...Analysis A Rose for Emily: William Faulkner William Faulkner first published “A Rose for Emily” in 1930; however, this short story resides in a small southern town during the post-Civil War period. During this age in time, the Unites States was going through major political changes. But Ms. Emily was not ready for change. Faulkner uses repugnant imagery and a unique narration style to explore a woman’s inability to cope with death and change throughout the community and within herself (Perry 40). Growing up in the Grierson family, Emily knew her family was powerful and popular, and she was fortunate enough to live surrounded by love and luxury. Emily’s father loved her dearly and only wanted the best for her, but most of the time he was a little over protective and perceived to control his daughter’s life. He felt as if no man could ever be good enough for his one and only. The Griersons were definitely different from every other household in the small southern town of Jefferson, and Emily’s father made sure everyone knew of this. Since Emily’s father was a tyrant throughout her life, she rarely got the chance to enjoy anything outside of the Grierson residence (Watkins 509). The early agony that Emily had to tolerate created a permanent emotional cripple to her life. Emily most likely did not have a concrete idea of how a real family should function and cooperate, especially with the absence of a mother figure. Other than the Grierson family servants, Emily lived isolated...
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...James C Vincent II Mr. Purkiss English Comp II 27 February 12 Understanding What Symbolizes “A Rose for Emily” “A Rose for Emily” is a short story written by William Faulkner. Faulkner wrote this story back after the Civil War. Faulkner uses Emily Grierson as a timeless symbol that refuses to change with the world. Emily is a representation of a dying tradition. The Southern states were also going through a change because of all the reconstructing of communities. She lived after the Civil war. Emily’s family was always the ones who thought they were better. With her isolating herself from the outside world she was left behind in the constant change of the community. “A Rose for Emily” in a whole symbolized how the old South was in the early 1900s. Many objects in this story symbolize time, which has changed. Emily represented time and tradition. There are three things that symbolize time and tradition in Emily’s life, her house, social life and her environment. Emily’s house is a key part in understanding how she symbolizes tradition. Emily’s family was the closes thing to aristocracy in the whole town. Her house was a reflection of her. It was hideous to the New South. Even though communities changed around her, Emily’s house was a monument of a decaying South. Her house represents symbols of time also. Her house stayed the same for years until she died. The communities advanced and Emily’s house aged just like she did. Her house was even bad to look at. An example...
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...Faulkner’s “A Rose for Emily” “Life is a series of natural and spontaneous changes. Don’t resist them – that only creates sorrow. Let reality be reality. Let things flow naturally forward in whatever way they like.” From Lao Tzu One of the five classics of Taoism, the I Ching or Book of Changes, states that the world and life are always changing, and that only the superior man is meant to overcome these special circumstances. In A Rose for Emily by William Faulkner, the main character Miss Emily Grierson isolates herself from reality and makes the decision of defying the human necessity to adapt. In this way, Faulkner uses this story to illustrate the audience about the incapacity of the South to accept change after the Civil War. Once the North beat the South, many southerners did not accept the fact that their lives had changed. They clung to the past and rejected the new vision of America. Emily’s personality represents this last try to stand firm to the old traditions of the South. In the beginning of the story, the reader can observe that even her property is a holdout: "But garages and cotton gins had encroached and obliterated even the august names of the neighborhood; only now Miss Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and gasoline pump-a eyesore among eyesores" (Faulkner, 91). Faulkner writes a story rich in symbolism, Emily’s state of mind starts to worsen after her father’s death, a symbol of the South’s...
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...A rose for Emily In his short story, “A Rose for Emily,” William Faulkner intends to convey a message to his audience about the unwillingness in human nature to accept change and more specifically the secretive tendencies of aristocrats in the South during the early 20th century. In order to do this, Faulkner sets up a story in which he isolates and old aristocratic woman, Miss Emily, from her fellow townspeople and proceeds to juxtapose her lifestyle with theirs. In doing this he demonstrates her stubborn refusal to change along with the town, but also Among several literary devices the author employs to achieve this contrast, Faulkner sets up his narrator as a seemingly reliable, impartial and knowledgeable member of the community in which Miss Emily lives by using a first person plural, partially omniscient point of view. The narrator is present for all of the scenes that take place in the story, but does not play any role in the events, and speaks for the town as a whole. Faulkner immediately sets up his narrator as a member of the community in the first line of the story, saying that when Miss Emily died “our whole town went to her funeral.” Although it’s never directly explained, it appears as though the narrator is an older member of the town. This is demonstrated in statements like “the next generation, with its more modern ideas;” because the narrator does not say “with our more modern ideas” he makes it clear that he is not one of the younger members of the community...
