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Faulkner's narrative style in a rose for emily
Faulkner's narrative style in a rose for emily
Plot in Faulkner’s “A Rose for Emily”
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Importance of Faulkner's Diction in A Rose for Emily
What is the difference between a small child and a child that is puny? Technically, puny and small are synonyms, but the imagery that each conveys is vastly different, and therefore the meaning of each is altered. An author's choice of words can have a massive effect on the reader's interpretation. Someone who realized this and manipulated it to his full advantage was William Faulkner. One way that an author can increase a reader's enjoyment of his work is by choosing language which creates suspense and mystery. Faulkner's use of language is discussed in both Alice Hall Petry's "Faulkner's 'A Rose for Emily'" and Hal Blythe's article of the same name. Faulkner's diction in "A Rose for Emily" heightens the mystery surrounding Emily Grierson's life.
One great puzzle in "A Rose for Emily," highlighted by Faulkner's language is the exact nature of Emily's relationship with Homer Barron. That is because Homer himself remains such an enigma. With an initial reading of the story, Homer appears to be an average kind of man. Those things about him that Faulkner reveals to us, such as his being "a Northerner [and] a day laborer"(279), while highly uncomplimentary in the eyes of the people of Jefferson, warrant little attention from a modern reader. We are glad for Emily and do not begrudge her the companionship, but contrary to Hal Blythe's view of Homer in his article, he never appears to be an "aristocratic and . . . chivalric . . . courtly lover"(49). He is, in fact, a construction worker whom the little boys of Jefferson followed to hear shout at the "niggers"(Faulkner 279). Little about him is aristocratic or chivalrous, because his relationship with Emily is h...
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...e "himself remarked in 1957, [that] the short story as a genre demands precision of language: 'In a short story that's next to a poem, almost every word has got to be almost exactly right. In the novel you can be careless but in the short story you can't'"(54). When a writer in so conscious of the power which he possesses, it should surprise us little that he is so successful in creating emotion and mystery with his pen.
Works Cited
Blythe, Hal. "Faulkner's 'A Rose for Emily.'" The Explicator 47 (1984): 49-50.
Clark, Deborah. "Gender, Face & Language in Light in August." American Language 61 (1989): 398-413.
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. 275-83.
Petry, Alice Hall. "Faulkner's 'A Rose for Emily.'" The Explicator 44 (1980): 52-54.
6. West, Ray B., Jr. "Atmosphere and Theme in Faulkner's 'A Rose for Emily'." William Faulkner: Four Decades of Criticism. Ed. Linda Welshimer Wagner. Michigan State University Press, 1973. 192-198. Rpt. in Short Story Criticism. Ed. Laurie Lanzen Harris and Sheila Fitzgerald. Vol. 1. Detroit: Gale Research, 1988. Literature Resource Center. Web. 5 July 2011.
Faulkner, William. “A Rose for Emily.” Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 12th ed. New York: Pearson, 2013. 549-51. Print.
Stein, M. L., & Roseman, M. (1990). Homeless Children: A New Vulnerability. Child and Youth Services, 89-109.
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.
William Faulkner's, "A Rose for Emily," is a short story that is narrated by an anonymous character to be considered as the voice of the home town and tells the story out of order. The story is based on the life of Emily Grierson and how it connects with the South after the Civil War. There are many parts in the story that show symbolism in varieties of ways. Some of these symbols include Emily's house, her hair, her clothing, and even the "rose" that is brought in the story. Symbolism is shown throughout many different ways through all forms of literature. It is mainly shown through the main theme as well as the smaller themes that are throughout the story. Symbolism is used to represent ideas or qualities through the use of symbols.
Kurtz, Elizabeth Carney. "Faulkner's 'A Rose for Emily'". Explicator. Heldref Publications. 44.2 (1986): 40. Academic Search Complete. Blinn College, Bryan, Lib. 18 Oct. 2007
The birth rate among teens in the United States has declined 9% from 2009 to 2010, a historic low among all racial and ethnic groups, with the least being born in 2010; and in 2011 the number of babies born to adolescents aged 15-19 years of age was 329,797 (“Birth Rates for U.S.”, 2012). Although the decline in unwanted and unplanned teen births is on the rise the United States continues to be among the highest of industrialized countries facing this problem. This is a prevailing social concern because of the health risks to these young mothers as well as their babies. Teens at higher risk of becoming pregnant are raised at or below the poverty level by single parents; live in environments that cause high levels of stress (i.e., divorce, sexual psychological and physical abuse); are influenced by peers or family members that are sexually active; and lack parental guidance that would direct them to be responsible and self-controlled.
