Category: A Rose For Emily

In the short story ‘Sweat’ by Zora Neale Hurston, the main character Delia is a hardworking woman who does tremendous manual labor as a washerwoman for white folks. Delia has been in an abusive marriage with her husband Sykes for fifteen years, and he enjoys treating her the way that he does. Sykes doesn’t like that Delia works for white people. Sykes decides to play a trick on Delia by using her fear of snakes. He decides to get a mistress, Bertha. However, Sykes tries to kill Delia by hiding a snake in her hamper but he gets bitten by the snake instead and dies.

This story presents an example of situational irony. Situational irony is when the events or actions have an opposite outcome from what we expected to occur. Throughout the story, Sykes shows no respect or courtesy towards Delia. He is frightened by the work that Delia’s does. One day, Sykes gets a rattlesnake and brings it into their home to terrorize Delia. Sykes is trying to get rid of Delia so he can have the house for him and his mistress. Delia’s tolerance for Sykes’ actions becomes limited as she does not allow his actions to cause a reaction.

“Oh well, whatever goes over the Devil’s back, is got to come under his belly. Sometime or ruther, Sykes, like everybody else, is gointer reap his sowing”. After that she was able to build a spiritual earthwork against her husband. His shells could no longer reach her.

Delia believes there’s going to be payback for what Sykes has done to her. Sykes will be penalized for his wrongs. Delia is protecting herself from the harm that she is receiving. Delia continuously stands up for herself. One day, after church Delia goes home to do the laundry where she finds the snake on the hamper, she takes off to the barn. When Sykes returns home, he hears the snake. “Oh fuh de light! Ah thought he’d be too sick”. Sykes gets bitten by the snake that he planned Delia’s murder with. Ironically, Sykes’s plan was to use the snake to kill Delia but instead kills himself.

In the short story ‘A Rose for Emily’ by William Faulkner, the story is broken down into five sections. In the first section, the townspeople are attending Miss Emily’s funeral at her home. Also, there is a new town leader who takes over and tries to make Miss Emily pay her taxes. In the second section, the time goes back thirty years and Miss Emily has an odor coming from her house. Her father had just died and the townspeople complain about the odor. The mayor sends somebody out to fix the problem. In section three, Miss Emily is suffering from an illness after her father’s death and the town hires a company to fix the sidewalks. Miss Emily meets homer and instantly falls in love. She goes to a drug store and buys arsenic and doesn’t provide the worker with an explanation and leaves the store. In section four, the townspeople are worried that Miss Emily will kill herself and they believe Homer isn’t the best fit for her. They get a minister to talk to her and her cousins arrive. Homer goes missing until Miss Emily’s cousin departs from the house. In section five, we are told what happens after Miss Emily dies. Everyone attends her funeral including her cousins. After the funeral, they decide to go upstairs and finds Homer dead body on the bed with a suit laid out next to the bed. The townspeople also find a strand of grey hair on the pillow beside his body.

The story presents an example of dramatic irony. Dramatic irony is when the reader knows what’s going on in a situation and the characters don’t. Once Miss Emily’s father dies, she seeks closeness with Homer Barron. Homer isn’t the type of man her father expected her to be with. Emily was a southerner and Homer was northerner which means Emily shouldn’t get as low to Homer’s level and be so in love with him. The townspeople looked at Miss Emily as “a tradition, a duty, and a care….”. Also, Homer wasn’t the marrying type because “he like men and it was known that he drank with younger men…”. In the story, Miss Emily is not aware that her relationship with Homer is something that wouldn’t work or be accepted by the townspeople or even her father.

I believe that situational irony is to be more effective. I say this because it leaves the reader in shock and not expected on what will happen. When dealing with situational irony there’s always a twist into what will happen. I feel this makes the reader want to keep reading, brings enjoyment, and even just keeping the reader engaged. By having irony, it helps keep the story moving along and allowing it to flow.

