Rose For Emily

Rose For Emily Thesis: As any reader can see, “A Rose for Emily” is one of the most authentic short stories by Faulkner. His use of characterization, narration, foreshadowing, and symbolism are four key factors to why Faulkners work is idealistic to all readers. Introduction Short biographical description. William Faulkner “A Rose for Emily” Characterization Emily as the protagonist. The townspeople.

Comparison to Mrs. Havisham. Narration Narrator as an observer. Effects on story. Effects on reader. Point of View. Importance of narrator.

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Foreshadowing Homer Barron. Mood. Effects of foreshadowing in story. Symbolism Emily. “Rose” in title. Other characters in story.

Conclusion The works of William Faulkner have had positive effects on readers throughout his career. Local legends and gossip trigger the main focus of his stories. Considering that Faulkner grew up in Mississippi, he was very familiar with the ways of the South. This award winning author has been praised by many critics for his ability and unique style of writing. One of Faulkners most popular works, which also was his first short story nationally published in 1930, “A Rose for Emily” is one of the most authentic short stories by Faulkner (Pierce 849). By writing about the political and social ways of the South, Faulkner was able to create an illusion of the New south as being what we know today as mainstream America.

His use of characterization, narration, foreshadowing, and symbolism are four key factors to why Faulkners work is idealistic to all readers. The use of characterization in “A Rose for Emily” is clearly important to the story. It is obvious to all readers that Miss Emily Grierson is the protagonist, or the principal character. According to a prominent critic, Elizabeth Sabiston, Emily is a gothic character (142). Sabiston is referring to Emily that way because of the fact that she slept with the skeleton of her lover for forty years. Miss Emily added a mystical tone the mood of the story due to her incapability of being able to live in reality (Watson 180).

She was awfully stubborn to the townspeople. This stubbornness also ties in with Emilys ability to live in reality. After she refuses to Nichols 2 pay her taxes, directly to the mayor, she tells them to go and see Colonel Satoris, who has been dead for ten years. This portrays that Emilys illusion of reality was greatly distorted (Brooks and Warren 158). Arthur Voss, a notable critic compares Miss Emily Grierson to the outstanding Mrs.

Havisham of the famous story by Dickens, “Great Expectations.” Both are motivated by their lovers, isolate themselves in old decaying houses, and refuse to recognize that time has passed. Both characters are proud, disdainful, and independent (Voss 249). This comparison shows the importance of characterization. Without these characters, the story would be radically changed. By understanding Emily, the reader may get a clearer view of the actions that go on during the story (West 149). Several other characters in “A Rose for Emily” are set in opposition to Emily. Faulkners use of characterization proves to be positive way to exemplify the readers feelings about certain characters and the tribulations they experience. Another prime example of Faulkners effective writing is his use of narration.

Of course, in most stories the narrator is a key asset. In ” A Rose for Emily” Faulkner uses the narrator not only as a story teller, but as an observer from the crowd as well. The narrators point of view, which is third person, had a positive effect on the way a reader views the story (Lee 47). Through out the story the narrator uses “we” instead of “I”, revealing to us the way the townspeople judge Emily. The narrator thinks back in time throughout the story remembering particular events that occurred in past time.

Nichols 3 This is important to the reader in that it helps aid the understanding of how the townspeople viewed Emily. The narrator also reveals to the reader that there was once a very distorted view of ideas in the Old South. After revealing these views, he confronts the fact that most of these views were terribly wrong (Watson 180). If the story had been narrated by anyone else, it may not have been as easy for the reader to completely understand. With this spectator as the narrator, describing the events of the story through his eyes, one can detect a general impression of Emily (Madden 1987). The view of the narrator is beneficial in understanding the things that Emily goes through. Also, towards the end of the story the narrator gives the reader a feeling of sorrow and pity for Emily (Lee 48).

It is apparent that Faulkners use of narration enhances and clarifies the stories effectiveness. Another example of Faulkners unprecedented style is his use of foreshadowing. By using this technique, Faulkner forces the reader to notice or feel the intensity of the feeling s and sights given off by the story. An artistic nature is vividly exhibited by the use of foreshadowing (Madden 1989). A prime example of this is Homer Barron, who is Miss Emilys lover. Homer is casually mentioned at first, and he seems to have little or no significance to the storys direct meaning (Phillips 452). However after looking back over the story, the reader can see that homer did display an important role in the theme of the story.