As Roy Grant clarifies, “Child poverty increased from 16% in 1979 to 22% in 1983, with an inner-city child poverty rate of 31%. Families with young children headed by a single parent were the most vulnerable;” Grant also explains the effects that these types of conditions have on a child. ”Homelessness is an especially powerful negative life event for a child because it is generally associated with multiple stressors, including loss of property, disruption of school and community relationships, and dramatic changes in family routine.72 Studies by Bassuk and Rubin73 and Bassuk74 in the Boston area showed that half of homeless school-age children met criteria for a diagnosed psychiatric disorder based on screen with a standardized instrument. Children who screened positive for symptoms of depression frequently had symptom severity exceeding that of children treated for depression at community clinics”(2, 4). People often don’t think about the child’s mental conditions when the child is constantly living with the ups and downs of living in poverty and that the severity of it all can affect them for the rest of their
With the worsening state of the economy there has been a steady rise in the rates of homelessness for all ages. The causes amongst youth homelessness include financial instability, abusive guardians, conflict between the youth and their guardians in dealings with sexual activity or pregnancy. This leads to a greater need for government assistance, welfare, charity. It includes those same youths growing up to experience higher rates of divorce and mental illness. They will have a greater chance of ending up in prison, in poverty, or even plagued by addiction.
Homelessness is a widespread issue that in recent years has only worsened with the downturn in the economy and a never-ending war. Of this very vulnerable population however there is within an even more vulnerable population, the children affected by homelessness. We as a society need to understand why homelessness in childhood happens, and understand how drastically it effects children’s development overall. We must gain a better understanding of the specific issues arising from homelessness in childhood; Physical; Psychological; and Academic to understand how to minimize and reverse those effects of childhood homelessness.
The information provided by the National Homeless Coalition (2009) regarding “why are people homeless” confirmed my notion that the increasing struggles in our economy has resulted in an increase in homelessness. The surprising factor that I neglected to visualize was the impact it had on children and families. When people think about the homeless, they often envision older adults on the streets. It is too painful to imagine that children are on the streets without food, water, or shelter. One family that I had the chance to work together with was with a mother and her three children. She had two daughters, ages 11 and 9 and a boy who was 2 years old. She is currently without a job and lives with her mother temporarily. She is one of the fortunate ones that have family members supporting her, but there were other stories of families living in cars and streets because of no support.
William Faulkner’s "A Rose for Emily" is perhaps his most famous and most anthologized short story. From the moment it was first published in 1930, this story has been analyzed and criticized by both published critics and the causal reader. The well known Literary critic and author Harold Bloom suggest that the story is so captivating because of Faulkner’s use of literary techniques such as "sophisticated structure, with compelling characterization, and plot" (14). Through his creative ability to use such techniques he is able to weave an intriguing story full of symbolism, contrasts, and moral worth. The story is brief, yet it covers almost seventy five years in the life of a spinster named Emily Grierson. Faulkner develops the character Miss Emily and the events in her life to not only tell a rich and shocking story, but to also portray his view on the South’s plight after the Civil War. Miss Emily becomes the canvas in which he paints the customs and traditions of the Old South or antebellum era. The story “A Rose For Emily” becomes symbolic of the plight of the South as it struggles to face change with Miss Emily becoming the tragic heroin of the Old South.
In “A Rose For Emily”, by William Faulkner, plot plays an important role in how
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.
Statistics show that teen pregnancy has declined since past years but still continues to be a problem among adolescents. For example from 1990 to 2010 the teen birth rate has declined from 61.8 to 29.4 for every one thousand teen girls (Teen Pregnancy & Childbearing 1). Even with a decrease from the past twenty years, National statistics show that in 2012 there were still 305,388 teen births. On average there were twenty-nine births for every one thousand girls and only fifty-four percent were planned. More pregnancies occur among girls of minority. For example forty-six out of every one thousand girls of Hispanic descent were pregnant in 2012 while African American girls had close to forty-four for every one thousand. Compared to Caucasians they had more than half of the number of teen births in the year of 2012. With a drastically large number of teen births in the year of 2012 alone, 9.4 billion dollars were spent on teen childbearing. New York State alone spent 337 million for 12,592 teen births. The number of teen pregnancies compared to teen births also has a drastic difference. For example the teen pregnancy rate was 41,590 in the year of 2012, compared to 12,592 births. Meaning thirty percent of the girls terminated their pregnancy. With ...