Analyzing plot development in "Good Country People" can help students better grasp how the story works. Plotting the introduction, conflict, rising action, climax and denouement on a graph presents for students a clear visual of the structuring of events in the story. Have students analyze in a paragraph how the author resolves the conflict in the story. The ending of "Good Country People" contains a twist: The salesman, Manly, seduces Hulga and steals her wooden leg. Students can consider in their paragraph how this ending resolves the issues in the story. Writing an alternate ending, where Hulga is successful in seducing Manly, can reveal the significance of O'Connor's decision to end the story the way she did.
Hulga, with her wooden leg and philosophy degree, is an absurd character; she is lacking physically but excessively intellectual. Have students write a character sketch for Hulga that describes her appearance, personality and beliefs. Students can write essays about the effects of using comedy and absurdity in the story, or rewrite the story so the girl is not missing a leg. Students' papers should address how the absence of the girl's disfigurement reveals the significant role of absurdity in the story.
The salesman appears to be a Christian, while Hulga bluntly says, "I don't even believe in God." A writing activity that tackles the religious theme in the text could include making a chart comparing Manly's view of religion and God with the girl's. Students can write a response to the chart, analyzing the depth and believability of either view. Have students consider if Hulga's perspective is any more persuasive in light of her having a Ph.D.
In many ways, Hulga is like a rebellious teenager. She fights with her mother, dresses sloppily, slams doors and possesses a naive view of the world, which Manly brings crashing down. High school and first-year college teachers can have students write personal reflections in response to the story, in which they compare themselves to Hulga. Instruct students to consider whether Hulga's search for identity is realistic and if her religious beliefs are developed. In turn, students can reflect on the development of their own religious beliefs and consider whether they are more like Hulga's or Manly's.