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The sound and the fury Compson
William Faulkner’s novel The Sound and the Fury
William Faulkner’s novel The Sound and the Fury
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The Sound and the Fury by William Faulkner
One of the main realities of human existence is the constant, unceasing passage of time. The Sound and the Fury by William Faulkner explores this reality of time in many new and unexpected ways as he tells the tragic tail of the Compson family. The Compsons are an old Southern aristocratic family to whom time has not been kind. Years of degeneration mainly stemming from slavery have brought them to the brink of destruction. Most of the story focuses on the Compson children who are undergoing the worst of the social and moral decay. Each of the four children perceives time in a much different way but by far the strangest and most bizarre attitude toward time that is given in the text is held by one of the three male children, Quentin. He is totally consumed with his past and at times can think of nothing else. He also becomes determined to stop time itself—a futile effort that will eventually force him to take his own life. Quentin’s obsession with the past and with the passage of time is a central theme of not only the Quentin section but of the entire book, and it is the key to understanding what Faulkner is trying to say about the decay of Southern culture and traditions.
To fully understand the motif of time in the Quentin section it is first necessary to compare it with the different ways in which Faulkner uses time in the other three sections. The first section is narrated by the mentally retarded brother, Benjy, who has abs...
Perhaps most directly, the family of characters rendered in The Sound and the Fury is burdened by each son’s communicative shortcomings. In the first chapter, Benjy mistakes the Burgess girl for his sister Caddy, and his attempt to hug her is construed as an attack. Benjy describes the scene thusly: “They came on. I opened the gate and they stopped, turning. I was trying to say, and I caught her, trying to say, and she screamed and I was trying to say and trying and the bright shapes began to stop and I tried to get out” (SAF 53). He attempts to speak, to explain himself, at least four times, but his mental disabilities make it impossible for him to say anything at all and trap his true intentions inside of him. By showing his readers Benjy’s punishment for the seeming attack—castration—Faulkner displays the emasculating and perhaps dehumanizing powerlessness that results from unsuccessfully translating thought into words. Furthermore, as the first example, Benjy’s incapacity is so strong that he disconnects words from speech, which Faulkner illustrates through his punctuation. With “‘Hush, Benjy.’ Caddy...
Throughout Quentin’s section there are a number of grammatical errors, unfinished sentences, fragmented thoughts, and repeated phrases. These intentional “mistakes” are an essential part of Quentin’s narrative. They help depict Quentin’s madness and the confused state which he is in on the day of his suicide. We see from his thoughts and memories that he has become just as cynical and fatalistic as his alcoholic father who says, no battle is ever won.
Mood helps in creating an atmosphere in a literary work by means of setting, theme, diction and tone. Throughout the book To kill a mockingbird the author wanted the mood to be sorrowful or vexed or just fret about how the people are acting because seeing how things were being treated or how people acted would be enough to make you feel angry or sad or worried for the people who were in the book. You always wanted to know what was going to come next or how something would end. Vex was a very prominent mood in this story and is definitely the most relevant.
In life people often think that the life they live in is either a good one and do not think that a change would do their life any good. In reality change is good, but Emily in the short story "A Rose for Emily'; thinks that the life she has lived through is the one to keep and does not want to change it even though to us we might think of her life as a tragic and deprived one.
Scout learned a number of things in the book, but most of them all refer back to a statement that Atticus and Calpurnia said, which goes, “It’s a sin to kill a mockingbird because all they do is sing their hearts our for us.” (Lee, pg. 90). Scout learned that about people, too. She learned that some people don’t do anything to you, so it would be a sin to do something mean in return. Over the course of the story Scout becomes more mature and learns the most important facts of life. She was living through a very difficult time and most of that helped her get through.
William Faulkner uses multiple narrators throughout The Sound and the Fury to depict the life of Caddy Compson without telling the story from her point-of-view. Benjy, a mentally disabled 33 year old, Quentin, a troubled and suicidal Harvard student, and Jason, a racist and greedy man, each give their drastically different sides of Caddy’s story to create an incomplete chronicle of her life. Faulkner’s first chapter explores Caddy’s life through the silent narrator Benjy. As a result of Benjy’s inability to talk, much of how he describes the world is through his heightened sensory awareness. Benjy constantly repeats the fact that, which, to Benjy, symbolizes Caddy’s innocence (Faulkner 6). Later in the novel when, Benjy realizes that Caddy has lost the innocence Benjy once idolized and loved (Faulkner 40).
What does it take for one to achieve the American dream? What kinds of struggles does one need to overcome to achieve their goals in life? In the classic novel The Grapes of Wrath, written by John Steinbeck, you can follow the Joad family in the pursuit to their dreams and the difficulties they faced and overcame. The Joad family faced numerous conflicts including; men, society, nature, and him/herself but overcame many to keep pushing them towards their dream; to go to California and find a better life.
