between vowels, it is pronounced more lightly than in RP and tends to sound like a quick /d/. The flapping rule is a full-fledged, legitimate rule of AmE. In phonetics, this sound is called a "flap," or a ‘voiced tap,’ as in the words computer, water, better, put it on: /kɒm' pju: t̬ᵊr/ /'wɔ: t̬ᵊr/ /'bet̬ ᵊr/ /'pʊt̬ ɪt ɑːn/ (Svartvik and Leech, 2006, p. 164; Wells, 2000, pp. 162, 840, 78, 618, 533). <br /><br /> Another evident difference is in vowels; two examples will illustrate this aspect. In the example "pot," RP: /pɒt/ — GenAm: /pɑːt/, in the word "pot" there is an open back vowel, "o". The open back vowel in RP is a strong short vowel, short pronunciation /ɒ/, while the open back vowel in GA is a strong long vowel /ɑː/. The RP strong short vowel /ɒ/ does not exist in GA, which consistently uses the strong long vowel /ɑː/ in all instances where this sound occurs (Ladefoged, 2011. pp. 89-91; Wells, 2000, pp. 596). <br /><br /> Another aspect between BrE and AmE pronunciation is the yod-dropping, although there is evidence that GenAm is replacing RP in this area as well (Glain, 2012, pp. 21-22). This difference is illustrated with the word: “new.” RP: /njuː/ — GenAm: /nuː/. The pronunciation differences between RP and GenAm is that in RP "new" is pronounced in a stressed syllable. In GenAm there is the elision of "e" /j/ before [uː]. The dropping of /j/ is considered standard in AmE after "n" [n] /n/ because the AmE rule is that one drops the [j] after alveolar consonants [t], [d], [n], [l] (Wells, 2000, p. 510). <br /><br /> One more significant difference regarding pronunciation between the two varieties, except Scottish English, is namely, the rhotic r. The following word will be used as example: “park.” RP: /pɑːk/ — GenAm: /pɑːrk/. English pronunciation in RP or GenAm are either non-rhotic or rhotic. A rhotic accent or pronunciation (GenAm) is one where [r] can be heard in all the places where there is the following sequences: rV, VrV, and Vr, where "V" is any vowels, and a non-rhotic accent (RP) can only have rV and VrV. <br /><br /> So in a non-rhotic accent, RP, this phoneme [r] only occurs if the next sound is a vowel. It is limited to prevocalic positions - this means that there is no [r] at the end of a word, as in "car", or before a consonant, as in "park" as shown above. While in a rhotic accent, GenAm, the [r] is heard in "park" because [r] does not need a following vowel, /r/ /pɑːrk/ as shown above (Roach, 2009, p. 70; Wells, 2000, p. 557; Svartvik and Leech, 2006, pp. 163-164). </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Choosing Between the Two Varieties and be consistent </span></div></H3> <br /><br /> <div class="citajbm"> English is spoken every day also as a second language in education, science, diplomacy, business, entertainment and on the Internet. Modern English is sometimes described as the world lingua franca, meaning a common language. It is considered by many to become the world’s first universal language (Crystal, 2003, Preface, p. X). When learning ESL/EFL, it is important for individuals to understand the prevalent differences between BrE and AmE. <br /><br /> If the learners are Norwegian children and adolescents, it is still true as this is required by the Norwegian English subject curriculum. English is a compulsory subject in Norwegian schools in both primary and lower and upper-secondary-school classes. As part of the school subject, students (pupils, in BrE) are introduced to culture, history and literature areas of the English-speaking world, with focus on Great Britain and the United States, and other English-speaking countries (KUF1994, 1996, p. 4). <br /><br /> One of the greatest aspects of the Norwegian English subject curriculum is that it does not impose English varieties, but rather encourages diversity. Students get familiar with different dialects, starting during the second year of primary school. <br /><br /> Written in British English, the English subject curriculum requires children be acquainted with "the day-to-day life of children in English-speaking countries" and "participate in and experience children’s culture from English-speaking countries." As they advance learning, they should "give some examples of English-speaking countries," [...] "narrate about people, places and events in English-speaking countries," [...] "discuss and elaborate on different types of English literature, [...] on culture and social conditions, [...] on the way people live and how they socialise in Great Britain, USA and other English-speaking countries" (LK06, 2013, pp. 6-11). <br /><br /> One key tool students will use when learning English is "listen to and understand variations of English from different authentic situations." “Variations of English” and “authentic situations” are the keywords here. As exemplified above, there is no formal English pronunciation requirement as a school subject, but the teaching of English is still to a large extent based on BrE. Although, other varieties, especially AmE has become more popular during the last years. <br /><br /> Among Scandinavian learners, RP is considered the most prestigious model of pronunciation, while GenAm is associated with informality, but this trend is changing. (Ladegaard, 2006, pp. 93-94; Coupland and Bishop, 2007, pp. 82-83). Even though speakers of AmE have been considered moderately prestigious and not very socially attractive, it has been argued that GenAm is replacing the dominance previously held by RP, and attribute this attitude shift to American global hegemony (Bayard et al, 2001, pp. 41-44). <br /><br /> Teachers’ predominant attitudes towards different English varieties are undeniable reflected in their teaching but learners should be allowed to use whatever English variety they see fit, be it BrE, AmE, Australian, Jamaican, South African English (SAE), or a mixture, also known in modern times as Internet English, or put it more elegant: "The English Language in the Digital Age" (Ananiadou et al., 2011, pp. 13-14) and if they want to use it consistently, they should not forget that dialects evolve; “consistence” is not equated with “a fixed language.” <br /><br /> Because of its adaptability, English has evolved into an incredibly versatile and reinvigorating language. Learners, through their interactions with different speakers in society, or when coming into contact with people from different geographical places, encounter new words, expressions and pronunciations, which they integrate into their own speech. </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Is it more appropriate for Europeans to learn British or American English? </span></div></H3> <br /><br /> <div class="citajbm"> Both BrE and AmE bear their own advantages in regard to how, as well as where one intends to use the language. Being from Europe, it seems obvious that BrE should be more appropriate for Europeans to learn, but as we have seen, even Britain has been adapting Americanisms since the beginning of the twentieth century. <br /><br /> Today, the American culture or Americanization, everywhere, is undeniable. Clearly, “[w]orld English is influenced by AmE not only through educational channels, but through other channels of communication, such as TV networks, movies, the internet and popular culture disseminated through the new digital media” (Svartvik and Leech, 2006, p. 152). <br /><br /> On deciding whether to learn BrE or AmE, Europeans should bear in mind that pronunciation or accents are intimately bound to one's identity and personality. Therefore, it should be their choice how they wish to present themselves to others when speaking English. Furthermore, Europeans' preference for a particular English-speaking culture would be associated with the preference for the English variety of that culture. <br /><br /> Non-native English speakers' attachment to their native language reflects the paramount role it plays regarding their identity and it might explain why some speakers are reluctant to adopt native speaker English accents (Jenkins, 2005, pp. 537-539, 541; Levis, 2005, pp. 373-375). </div> <br /> <br /> <H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Conclusion </span></div></H3> <br /><br /> <div class="citajbm"> There are some fundamental differences among the two types of varieties, BrE and AmE, however, ‘[t]wo nations divided by a common language’ is ultimately a myth. For the last century, AmE has greatly influenced BrE. “[S]ince 1923 the pull of American has become so powerful that it has begun to drag English with it, and in consequence some of the differences once visible have tended to disappear” (Mencken, 1936, p. vi). <br /><br /> When examining the main standardized varieties of AmE and BrE, we conclude that both varieties are very similar in grammar; the way in which words of both varieties are spelt, show close resemblance; in vocabulary, there exist differences in some areas, but these distinctions in words do not lead to significant misunderstandings; in pronunciation they are clearly different, especially when we assess all dialectal varieties on both sides of the Atlantic. <br /><br /> On the whole, BrE and AmE are mutually intelligible (Svartvik & Leech, 2006, p. 157). Certainly, English has been codified in books such as dictionaries “accepted as authoritative [...] and the teaching of English reading and writing in schools,” explaining how it should be used in practice and how it works (Svartvik and Leech, 2006, p. 67) but any attempt to fix the language has been futile. </div> <br /> <br /> <CENTER> <a alt="Differences between British and American English" href="https://drive.google.com/file/d/0B4kGy0lOHL12LTB2THlHdDhaOEU/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/british-american-english.html" target="_blank" title="Differences between British and American English"><img alt="Differences between British and American English - Official Website - BenjaminMadeira" border="0" height="325px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Differences between British and American English - Official Website - BenjaminMadeira" width="325px" /> </a> </CENTER> <br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — REFERENCES | FURTHER READING: </span> <br /><br /> • [<b>1</b>] Ananiadou, Sophia, John McNaught, Paul Thompson (2011). <b><a alt="The English Language in the Digital Age" href="http://www.meta-net.eu/whitepapers/e-book/english.pdf?origin=http://www.benjaminmadeira.com/2015/03/british-american-english.html" style="text-decoration: none;" target="_blank" title="The English Language in the Digital Age"><font color="#FF4000"> <i>The English Language in the Digital Age</i>. </font></a> </b> White Paper Series. Web. META-NET <br /><br /> • [<b>2</b>] Backus, Ad. (1999). ‘Mixed native language: A challenge to the monolithic view of language.’ Topics in Language Disorders, 19(4), 11–22. Aspen Publishers. <br /><br /> • [<b>3</b>] Bayard, Donn, Cynthia Gallois, Ann Weatherall and Jeffery Pittam. 2001. ‘Pax Americana? Accent attitudinal evaluations in New Zealand, Australia and America.’ Journal of Sociolinguistics 5: 22–49. <br /><br /> • [<b>4</b>] Coupland, Nikolas and Hywel Bishop (2007). ‘Ideologised values for British accents.’ Journal of Sociolinguistics 11/1: 74–93. <br /><br /> • [<b>5</b>] Crystal, David (2003). English as a Global Language (2nd. edition). Cambridge: Cambridge University Press. ISBN-13 978-0-521-82347-0 <br /><br /> • [<b>6</b>] Giles, H. & Coupland, N. 1991. ‘Language Attitudes’. Language: Contexts and Consequences. 1991: 32-59. <br /><br /> • [<b>7</b>] Glain, Olivier (2012). THE YOD /j/: PALATALISE IT OR DROP IT! How Traditional Yod Forms are Disappearing from Contemporary English. Université Jean Monnet – IUT de Roanne. Université Jean Moulin – Lyon 3. <br /><br /> • [<b>8</b>] Jenkins, Jennifer. 2005. ‘Implementing an International Approach to English Pronunciation: The Role of Teacher Attitudes and Identity.’ TESOL Quarterly 39 (3): 535-543. <br /><br /> • [<b>9</b>] Ladegaard, Hans J. and Itesh Sachdev (2006). ‘I like the Americans...but I certainly don’t aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark.’ Journal of Multilingual and Multicultural Development 27:91–108. DOI: 10.1080/01434630608668542 <br /><br /> • [<b>10</b>] Levis, John M. 2005. ‘Changing Contexts and Shifting Paradigms in Pronunciation Teaching.’ TESOL Quarterly 39 (3): 369-377. <br /><br /> • [<b>11</b>] Lippi-Green, Rosina (2012). English with an Accent: Language, ideology, and discrimination in the United States (2nd. edition). Routledge. ISBN: 978–0–415–55910–2 <br /><br /> • [<b>12</b>] LK06, ‘English subject curriculum,’ revised version (Aug. 2013); The Norwegian LK06, in English; The Norwegian LK06, in Norwegian. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). <br /><br /> • [<b>13</b>] Kachru Yamuna, and Cecil L. Nelson (2006). World Englishes in Asian Context. Hong Kong University Press. ISBN-13:978-962-209-755-1 <br /><br /> • [<b>14</b>] Kongsuwannakul, Kunlaphak (2011). ‘Do British and American Spellings Matter?: A Futuristic Construct.’ Common Ground. The International Journal of the Humanities Volume 9, Issue 2. <br /><br /> • [<b>15</b>] KUF. 1994. Reform 94. ‘Videregående Opplæring’. [‘Reform of the Structure and Content of Upper Secondary Education.’] Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br /> • [<b>16</b>] KUF. 1996. ‘Læreplanverket for Den 10-Årige Grunnskolen’. L97 [‘Curriculum for the 10-Year Compulsory School in Norway.’]. Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet. <br /><br /> • [<b>17</b>] Ladefoged, Peter, and Keith Johnson (2011). A Course in Phonetics (6th. edition). Wadsworth, Cengage Learning. ISBN-13: 9781428231269 <br /><br /> • [<b>18</b>] Mencken, Henry Louis (1919). The American language; a preliminary inquiry into the development of English in the United States (1st. edition). New York, Alfred A. Knopf. <br /><br /> • [<b>19</b>] Nel, Philip (2002). “You Say ‘Jelly,’ I Say ‘Jello’?: Harry Potter and the Transfiguration of Language.” The Ivory Tower and Harry Potter, ed. Lana Whited; University of Missouri Press. <br /><br /> • [<b>20</b>] Owens, Robert E., Jr. (2012). Language development: an introduction (8th edition). Person Education. State University of New York. ISBN-13:978-0-13-258252-0 <br /><br /> • [<b>21</b>] Peyawary, Ahmad Shah (1997). ‘The Core Vocabulary of International English: A Corpus Approach.’ University of Manitoba Winnipeg, Canada. National Library of Canada. <br /><br /> • [<b>22</b>] Roach, Peter (2009). English Phonetics and Phonology: A practical course (4th. edition). Cambridge University Press. <br /><br /> • [<b>23</b>] <a alt="English - One Tongue, Many Voices" href="https://drive.google.com/file/d/0B4kGy0lOHL12eFhudHpBd3J4akU/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/02/timeline-english.html" style="text-decoration: none;" target="_blank" title="English - One Tongue, Many Voices"><font color="#FF4000"> Svartvik, Jan, and Geoffrey Leech. <i>English - One Tongue, Many Voices</i> </font></a>, Palgrave Macmillan. Houndmills, Basingstoke, Hampshire [England: Palgrave Macmillan, 2006]. ISBN-13:978–1–4039–1829–1<br /><br /> • [<b>24</b>] Webster, Noah (1829). The American spelling book: containing the rudiments of the English language, for the use of schools in the United States. New Brunswick, N.J.: Terhune & Letson. <br /><br /> • [<b>25</b>] Wells, J. C. (2000). Longman Pronunciation Dictionary. Longman. Pearson Education Limited. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — FURTHER READING: </span> <br /><br /> • [1] Trudgill, Peter (1999 [2011]). <b><a alt="Standard English: what it isnt" href="http://www.phon.ucl.ac.uk/home/dick/SEtrudgill2011.pdf?origin=http://www.benjaminmadeira.com/2015/03/british-american-english.html" style="text-decoration: none;" target="_blank" title="Standard English: what it isnt"><font color="#FF4000"> <i>Standard English: what it isn’t</i>. </font></a> </b> In Tony Bex & Richard J. Watts eds. Standard English: the widening debate. London: Routledge, 1999, 117-128. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — Citing this source : </span> <br /><br /> Cite: (APA) Madeira, Benjamin (2015). "Differences between British and American English". Retrieved on (place month here) (place date here), (place year here), from <a alt="Differences between British and American English, by Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/03/british-american-english.html" style="text-decoration: none;" target="_blank" title="Differences between British and American English, by Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/2015/03/british-american-english.html </font></a> <br /><br /> Cite: (MLA) Madeira, Benjamin. "Differences between British and American English ", 2015. Web. < <a alt="Differences between British and American English, by Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/03/british-american-english.html" style="text-decoration: none;" target="_blank" title="Differences between British and American English, by Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/2015/03/british-american-english.html </font></a> >. Retrieved on (place month here) (place date here), (place year here). <br /><br /> Cite: (CHICAGO) Madeira, Benjamin, "Differences between British and American English ", 2015, accessed (place month here) (place date here), (place year here), <a alt="Differences between British and American English, by Benjamin Madeira" href="http://www.benjaminmadeira.com/2015/03/british-american-english.html" style="text-decoration: none;" target="_blank" title="Differences between British and American English, by Benjamin Madeira"><font color="#FF4000"> http://www.benjaminmadeira.com/2015/03/british-american-english.html </font></a>. </div> <br /> <!--INICIO MIRAR VIDEOS YOUTUBE HD--> <center><b><font face="Verdana" size="3"><a href="http://facebook.com/sharer.php?u=http://www.benjaminmadeira.com/2015/03/british-american-english.html" oncontextmenu="alert('Study notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via FACEBOOK"><font color="#CC0000">SHARE: FACEBOOK</a></font></font></b> | <b><font face="Verdana" size="3"><a href="http://twitter.com/home?status= — Differences between British and American English http://www.benjaminmadeira.com/2015/03/british-american-english.html [via @BenjaminMadeira]" oncontextmenu="alert('Study notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via TWITTER"><font color="#CC0000">TWITTER</a></font></font></b></CENTER><br /> <CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Differences between British English and American English :: </span></strong> </CENTER> <br /> <CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/03/british-american-english.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br /> <div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> The videos and text presented here are formatted for the exclusive and non-profit purpose of teaching English as a Second or Foreign Language (ESL/EFL), also called English Language Learning (ELL). 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Essay — «Differences between British and American English» — (PDF, Videos)

Differences between British and American English - Photo: illustration — [http://goo.gl/EBrtcC] From a present-day stan...

