A Rose for Emily, by William Faulkner - 1499 Words

In the short story, â€Å"A Rose for Emily,† by William Faulkner, the reader recognizes the harsh reality of a woman’s inability to open up to a new and ever changing world. Emily Grierson is a lonely, mysterious woman, who lives with her father in a large, post civil war era home. Emily’s father was a controlling man and sent away each man that tried to court Emily. All Emily inherited after her father’s death was the house. However the town thought she had the right to â€Å"cling to that which had robbed her.†(Faulkner 311) Things started to look better for Emily when she met a handsome northerner. Homer Barron was the head of a work crew from the North. The crew was hired to pave the sidewalks in Jefferson. Homer and Emily begin to see each†¦show more content†¦The town quickly intervened and removed the body. However reclusive Miss. Emily seemed, not realizing the full reality of death presented greater problems with her instability, especially since it ran in her family. . Miss. Emily has a history of instability in her family â€Å"old lady Wyatt, her great-aunt, had gone completely crazy at last, believed that the Griersons held themselves a little too high for what they really were.†(Faulkner 311) A delegation is sent to Miss. Emily’s house to tell her that she has to pay taxes now, regardless of what Colonel Sartoris said. Emily simply tells them, â€Å"See Colonel Sartoris. I have no taxes in Jefferson.†(Faulkner 309) Miss. Emily, unfortunately, begins to exhibit signs of crazy. She does not seem to comprehend death or the past because later we find that, â€Å"†See Colonel Sartoris.† (Colonel Sartoris had been dead almost ten years).†(Faulkner 310) Colonel Sartoris is no longer alive. Miss. Emily does not know this information. The reader may perceive Miss. Emily to not know about the death of Colonel Sartoris as a result of her reclusive behavior and lack of communication with the town and people. Howe ver, when the reader continues the story, he or she finds that Emily has been keeping her deadShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that