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...A Close Reading of William Faulkner’s “A Rose for Emily” William Faulkner’s “A Rose for Emily” portrays itself as sort of a gothic sort of story. The elements of a gothic novel are meant to fashion a sense of trepidation, obscurity and unknown, which are vital in creating compelling stories. It has its fill of suspense and madness throughout its entirety, resulting in fastidious conventions in its type of writing structure, characterization, point of view, theme, and setting. Gothic novels are also known to contain an element of romance, which are often exaggerated to the extremes. I would say that the main point of view of this selected passage comes from an unknown narrator, told in the first person, who clearly is a resident of the town of Jefferson and knows the little-known life of the protagonist, Miss Emily. The “they” that is in the second sentence refers to the group of townsfolk who arrived at her house. The emotions of the crowd are a mixture of respectful condolences and curiosity. The men are present merely out of respect, giving off an air they only attend because it is an expected behavior and not because she was popular in the community. The women go out of curiosity to see the inside of the house. There certainly seems to be a general consensus among the group that she was living almost a secret life which was clearly meant to stay that way. The phrase “would have to be forced” makes it clear the group is anxious about finding out what has been kept from the...
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...“A Rose for Emily" was the first of Faulkner’s stories to be published in a national magazine. This story was also the first story in which Faulkner wrote about his immediate surroundings. Faulkner, who grew up in the city of Oxford, Mississippi, renamed his home in Jefferson and placed almost all of his novels and short stories here with his neighbors, in modified form, as protagonists. "A Rose for Emily" comes from his most prolific creative period and belongs with his appearance in 1930 in the literary era of modernity (Faulkner had presented this era). The story of Emily Grierson gives much to discuss and discover, Faulkner using the means of plot, setting, and character development to set the mood in this masterpiece of a story. After...
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...Research Paper Miss Emily Grierson and Eveline The family and society’s expectation of a woman has led to some women becoming tragic heroes and anti-heroes who battled consistently with their true identity. Literary works of William Faulkner in the short story, "A Rose for Emily", and James Joyce’s "Eveline", reflects the negative impact of these expectations. Based on information, culled from Dr David Smith’s notes, tragic heroes are driven and obsessed with past deeds or by fate, they are neither entirely good nor entirely bad and are fated to cause grief to individuals or to the community, they are often leaders in the community or head of family (2). Faulkner shows these common traits of tragic hero in Miss Emily Grierson; a protagonist in self-exile from the modern world, locked away in her decaying mansion (3). In James Joyce’s Eveline, a protagonist is revealed as tragic hero who endures a dramatic and tragic life full of conflicts, but Smith thinks otherwise, he refers to her as an anti-hero and is of the opinion that antihero should not be confused with tragic hero because, “existentialist believed modern life does not allow the existence of a true hero. Modern life dehumanizes everyone”(3), short of this, Eveline is a classic example of a tragic hero. William Faulkner’s Miss Emily and James Joyce’s Eveline are women who in the quest of fulfilling the roles assigned to them by their family, lover, and society, cost them happiness and freedom. Faulkner in his short story...
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...The Affect that Emily Grierson has of the Old South and the New South “A Rose for Emily” is one of William Faulkner’s strangest, most unusual, and famous short stories ever because of its unique plot. The story focuses on Miss Emily Grierson, the unknown mystery of her life, the views of the Old South about Miss Grierson, and the views of the New South about her. Some critics say that Miss Emily Grierson was “one of the strongest, strangest, and most memorable character in any of Faulkner’s short fiction stories” (Kriewald 1). In the beginning of the story, the author describes Emily as a very popular person. Although she was very popular, she was also very different. Most people from the Old South had changed their lifestyle as the time progressed, but not Emily. She stayed the same and nobody could change that. Emily is affected by the change of time, but she doesn’t the change in time change her life. Miss Emily Grierson was one of the most isolated and unknown people in the town of Jefferson, and she made everyone in the town wonder what kind of person she was. Miss Emily represents the Old South, and when she died, everyone in the town went to her funeral: “the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one had seen in at least ten years”(Faulkner, 548). One of the major symbols of Miss Grierson was her house. Her house was one that was build during the Civil War, and...