A narrator is one of the most important elements of any literary work, as he, she, or they are the voice that not only shares the story with the reader, but also conveys their thoughts, opinions, and details to make the story more understandable. What is a narrator, exactly? According to the Editors of Encyclopaedia Britannica, a narrator is “one who tells a story”. There are three different points of view that can be used in narrating a story. When taught in grade school, first-person and third-person points of view are the most prevalent. First-person has the narrator inside the story, and third person has the narrator outside the story. First-person narration, in difference, is far more impactful than second person and third person. With the narrator being an individual inside the story, we, the readers, can obtain primary thoughts and opinions of a character in the stories “real time.” With this, the reader can feel more emotion being cast throughout the literary piece. It may also enhance the reader’s experience of the plot and story itself. The choice of the narrator will also affect the work, because the author needs a storyteller who can accurately describe their emotions and convey the storyline in an easily understanding manner.

The literary fiction, ‘Sonny’s Blues’ by James Baldwin, depicts Sonny’s older brother as the narrator. During a time of poverty in Harlem in the 1950s, Baldwin creates a first-person point of view using Sonny’s older brother. Sonny’s story is told by the narrator, but since he is a character in the story, the reader can feel his emotional depth and further comprehend the theme of brotherly love in the work. In summary, Sonny is revealed as a new drug addict in response to the growing poverty. Substance abuse and drugs prove to be an effective way for Sonny to escape reality. Sonny’s brother speaks out about his thoughts and attempts to find sympathy for his partner’s actions. Baldwin writes, “I was remembering, and it made it hard to catch my breath, that I had been there when he was born; and I had heard the first words he had ever spoken. When he started to walk, he walked from our mother straight to me. I caught him just before he fell when he took the first steps he ever took in this world” (Baldwin, Paragraph 58). The author used the ‘in-story’ narrator to have the reader feel the emotion and connection between Sonny and his older brother. The bond between Sonny and his older brother, clearly, is very intense. If the story were to be told with an outside narrator, the audience would not be able to have easily grasped on the love and strong ties between the brothers. Moreover, the use of an ‘in-story’ narrator enhances the audience’s understanding of the conflict of the story: the internal struggle of Sonny’s younger brother to respect his older brother’s decision and the external conflict between the brothers and their relationship. Due to the narrator’s emotional control, Baldwin’s decision to include Sonny’s brother’s thoughts and emotions is vital for his goal of depicting suffering, love, and damage through the story.

Another literary piece, ‘A Rose for Emily’ by William Faulkner, uses an unnamed townsperson, a character within the story at a funeral, as the narrator. In the piece, it is discovered that Emily, the main character, loved a man that came into her life, but she couldn’t be with him. She killed him and kept his corpse, wildly enough. She adored him so much that she could not leave him, no matter the circumstances behind the failed relationship. Emily, now passed, had a funeral held in her memories. The narrator now shares her story of Emily with the town. A ‘bystander’ inside the story is strategically used by Faulkner to communicate Emily’s story and help the audience visualize Emily’s story. By this, the reader may be able to glimpse Emily’s depression and her intense love for the lost loved ones she has lost, along with her dark, crazed qualities. Faulkner writes, “Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair” (Faulkner, Paragraph 60). We see from the narrator’s point of view and description that Emily kept the man’s dead body and lay with him, so she could be with him forever. The audience is now able to see the undying love and craze Emily had. Emily had killed this man who had ventured into her life and slept with his rotted corpse. She wanted to have him although the odds were not in her favor, as he could not be with her. Faulkner also states, “She told them that her father was not dead. She did that for three days, with the ministers calling on her, and the doctors, trying to persuade her to let them dispose of the body” (Faulkner, Paragraph 27). The reader is now capable to perceive Emily’s conflict, that she has difficulties letting go of loved ones, this time her father. With the narrator being a townsperson, the audience can get an inside scoop of Emily’s story, as Faulkner writes the piece in a way that makes the reader feel as if they are attending the funeral. Using the ‘in-story’ narrator, Faulkner is also able to show the shock and trauma the narrator has about Emily, and her depressed, psycho self. By strategic selection of the narrator, Faulkner ensures that his audience connects and thinks throughout the work, as he makes readers infer the plot, increasing his audience’s connection and making the audience want to think into the theme and emotion of his piece.

