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English 1102: Composition II

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    Austen: Feminist and Revolutionist
    (Georgia Institute of Technology, 2019-03-11) Durrani, Faris
    Jane Austen portrays her novel heroines as outliers in the patriarchal society of Regency Britain. For example, in Pride and Prejudice (1813), Elizabeth Bennet chose to marry for love and not merely in pursuit of economic security, which is a flagrant violation of the standards expected of women. Due to strict inheritance laws, women are not able to inherit their family’s properties and so, must turn towards marriage for dependency (or as some critics argue, independency) and capital guarantee in their future. Families often see this as an opportunity to quickly accumulate wealth and push their daughters to marry a man of fine wealth, shaping the “universally acknowledged truth” that marriage is a critical step for women to survive and succeed unbeknownst of their inner desires for marriage shaped by true love and passion. Anyone who deviates from this norm is considered a radical and the voices of these activists are suppressed by the government. Jane Austen was one of the few critics who openly disagrees with the patriarchal expectation of an ideal woman who is to serve the man. She acquires the views of Mary Wollstonecraft’s version of an accomplished woman – one who is seen to be of a rational equal of men and able to make her own independent decisions. In this annotated bibliography, I will explore the arguments of six different critics of Jane Austen’s works, illustrating the main principles that they believe Austen was trying to push through the portrayal and personality of her characters. Some arguments will overlap and I will point out the similar and contrasting understandings between critics to develop a more comprehensive picture of Jane Austen’s liberal feminist ideas of marriage in the novels’ social environments and the thorough examination of the heroines will show that they represent rather unconventional views of marriage.
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    Austen’s Game of Feminism
    (Georgia Institute of Technology, 2019-02-08) Durrani, Faris
    It is a universally acknowledged truth that marriage was a critical element in a woman’s life in Regency England. In the patriarchal society, only men can inherit the wealth of their parents, forcing women to marry to climb the stairs of social status and wealth. Marriage became an instrument through which families could quickly gain capital and parents were desperate to marry their daughters to rich young men, leaving women with no choice but to bow to society’s demands and be a slave to the system. But Elizabeth Bennet is a woman ahead of her time. Through the romantic and comedic scenes in Pride and Prejudice (1813), Jane Austen orchestrates the heroine could live a life which finds herself marrying not for money, but for love and in so, setting herself apart from the traditionalist culture which has done so much to suppress a woman’s right to choose who she wants to marry. She is different in that she refuses to be an object through which her cousin could use to gain her family’s wealth despite there being no sons of her parents and the diminishing possibility of her finding a man who could secure her financial independence. Despite Collins’s repeated attempt to push Elizabeth to accept his poor-thought marriage proposal and her own mother’s disapproval of her actions, she stands her ground for what she believed to be true and free. But by refusing what might’ve been her only chance to escape her precarious position in a family with no sons and with an aging father, she is playing a game which sees her as the player who is willing to gamble her future to stand for her feminist values. This paper will attempt to assess the situation Elizabeth is in, the pressures inflicted upon her to make choices against her will, and how Austen’s views of a post patriarchal ideal woman influenced this single scene to paint a woman who is not only intelligent and brave but also willing to defy others whom she believes to hold opinions detrimental to the advancement of women. In this analysis, I will be explaining how Austen illustrates her liberal feminist views through Elizabeth and the other characters which contrast her progressive views and, will focus on this proposal scene which I believe best illustrates the liberal feminist views of Austen and Elizabeth through a game of chance, marriage, and integrity.
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    Mad Houser Pecha Kucha
    (Georgia Institute of Technology, 2008-02-28) Manfree, Alec ; Anglin, Lindsay ; Lesniewski, Victor
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    The Mad Housers: College of Architecture Students
    (Georgia Institute of Technology, 2007)
    College of Architecture Students, Michael Connor and Brian Finkel, started the Mad Housers back in 1987 to combat homelessness in Atlanta
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    Doors of Homelessness
    (Georgia Institute of Technology, 2007)
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    Mediating Homelessness Through Music
    (Georgia Institute of Technology, 2007) Henke, Alexandra
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    The Mad Housers Stove/Furnace
    (Georgia Institute of Technology, 2007)
    Construction details for building a stove to heat a Mad Houser hut
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    The Mad Housers
    (Georgia Institute of Technology, 2007)
    Mad Housers, Inc. is a non-profit corporation based in Atlanta, Georgia and engaged in charitable work, research and education. The Mad Housers are perhaps best known for a hands-on, pragmatic approach to providing shelter to homeless people, in particular through the design, construction and provision of small (6’x8’x10’) frame-and-plywood huts.
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    Redefining Study Habits: The Library East Commons
    (Georgia Institute of Technology, 2006-09-10) Hocking, Erica
    Over the last few months the library has transformed one of its wings from the previous conceptions of absolute silence and uncomfortable seating, to a new approach toward learning. In almost direct contrast to the 3rd Floor West wing of the library, outfitted with nearly one hundred cubicles and over twenty rows of bookshelves, the recently renovated East Commons is a combination of computer stations, couches, chairs, and work tables that flow in an arc around the new Jazzman’s Café. Despite the years of research designed to create a space that truly satisfies students’ needs for learning, however, it must be asked whether or not the designers have succeeded in creating such a study space. The answer is yes, but in order to understand this answer, one must first understand what it means to be a Sacred Space, and more specifically, a Knowledge Space.