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Essay — «Souls Belated» — "An adulterous affair - female emancipation" — Wharton (PDF)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html"> <img alt="Study Notes - Official Website - BenjaminMadeira" border="0" height="299px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3g0UTMUTESM4MpAhy41L9Mkq5bFVgkrpZWpFHJ3Qhyjv3mavaQyseaR8Nb9795B3FIIXlnABj8qCa8QXOJIggelHfsnPh1jf87pEadSlIj1zKPHaWXdlNcCFF31FrKLCZfMti6889S7lQ/s600/female-emancipation-BenjaminMadeira-com.jpg" title="Adulterous affairs - female emancipation - Official Website - BenjaminMadeira" width="420px"> </a><br /> <span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> Edith Wharton, “Souls Belated”, protest against sacrificing her freedom to marriage </font></a> - Photo: <a alt="Souls Belated, succumbing to adulterous affairs is equated with female emancipation" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;" target="_blank" title="Souls Belated, succumbing to adulterous affairs is equated with female emancipation"><font color="#FF4000"> Margaret Atwood/illustration </font></a> </span> </div> </div> <br /> <H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — [http://goo.gl/Gpfvek] Detailed ("<a alt="Souls Belated by Edith Wharton, MP3" href="http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html?m=0" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton, MP3"><font color="#FF4000">Souls Belated </font></a>") Project Specifications: 1500-word essay on the short story <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12djFYcU81aEJsQ28/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated</font></a> by <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://ia601409.us.archive.org/30/items/greaterinclinati00wharrich/greaterinclinati00wharrich.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">Edith Wharton</font></a>: standard five-paragraph essay format, cite your sources in correct MLA format, you may not have more than 10-15% quoted or paraphrased or summarized material; annotated bibliography with five (5) secondary sources: the publication information and a 5-10 sentence summary of that particular secondary source. The esssay has to have bibliography list or works cited + 5 secondary sources w/annotated bibliography. The works cited + annotated bibliography are not included in the "1500-word essay." – </span></div></H2> <br /><br /> <div class="citajbm"> :: RT: Succumbing to adulterous affairs is equated with female emancipation | "<a alt="Souls Belated by Edith Wharton" href="http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html?m=1" style="text-decoration: none;" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated</font></a>", The fight for self-determination, Lydia's emancipation | #SoulsBelated <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://archive.org/download/greaterinclinati00whar/greaterinclinati00whar.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">#EdithWharton</font></a> #feminism #marriage #wedlock #StudyNotes #Literature #UniversityStudies </div> <br /><br /> <div class="comillas"> Although there may be critics who interpret the ending as a mutual surrender to marriage, they share the male's view, and the possible fallacy of Gannett's expectation. Nevertheless, the ending is at least fully open from Lydia's perspective. </div> <br /><br /> <div class="JBMCode"> Had Tillotson or Ralph Gannett been the focal point of the story “<a alt="The Greater Inclination, Souls Belated by Edith Wharton" href="https://drive.google.com/file/d/0B4kGy0lOHL12T2dyT3k4WW9jU1k/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The Greater Inclination, Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated</font></a>”, published in <a alt="The Greater Inclination by Edith Wharton, MP3" href="https://archive.org/download/greater_inclination_etk_librivox/greater_inclination_etk_librivox_64kb_mp3.zip?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The Greater Inclination by Edith Wharton"><font color="#FF4000">The Greater Inclination</font></a>, society would not have cared if they divorced nor had a mistress on the side. Society would have felt that this was acceptable.</div> <br /> <!--INICIO REPRODUCTOR MP3--><br /> <center><b><font face="Verdana" size="3"><a href="http://facebook.com/sharer.php?u=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" oncontextmenu="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via FACEBOOK"><font color="#CC0000">SHARE: FACEBOOK</a></font></font></b> | <b><font face="Verdana" size="3"><a href="http://twitter.com/home?status= — Essay, Souls Belated by Edith Wharton http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html [via @BenjaminMadeira] MP3, PDF" oncontextmenu="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via TWITTER"><font color="#CC0000">TWITTER</a></font></font></b></CENTER><br /> <CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br /> <center><strong><span style="font-size:20px; color: #0B610B;"><a name="mp3"> <span itemprop="name"> MP3</a> — <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://archive.org/download/cu31924021722628/cu31924021722628.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">"Souls Belated"</font></a>, 1899 - «Edith Wharton» :: </span></span></strong></CENTER><br /> <audio preload="auto"></audio> <CENTER><div class="track-details"> Souls Belated by Edith Wharton</div> </CENTER> <center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <br /> <div style="text-align: center"> <ol> <li class="playing"> <a alt="Click - Souls Belated by Edith Wharton - BenjaminMadeira.com" data-src="https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton.mp3" href="#" title="Click - Souls Belated by Edith Wharton - BenjaminMadeira.com"> Souls Belated by Edith Wharton, Read by Elizabeth Klett, MP3 - 59min - BenjaminMadeira.com </a> </li> </ol> </div> <!-- <CENTER> <div id="mp3"></div> <script type="text/javascript"> jwplayer("mp3").setup({ height: '40', file: "https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton.mp3", image: "https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3tlDCYgW_El3qDO-Xi9pyo3JDDz4xRGjaGGi-Bm7oAX1XsenanvfnRx02OqKKMjk3tmwV00sx4EbkPNYg0CZV3q6KzhyphenhyphenElPFJeRL5aoiE0BPq0ui-i2Dymuj2tjjuEYYELD-Gax4rxHCL/s170/jbm-benjaminmadeira-com.jpg", type: 'mp3', flashvars: 'ignoremeta=true', provider: 'sound', primary: 'flash', autostart: 'false', skin: 'beelden', width: '100%', 'controlbar.idlehide': 'false' }); </script> </CENTER> <div style="text-align: center"> <ul> <strong><span style="font-size:15px;"> • <a href="#mp3" onclick="jwplayer('mp3').load({file: 'https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton_64kb.mp3'}); jwplayer('mp3').play();"> [Audio] (mp3 file) Souls Belated - Short Story by Edith Wharton, Read by Elizabeth Klett, MP3 - 59min</a> <br /> </span> </strong> </ul> </div> --> <!--FIN REPRODUCTOR MP3--><br /> <div class="citajbm"> In her short story, “Souls Belated” (1899), social realist Edith Wharton raises the issue of freedom that women lacked in marriage in American society. Undeniably, Lydia’s marriage to high-society Tillotson offered a series of social privileges. However, all these benefits were dampened by the lack of freedom that characterized married women during the Gilded Age. The dream for freedom, selfhood and independence was the sacred integrity of men, rather than women in the nineteenth- and early twentieth-century. On deciding to oppose marriage, which she considered to be a prison—society’s restrictions imposed on women—, Lydia went on to establish an extra-marital affair with Ralph Gannett who saw her as his equal. Gannett also knew, as the female focalizer exemplifies, that “no ceremony [was] needed to consecrate [their] love for each other” (Wharton 95). <b>The feminist movement criticizes the inequalities within marriage, the latter understood as the confines of a well-defined patriarchal social structure. Lydia’s inevitable choice of abandoning her marriage to Tillotson, a rich member of the upper-class society, is a clear protest against sacrificing her freedom to marriage</b>. </div> <br /><br /> <div class="citajbm"> Feminism, understood in a broader sense, is based on challenging