...(Brainyquote). He further explains why he’d do this in “A Rose for Emily”; although the story is not about him, he details the loneliness and selfishness of a poor woman, Miss Emily. Miss Emily is unable to grip the idea of death and suffers great deals of denial. After the death of her father, the townspeople expected her to be in a state of grief but alas she is not. Instead she proceeds to say that her father is very well with her, alive. William Faulkner’s idea of grieving is clear in this story because he shows his audience that it is better to accept death than to ignore it through the accounts of Miss Emily’s journey. William Faulkner’s story takes place in the South, during a time period of racial discrimination and major political change. By using reader response criticism, a reader can analyze “A Rose for Emily” through the aspects of the secret held within the story, race found through anthropology, and gender found through anthropology. To begin with, one can analyze “A Rose for Emily” by examining the underlying hidden message found within the story. The hidden message that William Faulkner tried to convey in his story was the themes of death and change. Death looms through the story from the beginning right on through to the end as the narrator begins describing the beginning of Miss Emily’s funeral. Miss Emily herself chooses not to accept the fate of death when her extremely controlling father passes away. “Miss Emily met them at the door, dressed` as usual and with no...
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...[Document title] | Reader Response: A Rose for Emily Dr. Tina Good ENG 102 | | ARIA EDWARDS 3-10-2016 | In “A Rose for Emily”, William Faulkner’s use of skilled literary techniques throughout the story work to create one of the most candid and organic experiences a reader can have. His narrative structure, use of foreshadow and flashbacks, and artistic execution of the shock ending all contribute to the mysterious and uneasy feel of the story. All of these literary elements also work together to keep the reader engaged in the text. The narrative styling lends way to the reader being taken on the very same journey the narrator is on, at points, at the same time. The back and forth descriptions of a couple situations at once feels like the narrator is telling us a story and remembering bits and pieces along the way sometimes having to digress slightly as to not leave out a single known detail. That point is just as important; the audience doesn’t know any less then the narrator, it is a shared experience with plenty of room for reader interpretation. By using the third person narrative in A Rose for Emily, Faulkner automatically draws the reader into the story by the word “we”. This inherently makes the audience feel like part of the story and creates a layer of empathy, as though the narrator is speaking directly to the audience. After Miss Emily agrees to allow authorities to dispose of her father’s three day old body, the narrator sheds insight into...
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...Jenna Mosca EN102 MWF 11-11:50 Literary Term Essay 2/18/2013 When writing a story, there is way more to it then just writing down a bunch of words. Literary terms are a main element to every story. They are what make a story a story. The two literary terms that to me make a story very important are Setting and Point of view. Without either of them in a story, it would be rather boring and dull. In the stories “A & P” by John Updike and “ A Rose for Emily” by William Faulkner, I believe that both have wonderful examples of setting and point of view. In John Updike's short story "A&P" the boy works in an A&P store. The setting is a grocery store in the 1950's. It is in a small town and the boy works a mundane job as a cashier. He sees the same thing day after day. The same isles, same colors, and the same keys on the cash register. However, for the boy the store seems almost devoid of color. The girls come into the store are totally different than the expected norm. They are cheerful and vibrant. They are the opposite of the store and shift the mood of the boy. The setting is important because the boy is able to see that the girls mean excitement and something better than the store where everything always seems to be the same. A & P is told in first person from Sammy's point of view with a tone allowing the narrator to connect on a deeper level and truly portraying Sammy as a teenager. Updike does a good job making it seem as if Sammy is telling...
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...actions. In “The Yellow Wallpaper” by Charlotte Perkins Gilman and “A Rose for Emily” by William Faulkner the time period and physical location confines characters and affects the outcome of the story. Gilman and Faulkner limit their characters in temporal and spatial setting to show the limitations of women in the physical, mental, and social aspects of life. First, Gilman...
