Critical analysis/ response

Choose ONE of the three works reproduced below. In a short, carefully organized essay, present acritical analysis of an important feature of the work: an interpretation of why it is interesting. Aim to showclearly how the work creates the meanings you find within it. Each work comes with a set of questions tosuggest ways of analyzing it. You need not, and probably should not, answer all of these questions;working with one or two will probably be enough.

Option one (short story): Peggy McNally, WaitingFive days a week the lowest paid substitute teacher in the district drives her fathers usedMercury to Hough and 79th, where she eases it, mud flaps and all, down the ramp into the garage ofPatrick Henry Junior High, a school where shell teach back-to-back classes without so much as a coffeebreak and all of this depressing her until she remembers her date last night, and hopes it might lead tobigger things, maybe love, so she quickens her pace towards the main office to pick up her class lists withthe names of students shell never know as well as she has come to know the specials in the cafeteria,where she hopes the coffee will be perking and someone will have brought in those doughnuts shescome to love so much, loves more than the idea of teaching seventh-graders the meaning of a poem,because after all shes a sub wholl finish her day, head south to her fathers house, and at dinner hell askher how her job is going, and shell say okay, and hell remind her that it might lead to a full-time positionwith benefits but she knows what teaching in that school is like, and her date from last night calls to ask ifshes busy and she says yes because shes promised her father shed wash his car and promises to herfather are sacred since her mother died, besides its the least she can do now that he lets her drive his carfive days a week towards the big lake, to the NE corner of Hough and 79th and you know the rest. 

Do we know the rest? What is the rest? What does the story gain, or lose, from being so short and fromleaving many things to be inferred or guessed-at? 
How does sentence structure help to create meaning in this story? 
How does the story stretch the rules of grammar and punctuation, and to what effect? 
What are the effects of the storys use of present and future tense? 
Do you find yourself sympathizing with the teacher in the story? Why / why not?What view of education does the story suggest?
 Does this story remind you of other pieces weve discussed?