Concluding, the use of the narrator being within a literary work effectively portrays more emotion being showed by the narrator. Likewise, the narration of the story assists the reader in better understanding minor themes, conflicts, and details that are not readily apparent. If the narrator wasn’t a character in the story, it would lack emotional appeal and connection, as far more inferences would have to be made by the reader. Both Faulkner and Baldwin used characters as narrators in order to demonstrate real emotional connection, the power of love, and to develop an easy-to-follow piece with deep meanings that transcend words alone. Undoubtedly, the narrator drives not only the story, but the reader as well.

Works Cited

1. Britannica. The Editors of Encyclopaedia. ‘Narrator’. Encyclopedia Britannica, 2 Sep. 2020, https://www.britannica.com/artnarrator Accessed 12 September 2021.
2. Faulkner, William. ‘A Rose for Emily’. The Norton Introduction to Literature, edited by Kelly J Mays, 13th ed., W. W. Norton.

Introduction

“The Lesson” by Toni Cade Bambara and “A Rose for Emily” by William Faulkner are two compelling short stories that explore the themes of social inequality, power dynamics, and the effects of change on individuals and communities. This comparative essay will examine the similarities and differences between the two stories in terms of their narrative styles, themes, and characterizations. Both stories offer thought-provoking commentary on society and present complex characters facing different challenges within their respective contexts.

Narrative Style

“The Lesson” is narrated in the first-person perspective by Sylvia, a young African-American girl living in a low-income neighborhood. Her colloquial and authentic voice adds a sense of realism to the story, drawing readers into her world. In contrast, “A Rose for Emily” is narrated from the perspective of an unnamed member of the town, offering a collective viewpoint on the life of Emily Grierson. This third-person omniscient perspective allows readers to witness the events from a broader and more detached perspective, emphasizing the town’s gossip and speculations about Emily’s life.

Themes

Both stories explore themes of social inequality and the effects of power dynamics, albeit in different contexts. “The Lesson” focuses on the disparities between social classes and the awakening of young characters to the realities of inequality. The central theme of education and the unequal distribution of resources and opportunities is explored through the characters’ visit to a high-end toy store. In “A Rose for Emily,” the theme of power dynamics is portrayed through the character of Emily Grierson, who holds a privileged position in her community. The story highlights the oppressive nature of power and the consequences of isolation and resistance to change.

Characterizations

The characters in “The Lesson” and “A Rose for Emily” exhibit distinct traits and undergo different journeys. In “The Lesson,” Sylvia is a perceptive and sharp-witted young girl who becomes aware of the social disparities between her community and the affluent neighborhood they visit. Her growth and realization of the inequities around her serve as a catalyst for change and reflection. In contrast, Emily Grierson in “A Rose for Emily” is portrayed as a complex and enigmatic figure. Her character is defined by her resistance to change and her adherence to tradition, which ultimately leads to her tragic downfall. The contrasting portrayals of the characters reflect their different responses to the challenges and societal pressures they face.

Conclusion

“The Lesson” and “A Rose for Emily” are two powerful short stories that delve into themes of social inequality, power dynamics, and the effects of change on individuals and communities. While both stories explore these themes, they do so in different narrative styles, with unique characterizations and contexts. Through their storytelling, Bambara and Faulkner offer poignant commentary on the complexities of human experiences and the societal forces that shape individuals’ lives. These stories continue to resonate with readers, reminding us of the importance of examining social structures and power dynamics in understanding the human condition.

