...9/28/2014 A Look at “A Rose for Emily” “A Rose for Emily” is a short story by William Faulkner. It is the story of an old southern woman called Emily who lives only with her servant in an old mansion after her father dies; she never goes out and is rarely seen by the townspeople. Nobody in the town knows that she’s keeping a macabre secret inside her room. I chose this story in particular because I’m a huge fan of The Zombies and music from the sixties in general. In The Zombies’ album Odessey and Oracle, there is a short retelling of the story and that is the only version of the story I have ever heard before reading the actual story in class recently. The story is divided in five parts. In the first part of the story, the narrator recalls the time of Emily’s death and how the whole town attends her funeral in her old dilapidated home. We are told how the previous mayor, a man in his eighties, has retracted Emily’s taxes after her father’s death. When the new younger generation town leaders take over they try to make her pay taxes but she gets her way and successfully gets rid of these officials. In the second part, the narrator describes how thirty years earlier, Emily’s house started to smell horrible. The younger officials sprinkle lime along the foundation to appease the townspeople who are complaining of the odor. The narrator gives us a clue about Emily’s state of mind by telling us the Emily’s great aunt had succumbed to mental illness. Even though Emily has denied that her...
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...entails. This is no less true in southern gothic writing and in the writings of William Faulkner. Published on April 30, 1930 in a major magazine at the time, Faulkner’s “A Rose for Emily” showcases the life of Ms. Emily Grierson, a local townswoman, and is captured in a mysterious and eventually horrific context that allows the reader to understand the sadness and morbid side of death. The story is a set in a southern context that Faulkner knew all too well and contains implications of contrasts between northern and southern society. Faulkner uses many different elements in this work to portray death in its entire grotesque and horrifying splendor. Particularly, Faulkner uses two certain elements to accomplish this task. Faulkner successfully conveys the theme of the power of death in “A Rose for Emily” by incorporating the use of the literary elements of foreshadowing and narrative voice. Faulkner’s use of foreshadowing works to reveal the theme of death in this work rather well. The story is divided into five different passages, each detailing a progression towards death – the end of Emily Grierson’s life. Just by listening to Faulkner’s tone in the first sentence and throughout the rest of the work, the reader can easily determine there is a definite presence of foreshadowing: “When Miss Emily Grierson died, our whole 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...
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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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...Education, Test and Testing, Writing English Composition Essays - Analitical, Autobiographical, Argument, Cause/Effect, Classification, Compare/Contrast, Comparison, Conversation, Creative+Writing, Critical, Deductive, Definition, Descriptive, Description, Dialog, Division, Exploratory, Expository, Informative, Interview, Inquiry, Journalistic, Narration, Observation. Personal Narrative, Place, Profile, Process, Proposal English Literature and Literary Analysis - Adventures of Huckleberry Finn, A & P, Antigone, Apocalypse Now, Araby, The Awakening, Barn Burning, Beowulf, Beloved, Bible, Birthmark, Blade Runner, The Bluest Eye, Candide, Canterbury Tales, Catcher in the Rye, Cathedral, Chrysanthemums, A Clockwork Orange, The Color Purple, Comparing Literary Works, Crime and Punishment, Death of a Salesman, Death in Venice, Desiree's Baby, A Doll's House, Dr. Faustus, Epic of Gilgamesh, Everyday Use, A Farewell to Arms, Frankenstein, The Grapes of Wrath, Great Gatsby, Great Expectations, Glass Menagerie, Gulliver's Travels, The Handmaid's Tale, Heart of Darkness, The Iliad, Invisible Man, Jane Eyre, The Joy Luck Club, The Lottery, The Love Song of J. Alfred Prufrock, Metamorphosis, My Antonia, My Papa's Waltz, Neuromancer, The Odyssey, Oedipus Rex, On the Road, Oresteia, Paradise Lost, The Picture of Dorian Gray, Portrait of the Artist as a Young Man, Pride and Prejudice, A Raisin in the Sun, A Rose for Emily, The Scarlet Letter, Siddhartha, Sir Gawain and the Green...
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...lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Barnet, S., Cain, W.E., & Burto, W. (2011). Literature for composition: Essays, stories, poems, and plays (9th ed.). New York, NY: Longman. All electronic...
