My research essay will be investigating metaphors for detection in The Name of the Rose using a New Critical Approach. Specifically, I will be focusing on the Library in the Abbey and its labyrinth like qualities as a metaphor for the process of detection William of Baskerville uses throughout the novel. I expect that my thesis will involve exploring the process of detection that William uses and the outcome of his investigation in relation to his process and how they are metaphorically related to the Library-labyrinth of the Abbey. Through my research I have found information about a couple different types of mazes and how the process of detection in the novel is parallel to or contrasts with each of them. I have also generally researched labyrinths and the concept of paths and routes leading to a common goal to can develop my argument further because there were not a lot of sources I could find that were specifically about the Library-labyrinth as a metaphor for detection. At my current stage of research, I still need to finish reading the novel so when I am writing my research paper I will have a better idea of the process of detection that William of Baskerville uses throughout the novel. I will then be able to draw specific examples from the novel to support my thesis about the parallels between the Library-labyrinth and William’s process of detection and the final outcome of the mystery. Also, since I could not find many sources specifically about my topic, I am going to research the two elements of my argument separately to further and support the sources I did find specifically on my topic. In order to find all these resources I have used MLA International Bibliography and Academic Search Complete for online journal articl...
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Mann, Jocelyn. "Traversing The Labyrinth: The Structures Of Discovery In Eco's The Name Of The Rose." Naming the Rose: Essays of Eco's The Name of the Rose. Ed. M. Thomas Inge. Jackson: UP of Mississippi, 1988. 130-135. Print.
This article describes the search for pattern in the detective process which is metaphorically represented by the abbey's library. William's misconception of the importance of the clues leads him to realize that although clues are meant to help to get at the truth of matters, they do not necessarily fall into a pattern that leads to the truth. Like there is no correct way to go through a labyrinth to its centre, there is no correct way to follow clues and signs to the truth. In the end, although the murderer is discovered, trying to link all the clues to lead him to a final answer, William is led astray in his investigation.
Memory, symbol, and pattern are a big bulk of reading in literature. By reading more and more, you will begin to see patterns in different works. Once you begin to compare and contrast, it will help you understand the bottom line of books.It’s becomes fun and exciting when you make connections.
5. Roberts, Edgar V., and Henry E. Jacobs. "A Rose for Emily." Literature: an Introduction to Reading and Writing. 4th ed. Upper Saddle River, NJ: Pearson/ Prentice Hall, 2008. 76-81. Print.
In this book, Bauerlein argues that technology as a whole has had the opposite of its intended effect on American youth. According to his argument, young adults in the United States are now entirely focused on relational interactions and, in his view, pointless discussions concerning purely social matters, and have entirely neglected intellectual pursuits that technology should be making much simpler. He calls on various forms of data in order to prove that the decline is very significant and quite real. This book is meant to be a thorough and compelling study on the reality of what technology has caused in the U.S.
Faulkner, William. A Rose For Emily. 10th ed. New York, NY: W.W. Norton & Company, Inc., 2010. 681-687. Print.
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.
The “A Rose for Emily”. Literature: Prentice Hall Pocket Reader. Third Edition. Upper Saddle River, NJ: Pearson, 2005. 1-9.
Faulkner, William. "A Rose for Emily." The Norton Introduction to Literature. By Carl E. Bain, Jerome Beaty, and J. Paul Hunter. New York: W. W. Norton & Company, Inc. 1991: 69-76.
In this article Thorson is arguing against Mayhew and his argument that a divided government does not impact the amount of significant legislation that is passed and enacted. Thorson argues that Mayhew may be correct in that there is no difference between the number of bills passed, but a divided government does effect the formation of coalitions. Thorson specific argument is that party unity votes that favor the dominant party are more likely to form on final votes of passage during periods of unified government....
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.
...s to disease. I feel that with this knowledge, people will be more open to people who look or feel out of place and help them to feel not lonely.
---. "A Rose for Emily." Literature: An Introduction to Fiction, Poetry, and Drama. 5th ed. New York: Harper Collins, 1991.
Health for All: The Promise of the Affordable Health Care Act for Racially and Ethnically Diverse Populations
Watkins, Floyd C. “The Structure of A Rose for Emily”. Modern Language Notes (1954): 508-510
Truth is constantly sought out in Fountain and Tomb. Our young narrator is often like a detective, listening attentively to conversations, making keen observations of situations, and seeking out answers to questions he doesn’t know. “The day is lovely but redolent with mystery,” our narrator says, identifying all the unknowns in the world around him (Mahfouz, 15).
Alice, Petry. A Rose for Emily.’” Explicator Spring 86. Vol. 44 Issue 3. p. 52. 3 p.. Ebook