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Reading and Literature Studies · Reading Literary Texts

The Short Story as a Form: Structure, Point of View and the Twist in "The Necklace"

2.1 1.6About 70 minutes
Learning goals
  • I can explain the features of the short story form and how they help create meaning.
  • I can identify a narrator's point of view and explain how it shapes what readers know and feel.
  • I can analyse how plot structure, including a twist ending, develops a theme.
  • I can compare how different short stories use structure and point of view.

Words to know

short story
A brief work of prose fiction, usually readable in one sitting, that focuses on a few characters and a single main effect or conflict.
point of view
The position from which a story is told: first person, third person limited, third person omniscient or objective.
omniscient narrator
An all-knowing narrator who can enter any character's mind and comment on events.
free indirect discourse
Third-person narration that slips into a character's own thoughts and words without quotation marks ("Free, free, free!").
narrative distance
How close the narration stays to a character's feelings, or how far back it stands to observe or judge.
twist ending
An unexpected final turn that changes the meaning of the whole story.
non-linear structure
A plot told out of time order, through flashbacks, multiple narrators or fragments.
theme
A message or insight about life that a text develops, stated as a full sentence, not a single word.

Hook: the friend who borrowed your jacket

You lend a friend your old jacket. They lose it. Too embarrassed to tell you, they secretly buy you a brand-new, very expensive one, then spend months working extra shifts to pay for it. Finally they confess. You stare and say: But that jacket was from a thrift store. It cost five dollars.

That, more or less, is Guy de Maupassant's The Necklace (1884), one of the most famous short stories ever written. Today we look at how a short story is built, and who tells it, because those choices are what make an ending like that hit so hard.

Remember from Grades 9 and 10

You already know plot structure (exposition, rising action, climax, falling action, resolution), first- and third-person narration, and Edgar Allan Poe's idea that a short story should be short enough to read in one sitting and build a single effect. In Grade 11 we look more precisely at kinds of narration and at how the form itself creates meaning.

What makes a short story a short story?

The short story is a form, and like the sonnet, it has characteristic features that affect how it means:

  • Compression: few characters, one main conflict, limited time and place. Every detail must earn its place.
  • A single main effect: the whole story usually builds toward one strong impression or realization.
  • Strong openings and endings: the reader must be oriented fast, and the ending often carries the meaning: a reversal, an epiphany (a character's sudden insight) or a twist.
  • Significant detail: because there is no room for everything, small details (a window, a necklace) often work as symbols.

The form has also changed over time. Nineteenth-century stories like Maupassant's often have a tight, linear plot and a surprise ending. Many twentieth-century stories are open-ended or non-linear: Japanese writer Ryūnosuke Akutagawa's In a Grove (1922) gives seven different testimonies about a death in a bamboo grove and never tells you which one is true. That story inspired Akira Kurosawa's famous film Rashomon (1950).

Point of view: who tells the story?

  • First person: the narrator says I. We know only what the narrator knows and chooses to tell. The narrator might be the main character or an observer, and might be unreliable (like the narrator of Poe's The Tell-Tale Heart, which you met in Grade 9).
  • Third person limited: the narrator says she or he but stays close to one character's mind. The Story of an Hour mostly stays with Louise.
  • Third person omniscient: an all-knowing narrator who can go into any mind and comment on characters. Maupassant often uses this.
  • Objective (dramatic): the narrator reports only what could be seen and heard, like a camera, and never enters anyone's thoughts.

Two Grade 11 refinements:

  • Free indirect discourse: third-person narration that slides into a character's own voice. When Chopin writes There would be no one to live for during those coming years; she would live for herself, we hear Louise's thoughts in the narrator's sentence.
  • Narrative distance: a narrator can stand close (we feel with the character) or far (we observe, maybe judge).
First person"I" tells it: we knowonly what I thinkThird limited"she": inside onecharacter's mindThird omniscientall-knowing: any mind,plus commentsObjectiveoutside only: actionsand speech, no thoughtsIcamera
Four points of view. The dashed lines show what the narrator can "see". In the objective view the narrator works like a camera: you get actions and speech, but no thoughts.