Emily Grierson, a woman of stature and nobility of the once proud South; transformed to a mere peasant, through the fall of the Confederacy and the changes that ensued. Tragic in a sense, the story of her life as told from the author; William Faulkner, in his short story - "A Rose for Emily." (Faulkner 74-79). First published in the popular magazine of his time in 1930, The Forum; Faulkner tries to maintain her self image throughout the story through the narrators eyes as being repressed in nature through her upbringing in society prior to the war and the circumstances of the times as they unfold - while struggling to fill a void of emptiness inside.
Understanding literary elements such as patterns, reader/writer relationships, and character choice are critical in appreciating William Faulkner's Barn Burning. Some literary elements are small and almost inconsequential while others are large and all-encompassing: the mother's broken clock, a small and seemingly insignificant object, is used so carefully, extracting the maximum effect; the subtle, but more frequent use of dialectal words which contain darker, secondary meanings; the way blood is used throughout the story in many different ways, including several direct references in the familial sense; how Faulkner chooses to write about poor, common people (in fact to the extreme) and how this relates to the opinions of Wordsworth and Aristotle; and finally, the relationship between the reader and writer, Faulkner's choice of narrator and point of view, and how this is works successfully.
Scout Finch is not the stereotypical girl from the 1930’s. Agents the wishes of everyone around her, she grows up in overalls instead of dresses. Scout plays in the dirt and sand, instead of in the kitchen. In the novel To Kill a Mocking Bird, by Harper Lee, Scout is the wild spirited narrator, growing up in the small town of Maycomb. As she gets older, she learns mostly from her father Atticus how to interact with people. Scout learns to show dignity and respect to everyone, under any circumstances.
Even the casual reader of William Faulkner will recognize the element of time as a crucial one in much of the writer's work, and the critical attention given to the subject of time in Faulkner most certainly fills many pages of criticism. A goodly number of those pages of criticism deal with the well-known short story, "A Rose for Emily." Several scholars, most notably Paul McGlynn, have worked to untangle the confusing chronology of this work (461-62). Others have given a variety of symbolic and psychological reasons for Emily Grierson's inability (or refusal) to acknowledge the passage of time. Yet in all of this careful literary analysis, no one has discussed one troubling and therefore highly significant detail. When we first meet Miss Emily, she carries in a pocket somewhere within her clothing an "invisible watch ticking at the end of [a] gold chain" (Faulkner 121). What would a woman like Emily Grierson, who seems to us fixed in the past and oblivious to any passing of time, need with a watch? An awareness of the significance of this watch, however, is crucial for a clear understanding of Miss Emily herself. The watch's placement in her pocket, its unusually loud ticking, and the chain to which it is attached illustrate both her attempts to control the passage of the years and the consequences of such an ultimately futile effort.
But Faulkner develops his own, more structured variety of stream of consciousness. In his densest paragraphs, he often lets his characters fall into reveries in which they perceive more deeply than their conscious minds possibly could. His characters connect past and present and reflect on the meaning of events and on the relationships between them in a manner that sounds more like Faulkner himself than like the characters in their usual states of mind.
Born on September 25, 1897 in New Albany, Mississippi, William Faulkner was an American author who made readers understand the Southern life. His parents, Murry and Maud Falkner, named him after his great grandfather, William Clark Faulkner (William Faulkner: Olemiss). Faulkner‘s mother taught him what was right from wrong, to be loyal to one’s family, and the politics of sexuality and race, which would later be written about in some of Faulkner’s works (William Faulkner: Olemiss). Faulkner was a high school dropout and only attended one semester of college at the University of Mississippi, but he was still able to become a well known author (William Faulkner: Olemiss). Faulkner was famous for displaying the South’s culture and the faults in society (William Faulkner: Biography). The famous novelist’s struggles in the early years of his career, his inspiration of his home, and his legacy that impacted are what make William Faulkner one of the most memorable authors in American history.
In William Faulkner's "A Rose for Emily," we see how past events affect the life of the main character Miss Emily, especially her inability to accept change. Throughout the story Miss Emily goes to extreme measures to protect her social status. Miss Emily lives in the past to shield herself from a future that holds no promises and no guarantees. William Faulkner illustrates Miss Emily's inability to accept change through the physical, social and historical settings, all of which are intimately related to the Grierson house.
William Faulkner's "The Sound and the Fury" (1929) is one of the monuments of High Modernism. It was the dark side of the social scene, that caught Faulkner's imagination and makes him delves deeply into the social structure of the Americans. He shows the fall and the decay of the family as a unit of society, the failure of the family to hold together and its damaging. The Compson family is one of the samples of a disintegrated and ruined American family whose members are characterized by absence of either the parental or the maternal role, lack of respect and constant conflict, which has shaken the balance of their family leading to its disintegration. Compson family Children are living a life of prisoners of family manners and beliefs in