the ‘public sphere’, this is, the political decisions that quell women’s emancipation; politics dictate how men and women will behave in the ‘private sphere,’ the domestic life, including female-male relations. Thus, the male-female union, or the ‘institution of marriage’ is of a political nature, rather than a self-chosen relationship. The feminist struggles in favor of women are encapsulated in the iconic expression that reads: ‘the personal is political’ (Holmes 113). Those serious encroachments on women's freedom is what disturbed Lydia. Both Lydia and Gannett intellectually questioned and rejected the validity of the sexually repressive norms of society (Wharton 96-98), expressed by Lydia in the following terms: "what object can we have in marrying, except [...] to work our way back gradually [...] into the esteem of the people whose conventional morality we have always ridiculed and hated?" (Wharton 96), and yet they re-affirm those repressive norms from which they seem to suffer, because they have inescapably internalized them; Gannett trying to convince Lydia that the easiest way to escape societal judgment was by getting married (Wharton 93-94, 122), and Lydia pretending that she was married by accepting that they were registered at the hotel as Mr. and Mrs. Gannett (Wharton 99), and behaving herself as a married woman among American riches and English aristocrats socially dominated by Lady Susan with whom Lydia and Gannett became quite friendly (Wharton 102-107, 117-118). </div> <br /><br /> <div class="citajbm"> Although, different than Tillotson in many ways, Gannett had internalized the societal repressive norms towards women, as the male focalizer narrates that he both felt “[a]n immense pity for Lydia [...]” and understood her (Wharton 125, 127). Gannett shared males’ arrogance when judging Lydia’s intellectual thinking as a mere “lucidity in her intuitions that made them appear to be the result of reasoning” (Wharton 125). The sexually repressive norms of society internalized in Gannett made him feel guilty for having detached Lydia “from the normal conditions of life” (Wharton 125), meaning ‘marriage.’ The repressive societal norms made Gannett think that Lydia was a poor soul who needed protection, and therefore she “must turn back to him […] returned to [her] cell” (Wharton 125). </div> <br /><br /> <div class="citajbm"> In "Souls Belated," Wharton employs remarkably descriptive imagery; her imaginative illustration includes metaphors and similes. Their journey through Europe on the train is in itself a metaphor of their evolving journey in their life, “[t]he direction of the road had changed" […] “[t]heir railway-carriage [which] had been full” (Wharton 83), becomes empty as it advances (Wharton 83). The scenery is bleak and dusky, foreshadowing the limitations of such rigid American society, those "old cats in caps" at the Anglo-hotel, where Lydia “must take her place on the hotel register as Mrs. Gannett” (Wharton 99-100). Meanwhile, as the train brings them to the journey’s end at night-fall (Wharton 98), the female focalizer observes: "[...] she was free; and not so much (she had begun to be aware) that freedom had released her from Tillotson as that it had given her to Gannett. This discovery had not been agreeable to her self-esteem" (Wharton 86). As both lovers are fleeing the stiff regulations and the tedious regularity of the social life of New York and enjoying their passionate relationship free from all conventions "like the flight of the outlaws: through Sicily, Dalmatia, Transylvania and Southern Italy" (Wharton 98), Edith Wharton gives readers the feeling of the emptiness and confusion in Lydia and Gannett’s lives by placing in the beginning of the short story fossilized pieces of bread, garlic in a bag, smoke, empty dusty seats, slamming of doors, annoying sellers, silence, and at the end of the tale “the lamp flickered and sank” (Wharton 124). Such figurative language evokes vivid images that reveal characterization and reinforce Wharton's themes; Gannett "feared to speak as much as [Lydia] did" (Wharton 84). They feared to discuss a problem that had become a taboo between them: the word ‘divorce’ “as an impassable barrier” (Wharton 86). Both the document of divorce and the theme of marriage hung over their head as a sword restrained only by a delicate thread. The image of “fossilized sandwiches” (Wharton 83) is appropriate to that little microcosm full of a ‘certain tone’ (Wharton 102), a ‘belated society’, gossip old ladies still dragging their feet, which Lydia and Gannett experienced in the Anglo-hotel after their arrival. Still on the train, readers observe Lydia and her lover, lost in thoughts, against a background of wealth and social hypocrisy in turn of the century New York. </div> <br /><br /> <div class="citajbm"> The feminist movement condemns that women are conditioned to ‘lead a dependent and abject life’ which undermines their self-confidence and her self-respect. Self-reliance was suppressed by marriage; selfhood was exclusive of men. Feminism promotes that women are treated on equal terms with men. In the feminist dispensation, women are free to choose the roles in which they are to take part. “[...] the state, for all its occasional rhetoric about the sanctity of the family as a haven from public and political life, has had a long history of intervening in how people organize their intimate lives [...] to suit its purposes” (Holmes 112). Feminism is convinced that the basis of oppression that women experience in their relationships is deeply rooted in their sexuality, and by better understanding that oppression, they will achieve the liberation of their sexuality, and thus their total beings (Benkert 1197). In adopting feminism, Lydia adopts the central tenets of anarchism of individual liberty and rejects the established gender hierarchy. This emerges as an opportunity for women who feel that the conventional gender roles restrict them. Their analysis of power and hierarchy is responsible for them being drawn to anarchism as an essential ideology they embrace is the primacy of personal autonomy. Women, as Lydia ultimately remind their male counterparts of their responsibility not to interfere with the liberty of women and reject the patriarchal authority. This is in the view that the female subordination is based on an obsolete system of familial and sexual relationships. Thus, the attacks on marriage and insistence on personal autonomy were critical components of sexual equality (Thomas 3; Wharton 100-101, 118-124). </div> <br /><br /> <div class="citajbm"> An aspect that comes out from Lydia’s experiences is the feminists’ recognition of the difficulties that they faced in their relations with the males that they viewed as aggressors. In feminism, the focus of women is in setting their own agenda, which is to be easily achieved independently of men (Holmes 236). In the short story “Souls Belated,” Lydia assumed the responsibility of charting her own path of sexuality rather than follow the societal norms. Being dishonest with her principles, Lydia disguised her adulterous relationship with Gannett because the newly gained respectability within the hotel society still meant something for her (Wharton 120). However, enlightened by Mrs. Linton, alias Mrs. Cope, "like a lamp through a fog" (Wharton 112), Lydia soon realized that she had to be honest with herself; it had become a matter of moral principle for her, and she was determined to take off that self-imposed façade and disclose the nature of her affair to others. The narrator relates to the reader that Lydia: “[s]till keeping her face toward the darkness, she said, "I want you to go and tell Lady Susan—and the others" (Wharton 95). </div> <br /><br /> <div class="citajbm"> Considering her marriage with Tillotson, Lydia held the view that her marital relationship lacked the intimacy that she would wish to have with a man who saw her role as equally valuable. As the internal focalizer mediates Lydia’s point of view, “[s]he had preferred to think that Tillotson had himself embodied all her reasons for leaving him” (Wharton 86). Unsatisfied with the marriage, Lydia was increasingly at risk of infidelity, which prompted her to