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...A Rose for Emily Response Joseph Lucas In the story "A Rose for Emily" the death theme plays an entire role until the end. It draws the attention of the reader and the majority of the people in Jefferson town and It ties in throughout the section. After Emily's father's death, "the house was all that was left to her" (Faulkner 23). The protagonist tries to survive her loneliness until she finds herself in need of a husband. The next day after Emily's father's death, she meets the ladies at the door to offer her condolence and aid, but she said to them that "her father was not dead" (Faulkner 23). Here, she doesn't want the ladies to discover her true secret. However, keeping a secret would only tell ministers and doctors to persuade her to let them get rid of her father's body. Her father's death left her with a feeling of sadness. Faulkner argues that people in town are acting strange by saying this motto repeatedly: "Poor Emily" ( Faulkner 24). He sees that they either knew everything about her father death or she's lonely. It's only a matter of time before she needs to mentally resist their unkindly motto. Faulkner claims that the protagonist will ask the druggist that she wants to get some "arsenic" (Faulkner 24), which is a rat poison she will use. Symbolically, the arsenic is presented as "death" and its weapon. When Emily finally requested what she wanted, the druggist tells her that the law is the last thing required for her...
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...Change is Everyone feels the effects of societal change and Miss Emily Grierson is no exception. During the duration of “A Rose for Emily,” by William Faulkner, the town and its people experience great change from generation to generation. Even though Miss Emily does not leave her house for an extended period of time, she was still impacted by the negative effects that the changing society brings. From a problem with her tax exemption to the loss of the endearing pastime of china painting, Miss Emily can feel the new generation’s impact. The reader will see that most of these alterations of the town take place in Miss Emily’s historical house and her house soon becomes the prime scene for the most destructive result of these...
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...provides a new eye-opening perspective of "A Rose for Emily" for readers who may not have grasped key concept from the first read. He accurately explains that a short story such as this one much be questioned and analyzed to fully understand all the abundant motifs, themes, and symbolic ideas which it holds. In addition to enhancing the readers' current thoughts, Dilworth's ideological explanation invalidates any misconceptions and assumptions. He states, "Most readers have mistakenly seen the narrator as a basically objective observer." He then continues on to explain why the reader is incorrect. Thus, Dilworth is not only ridding the readers of their mistaken idea, but he is also elucidating why they are incorrect and...
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...definition as her province, Emily Dickinson challenged the existing definitions of poetry and the poet’s work. Like writers such as Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman, she experimented with expression in order to free it from conventional restraints. Like writers such as Charlotte Brontë and Elizabeth Barrett Browning, she crafted a new type of persona for the first person. The speakers in Dickinson’s poetry, like those in Brontë’s and Browning’s works, are sharp-sighted observers who see the inescapable limitations of their societies as well as their imagined and imaginable escapes. To make the abstract tangible, to define meaning without confining it, to inhabit a house that never became a prison, Dickinson created in her writing a distinctively elliptical language for expressing what was possible but not yet realized. Like the Concord Transcendentalists whose works she knew well, she saw poetry as a double-edged sword. While it liberated the individual, it as readily left him ungrounded. The literary marketplace, however, offered new ground for her work in the last decade of the nineteenth century. When the first volume of her poetry was published in 1890, four years after her death, it met with stunning success. Going through eleven editions in less than two years, the poems eventually extended far beyond their first household audiences. Emily Elizabeth Dickinson was born in Amherst, Massachusetts, on December 10, 1830 to Edward and Emily (Norcross) Dickinson...
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...Beowulf quiz master Pg. 36 - 71 Teacher document coordinated with Beowulf student document. Student document may be altered to fit teacher needs. 1. One reason that the Danes have such a difficult time fighting Grendel is that |a. |the Danes’ warriors are too old | |b. |Grendel hunts only when it is full dark | |c. |Grendel does not fight according to men’s rules | |d. |the warriors do not have enough gold for swords | ANS: C STA: AZ.AZGLA.RLA.R.03.12.2.2.PO1 | AZ.AZGLA.RLA.R.03.12.2.2.PO2 2. Which universal theme do lines 79–85 of this epic suggest? |a. |Mankind’s enemy will always continue his crimes by killing. | |b. |Evil is bloodthirsty, and it constantly tries to conquer kings. | |c. |The existence of evil and good occur simultaneously. | |d. |Evil is part of the darkness, but goodness exists in the light. | ANS: C 3. Why do the swords of Beowulf’s men fail to harm Grendel? |a. |The men...