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...A Rose for Emily Author: William Faulkner Plot: The story is broken down in 5 sections. In section I, the narrator recalls the time of Emily Grierson’s death and how the entire town attended her funeral in her home, which no stranger had entered for more than ten years. Colonel Sartoris, the town’s previous mayor, had suspended Emily’s tax responsibilities to the town after her father’s death, justifying the action by claiming that Mr. Grierson had once lent the community a significant sum. As new town leaders take over, they make unsuccessful attempts to get Emily to resume payments. When members of the Board of Aldermen pay her a visit, in the dusty and antiquated parlor, Emily reasserts the fact that she is not required to pay taxes in Jefferson and that the officials should talk to Colonel Sartoris about the matter. However, at that point he has been dead for almost a decade. She asks her servant, Tobe, to show the men out. Section II: the narrator describes a time thirty years earlier when Emily resists another official inquiry on behalf of the town leaders, when the townspeople detect a powerful odor emanating from her property. Her father has just died, and Emily has been abandoned by the man whom the townsfolk believed Emily was to marry. As complaints mount, Judge Stevens, the mayor at the time, decides to have lime sprinkled along the foundation of the Grierson home in the middle of the night. Within a couple of weeks, the odor subsides, but the townspeople begin...
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...with one-inch margins. All papers must analyze how the rhetorical/formal/symbolic/narrative elements of the short story contribute to your understanding of the text. Please review these terms from your literary terms quiz and your class notes to remind yourself how authors deploy them in the stories. Please choose one of the following topics. Note: I ask a lot of questions within each of the topics because I want to give you many options to consider; however, this does not mean that you have to answer all the sub-questions. Use them as guides to jumpstart your thinking. 1. Hawthorne’s “Young Goodman Brown” Poe’s “The Tell-Tale Heart,” Jewett’s “A White Heron,” Gilman’s “The Yellow Wallpaper” and O’Brien’s “The Things They Carried” track a particular symbol throughout the short story. Focusing on one of these stories, show how the author uses the development of the symbol in order to reflect the demise or spiritual growth of the main characters. Hint: for “The Things They Carried, you can focus on the word carry rather than on a specific individual symbol. 2. Poe’s “The Tell-Tale Heart” and Gilman’s “The Yellow Wallpaper” are both narrated by unreliable narrators who go crazy. Focusing on one of these stories, how does the author portray insanity? How does the insanity of the narrator contribute to your understanding (or lack of understanding) of the story? If you write on “The Yellow Wallpaper,” you might also consider how madness is gendered. Can women be both clinically...
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...this story “FightPatterns” it shows how people are used to stereotype each other mainly because of how society is today. The main character is William he is a husband and a father, he continues to judge this man he barley knows. The reader Alexie, show’s William as being ahard-worker but only tends to care about his work. William tends to be fearful and worried and very paranoid throughout the short story. He works all the time, always flying and on business trips and meetings. He barely has time for his wife and daughter, which he cares for a lot. He has trouble with his health, “Healways slept poorly-and wondered again if his insomnia was a physical...
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...Antagonist A character or force against which another character struggles. Creon is Antigone's antagonist in Sophocles' play Antigone; Teiresias is the antagonist of Oedipus in Sophocles' Oedipus the King. Assonance The repetition of similar vowel sounds in a sentence or a line of poetry or prose, as in "I rose and told him of my woe." Whitman's "When I Heard the Learn'd Astronomer" contains assonantal "I's" in the following lines: "How soon unaccountable I became tired and sick, / Till rising and gliding out I wander'd off by myself." Character An imaginary person that inhabits a literary work. Literary characters may be major or minor, static (unchanging) or dynamic (capable of change). In Shakespeare's Othello, Desdemona is a major character, but one who is static, like the minor character Bianca. Othello is a major character who is dynamic, exhibiting an ability to change. Characterization The means by which writers present and reveal character. Although techniques of characterization are complex, writers typically reveal characters through their speech, dress, manner, and actions. Readers come to understand the character Miss Emily in Faulkner's story "A Rose for Emily" through what she...
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...A Rose for Emily Summary How It All Goes Down You might want to look at our discussion of the novel's setting before you enter here, or at least know it's there to help if you get tangled up in this story's crazy chronology. Also keep in mind that the narrator of this story represents several generations of men and women from the town. The story begins at the huge funeral for Miss Emily Grierson. Nobody has been to her house in ten years, except for her servant. Her house is old, but was once the best house around. The town had a special relationship with Miss Emily ever since it decided to stop billing her for taxes in 1894. But, the "newer generation" wasn't happy with this arrangement, and so they paid a visit to Miss Emily and tried to get her to pay the debt. She refused to acknowledge that the old arrangement might not work any more, and flatly refused to pay. Thirty years before, the tax collecting townspeople had a strange encounter with Miss Emily about a bad smell at her place. This was about two years after her father died, and a short time after her lover disappeared from her life. Anyhow, the stink got stronger and complaints were made, but the authorities didn't want to confront Emily about the problem. So, they sprinkled lime around the house and the smell was eventually gone. Everybody felt sorry for Emily when her father died. He left her with the house, but no money. When he died, Emily refused to admit it for three whole days. The town didn't think...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has...
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