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...Course Number and Title: American Literature 1 Number of Credits: 3 Instructor Name: Sos Bagramyan Email Address: sbagramyan@aua.am Telephone Number: 51 27 69 Office Location: Paramaz Avedisian Building, 132W Office Hours: Tuesday and Thursday, 8am-9am Term/Year: Spring 2015 ENGL 120 – American Literature 1 This survey course introduces students to American literature from the beginning of European contact to the present, focusing on major authors and different literary genres. It examines the historical influences on the evolution of this body of literature and the construction of a distinct and complex American identity. Through close reading, class discussion and their own research and writing, students will explore how themes such as gender, race, class, spirituality, economics, and the environment play a role in the formation and evolution of the American experience Three hours of instructor-led class time per week. Required Materials: All readings are located in PDF format on our course’s Moodle page. Academic Integrity: All graded assignments must completed individually. Plagiarism is a serious offense, and any attempt to pass off another person's ideas and writings as your own will result in severe disciplinary measures, possibly expulsion from the university. This also applies to your Informal Responses, which should reflect your own understanding of the material and not simply repeat what I or your classmates have already said. Students are required...
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...Beso, Luiz Miguel B. BSE EN 2-1 Literature Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. William Faulkner’s A Rose for Emily- the decline of the Old South Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts District 9- South African Apartheid X Men- the evils of prejudice Harry Potter- the dangers of seeking “racial purity” Character - representation of a person, place, or thing performing traditionally human activities...
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...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 been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher...
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...British army regiment, under the alias Silas Tomkyn Comberbache. After being rescued by his brothers, Coleridge returned to Cambridge, but he left again, in 1794, without having earned a degree. That year, Coleridge met the author Robert Southey, and together they dreamed about establishing a utopian community in the Pennsylvania wilderness of America. Southey, however, backed out of the project, and their dream was never realized. notable quote “No man was ever yet a great poet, without being at the same time a profound philosopher.” fyi Did you know that Samuel Taylor Coleridge . . . • developed a fascination with the supernatural at age five? • was known as a brilliant and captivating conversationalist? • was the most influential literary critic of his day? • liked to write poetry while walking? Samuel Taylor Coleridge 1772–1834 Samuel Taylor Coleridge is famous for composing “Kubla Khan” and “The Rime of the Ancient Mariner,” considered two of the greatest English poems. As a critic and philosopher, he may have done more than any other writer to spread the ideas of the English romantic movement. Precocious Reader The youngest of ten For more on Samuel Taylor Coleridge, visit the Literature Center at ClassZone.com. children, Coleridge grew up feeling rejected by his distant mother and bullied by his older brother Frank. These early experiences gave rise to feelings of insecurity and loneliness that plagued Coleridge throughout life. Despite his self-doubt,...
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...of Northumbria Newcastle upon Tyne NE1 8ST Self-Assessment ISBN: 1-86135-080-5 Text editor: Rebecca Johnson Copy editor: Publications Office, University of Northumbria Designed and produced by the Department of External Relations DER: 2308HCB/6/00J Contents Project mission statement Introduction The nature and scope of the project i) The self-assessment sheet ii) Student guide to self-assessment iii) ‘Writing essays: A guide for literary studies students’ (sample) 5 7 8 10 13 23 Ways of using the materials i) How the self-assessment sheet can be used ii) Workshop using the self-assessment sheet 34 34 34 iii) How ‘Writing essays: A guide for literary studies students’ can be used 35 iv) Workshop using the essay guide 35 Impact on staff and students i) Student response to the self-assessment sheet ii) Student response to workshops using the materials iii) Staff response to the materials 37 37 37 37 Further references About the authors Acknowledgements Appendices i) Example of completed self-assessment sheet with essay 39 39 39 41 3 4 Project mission statement T he Assessment and the Expanded Text Consortium is a project directed by the English division at the University of Northumbria. It involves collaborating with colleagues who teach English courses at Sheffield Hallam University, Staffordshire University and the University of East Anglia. We came together three years ago to build on existing relations between...
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... Code ENG‐101 Year 1 Subject Title Introduction to Literature‐I (History of English Literature‐I) Discipline English Cr. Hrs 3 Semester I Aims: One of the objectives of this course is to inform the readers about the influence of historical and socio-cultural events upon the production of literature. Although the scope of the course is quite expansive, the readers shall focus on early 14th to 19th century Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum, the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. The reading of literature in this way i.e. within the sociocultural context will help the readers become aware of the fact that literary works are basically a referential product of the practice that goes back to continuous interdisciplinary interaction. Contents: • Medieval Period • Renaissance and Reformation • Elizabethan Period • Milton, the Metaphysical, and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism Recommended Readings: 1. Long, William J.: English Literature: Its History and Significance for the life of English speaking world, enlarged...
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...the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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