rethink the notions of being in a conjugal relationship that lacked libertine existence. This prompted the development of the desire of engaging in an extramarital affair as a response to the unresolved issues that she experienced in Tillotson’s territory and which she felt she could bear no more (Wharton 96-97). She adopted a feminist stance in cuckolding her husband as she found these “outlaws” (Wharton 97) to offer an escape to the boring experiences in her marriage as Wharton advances that, “[b]efore she met Gannett her life had seemed merely dull; his coming made it appear like one of those dismal Cruikshank prints” (Wharton 69). Her cuckolding became a major issue considering the tendency of female infidelity being judged more harshly, according to a 'Victorian' morality, in comparison to male infidelity. Likewise, divorce was deemed shameful in general, although a divorced man was an anecdote, perhaps, but a divorced woman was a pariah, a woman whose behavior does not conform to norms. However, it took a strong conviction from Lydia to demonstrate her dissatisfaction with the conventional social norm, regardless of the benefits that the marriage offered. She remained eager to having an affair with Gannett as she considered it a platform through which she could find happiness and, more importantly, the equality she desired. Aware of the inequalities existing in marriages, her feminist views become apparent as she acknowledged the social norms but was convinced to break them. She argued, “[…] the world should be ruled by conventions but if we believed in them, why did we break through them? And if we don’t believe in them, is it honest to take advantage of the protection they afford?” (Wharton 76). She relied on her feminist stance to defend her resistance to the societal norms on “the indissolubility of marriage” (Wharton 96). </div> <br /><br /> <div class="citajbm"> Although the closure of the female adultery story does not overtly advocate the emancipation of female main character, one can conclude that Lydia’s decision to cuckold her husband demonstrates her feminist stance in seeking freedom. In not providing the reader with an explicit ending, Wharton promotes public debate on women’s self-determination and protests against inequality provided by marriage. In the course of the short story one has followed Lydia’s deliberations: the adulteress and divorcee protagonist remains adamant in her stance against contemporary social attitudes and she is determined to hold on to the adulterous relationship with Gannett, while not intending it to turn into marriage because "marriage won't help it" (Wharton 123, 96-97). Regretting her initial efforts to hide the nature of her ‘transgressive’ relationship with Gannett, Lydia demonstrates her satisfaction with the extra-marital relationship, which represents her displeasure with pressures to be a passive, servile, self-abnegating female in “the abstract 'sacredness' of marriage” (Wharton 95). Lydia had left her husband’s territory as she did not exist to reverentially circumambulate non-empathetic behavior. With Lydia intellectually convincing Gannett to allow her to make decisions, Wharton’s short story, expressing dissenting views on the role of women in contemporary society, demonstrates Lydia as an active, self-possessed woman who does not give in “her claims upon life” (87), imprisoned by the dictates of society. Lydia’s transgressive love is strongly connected with her freedom and intellectual independence. <br /><br /> — <font color="#301CE2"><strong> <a href="https://plus.google.com/+BenjaminMadeira/about" rel="publisher" target="_blank"> Benjamin Madeira — </a></strong></font> </div> <br /> <CENTER> <a alt="Souls Belated by Edith Wharton, Essay, Benjamin Madeira, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12YnRtbXpteGVKLUk/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" target="_blank" title="Souls Belated by Edith Wharton, Essay, Benjamin Madeira, PDF"><img alt="Souls Belated by Edith Wharton, Essay, Benjamin Madeira, PDF - Official Website - BenjaminMadeira" border="0" height="325px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Souls Belated by Edith Wharton, Essay, Benjamin Madeira, PDF - Official Website - BenjaminMadeira" width="325px"> </a> </CENTER> <br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> — Works Cited - References: </strong> </span> <br /><br /> <strong> Primary sources: </strong> <br /><br /> • [1] Wharton, Edith (1899). <b><a alt="Souls Belated by Edith Wharton" href="https://drive.google.com/file/d/0B4kGy0lOHL12dlNkQ3dGMVo1dVk/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated.</font></a> </b> The Greater Inclination. New York: Charles Scribner’s Sons, 1899. 83-130. Book. ISBN: 3 2106 00215 4307 <br /> <br /> <strong> Secondary sources: </strong> <br /><br /> Benkert, Holly. <b><a alt="Liberating insight from a cross-cultural sexuality study about women" href="https://drive.google.com/file/d/0B4kGy0lOHL12aGp2NUFLaXMzZXc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Liberating insight from a cross-cultural sexuality study about women"><font color="#FF4000">"Liberating insight from a cross-cultural sexuality study about women."</font></a> </b> The American Behavioral Scientist 45.8 (2002): 1197-1207. <br /><br /> Holmes, Mary. <b><a alt="Second-wave feminism and the politics of relationships" href="https://drive.google.com/file/d/0B4kGy0lOHL12OHJKMFJ3bkFkWFU/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Second-wave feminism and the politics of relationships"><font color="#FF4000">"Second-wave feminism and the politics of relationships."</font></a> </b> Women's Studies International Forum 23.2 (2000): 235–246. 2. <br /><br /> Thomas, Matthew. <b><a alt="Anarcho-Feminism in late Victorian and Edwardian Britain" href="https://drive.google.com/file/d/0B4kGy0lOHL12R0I3V2xXdlF5NVU/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Anarcho-Feminism in late Victorian and Edwardian Britain"><font color="#FF4000">"Anarcho-Feminism in late Victorian and Edwardian Britain, 1880±1914."</font></a> </b> Internationaal Instituut voor Sociale Geschiedenis (2002): 1-31. <br /><br /> Zahra, Tara. <b><a alt="The feminism gap" href="https://drive.google.com/file/d/0B4kGy0lOHL12Yzd3U0JpQ3dqbGs/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The feminism gap"><font color="#FF4000">"The feminism gap."</font></a> </b> The American Prospect 42 (1999): 20-22. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> — Annotated Bibliography: </strong> </span> <br /><br /> <b>Wharton, Edith</b>. <a alt="Souls Belated by Edith Wharton" href="https://drive.google.com/file/d/0B4kGy0lOHL12Tkl3ME80RkdVRHM/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">"Souls Belated." Wharton, Edith. The Greater Inclination</font></a>. Charles Scribneits Sons, 1899. 83-130. Book. <br /> <br /> This is the short story under review expressing the experiences of Lydia going through a divorce while being involved in an extramarital affair with another man named Ralph Gannett. In the short story, Lydia is seen to defy the societal norms regarding woman roles in marriages. This is evident from her approach towards her marriage and the resultant relationship she gets into with Gannett. In a journey that they share, Lydia is about to abandon her new partner but suddenly she stops. There is, however, no evidence that another marriage would ensue from the relationship. Nevertheless, we do not need to share her deliberations, for in the course of the story she has already put into words her belief: “no ceremony is needed to consecrate our love for each other” (Wharton 95). </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> <b>Benkert, Holly</b>. "Liberating insight from a cross-cultural sexuality study about women." The American Behavioral Scientist 45.8 (2002): 1197-1207. </strong> </span> <br /><br /> In the journal article, Benkert aims at reflecting on challenges experienced when undertaking cross-cultural qualitative research with attention to the definition of sexual liberation among feminist women. Focus is given to the influence of norms on women’s sexuality and understanding the oppression of women’s sexuality. The study was conducted across numerous differences to be able to establish issues arising because of the differences. The article was able to establish varied feeling and understanding regarding sexuality. In an effort to reinforce the understanding of sexual development, the study examines the traditional cultural practices and experiences and their linkage to sexual liberation. This article is relevant to the study considering the close link between feminism movement and sexual liberation. