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Emily Grierson Living in the Past in William Faulkner's A Rose for Emily
In "A Rose for Emily," by William Faulkner, Emily Grierson seems to be living with her father in what people referred to as the old South. However, most of the story takes place after the Civil War, but Miss Emily is clearly living in the past. As critic Frederick Thum pointed out, "Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past. Such a mind is the mind of Miss Emily Grierson..."(1). Miss Emily's comprehension of death, her relationship with the townspeople, and her reaction toward her taxes are clear examples that she is living in the past.
At the beginning of the story, the narrator tells the reader that "our whole town went to her funeral"(336). The narrator goes on and informs the reader that, "She was a 'fallen monument...[sig] a tradition, a duty and a care: a sort of hereditary obligation upon this town'"(Pierce 850). "Miss Emily was referred to as a 'fallen monument' because she was a 'monument' of Southern gentility, and ideal of past values but fallen because she had shown herself susceptible to death (and decay" (Rodriguez 1). By the time of Emily's death most of the people in her town were younger than she and had never been able to include her in their lives or community activities. She has stood mainly as a example of an older ideal of Southern womanhood, even though she had grown fat and pale in her later years. The older and younger generations of townspeople treated Miss Emily differently. "'The older generation, under the mayoralty of Colonel Sartois, has relieved Miss Emily of her taxes and has sent its children to take...
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...licts between them. Her refusal or inability to move out of this world is reflected in her comprehension of death, her relationship with the townspeople, and her reaction toward her taxes.
Works Cited and Consulted
Faulkner, William. "A Rose For Emily" Literature and the Writing Process Eds. Elizabeth McMahan, Susan X Day, and Robert Funk. 4th Ed. Upper Saddle River: Prentince Hall, 1996.
Pierce, Constance, "William Faulkner." Critical Survey of Short Fiction Ed. Frank N. MaGill. 7 vols. Pasadena, California: Salem Press, 1993: 848-857.
Rodriquez,Celia. "An Analysis of 'A Rose for Emily.'" 9 Sept. 1996. 17 Mar. 1998 http://www.cwrl.utexas.edu/daniel/amlit/reader/South?radriquezerose.html
Them, Frederick. "A Rose for Emily: Confusion of Past and Present." 2 Oct. 1995. 17 Mar.1998 http://sru.ocs.drexel.edu.undergrad/st93mey7/fred/rose.html
Mosby, Charmaine Allmon. "A Rose For Emily." Masterplots, Fourth Edition (2010): 1-3. Literary Reference Center. Web. 4 Apr. 2014.
The “A Rose for Emily”. Literature: Prentice Hall Pocket Reader. Third Edition. Upper Saddle River, NJ: Pearson, 2005. 1-9.
McGlynn, Paul. "The Chronology of `A Rose for Emily.'" Studies in Short Fiction, 6 (1969): 461-62.
Faulkner, William. “A Rose For Emily.” An Introduction to Fiction. 10th ed. Eds: X.J. Kennedy and Dana Gioia. New Yorkk: Pearson Longman, 2007. 29-34.
Thaci, H 2013, Thaci: Kosovo’s Strides Toward Freedom Are Inspired by America’s Founding, Roll Call, date retrieved 15th May 2104
When her father passed away, it was a devastating loss for Miss Emily. The lines from the story 'She told them her father was not dead. She did that for three days,' (Charter 171) conveys the message that she tried to hold on to him, even after his death. Even though, this was a sad moment for Emily, but she was liberated from the control of her father. Instead of going on with her life, her life halted after death of her father. Miss Emily found love in a guy named Homer Barron, who came as a contractor for paving the sidewalks in town. Miss Emily was seen in buggy on Sunday afternoons with Homer Barron. The whole town thought they would get married. One could know this by the sentences in the story ?She will marry him,? ?She will persuade him yet,? (Charter 173).
---. "A Rose for Emily." Literature: An Introduction to Fiction, Poetry, and Drama. 5th ed. New York: Harper Collins, 1991.
Alice, Petry. A Rose for Emily.’” Explicator Spring 86. Vol. 44 Issue 3. p. 52. 3 p.. Ebook
Sullivan, Ruth “The Narrator in A rose for Emily”. Journal of Narrative Technique (1971): 159-178
Faulkner, William. "A Rose for Emily." The Norton Anthology of Short Fiction. Shorter 5th ed. Ed. R.V.Cassill. New York: W.W. Norton & Comp., 1995.
Faulkner, William. "A Rose For Emily." The Bedford Introduction to Literature: Reading, Thinking, Writing. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2008. 91-99. Print.
The theme of "A Rose for Emily" by William Faulkner is that people should let go of the past, moving on with the present so that they can prepare to welcome their future. Emily was the proof of a person who always lived on the shadow of the past; she clung into it and was afraid of changing. The first evident that shows to the readers right on the description of Grierson's house "it was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street." The society was changing every minutes but still, Emily's house was still remained like a symbol of seventieth century. The second evident show in the first flashback of the story, the event that Miss Emily declined to pay taxes. In her mind, her family was a powerful family and they didn't have to pay any taxes in the town of Jefferson. She even didn't believe the sheriff in front of her is the "real" sheriff, so that she talked to him as talk to the Colonel who has died for almost ten years "See Colonel Sartoris. I have no taxes in Jefferson." Third evident was the fact that Miss Emily had kept her father's death body inside the house and didn't allow burying him. She has lived under his control for so long, now all of sudden he left her, she was left all by herself, she felt lost and alone, so that she wants to keep him with her in order to think he's still living with her and continued controlling her life. The fourth evident and also the most interesting of this story, the discovery of Homer Barron's skeleton in the secret room. The arrangement inside the room showing obviously that Miss Emily has slept with the death body day by day, until all remained later was just a skeleton, she's still sleeping with it, clutching on it every night. The action of killing Homer Barron can be understood that Miss Emily was afraid that he would leave her, afraid of letting him go, so she decided to kill him, so that she doesn't have to afraid of losing him, of changing, Homer Barron would still stay with her forever.
Imagine waking up one day to the thundering of blows given at the door telling you to “open up or be shot down.” It is the Serb police, and they are telling you that you and your whole family had to leave your home immediately. This is how it went for many Albanian people during what some Serb extremists called “demographic genocide.” This was the beginning of what many would call the Kosovo War, and it lasted from March to June 1999. After NATO’s intervention in Kosovo, something strange happened. Now the people being victimized were the Serbs and anyone who was “friendly” to them. In this paper, I will speak about what happened before and after the war in Kosovo.
To develop this investigation, I will look at a variety of sources including biographies of Slobodan Milosevic, research books on the conflict in Kosovo, and internet sources on Kosovo nationalism.
The Serbs were looking for protecting the cradle of their culture, the Serbian civilization and its identity against the Albanians’ battle for an independent territory of Kosovo. When the peace agreement could not be reached, the NATO2 countries, in order to protect Albanians from a massive « ethnic cleansing, » launched a missile bombing campaign over former Yugoslavia on the 24 March of 1999. The bombings lasted for 78 days. And NATO’s intervention in what came to be known as “the Kosovo conflict” injured and murdered thousands of civilians. It destroyed the local factories, workplaces, schools, and hospitals.