Lecture on Short Story - 5432 Words

The short story Narrative genres, such as the novel or the short story, are born out of the very powerful human need to tell stories, out of our fundamental desire to give shape to experience in order to understand it and share it with the community. Through story telling early communities made sense of natural phenomena, unexpected events, and personal experience. Storytelling enabled them to pass on valuable information and to keep the memory of their ancestors alive down the generations. Storytelling satisfies our need to understand and control our origins and destiny; it enables us to meaningfully shape our individual and communal experiences (to extract meaning from experiences that can appear senseless, bewildering or even†¦show more content†¦A Review†, Essays and Reviews, The Library of America. 569-577). Intensity and tension are the two qualities that Poe singles out as distinguishing short narratives from longer narratives like the novel. Poe even prescribes the ideal lengt h of the short tale as that which can be read â€Å"at one sitting† in order to preserve the desired â€Å"unity of impression† without which â€Å"the deepest effects cannot be brought about†. Although Poe understands that there is a danger in extreme brevity (its effects will not be lasting), that danger is far surpassed by the unpardonable sin of extreme length that plagues the novel. The middle point between them is desirable but if, in doubt, the balance is obviously in favour of the short story writer: those who err on the side of brevity can be fickle, those who err on the side of length can become something altogether more unforgivable, they can be bores. Poe’s essays, naturally biased towards the genre at which he excelled, have been extremely influential in our understanding of the genre and its development. His emphasis on technique and construction allows us to understand how the short story departs from other short narratives like theShow MoreRelatedSchool And Community Context : Westchester Hill School 29 Essay1529 Words   |  7 Pagesspecial needs. The classroom accommodate the students with the necessary tools such bathrooms, sinks , bookshelves, blackboards , sighs cards posted in the walls for student with speech impairments , communication or language problems, resting area for story time, playtime, and creativity. †¢ Each student in second grades have the capacity to accomplish the assignments and activities at they own pace. These activities encourage the ELAs’ student to read-aloud and reinforce their listening and attentionRead MoreThe American Gothic in The Fall of the House of Usher by Edgar Allan Poe1539 Words   |  7 Pagesresponsible for the actions and condition of the character Within this space, or a combination of such spaces, are hidden secrets of the past (sometimes recent past) that haunt the characters psychologically, physically or otherwise at the main time of the story (Hogle, 2003, pg. 2). Gothic tales rely upon and are defined as being tales of mystery and horror. According to A Dictionary of Literary Terms and Literary Theory, the Gothic tale contains a strong element of the supernatural... monstrous apparitionsRead MoreThe Course of Human Events725 Words   |  3 Pagesmethods have created a very successful writing career since the late 1960s. In short, n early all of his works have been praised by the public and two of his major works, biographies of John Adams and Harry Truman earned a Pulitzer, two National Book Awards along with two Francis Park Prizes. One of his works, The Course of Human Events, was a lecture he wrote when he achieved the honor of speaking at the Jefferson Lecture. In sum, the work details of the importance of history and education. AfterRead MoreAnalysis Of Friend Of My Youth By Alice Munro1310 Words   |  6 Pagesnot only analyze the story itself but the writing techniques and the deeper meanings, or as the writer, Lynn Blin says the different narratives. Throughout the article itself, she goes into detail about the different narrators and how each narrator sees how the world works and the situations that the characters face. Blin mainly focuses on the words Alice Munro chooses and how she decides to structure her sentences. Blin understands and explains that the author of any story uses a specific wordRead MoreAre Animals are Capable of Reasoning? Essay1592 Words   |  7 Pageshis lectures about the way humans treat animals offered at Princeton University, John Coetzee chose to tell his audience a short fictional story about Elizabeth Costello, an aging female novelist. Costello is invited to give a lecture at Appleton College in any topic she wants, which turns out to be about animals. At first, using a story in a lecture seemed to be interesting, but a story about a novelist delivering a lecture should not be more interesting than Coetzee himself giving a lecture. ConsideringRead MoreHow Lucky You Are by Depi Alper754 Words   |  4 PagesYou Are† is a short story by Debi Alper and was published in 2010. The story begins with in medias res which means that the story is starting in a midpoint and it is about a boy named Max and an Iranian girl named Ishraqi. Max has a crush on Ishraqi. The sit uation between max and Ishraqi changes the way that Max treats his mom. The story takes place in Britain and the plot of the story takes place in one day. The story is told in a third-person-view, and has an open end. The story has 3 parts: Read More The Creative Process in Film Essay1515 Words   |  7 Pages With this short but very interesting and informative class I have just scratched the surface of the what it takes to make a full fleged film. It takes much more than I had presumed to make a movie in Hollywood. The number of people that it takes to make a minute of a movie let alone the entire movie was astonishing to me. There are many things that it takes to start making a movie but without an idea of some sort there is no movie to be made. A crew includes a screenwriter, whose job it isRead MoreUse Of Language In Thomas Hardys On The Western Circuit1136 Words   |  5 PagesThomas Hardy’s short story On the Western Circuit is an interesting text that captures the plight of women during Victorian era England. A time when women were treated as second class citizens valued for their conformity to societies standards and not their intellect or individuality. Confined by religious dogma and unable to control their own destinies, our characters must face the consequences of their actions in an era of restrictions. The selected text in Thomas Hardy’s short story, On the WesternRead MoreGranting That Literature, On A Realistic Plane, Is A Replica924 Words   |  4 PagesGranting that literature, on a realistic plane, is a replica of the world, and a short story is the characterization of real life events between real life characters in a manner that is as realistic as possible, sociolinguistics certainly prov ides useful tools and insights in the form of narrative analysis, conversational analysis, conversational maxims and so on. As Fennell and Bennett rightly point out, â€Å"Sociolinguistics in general, not just conversational analysis, has much to offer to literaryRead MoreAnalysis of Hermie1009 Words   |  5 PagesHermie by Nathaniel Rich The short story †Hermie† written by Nathaniel Rich portrays the story of a grown marine biologist, who suddenly sees his childhood imaginary friend the crab, Hermie. Though the story at first sight only portrays an encounter between an adult and a forgotten friend, something much deeper hides beneath this tale. It is the story of an insecure man’s sub conscience. The narrator is a married man, living with his wife and 3-year old daughter in Philadelphia. His well-considered