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> <b>Hamilton, Susan</b>. Frances Power Cobbe and Victorian feminism, New York: Palgrave MacMillan. 2006. Print. </strong> </span> <br /><br /> This book is relevant to the study considering that it addresses the issue of feminism and how writing and literature works can be used to push the feminism agenda. The author makes it clear that increased involvement of women in literature and mainstream press rather than just feminist press will aid to achieve feminist goals. The author specifically points to Frances Power Cobbe’s main accomplishment of articulating and promoting feminist views in the male-dominated mainstream press as opposed to feminist press. In Edith Wharton’s short story, “Souls Belated,” Lydia identifies marriage and divorce, with all their conventions and rules largely made by a male-dominated society, as tools to control and oppress women. She thus objects the idea of marrying Garnett as a way of expressing her feminist freedom at a time she is being released from the shackles of another marriage. Marrying Garnet would definitely defeat the idea of freedom. Wharton’s ideas thus combine with Hamilton’s to show that female freedom or feminist writing should not be controlled by men by being categorized into a special category, but rather accepted wholly in the mainstream society where women have an equal opportunity to exercise their writing and freedom, not at the whim of men but at their own accord. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> <b>Holmes, Mary</b>. "Second-wave feminism and the politics of relationships." Women's Studies International Forum 23.2 (2000): 235–246. 2. (PII S0277-5395(00)00072-8) </strong> </span> <br /><br /> This article examines the feminists challenging the common stereotypes regarding feminism. In particular, Holmes gives weight to examining sexuality in relation to male-female partnerships. The article further concentrates on the distribution of power between the men and women. Politics, relationships and sexuality are examined to facilitate the recognition of representation of feminists and their interests. This proves critical in an effort to understand the source and development of women’s liberation. This article is relevant to the study considering the insight it offers on women seeking sexual liberation in their relationships. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> <b>Thomas, Matthew</b>. "Anarcho-Feminism in late Victorian and Edwardian Britain, 1880-1914." Internationaal Instituut voor Sociale Geschiedenis (2002): 1-31. (DOI: 10.1017/S0020859002000463) </strong> </span> <br /><br /> The journal article examines the developments linking anarchism with feminism in the late 19th and early 20th-century British women. Thomas seeks to exhibit the contributions that anarchism made towards the development of feminism. For this to be achieved, the author analyses why female oppression takes place in marriages. The article provides an insight of the roles that genders play to be able to address the concerns of feminism. This article is relevant to this study considering the insight that it gives regarding the feminist movement. </div> <br /><br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <strong> <b>Zahra, Tara</b>. "The feminism gap." The American Prospect 42 (1999): 20-22. </strong> </span> <br /><br /> In this article, Zahra is concerned with the differences in the conceptions held by different feminists. The author focuses on instances when feminists have been seen to move away from the prescribed principles. Aware of the challenge that feminism faces from conservatives, the article aims to portray the position held by feminism. Focusing on notable cases, which have posed questions on whether feminists are victims of own rhetoric, the article is keen on women disagreeing in their interpretation of feminist symbols. This article fits in the current study considering the insight provides into the barriers hindering women in achieving equality. </div> <br /><br /> <div class="JBMCode"> <strong> Further Reading: </strong> <br /><br /> • [1] APA (2012). “<a alt="The American Psychological Association" href="http://www2.eit.ac.nz/library/OnlineGuides/2012%20APA%20Referencing%206th%20Edition.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The American Psychological Association"><font color="#FF4000">The American Psychological Association</font></a>.” 6th ed. (<a alt="The American Psychological Association" href="http://www2.indwes.edu/ocls/apa/apa6eguide.pdf?origin=http://www.benjaminmadeira.com/2015/02/short-easy-familiar.html" style="text-decoration: none;" target="_blank" title="The American Psychological Association"><font color="#FF4000">Publishing and Editing</font></a>)<br /><br /> • [2] Booth, Wayne C., <a alt="The Craft of Research, 2nd. Edition" href="http://is.cuni.cz/studium/predmety/index.php?do=download&did=53831&kod=JMM003?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The Craft of Research, 2nd. Edition"><font color="#FF4000">The Craft of Research</font></a>, 2nd. Edition, 1995, 2003. The University of Chicago.<br /> _____ Booth, Wayne C., <a alt="The Craft of Research, 3rd. Edition" href="http://www.siteations.com/courses/designresearch2014/readings/reference/Booth_CraftofResearch3rd.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The Craft of Research, 3rd. Edition"><font color="#FF4000">The Craft of Research</font></a>, 3rd. Edition, 1995, 2003, 2008. The University of Chicago.<br /><br /> The Craft of Research is a book by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams. The book aims to provide a basic overview of how to research, from the process of selecting a topic and gathering sources to the process of writing results. The book has gone through three editions, and become a standard text in college composition classes. The book is a winner of the 1995-96 Critics' Choice Award. <br /><br /> • [3] CHICAGO Citation Style (2010). “<a alt="The Chicago Citation Style" href="http://lib.trinity.edu/research/citing/Chicago_Author_Date_16th_ed.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="The Chicago Citation Style"><font color="#FF4000">The Chicago Citation Style</font></a>.” 16th ed. (<a alt="The Chicago Citation Style" href="http://www.okanagan.bc.ca/Assets/Departments+%28Administration%29/Library/PDFs/chicago.pdf?origin=http://www.benjaminmadeira.com/2015/02/short-easy-familiar.html" style="text-decoration: none;" target="_blank" title="The Chicago Citation Style"><font color="#FF4000">Publishing and Editing</font></a>)<br /><br /> • [4] MLA (2009). “<a alt="Handbook for Writers of Research Papers" href="http://usc.ac.ir/IPPWebV1C035/TemplateFileFolder/11-20-2012/OriginalFolder/14920c09-d3d0-401e-a88f-3480925f9aa6_Handbook_for_Writers7th_Edition.pdf?origin=http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html" style="text-decoration: none;" target="_blank" title="Handbook for Writers of Research Papers"><font color="#FF4000">Handbook for Writers of Research Papers</font></a>.” 7th ed. (Publishing and Editing) <br /> </div> <br /><br /> <div class="citajbm"> Cite: (APA) Madeira, Benjamin (2015). "Souls Belated by Edith Wharton –an adulterous affair, female emancipation." Retrieved on (place month here) (place date here), (place year here), from http://www.benjaminmadeira.com/2015/03/adulterous-affairs.html <br /><br /> Cite: (MLA) Madeira, Benjamin. "Souls Belated by Edith Wharton –an adulterous affair, female emancipation," 2015. Web. 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Essay — «Souls Belated» — "An adulterous affair - female emancipation" — Wharton (PDF)

Edith Wharton, “Souls Belated”, protest against sacrificing her freedom to marriage - Photo: Margaret Atwood/illustration ...

