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Annotated Bibliography for “A Rose for Emily” Barloon, Jim. “Southeast Missouri State University.” A Rose for Emily - Southeast Missouri State University, University of St. Thomas, www.semo.edu/cfs/teaching/10186.html. Accessed 20 Apr. 2017. Jim Barloon, a professor at University of St. Thomas, is tired of the students jumping to the conclusion that Homer Barron is gay. He continues by discussing that Homer Barron being gay should not be considered in this story because he is not the main character, and if he was gay, it would change the whole meaning of the story. Lastly, he says that there is not enough evidence to make that conclusion especially considering the time period in which the story was written. This source is very reliable considering the author is very qualified, and the article did not raise any suspicion of false information. Jim Barloon’s qualifications include a doctorate of Philosophy and English from the University of Kansas in 1995, and he is currently an assistant professor at the University of St. Thomas. Despite the fact that the author rambles throughout the article, he provides convincing evidence for his claim. The goal of the article is to discuss how most readers incorrectly interpret this story. …show more content…
Considering the majority of people who read this story think that Homer Barron is gay, this article directly addresses that topic by arguing that the readers must consider time period and meaning of the story before making a claim as serious as that. Therefore, I believe this article would be useful to introduce how to develop a literary article and literary
Ulf Kirchdorfer, "A Rose for Emily: Will the Real Mother Please Stand Up?” ANQ: A Quarterly Journal of Short Articles, Notes and Reviews, 10/2016, Volume 29, Issue 4, https://www.tandfonline.com/doi/abs/10.1080/0895769X.2016.1222578
In William Faulkner’s short story “A Rose for Emily”, readers are introduced to Emily Grierson whose character was highly respected in her society but for some mysterious reason fell off the grid. The other people in her community became curious as to what was going on in her life and any effort to find out the truth had proved to be futile. This journal seeks to show the narrator’s view of the Miss Emily’s story, as the narrator would refer to her due to the first person plural point of view the story was written in. Consequently, the sense in telling the story should be noted, as denoted by the title and why he would constantly use “we instead of “I”. Furthermore, the journal shall assess the effects on the overall story and the character of the narrator.
Dinsmore, Charles Allen. "Homer: What He Believed and What He Valued." 1937. Classical and Medieval Literature Criticism. Vol. 1. Ed. Dennis Poupard et al. Detroit: Gale Research Company, 1988. pp. 326-329.
In the short stories of, A Worn Path and A Rose for Emily, you are able to see many similarities as well as differences between the two main characters. When you take a look at the morals of the stories you are able to have better understanding of what took place with the two characters, Miss Emily and Phoenix Jackson. One of the main pictures you see about these characters is that they are both mentally crazy.
At first, Homer's control over himself seems strong; he is only mildly aware of tempting situations. The reader begins to notice, however, that Homer's mind is still easily swayed by that most primitive of urges - sexual desire. The passage, "Homer looked up. Through the screen he watched Fred's sister Sandra as she came ambling down the path, stepping lightly between the stones in her bare feet," (293) is the first mild manifestation of Homer giving in to a loss of control to his sensual appetite.
William Faulkner and Eudora Welty was born in different centuries, but their book, “A Rose for Emily” and “Why I live at the PO” have many kinds of similarities and differences throughout the story. Both stories have similar settings which takes place in a small town in a South part of United States. We could see that the story have similarities in the places, but both story takes place in different decades. On the point-of-view, in “A Rose for Emily” has first-person while in “Why I live at the PO” has third-person and both story have different narrator. Usually, different story has different main protagonist. The protagonist of “A Rose for Emily” is Emily Grierson and “Why I live at the PO” is the sister. Each story has different author
In William Faulkner’s short story, “A Rose for Emily”, the butler is directly related to the traditional values in the older generation. Because of his status and race the butler is not allowed to openly express his ideals like Emily is allowed to. The butler’s role is to display the traditions of the older southern generation. The butler serves his role thorough this story by being excessively loyal and protective of Emily, by fulfilling his duty as a servant, and by being racial discriminated against from people in the town.
Homer, and Richmond Lattimore. The Odyssey of Homer. New York: Harper & Row, 1967. Print.
Scott Richardson is attempting, at a first glance, to, in a strange and not altogether believable way, proclaim that Homer is obviously misleading and misinforming his audience, and in this way greatly resembles his own character Odysseus. It seems that he is attempting to convince us, by way of literary arguments, that Homer has irreparably broken the trust between reader and writer, that he has raised multiple false expectations and that he has greatly mislead us on multiple instances. On a second glance, Richardson is endeavoring, still not altogether quite believably, to show that Homer has written in a way that gives the reader
The Odyssey is a classic example of great literature, read and enjoyed both under the bright lights of the classroom and the cozy warmth of the home—this idea is well-known. Yet, there exists a question as to how Homer's “story of a man never at a loss” has managed to maintain the attention of the world to this day. C.S Lewis hints at the answer in his book, The Horse and His Boy: “For in Calormen, story-telling (whether the stories are true or made up) is a thing you're taught, just as English boys and girls are taught essay-writing. The difference is that people want to hear the stories, whereas I never heard of anyone who wanted to read the essays.” Lewis is pointing out the true beauty and art of story-telling; this art form makes its audience want to endure each word. The Odyssey lives on today as a triumph of story-telling because its author is what all authors strive to be: a story-telling master. Said story-telling mastery is demonstrated in The Odyssey as it adheres to the popular imagination's demand for things such as conflict, good versus evil, romance, and adventure.
One may have heard the simple saying that “Love can make you do crazy things.” Many adults can confirm that the saying proves true; one could even spend a few hours watching CSI type of shows that portray the stories of two love-struck people becoming cold-hearted killers just to be with their significant other. Why would they be so desperate to be together that they would kill anyone who got in between them? Desperation so serve that they would even kill a loved one? It could be that as children they were deprived of love and nourishment that children normally receive. This deprivation of love led them to cling to anyone that made them think they were being love. In A Rose for Emily and Tell-Tale Heart a character murders someone who they love. The two works, share similarities and differences when it comes to the characters, the narratives point of view and reason for killing a loved one.
A thorough exploration of this particular topic may investigate subtopics such as secondary misinterpretations of first hand accounts, social prejudice within primary sources, as well as the impact of former political pressures in primary sources. A comprehensive analysis of the potential essay topic will go beyond the original arguments and ideas of the authors to prove or disprove their theory scholarly articles have reinforced inaccuracies within primary
Steiner, George, and Fagles, Robert, eds. Homer: A Collection of Critical Essays. Twentieth Century Views, ed. Maynard Mack. Englewood Cliffs, N. J.: Prentice Hall, 1962.
Lattimore, Richard. Introduction. The Iliad of Homer. New York: University of Chicago Press. 1961. 7–55.
In "A Rose for Emily," William Faulkner's use of setting and characterization foreshadows and builds up to the climax of the story. His use of metaphors prepares the reader for the bittersweet ending. A theme of respectability and the loss of, is threaded throughout the story. Appropriately, the story begins with death, flashes back to the past and hints towards the demise of a woman and the traditions of the past she personifies. Faulkner has carefully crafted a multi-layered masterpiece, and he uses setting, characterization, and theme to move it along.