The Necklace: what happens

La Parure (The Necklace) by Guy de Maupassant (French, 1850 to 1893) was published in 1884 and is in the public domain. Read a translation online; it takes about 20 minutes.

  • Mathilde Loisel is pretty and charming but born into a family of clerks, and she is married to a minor clerk at a government ministry in Paris. She suffers constantly, dreaming of wealth, elegance and luxury she does not have.
  • Her husband proudly brings home an invitation to a ball at the ministry. She weeps: she has nothing to wear. He gives her the money he had saved to buy a hunting gun, and she buys a dress. Then she frets that she has no jewels, so she borrows a diamond necklace from a wealthy old school friend, Madame Forestier.
  • At the ball she is a triumph: admired, happy, the prettiest woman there. At home afterward, she discovers the necklace is gone.
  • They search everywhere, then secretly buy a nearly identical diamond necklace for 36 000 francs, borrowing at ruinous rates, and return it to Madame Forestier without a word.
  • For ten years they live in poverty, working to repay the debt. Mathilde does the heavy housework herself and grows old and rough-handed.
  • When the debt is paid, Mathilde meets Madame Forestier, still young and beautiful, on the Champs-Élysées, and finally tells her the truth. Madame Forestier, deeply moved, takes her hands and says the last line of the story (in Maupassant's French): Oh ! ma pauvre Mathilde ! Mais la mienne était fausse. Elle valait au plus cinq cents francs !... That is: Oh, my poor Mathilde! But mine was fake. It was worth five hundred francs at most!
Exposition:Mathilde dreams of richesRising action:the ball and the necklaceClimax: the necklace is lostFalling action:ten years of debtTwist:"it was fake"rethink everything
The tightly built plot of The Necklace. The twist in the very last line sends the reader back to the start: every sacrifice was for nothing.
Replacement necklace bought by the Loisels36 000 francsValue of the borrowed necklaceat most 500 francsBar lengths are to scale: the real necklace's bar is 1/72 of the replacement's.
The cost of the misunderstanding. The Loisels spent ten years paying for a necklace about 72 times more valuable than the one they lost.
Worked example

Let's analyse how structure develops theme

Explain how the structure of The Necklace, especially its twist ending, develops a theme.

  1. Identify the structure: a tight, linear plot with one cause leading to the next: desire → borrowing → loss → hidden replacement → ten years of sacrifice → revelation.
  2. Notice where the meaning lands: the revelation comes in the last line. Maupassant gives no time for explanation or reaction; the story simply stops.
  3. Effect on the reader: the twist forces us to reread the whole story. Ten years of suffering came from a false appearance (paste diamonds) and from Mathilde's pride: she could not admit the loss.
  4. State the theme as a sentence: Valuing appearances over honesty can cost far more than the thing we were trying to appear to have.
  5. Connect form to meaning: the twist is not just a trick. Mathilde's whole life was built on false appearances (she wanted to seem rich), so it is fitting that the story's truth is hidden until the very end, behind an appearance.

The twist ending reveals that ten years of sacrifice were for a fake, developing the theme that pride and the desire to appear wealthy can destroy the very life they were meant to improve.

Worked example

Let's identify and explain point of view

Maupassant's narrator says Mathilde was one of those pretty and charming girls who are born, as if by a mistake of destiny, into a family of clerks (a close paraphrase of the opening). What point of view is this, and what is its effect?

  1. Clue 1: the narrator generalizes (one of those girls), which a character inside the story would not do. This is a narrator standing outside and above.
  2. Clue 2: the story later reports her husband's thoughts and Madame Forestier's actions too, so the narrator is not limited to Mathilde: third person omniscient.
  3. Effect: the narrator keeps some distance and gently judges: the phrase as if by a mistake of destiny echoes how Mathilde sees herself, with a hint of irony. We understand her, but we are not fully on her side.
  4. Compare: Chopin stays close to Louise with free indirect discourse, so we share her joy. Maupassant's distance lets us see Mathilde's vanity more clearly.