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Wharton, Edith — «Souls Belated» — "Marriage vs enslavement" - Analysis, comments

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2015/03/wharton-marriage.html"> <img alt="Study Notes - Official Website - BenjaminMadeira" border="0" height="399px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5o6AUIAW-q9Pe745PgxYZfkeKs0gvc9y6sZDRAUUvIkIWUY_bLhfLkQWczmL8gtd17L82eZF2vIF90h2Ri7D9WCHx7e6IJsMLLFN8sZPBb0bNW9mgERpTRWpp_wFNd6NQSRTUspJU5wyH/s600/marriage-wharton-BenjaminMadeira-com.jpeg" title="Study Notes - Official Website - BenjaminMadeira" width="520px"> </a><br /> <span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> Edith Wharton, “Souls Belated”, marriage vs enslavement </font></a> - Photo: <a alt="Souls Belated, Analysis, Comments" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;" target="_blank" title="Souls Belated, Analysis, Comments"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br /> <H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — [http://goo.gl/Vr051k] In 1-2 paragraphs, readers comment what the short story "<a alt="Souls Belated by Edith Wharton, MP3" href="http://www.benjaminmadeira.com/2015/01/wharton-marriage.html?m=0" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton, MP3"><font color="#FF4000">Souls Belated </font></a>" is about: what is the story <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12djFYcU81aEJsQ28/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated </font></a> a study of? How they know (what textual evidence do they have)? What is Wharton's answer to the question (in their opinion), and how do they know (textual evidence)? – </span></div></H2> <br /><br /> <div class="citajbm"> :: RT: Edith Wharton: "[M]arriage is a one long sacrifice" ("The Age of Innocence." 1920.) | 'Authentic love' should build on the shared affirmation of "two liberties." | "<a alt="Souls Belated by Edith Wharton" href="http://www.benjaminmadeira.com/2015/03/wharton-marriage.html?m=1" style="text-decoration: none;" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated</font></a>", analysis, comments | #SoulsBelated #EdithWharton #feminism #marriage #wedlock #StudyNotes #Literature #UniversityStudies </div> <br /><br /> <div class="JBMCode"> Had Tillotson or Gannett been the focal point of the story “<a alt="The Greater Inclination, Souls Belated by Edith Wharton" href="https://drive.google.com/file/d/0B4kGy0lOHL12T2dyT3k4WW9jU1k/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="The Greater Inclination, Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated</font></a>”, published in <a alt="The Greater Inclination by Edith Wharton, MP3" href="https://archive.org/download/greater_inclination_etk_librivox/greater_inclination_etk_librivox_64kb_mp3.zip?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="The Greater Inclination by Edith Wharton"><font color="#FF4000">The Greater Inclination</font></a>, society would not have cared if they divorced nor had a mistress on the side. Society would have felt that this was acceptable.</div> <br /> <!--INICIO REPRODUCTOR MP3--><br /> <center><b><font face="Verdana" size="3"><a href="http://facebook.com/sharer.php?u=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" oncontextmenu="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via FACEBOOK"><font color="#CC0000">SHARE: FACEBOOK</a></font></font></b> | <b><font face="Verdana" size="3"><a href="http://twitter.com/home?status= — mp3, pdf, Souls Belated by Edith Wharton http://www.benjaminmadeira.com/2015/03/wharton-marriage.html [via @BenjaminMadeira] Videos" oncontextmenu="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Study Notes - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via TWITTER"><font color="#CC0000">TWITTER</a></font></font></b></CENTER><br /> <CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br /> <center><strong><span style="font-size:20px; color: #0B610B;"><a name="mp3"> <span itemprop="name"> MP3 — "Souls Belated", 1899 - «Edith Wharton» ::</a></span></span></strong></CENTER><br /> <audio preload="auto"></audio> <CENTER><div class="track-details"> Souls Belated by Edith Wharton</div> </CENTER> <center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER> <br /> <div style="text-align: center"> <ol> <li class="playing"> <a alt="Click - Souls Belated by Edith Wharton - BenjaminMadeira.com" data-src="https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton.mp3" href="#" title="Click - Souls Belated by Edith Wharton - BenjaminMadeira.com"> Souls Belated by Edith Wharton, Read by Elizabeth Klett, MP3 - 59min - BenjaminMadeira.com </a> </li> </ol> </div> <!-- <CENTER> <div id="mp3"></div> <script type="text/javascript"> jwplayer("mp3").setup({ height: '40', file: "https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton.mp3", image: "https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3tlDCYgW_El3qDO-Xi9pyo3JDDz4xRGjaGGi-Bm7oAX1XsenanvfnRx02OqKKMjk3tmwV00sx4EbkPNYg0CZV3q6KzhyphenhyphenElPFJeRL5aoiE0BPq0ui-i2Dymuj2tjjuEYYELD-Gax4rxHCL/s170/jbm-benjaminmadeira-com.jpg", type: 'mp3', flashvars: 'ignoremeta=true', provider: 'sound', primary: 'flash', autostart: 'false', skin: 'beelden', width: '100%', 'controlbar.idlehide': 'false' }); </script> </CENTER> <div style="text-align: center"> <ul> <strong><span style="font-size:15px;"> • <a href="#mp3" onclick="jwplayer('mp3').load({file: 'https://archive.org/download/greater_inclination_etk_librivox/greaterinclination_4_wharton_64kb.mp3'}); jwplayer('mp3').play();"> [Audio] (mp3 file) Souls Belated - Short Story by Edith Wharton, Read by Elizabeth Klett, MP3 - 59min</a> <br /> </span> </strong> </ul> </div> --> <!--FIN REPRODUCTOR MP3--><br /> <H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <a alt="Sarah Hankins about Souls Belated by Edith Wharton" href="https://www.blogger.com/profile/09495685251572111804?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="Sarah Hankins about Souls Belated by Edith Wharton"><font color="#FF4000">Sarah Hankins</font></a>' comment about <i>Souls Belated</i>.</span></div></H2> <br /><br /> <div class="comillas"> «The author was trying to convey through the text that sometimes, it is necessary to conform to social norms—but that is not necessarily a bad thing. After reading The Awakening by Kate Chopin, it is all too easy for us to maintain the mindset that marriage connotes slavery-like submission to ones spouse, and in a way, the author of Soul’s Belated does convey that in the beginning of the story with mention of Lydia’s failed marriage; however, when we look to the end of the story when Lydia runs back to Gannet and it is assumed they will be married, the author points out an important truth about love and marriage that we seem to overlook. Marriage cannot corrupt true love. The question of the hour is: if marrying someone you love makes you fall out of love, then were you ever truly in love with them in the first place? The answer is no. </div> <br /><br /> <div class="comillas"> Lydia ran back to Gannett because she, for the first time, put complete trust in her love for Gannett and decided that their love was worth the risk because it was true. The author of the text points out the value of marriage—an abstract reward that goes beyond social advantages. </div> <br /><br /> <div class="comillas"> When it came down to Lydia with one foot on the boat and the other on the dock, her body between staying with Gannett for love’s sake and leaving to maintain her social reputation, she stays because she is willing to risk it all for a married life with Gannett. Marriage is not enslavement; it is freedom. As Lydia explains on page 226 as evident through lines such as “I’ve behaved basely, abominably, since we came here: letting these people believe we were married—lying with every breath I drew—,” she has not been able to be her authentic self because of the lies she told them. Perhaps she was lying to herself too, saying that marriage was null and void because of her bad experience with it?» </div> <br /><br /> <H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> My response/comments about Sarah Hankins' thoughts on <i>Souls Belated</i>.</span></div></H2> <br /><br /> <div class="citajbm"> A Christian point of view is that 'love' is absolute, that love cannot change. The concept of love [in the Western world] is complicated as it has been developed into distinct concepts; the nature of romantic love changes through stages and phases. The concept of love is relative as "it has shifted and changed according to individual inclinations within the context and cultural limitations of time and place" (Andersen: introduction). Generally, when it comes down to marriage one can distinguish between 'caring and concern for the other' and 'fall in love/attraction/being in love.' Asserting that "if marrying someone you love makes you fall out of love, then were you ever truly in love with them in the first place? The answer is no." is like saying: 'Those who were not born, did not care about the world." It is not a deep philosophical reflection. </div> <br /><br /> <div class="citajbm"> Sarah Hankins assumes that the only way women, as Lydia, can be together with a partner is by means of nuptial ceremony. As Andersen explains: "[w]e fall in love and it is a wonderful feeling. It virtually lifts us from our feet and opens the door to exalted being. Irresistibly pulled by its force we eagerly "marry for love" and expect to "live happily ever after," for after all, marriage is "a dance on roses" and "love conquers all." These ideas are all deeply imbedded in our popular culture. But while they suggest that the love a young man and woman feel for each other on the wedding day