Most of the time, an object can represent multiple things. In the United States the Bald eagle represents freedom. It symbolizes freedom, because of its long life, great strength and majestic looks. Our soldiers fight for our freedom today. Symbolism explains an object more clearly and it goes beyond the meaning. Colors can also be a symbol. The United States flag has three colors and they all represent something different. White represents purity and innocence. Red stands for hardiness and valor. Blue signifies vigilance, perseverance and justice. If the flag is flown half-staff it represents respect, mourning, or distress.
In the story, A Rose for Emily, an elderly woman named Emily was controlled and kept away from finding love by her father her whole life. Since she was a Grierson, the townspeople never saw her as a human being. Although, she was just a person, the people saw her and her family as a tableau. Emily was known to be a stubborn woman in life. Once her father died, she didn’t believe her father was dead until the townspeople talked her into burying him. A couple years later, she finally decided to go out of her house and she met a man named Homer Barron. It was the first time in years that she was able to meet a man and set foot out of the house without her father’s point of view. Once the townspeople found out about Homer, it was all they would talk about. Emily was so happy that she actually fell in love with a man without her father chasing him away. She actually felt free for the first time in years. After a while, Emily started
believing everything she heard from the townspeople. They kept saying Homer wasn’t the marrying type, Emily went insane. She thought if she couldn’t have him, no one else can. So ...
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... through too many difficulties in her life. William Faulkner used several characters and objects for the reader to go beyond the meaning of the ordinary.
Works Cited
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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.
Throughout the life of Emily Grierson, she remains locked up, never experiencing love from anyone but her father. She lives a life of loneliness, left only to dream of the love missing from her life. The rose from the title symbolizes this absent love. It symbolizes the roses and flowers that Emily never received, the lovers that overlooked her.
"William Faulkner: The Faded Rose of Emily." Mr. Renaissance. N.p., n.d. Web. 30 Mar. 2011 .
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.
---. "A Rose for Emily." Literature: An Introduction to Fiction, Poetry, and Drama. 5th ed. New York: Harper Collins, 1991.
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
“A Rose for Emily” William Faulkner takes us back in time with his Gothic short story known as, “A Rose for Emily.” Almost every sentence gives a new piece of evidence to lead the reader to the overall theme of death, isolation, and trying to maintain traditions. The reader can conclude the theme through William Faulkner’s use of literary devices such as his choice of characters, the setting, the diction, the tone, and the plot line. William Faulkner introduces us to a number of characters but the most involved being Emily Grierson, Homer Barron, Tobe, and the ladies of the town; who are not named individually. Emily Grierson was once a beautiful and wealthy upper class young women who lived with her father, who has since died, on the towns,
In “ A Rose for Emily”, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to account for her behaviors and the unknown details of her life, Emily Grierson serves as a scapegoat for the lower classes to validate their lives. In telling this story, Faulkner decides to take an unusual approach; he utilizes a narrator to convey the details of a first-person tale, by examining chronology, the role of the narrator and the interpretations of “A Rose for Emily”, it can be seen that this story is impossible to tell without a narrator.
In “A Rose For Emily”, by William Faulkner, plot plays an important role in how
William Faulkner used indirect characterization to portray Miss Emily as a stubborn, overly attached, and introverted women through the serious of events that happened throughout her lifetime. The author cleverly achieves this by mentioning her father’s death, Homer’s disappearance, the town’s taxes, and Emily’s reactions to all of these events. Emily’s reactions are what allowed the readers to portray her characteristics, as Faulkner would want her to be
Alice, Petry. A Rose for Emily.’” Explicator Spring 86. Vol. 44 Issue 3. p. 52. 3 p.. Ebook
Faulkner uses symbolism to help bring out the main points in the story itself and also uses this symbolism to show how Emily is an allegory for the changes in the South during the time of the Civil War. By using the symbols of the rose meaning love or silence, or the hair meaning that over time things change, or even the house, being set back in the old times of the Civil War, symbolism is shown many ways throughout this short story. William Faulkner wrote "A Rose for Emily," in a way where the reader is able to comprehend and interpret the main points in the story in a different way as to where they will be able to look deeper within the meaning of each part of the story rather than having a dull meaning behind everything.
The narrator is vague about the intricate details of her life, perhaps because he presents her story as a member of the town, which means he is only able to narrate it from an observational point of view as opposed to an interactive point of view. “‘A Rose for Emily’ is told from a community point of view, so that the narrative voice in the story is the voice of “our town” and “we,” a group .” (Skei, 150). Certain representations of social expectations can be gleaned from parts of the text. This is especially the case when it comes to gender relations and family. William Faulkner’s short story shows how the nineteenth century was set in certain limiting social expectations especially for women, especially
Emily was kept confined from all that surrounded her. Her father had given the town folks a large amount of money which caused Emily and her father to feel superior to others. “Grierson’s held themselves a little too high for what they really were” (Faulkner). Emily’s attitude had developed as a stuck-up and stubborn girl and her father was to blame for this attitude. Emily was a normal girl with aspirations of growing up and finding a mate that she could soon marry and start a family, but this was all impossible because of her father. The father believed that, “none of the younger man were quite good enough for Miss Emily,” because of this Miss Emily was alone. Emily was in her father’s shadow for a very long time. She lived her li...