Third person omniscient, with some ironic distance. It lets the reader understand Mathilde's longing while also seeing her pride from the outside.

Just for fun

Pun break: Mathilde lost one necklace and spent ten years paying for another. Talk about a chain of events.

Hands-on activity

Retell it from another seat

You need: a notebook and a family member (or a phone to record yourself).

  1. Choose one scene from The Necklace: the night of the ball, the discovery of the loss, or the final meeting.
  2. Retell the scene in three versions of 4 to 6 sentences each: (a) first person as Mathilde; (b) first person as Madame Forestier or Monsieur Loisel; (c) objective (only what a camera would record).
  3. Read all three aloud. Discuss: in which version is the reader most sympathetic to Mathilde? Which hides the most?

What to look for: version (a) includes Mathilde's feelings and pride; version (b) shows a different perspective; version (c) contains no thoughts or feelings, only actions and speech. The discussion should link point of view to how much the reader knows and feels.

Your turn

1

List three features of the short story form.

2

What is the difference between third person limited and third person omniscient?

3

Why does Mathilde borrow a necklace?

4

Why don't the Loisels tell Madame Forestier the necklace is lost?

5

State a theme of The Necklace as a full sentence.

6

What is free indirect discourse? Give the example from Chopin.

7

How is In a Grove structured differently from The Necklace?

More practice: warm-up

1

Who wrote The Necklace, and in what language?

2

Who lends Mathilde the necklace?

3

How many years do the Loisels spend repaying the debt?

4

What point of view uses I?

5

What is an epiphany?

More practice: on your own

1

Why is the twist placed in the last line, with no reaction afterward?

2

Is Mathilde a round or flat character by the end? Explain.

3

How does omniscient narration let us judge Mathilde in a way first-person narration might not?

4

Find one significant detail in the story and explain its symbolic meaning.

5

Compare the endings of The Story of an Hour and The Necklace.

Challenge

1

Some readers see The Necklace as a lesson about pride; others see it as a story about how a rigid class system traps people. Argue for one reading with evidence.

2

Rewrite the final line as the objective narrator would end the story, then explain what changes when it is told from the omniscient view.

3

Explain how In a Grove's structure (seven testimonies, no answer) could develop a different kind of theme from The Necklace's twist.

Check your understanding

Quiz

1.

Which feature is typical of the short story form?

2.

A narrator who can enter any character's mind and comment on events is...

3.

The objective point of view reports...

4.

In The Necklace, the borrowed necklace turns out to be...

5.

Which theme fits The Necklace best?

6.

In a Grove is notable for its...

For parents and teachers

What this lesson teaches: ENG3U Reading 2.1 (how the features of a text form, here the short story, help communicate meaning) and 1.6 (analysing how elements such as structure and point of view develop a theme), using Guy de Maupassant's public-domain The Necklace (1884).

How to help at home:

  • Watch a short film or TV episode with a twist and ask: Where were the clues? Who was telling the story?
  • Ask your teen to retell a family story from another person's point of view. Notice how much changes.

Common difficulties:

  • Calling every third-person narrator omniscient. Ask: Whose thoughts do we hear? Only one person's? If so, it is limited.
  • Stating a theme as one word (pride). A theme is a full sentence about life.
  • Treating the twist as just a surprise. Push for why the ending fits the story's ideas.

Content note: In a Grove is only described here. If your teen reads it, preview it first: it includes a violent crime, including a sexual assault, told from several perspectives.

Facts used: Maupassant (1850 to 1893) published La Parure in 1884; the replacement necklace cost 36 000 francs and the original was worth at most 500 francs, as stated in the story. Akutagawa's In a Grove (Yabu no naka) appeared in 1922; Kurosawa's Rashomon (1950) drew on it.