will last forever, divorce statistics tell a different story" (2). Driven by the desire for freedom in her relationships, even though married legally to Tillotson, Lydia went on to establish an extra-marital affair with Gannett with the conviction of finding the freedom she desperately sought. She remained critical of the lack of freedom in marriages. Marriage "has tended to be a rigid affair with little opportunity for individual freedom and potential" (Andersen 132). </div> <br /><br /> <div class="citajbm"> Now, if you say that "[t]he author [Edith Wharton] was trying to convey through the text that sometimes [...] it is necessary to conform to social norms—but that is not necessarily a bad thing [...]," then you missed the point. The narrator is not relating that Lydia quickly acquitted herself to the lifestyle of a married woman when living with Gannett because she was comfortable with that situation; she adopts their lifestyle because she is afraid of them finding out that they are only lovers, not necessarily because she is comfortable. Lydia is struggling within her about not being honest with herself because "[she has] behaved basely, abominably, since [they] came here" (Wharton 119), "[t]hese people—the very prototypes of the bores you took me away from, with the same fenced−in view of life, the same keep−off−the−grass morality, the same little cautious virtues and the same little frightened vices—well, I've clung to them, I've delighted in them, I've done my best to please them. I've toadied Lady Susan, I've gossiped with Miss Pinsent, I've pretended to be shocked with Mrs. Ainger. Respectability!" (Wharton 120) Then she decides that she has to stop pretending: "Still keeping her face toward the darkness, she said, "I want you to go and tell Lady Susan—and the others."" (Wharton 11) </div> <br /><br /> <div class="citajbm"> Sarah Hankins argues that "when we look to the end of the story when Lydia runs back to Gannet and it is assumed they will be married, the author points out an important truth about love and marriage that we seem to overlook. Marriage cannot corrupt true love." Wait. "Lydia runs back to Gannett"? No. She does not. Let us remind Sarah Hankins how she goes back: "Lydia, with slow steps, was walking toward the garden . . . (Wharton 128)" Lydia was neither running nor heading 'to Gannett.' I agree, it is only assumed that they will get married, but it is only an assumption, after all. Nevertheless, let us assume for a moment that they will get married in Paris. If they do so, it will be because of her own decision, her being independent, not because Gannett stopped her on her way to the boat or because she felt obliged to get married. If they are going to Paris, there are evidence in the story that she will not get married in order to be with her lover, and is evident too that he won’t insist in getting married as he lets her to decide. </div> <br /><br /> <div class="citajbm"> Sarah Hankins keeps on arguing that "[t]he author of the text points out the value of marriage—an abstract reward that goes beyond social advantages. [...] Marriage is not enslavement; it is freedom." Lydia, however, has a strong belief that marriage symbolizes "the secret fear of each that the other may escape" (Wharton 95). "Nineteenth century Victorian marriages idealized family life and conjugal affection [...] To love one another was a social duty and respectability was a key value of the age" (Andersen 126). Actually, Lydia's adulterous relationship is what is most valuable for her; it means being together with Gannett because she has chosen that <i>modus vivendi</i>, not because the pressure of societal norms that make her think that she has to be engaged in the institution of marriage. It means not to have been pushed to be together because of conventions; the whole point is that her ‘illicit love’ is what she is looking for, it gives her freedom, it means freedom. </div> <br /><br /> <div class="citajbm"> Sarah Hankins makes the following assertion: "Perhaps she was lying to herself [...] that marriage was null and void because of her bad experience with it?" When Lydia says: "We've been too close together—that has been our sin." she is implying that marriage is a covenant that keeps a couple together because they must, not because they want to, and not been married allows them to go from each other whenever they want to, without feeling guilty about that act. </div> <br /><br /> <div class="citajbm"> The closure of the short-story "Souls Belated", portrays Lydia as an autonomous woman. It reflects the changing situation of her male counterpart in the sense that she is shown as self-reliant and having the opportunity of free choice - two characteristics which often brought women in conflict with their environment and the social conventions. </div> <br /><br /> <div class="citajbm"> Lydia is strong-minded, as Gannett thought of her: "she asked so much of life, in ways so complex and immaterial" (Wharton 127). The internal focalizer mediates Lydia’s point of view, "[n]othing is more perplexing to man than the mental process of a woman who reasons her emotions" (Wharton 97). Her lover, Gannett, is struggling within him, he could have stopped her of leaving him, but he would not, thus reaffirming her self-reliance: "If any thought emerged from the tumult of his sensations, it was that he must let her go if she wished it" (Wharton 126). </div> <br /><br /> <div class="citajbm"> Sarah Hankins' opinion is that "[m]arriage cannot corrupt love;" but Lydia's opinion is the opposite: "I only want you to see that marriage won't help it." (Wharton 123). Lydia's attempt to liberate herself has an even greater significance since it constitutes a defiance to the severe obligations of the puritan ethic which exercised restraints not only on women, but also on men, such as Gannett's views. Lydia tells her lover: "We are together to-day because we choose to be— don't let us look any farther than that!" (Wharton 97) For Lydia, being in an adulterous relationship equates with equality, her emancipation. </div> <br /><br /> <div class="citajbm"> Nineteenth century Victorian society was patriarchal; men and women who lived at that time were the 'souls belated.' Lydia and Gannett were way ahead of that patriarchal thought, "it was not until the twentieth century that romantic love between a man and a woman became the acceptable and usually the only ground for marriage" (Andersen 127). <br /><br /> — <font color="#301CE2"><strong> <a href="https://plus.google.com/+BenjaminMadeira/about" rel="publisher" target="_blank"> Benjamin Madeira — </a></strong></font> </div> <br /> <CENTER> <a alt="Souls Belated by Edith Wharton, Google Book, PDF" href="https://drive.google.com/file/d/0B4kGy0lOHL12Tkl3ME80RkdVRHM/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" target="_blank" title="The Greater Inclination, Souls Belated by Edith Wharton"><img alt="Souls Belated by Edith Wharton, Google Book, PDF - Official Website - BenjaminMadeira" border="0" height="325px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutlf6feBFedZORQpdwcy8JP-VYSsbvwbipt7-zGGe2Ogy2IdWPl5LBPvtARCCDUXgxz8tY-ipdjoFxm0YXPBM83RmCrkXXFEAShpdLR9gVXEH3Weo147jhiRJ966cwfnqnWYxWoLZ-Z6c/s1600/pdf-BenjaminMadeira-com.gif" title="Souls Belated by Edith Wharton, Google Book, PDF - Official Website - BenjaminMadeira" width="325px"> </a> </CENTER> <br /> <div class="citajbm"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> — REFERENCES | FURTHER READING: </span> <br /><br /> • [1] Andersen, Dina (1998). <b><a alt="CONCEPTS OF LOVE AND SOME IMPLICATIONS FOR EDUCATION by Dina Andersen" href="http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp02/NQ35099.pdf?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="CONCEPTS OF LOVE AND SOME IMPLICATIONS FOR EDUCATION by Dina Andersen"><font color="#FF4000">CONCEPTS OF LOVE AND SOME IMPLICATIONS FOR EDUCATION.</font></a> </b> Thesis. Bibliothèque nationale du Canada. 1998. Print. <br /> <br /> • [2] Wharton, Edith (1899). <b><a alt="Souls Belated by Edith Wharton" href="https://drive.google.com/file/d/0B4kGy0lOHL12TkNKZ1M1Qm12MWc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2015/03/wharton-marriage.html" style="text-decoration: none;" target="_blank" title="Souls Belated by Edith Wharton"><font color="#FF4000">Souls Belated.</font></a> </b> The Greater Inclination. Charles Scribneits Sons, 1899. 83-130. Book. <br /> <br /> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b> — Annotated Bibliography: </b> </span> <br /><br /> <b>Wharton, Edith</b>. "Souls Belated." Wharton, Edith. The Greater Inclination. Charles Scribneits Sons, 1899. 83-130. Book.<br /> This is the short story under review expressing the experiences of Lydia going through a divorce while being involved in an extramarital affair with another man named Ralph Gannett. In the short story, Lydia is seen to defy the societal norms regarding woman roles in marriages. This is evident from her approach towards her marriage and the resultant relationship she gets into with Gannett. In a journey that they share, Lydia is about to abandon her new partner but suddenly she stops. There is, however, no evidence that another marriage would ensue from the relationship. Nevertheless, we do not need to share her deliberations, for in the course of the story she has already put into words her belief: “no ceremony is needed to consecrate our love for each other” (Wharton 95). </div> <br /><br />

Wharton, Edith — «Souls Belated» — "Marriage vs enslavement" - Analysis, comments

Edith Wharton, “Souls Belated”, marriage vs enslavement - Photo: illustration — [http://goo.gl/Vr051k] In 1-2 paragraphs...

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