Women Assumptions
Virginia arguments and assumptions on women
Virginia acts as a women figure through her extroverted dignity. She utilizes her ability to protecting women from societal stereotypes, thus encouraging them to achieve their dreams. In the process, she breaks the glass ceiling making women attain their goals. Women need to seek employment in the male-dominated workforce. Despite having careers, like literature writing, women need professionalism for individual voice exploration required for the job. Women should not become judged based on their beauty but through their knowledge.
She uses rhetorical strategies in making her arguments and women’s presumptions valid. Firstly, she deployed the use of anaphora in his point perception. She highlights the essential qualities of Victorian females. For example, “she was intensely sympathetic, and charming…and unselfish” depicts the full features of women by sacrificing themselves in their daily tasks to break the artistic family composure (Woolf, 235). Furthermore, She uses anecdotes by painting herself in the younger-self portrait to develop credibility relationship in adjusting their profession. The trusting environment enables her to enhance her literature. More so, the use of antithesis, like “outwardly, what is simpler than to write books?” showcases that women face men as the major obstacles from an outside perspective (Woolf, 236). Despite that, women have many prejudices to overcome.
The ironical usage, “the cheapness of writing paper…the reason why women have succeeded as writers, before succeeding in other professions.” employs sarcastic tone, depicts that women in a patriarchal society have lower financial prowess (Woolf, 237). Women have to exchange their material resources for them to attain their life goals. The metonymy, like “no demand was made upon the family purse,” depicted that women could write without depending on family resources (Woolf, 238). The men stereotype of regarding women as homemakers spearhead them at eliminating men’s shadow to prosper in other careers. The understatement approach of elaborating her life in her project accomplishments created a serenity sense for humble women in pursuing other professions.
The change of syntax structure elaborates on her arguments about women’s assumptions. Virginia utilizes language parallelism, like ” it is true I am woman…it is true. I am employed” in her speech. Therefore, she assumes women as simplistic people. She frequently emphasizes on using “you” anaphora to make women seek for equality and make feasible decisions in their life. More so, Virginia uses extended metaphors as a diction. The use of “Angel of the House” depicts women suppression due to their oppression (Woolf, 238). All women should kill the Angel because it deceives women to utilize sexual immorality in attaining their dreams. Therefore, women have the power to extract themselves from patriarchy by empowering themselves and having assertive awareness for men to recognize them. The shifting of the tone from the dark to the soft ensures that women gain extensive knowledge from their professions. The fisherman analogy eliminates the sexism culture, which deters women from further production in society. The Metaphor of “a Room of One Own” depicts that women should furnish and decorate though fighting patriarchy, establishing labor efforts for them to gain freedom in society because they have the capability (Woolf, 241).
Defoe arguments and assumptions on women
Defoe utilizes religious references in the formation of morals and credibility. God’s work has necessity factors, and women can have the potential of learning. Therefore, people should not deny women education since they act like God’s gift. He illustrates that ” If knowledge and understanding had been useless additions to the sex, GOD Almighty would never have given them capacities; for he made nothing needless. Besides, I would ask such, What they can see in ignorance, that they should think it a necessary ornament to a woman?” (Defoe, n.p.). Therefore, God fallacy ensures that many educated people better society.
He uses building appeals to make arguments and assumptions about women. The education received by women should make them appealing to their male counterparts and not to benefit themselves. The women have only the potential to gain social science knowledge from music, literature, and not from world revolutionary subjects, such as mathematics, among others (Defoe, n.p.). Therefore, he has an ideological bias against women’s intelligence and their societal responsibility. He bases his arguments on evidence and metaphor utilization. He states that “the best gift either God could bestow or man to receive” when elaborating on the women’s value (Defoe, n.p.). Therefore, he spearheads for the women’s rights but in a patriarchal perspective. Extensively, Defoe suggests that educated women will have intensive knowledge instead of interfering with government and male-dominated issues. His school of thought focuses on sexism. Intimidating women serves against God’s will by utilizing sexual immorality to receive an education.
Both Defoe and Virginia asserts that women should have education rights for receiving knowledge. Gender equality promotes the social development agenda. They also channel about eliminating sexual immorality in society. Virginia focuses on reducing the patriarchal factors, which render women in achieving their dreams. Society should not judge women based on their phenotypical features but through their intellectual capacity. Women should break the glass ceiling through specific measures due to their capability. Defoe argues that women’s education acts as male compassionate factors for not interfering with their elements. Therefore, he spearheads for the sexism among women.
Work Cited
Defoe, Daniel. (On) the Education of Women. BiblioBytes, 1910.
Woolf, Virginia. “Professions for women.” The Death of the Moth and other Essays (1942): 235-242.