Introduction

In the realm of American literature, “A Rose for Emily” by William Faulkner and “Young Goodman Brown” by Nathaniel Hawthorne stand as haunting tales that delve into the depths of human nature and the dark corners of the human psyche. Although set in different time periods and exploring distinct themes, these stories share common threads of mystery, ambiguity, and the exploration of the human condition. In this comparative essay, we will examine the similarities and differences between “A Rose for Emily” and “Young Goodman Brown,” exploring their narrative structures, thematic elements, and the ways in which they shed light on the human experience.

Narrative Structure

Both “A Rose for Emily” and “Young Goodman Brown” employ unique narrative structures that enhance the impact of their respective stories. Faulkner’s tale is told through a nonlinear timeline, with events presented out of order, weaving a tapestry of Emily Grierson’s life and the town’s perception of her. This fragmented narrative mirrors the fragmented nature of Emily’s psyche and serves to create a sense of mystery and suspense. On the other hand, Hawthorne’s “Young Goodman Brown” follows a more linear structure, chronicling the protagonist’s journey into the forest and his encounters with sinister figures. The straightforward narrative builds tension and allows for a gradual unveiling of the story’s dark undercurrents.

Themes and Symbolism

While “A Rose for Emily” and “Young Goodman Brown” explore different themes, they share a common fascination with the human condition and the presence of darkness within individuals and society. Faulkner’s story examines themes of isolation, decay, and the destructive power of tradition. Emily Grierson’s isolation from society and her inability to adapt to changing times symbolize the consequences of clinging to the past. Similarly, Hawthorne’s tale delves into the theme of moral corruption and the conflict between good and evil. Goodman Brown’s journey into the forest represents a descent into the dark side of humanity, exposing the hypocrisy and hidden sins of the townspeople. In both stories, the protagonists are confronted with the harsh realities of human nature and are forever changed by their experiences.

Symbolism plays a significant role in both narratives. In “A Rose for Emily,” the decaying mansion and the locked room symbolize the decay of the old Southern values and the secrets hidden within Emily’s psyche. The rose, a symbol of love and beauty, is transformed into a grotesque emblem of death and decay. Similarly, in “Young Goodman Brown,” the forest represents the dark recesses of the human soul, where evil lurks beneath the surface. The characters’ names, such as Goodman Brown and Faith, carry symbolic significance, representing their inner struggles and the erosion of their innocence.

Characterization and Psychological Exploration

The protagonists in both stories undergo psychological transformations as they confront the darkness within themselves and their communities. In “A Rose for Emily,” Emily Grierson is portrayed as a complex character burdened by the weight of tradition and the ghosts of her past. Her descent into madness and the shocking revelation of her secret highlight the psychological complexities of her character. In “Young Goodman Brown,” Goodman Brown grapples with his faith and the realization that even those he holds dear are capable of evil. The internal conflicts faced by both characters shed light on the duality of human nature and the potential for darkness within us all.

Conclusion

In conclusion, “A Rose for Emily” and “Young Goodman Brown” offer profound explorations of the human condition and the presence of darkness in our lives. While Faulkner’s story focuses on isolation, decay, and the consequences of clinging to the past, Hawthorne’s tale delves into moral corruption and the conflict between good and evil. Through their narrative structures, thematic elements, and characterizations, both stories illuminate the complexities of human nature and the enduring power of dark storytelling in American literature.

Introduction

“The Black Cat” by Edgar Allan Poe and “A Rose for Emily” by William Faulkner are two compelling literary works that explore dark themes and delve into the minds of disturbed protagonists. This comparative essay will examine the similarities and differences between the two stories in terms of their narrative structure, themes, and characterizations. Both stories captivate readers with their psychological depth and offer thought-provoking insights into the human psyche and the consequences of obsession and guilt.

Narrative Structure

Both “The Black Cat” and “A Rose for Emily” employ non-linear narrative structures, utilizing flashbacks and fragmented storytelling to unravel their respective plots. In “The Black Cat,” the narrator presents the events in a retrospective manner, reflecting on his past actions leading up to his descent into madness. The story is characterized by its suspenseful build-up and its exploration of guilt and its effects on the human psyche. On the other hand, “A Rose for Emily” unfolds through a series of non-chronological episodes, as the narrator pieces together the life of the reclusive Emily Grierson. The fragmented structure adds to the mystery and allows the reader to uncover the secrets and dark history of the protagonist.