Factors influence an individual’s self-concept Free Essays

Abstract Self-concept is usually defined, in a generic sense, as the set of images, thoughts and feelings that an individual has of himself/herself. Most authors interpret self-concept as a series of attitudes towards the self, globally integrated by three factors: cognitive, behavioral and affective. Self-concept includes assessments of all parameters that are relevant to an individual’s development: from physical appearance to social and intellectual capacities. We will write a custom essay sample on Factors influence an individual’s self-concept? or any similar topic only for you Order Now This essay will look at some factors that influence the development of an individual’s self-concept: age, gender, education, media and culture. Self-concept and factors of influence Robert B. Burns (1979) interprets self-concept as a conceptualization that the individual made of her/his own self, being elaborated by powerful emotional and evaluative connotations. Moreover, the subjective beliefs and factual knowledge that the individual attributes to himself/herself are highly personal and intense, varying thereby in degrees to its unique identity. With regard to self-esteem, Burns describe it as the process by which the individual examines his actions, skills and attributes compared to criteria and values that are internalized from society and significant others. However, self-esteem and self-concept are usually considered as interchangeable notions (Byrne, 1996; Harter, 1999). In general terms, it can be distinguished three main characteristic of an individual’s self concept (Bracken, 1996): It is not innate: The individual’s self concept is constantly being formed by experience. Moreover, it also depends on the symbolic language. It is an organized whole: The individual tend to ignore perceived variables that are not adjusted to his/her conceptual whole, conforming thereby his/her own hierarchy of assessments. It is dynamic: It can be modified by a reinterpretation of the own personality or external judgments. Self-concept includes all the parameters that are considered relevant by an individual: from physical appearance to sexual capacities, social and intellectual abilities, age, media, culture, appliance, education, gender, income, environment, etc. Outline of factors that can influence the development of an individual’s self concept As a dynamic attribute, an individual’s self concept is characterized by being in a constant feedback (positive or negative) with the social environment, in which the opinions and assessments of the persons we establish intimate relations with (family, couple, friends), are determinant factors. From the various factors that influence an individual’s self-concept, the focus will be directed towards the following: Age: Self-concept changes during the individual’s life span, being its maximum peak of permeability from seven to twelve years old. It then begins to be formed during childhood and starts to decrease at adolescence. Gender: Although it exists considerable studies about gender differences in self-concept, it seems that there are no conclusive results regarding this issue. Overall, the study of gender differences in self-concept in adolescence has generated considerable interest in recent decades. Despite the fact that the results of these studies are varied, most of them conclude that there are clear gender differences in self-concept, so that girls, particularly after the age of twelve, tend to have worse self-concept than boys. Thus, according to research, age acts as a moderating variable of the differences between girls and boys (Orenstein, 1995). Education: Education is a vital feature for interpersonal development. Academic achievements in the school as well as parental guiding and social interaction, are factors conforming the individual’s self-concept. Media: In contemporary society, the media is a vital factor of influence in the development of individual’s self-concept. Perhaps the most relevant of its effects is on the conception of the body image. In this respect, advertising and marketing has been producing and reproducing a dissociation between ‘ideal body image’ and ‘real body image’. Such dissociation might have pathological effects on individuals (i.e; from eating disorders to anxiety and depression). Culture: Majority of the studies focus on the divergence between Western culture, characterized by a more dependent auto-conception of the self, and Asian culture, in which interdependence stands as the fundamental factor in the development of self-concept. Description of the factors that can influence the development of an individual’s self-concept AGE The definition of oneself from 5-6 to 7-8 years provides an ability to discriminate between different domains of experience. Between 7-8 years and 11-12, there are significant changes in regard to intellectual abilities and social environment, having remarkable implications for both self-concept and self-esteem. During this range of age, children have the ability to compare themselves to others, but the information extracted from such comparisons is just in service of self-evaluation (Byrne, 1996). At the end of childhood, there is an increase in the permeability to social values, so the prototypes of each culture become another valuable source of comparison, which, in most cases, contribute to the discrepancy between the ‘real self’ and ‘ideal self’ (Harter, 1999). GENDER According to current research, age acts as a moderating variable of the differences in girls and boys. In this respect, there are empirical evidence showing that girls have a positive perception of themselves during primary education and yet around twelve, it is produced a decrease in self-confidence and acceptance of body image (Orenstein, 1995). The role of women in society may be among the factors behind this decline in female self-esteem. Thus, the observation of what happens in their surroundings, take the girls to infer that their social role is secondary to that played by men. By contrast, Crain (1996) insists that it is indispensable to remember that the gap between boys and girls about the different facets of self-concept is not exceedingly large, and thus such theories have a limited clinical and educational significance. Girls and boys are more alike than different, and the divergence between male and female are fairly consistent with gender stereotypes. EDUCATION Fundamentally within the field of Educational Psychology, there has been a constant preoccupation regarding the links between self-concept and academic performance. However, there is a lack of evidence indicating the precise nature of the relationship between both variables (Marsh and Seeshing, 1997). What it is clear about the role of education in the development of an individual’s self-concept is that it not only intervenes the relationship teacher-pupil, but also the rest of professionals within the educational system. Importantly, since education does not end in the school, family is key for a positive development of self-concept. MEDIA The media has been played a fundamental role in how individuals perceive themselves. Importantly, marketing and advertising have been contributed to a general attitude of compulsive consumption as well as to the creation of an ideal body image as a way to personal and professional success. Such strong pressure from the media about unattainable aesthetic models has as its immediate result an increase of personal dissatisfaction along with a rise in metal pathologies, such as depression, anxiety or eating disorders (Cash, 2011). However, research shows that subjects with a positive self-concept are less vulnerable to the influence of the media than those with a lower self-esteem CULTURE Majority of research on cultural differences in self-concept is focused on the comparison between Asian and Western culture. The former, collectivistic and vertical societies (high power distance), report higher belief in cognitive-behavioral consistency, share more belief related to dependent affiliation, but also agree more with belief related to achievement, self-direction and distinctiveness motivation (Smith and Bond, 1998). By contrast, subjects from Western culture, vertical individualistic societies, report higher agreement with need for uniqueness and higher level of behavioral flexibility. Some authors state that such characteristics of individuals from Western culture are due to a higher importance of positive self-representation (Worchel et al, 1998) Conclusion An individual’s self-concept undergoes notable changes during development, evolving from a structure in which diverse dominions of experience are distinguished to another stage in which the fundamental aspects are integration and high-level abstractions. In summary, the development of the self-concept during the life span of an individual is subjected to multiple factors of influence. References Ashmore, R., y Jussim, L. (1997). Self and identity. Fundamental issues. New York: Oxford University. Bracken, B. (1996). Handbook of self-concept. New York: John Wiley y Sons. Burns, R. B. (1979). The self-concept: Theory, measurement, development and behavior. New York: Logman. Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychologist Association. Cash, T. F. (Ed.). (2011). Body image: A handbook of science, practice and prevention. New York: The Guilford Press. Crain, M. (1996). The influence of age, race and gender on child and adolescent self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. (pp. 395-420). New York: Wiley. Harter, S. (1999). The construction of the self: A developmental perspective. New York: The Guilford Press. Marsh, H. W., Seeshing, A. (1997). Causal effects of academic self-concept on academic achievement: Structural equation of longitudinal data. Journal of Educational Psychology, 86, 439-456. Orenstein, P. (1995). School girls: Young women, self-esteem and the confidence gap. New York: Anchor. Smith, P. B. Bond, M. H. (1998). Social Psychology across cultures (2nd ed.). London: Prentice Hall Europe. Worchel, S. Morales, J.F., Paez, D. Deschamps, J-C. (1998). Social identity. International perspectives. London: Sage. How to cite Factors influence an individual’s self-concept?, Essay examples

