In this activity, you’ll analyze the characters, setting, and plot of Anton Chekhov’s The Proposal. Part A
List and describe each of the characters in the play. Also, discuss the significance of each character.

Stepan Stepanovitch Chubukov is the first character readers meet. He’s an elderly landowner who is intent on making his daughter, Natalya Stepanovna, happy. Chubukov is a stingy man. For example, when Ivan Vassilevitch Lomov pays him a visit, Chubukov pretends to be warm and welcoming, but he’s secretly worried that Lomov has come to ask him for money.

Chubukov’s daughter, Natalya Stepanovna, is the only female character in the play. She is 25-years-old. Natalya is a stubborn woman. For example, when she gets into an argument with Lomov regarding who owns Oxen Meadows, she insults him by calling him a "rascal" and a "monster."

Ivan Vassilevitch Lomov is the third character in the play. Although he’s 35 and appears to be healthy, he suffers from anxiety and heart trouble. Lomov seems to possess a weak personality. He can’t hold his own in any argument with Natalya. While in the middle of arguing with her about Oxen Meadows, he leaves, saying he’s suffering from heart distress. He later bows out of an argument over whose dog is the better hunter by complaining about his health. He cannot even work up the nerve to propose to Natalya properly. When Chubukov informs him that Natalya is "willing" to marry him, he responds with a lukewarm "I'm happy."

These three characters are at the heart of The Proposal's farce. All three exhibit exaggerated and absurd attitudes, behaviors, and personality quirks that add humor to the play.

Hopes this helps

Have a nice day.

write two paragraphs to compare and contrast the narrators’ schools and explain how their schools shape their perspectives toward the hijab. cite evidence from the text to support your ideas.

copy and paste answer:

two paragraphs to compare and contrast the narrator's schools would be this, the one school with the veil is the one school were the students were forced to wear the veils, and they did not know why they had to wear the veils. the girl student writing the story was not like the other students, she didn't care. in the second school there was a lot of hostile activities going on throughout the school. most of the students were upset and this, including the author, but she was trying to look and the good side of things.  

overall, both schools had something that the students or most of the students did not like or appreciate. what you can learn from these stories is that life will never be exactly how you may want it to be. complaining about your lifestyle will only make matters worse or at least feel worse in the long run. that's happens to be the information you can interpret from these two stories.

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).