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...experimental operation. Through Charlie’s eyes, readers are able to experience the ascent from mental incapability to profound intelligence, as well as the range of emotions that accompany it. However, Keyes was a far cry from mentally incompetent, and although he could not relate to Charlie’s IQ of...
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...Nesbitt-Johnston Writing Center Hamilton College Clinton, NY 13323 INTRODUCTIONS AND THESIS STATEMENTS Introductions The introduction is a key paragraph for both readers and writers. First impressions matter. The reader will be more inclined to read a paper and consider a position if the initial paragraph is clear, organized, and engaging. For the writer, a carefully crafted first paragraph acts as a springboard, establishing the order and direction for the entire paper. The form and content of an introduction depend upon many factors, including the specifics of the assignment, the intended audience, the style of the discipline, and the expectations of your professor. In general, your introduction should • capture the reader’s attention • reflect the question raised by the assignment • provide essential context for your topic • define key terms Most importantly, your introduction should • convey the pattern of organization you will follow in the paper • build to the thesis sentence: a clear, concise statement of the specific position you will explore in your paper Outline first Outline your argument as fully as possible before starting the first draft. Outlining first helps you to see the shape of your argument, making writing the draft much easier. Start focused Avoid broad openers; start your argument right away. Do not open with empty filler such as “Since the beginning of time” or “For thousands of years, men, both good and evil.” Open with a sentence...
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...|[pic] |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own 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...
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...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 or functions in a work of fiction Protagonist - The character the story revolves around. Antagonist - A character or force that opposes the protagonist. Minor character - Often provides support and...
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...Семинар 6. Вопрос 1 THE VICTORIAN AGE The Victorian Compromise The Victorian Age takes its name from Queen Victoria who ruled from 1837 to 1901; it was a complex era characterised by stability, progress and social reforms, and, in the mean time, by great problems such as poverty, injustice and social unrest; that’s why the Victorians felt obliged to promote and invent a rigid code of values that reflected the world as they wanted it to be, based on: * duty and hard work; * respectability: a mixture of both morality and hypocrisy, severity and conformity to social standards (possessions of good manners, ownership of a comfortable house, regular attendance at church and charitable activity); it distiguished the middle from the lower classes; * charity and philanthropy: an activity that involved many people, expecially women. The family was strictly patriarchal: the husband represented the authority and respectability, cosequently a single woman with a child was emarginated because of a wide-spread sense of female chastity. Sexuality was generaly repressed and that led to extreme manifestations of prudery. Colonialism was an important phenomenon and it led to a patriotism deeply influenced by ideas of racial superiority: British people thought that they were obeying to God by the imposition of their superior way of life. The concept of “the white man’s burden” was exalted in the works of colonial writers (such as Rudyard Kipling). This code of values, known...
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...English - Final Exam Terms to Know The following link is very helpful: Examples Glossary from Your Dictionary Alliteration In alliteration, the first consonant sound is repeated in several words. A good example is “wide-eyed and wondering while we wait for others to waken”. Alliteration can be fun, as in tongue twisters like: “Kindly kittens knitting mittens keep kazooing in the king's kitchen 1. 2. 3. 4. 5. Alice’s aunt ate apples and acorns around August. Becky’s beagle barked and bayed, becoming bothersome for Billy. Carries cat clawed her couch, creating chaos. Dan’s dog dove deep in the dam, drinking dirty water as he dove. Eric’s eagle eats eggs, enjoying each episode of eating. Examples of Alliteration Allusion “I was surprised his nose was not growing like Pinocchio’s.” This refers to the story of Pinocchio, where his nose grew whenever he told a lie. It is from The Adventures of Pinocchio, written by Carlo Collodi. “When she lost her job, she acted like a Scrooge, and refused to buy anything that wasn’t necessary.” Scrooge was an extremely stingy character from Charles Dickens’, A Christmas Carol. “I thought the software would be useful, but it was a Trojan Horse.” This refers to the horse that the Greeks built that contained all the soldiers. It was given as a gift to the enemy during the Trojan War and, once inside the enemy's walls, the soldiers broke out. By using trickery, the Greeks won the war. “He was a real Romeo with the ladies.” Romeo was a character...
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