Embracing Ethnicity free essay sample

The you-pick-two special. Looking up at the Panera menu, it looks like I can pick any type of soup and sandwich for a set price. Even if they are smaller, Id still prefer to take the deal and have two items instead of one. Smaller portions doesnt necessarily mean that Im getting less than if I were to get a whole one by itself, but do two halves always add up to one whole? I am reminded of this every day. Having a Japanese father and an American mother comes with some definite trade-offs. I get the good stereotypes and the bad, and the ability to fit in, as well as the ability to be the odd one out. At school I am expected to be smart, therefore when I receive anything lower than an A on an assignment, a spectacle ensues. I can talk to cliques from either ethnicity, but I cant fit into one. We will write a custom essay sample on Embracing Ethnicity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And there is always the student who finds himself the cleverest when he discovers that the two races that make up my ethnicity bombed each other at Pearl Harbor and Hiroshima. Living with the benefit and burden of being half Asian is something I will never trade and never forget. The stereotype of an Asian parent is one that seems to hinder me. I have only one parent who is Asian, therefore, to other Asians, I am not pressured to get good grades and study all the time. Although this is somewhat true, in many aspects it is also very wrong. I am more motivated by myself to get good grades than that of a parent. They look out for me and make sure that I am doing what I need to and putting in all the effort, but when it comes down to it, I know that, in the end, not doing my own work will only hinder myself. I am considered impure because my blood is mixed as well. Although this sounds like a clich, people really do feel like I cant call myself Asian or White, depending on the person talking; as if tainted by one race or the other. If I am associated with a good stereotype, I dont get the full benefit because Im not fully of that race. Although, if associated with a bad stereotype, immediately I am at fault. Because of cases like these, I have devoted a portion of my life to work my way around these stereotypes. My hard work to get good grades gets overshadowed by the stereotype that I am smart because of my heritage. Constantly I wonder why two different halves are often viewed to be less than a whole. Returning back to reality and to my seat, I slowly dip the baguette into the soup it came with. I prefer not to eat the baguette plain because of its lack of flavor, so I dip it in the soup. And I prefer not to throw it away because of my fathers emphasis on not wasting food, so one piece at a time, I coat the end of the baguette with some soup and take a bite. The soup being my favorite part, I long to eat it plain and not have the taste of bread alter it in any way. Instead I continued to dip the baguette into the soup until the baguette has finally been eaten and the soup has only a few spoonfuls left. I wait through the whole baguette to get to the end where I can at last enjoy the slightly warm soup by itself. Finally ready to use the actual spoon to eat the soup, I pause. Im full, I whisper as I pass the bowl across the table. After equalizing the taste of the two foods for so long, it feels almost like a sin to eat the soup alone; as if one is not complete without the other.