The theme of Emily Nichols 4 being unhappy and basically leading a sheltered life foreshadows that Faulkner was bringing across that it was wrong for the townspeople to gossip and assume things about Emily (Pierce 852). By using Homer as the antagonist , one can see that because he had disagreed with Emily and was going to quit her as her father did, the unhappiness drove her to committing murder. Faulkner also used the mood as a foreshadowing tool. Instead of the mood developing as a result of the story, the story actually develops as a result of the mood. This throws the reader off a bit considering that this occurrence is rare (Seyppel 73). The type of foreshadowing that Faulkner uses represents the past and present generations and how they have progressed.

As the generations progressed in the story, Miss Emily still represented and stood for the beliefs of the Old South while the New south generation stood back and allowed her to bask in this illusion (Madden 1986). One final example of Faulkners intellectual writing is his ability to incorporate symbolism into his writing. In “A Rose for Emily” Miss Emily actually symbolized a remembrance of values and sins of the townspeoples fathers in past generations. Some considered Miss Emily a decadent and perverse relic of the Souths ante-bellum past (Pierce 849). Miss Emily was definitely a complex character in that her character stood for the beliefs that she believed from the Old South.

In the title ” A Rose for Emily” many have ask ” What does the rose stand for?” According to the distinguished critic David Madden, “the rose is a symbol of the age of romance in Nichols 5 which the aristocracy were obsessed with delusions of grandeur, pure women being a symbol of the ideal in every phase of life.” In other words, the story is ,in a way, a “rose” to Miss Emily for standing up for the things that she believed and died believing them (Pierce 849). Other characters also symbolized other things in the story. Colonel Satoris, the old Negro servant, and the older generation of the Board of Alderman symbolized the Old South. The unnamed narrator, the new generation of the Board of Alderman, and the attitude of Homer Barron toward the Griersons and the Old South symbolized the feelings of the New South (West 148). Most people will agree that William Faulkners “A Rose for Emily” has an effect on those who read it.

An entire novel could be written from this single short story due to the fact that it had so many components intertwined within (Madden 1989). Through the use of characterization, narration, foreshadowing, and symbolism, the reader will gather a clearer understanding of the point that Faulkner is trying to get across. The point that Faulkner is trying to get across is that gossip is not always true, and that no one should attempt to base facts on what they hear from word of mouth. Finally, the effect of ” A Rose for Emily” is one that is positive and enjoyable. ” A Rose for Emily” is and will continue to be a definite success in the works of William Faulkner. The story has been enjoyed by many readers and sure to be enjoyed by many others who will read it in further generations yet to come. Bibliography Brooks, Clieanth, and Robert Penn Warren.

Short Story Criticism. Laurie Lanzen Harris and Sheila Fitzgerald, eds. Detriot; Gale Research Company, 1988. Lee, Mary. “High School Students and the Great American Joke.” English Journal 78 (1989): 46-48.

Madden, David. A Rose for Emily, vol. 5 of Masterplots II; Short Story Series (Pasadena: Salem Press, 1986), 1986-1989. Phillips, Loise. “Answering Faulkner,” America: 160 (1989): 452-453. Pierce, Constance.

William Faulkner, vol. 3 of Critical Survey of Short Fiction (Pasadena: Salem Press: 19930, 848-857. Sabiston, Elizabeth. Contemporary Literary Criticism. Vol 52. Daniel G. Marowski and Roger Matuz, eds. Detroit: Gale Research Company, 1989.

Seyppel, Joachin. William Faulkner. NewYork: Frederick Ungar Publishing Company,1971. Voss, Arthur. The American Short Story.

University of Oklahoma Press: 1975. Watson, Jay. Forensic Fictions: The Lawyer Figure in Faulkner, (Athens: The University of Georgia Press, 1993). West, Ray B. Jr.

Short Story Criticism. Laurie Lanzen Harris and Sheila Fitzgerald,eds. Detroit: Gale Research Company, 1988.


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