Themes

Both stories share common themes of obsession, guilt, and the destructive nature of human behavior. In “The Black Cat,” Poe delves into the theme of guilt and the narrator’s descent into madness. The protagonist’s obsession with his pets and the subsequent violence he inflicts upon them highlights the destructive consequences of unresolved guilt and the capacity for evil within human nature. Similarly, “A Rose for Emily” explores the theme of obsession, particularly Emily’s obsessive attachment to the past and her refusal to let go. Her isolation and her ultimate act of preserving her lover’s corpse illustrate the devastating effects of obsession and denial.

Characterizations

The protagonists in both stories exhibit complex and disturbed psychological states. In “The Black Cat,” the narrator’s descent into madness is depicted through his increasing cruelty towards his pets and his eventual act of killing his wife. The black cat serves as a symbol of his guilt and conscience, haunting him and driving him to commit heinous acts. In contrast, Emily Grierson in “A Rose for Emily” is portrayed as a reclusive and enigmatic figure. Her character is shrouded in mystery, and her actions, such as the murder of her lover and the preservation of his corpse, reveal her disturbed mental state and her inability to adapt to changing societal norms.

Conclusion

“The Black Cat” and “A Rose for Emily” are two captivating literary works that explore the dark aspects of the human psyche. While both stories share common themes of obsession, guilt, and the destructive nature of human behavior, they employ different narrative structures and present unique characterizations. Through their exploration of these themes, Poe and Faulkner offer profound insights into the complexities of the human mind and the consequences of unchecked obsessions. These stories continue to resonate with readers, reminding us of the enduring power of psychological exploration in literature.

This essay will be about William Faulkner’s short story A Rose for Emily, which was distributed on April 30, 1930. The setting of A Rose for Emily is fundamentally about a small community called Jefferson in the South and a major, old farm set away from various tenants. In the time the story takes place dark-skinned human beings were slaves and treated crudely while human beings of high status were well regarded by all. The community in this story develops with time however the principal character Miss Emily continues and keeps being herself the whole story. Culture is additionally critical to the setting within the story being told. Miss Emily was a Grierson. The noble and powerful Griersons as they were known to the town of Jefferson.

Miss Emily Grierson is one of the principal characters in the story. She is a confounding figure who changes from a vigorous and little adolescent to an extraordinarily cryptic elderly individual. Emily was acquainted with a noble family specifically. Heartbroken and left alone after the passing of her dad, she became a topic of the townspeople’s sympathy. After her father’s loss Emily appears to have a psychological breakdown, she from the start won’t perceive his death. And then decide to go home with a disconcerting sickness. At some point, Homer Barron and his team of staff came to the city to construct the sidewalks. Emily took an interest in Homer, despite the disapproval of the locals, who argued that he was too low a class for Emily.

“I want some poison,” she said.

“I want the best you have. I don’t care what kind.”

The druggist named several. “They’ll kill anything up to an elephant. But what you want is–”

“Arsenic,” Miss Emily said. “Is that a good one?”

“Is . . . arsenic? Yes, ma’am. But what you want–”

“I want arsenic.”

Regarding this quotation, I would like to come forward with that after she purchases the poison, the townspeople think that she will murder herself. Emily’s uncertainties, regardless, lead her in an interchange way, and the final event of the story suggests that she is a necrophiliac. Necrophilia normally suggests a sexual interest in dead bodies. In a progressively broad sense, the term, furthermore, portrays an inconceivable need to control another, as a rule concerning a nostalgic or significantly near and dear relationship. Necrophiliacs will when all is said in done be so controlling in their associations that they in the final withdraw to holding worthless objects with no restriction or will accordingly, with dead bodies. Mr. Grierson is the one who takes care of Emily, and after his death, Emily unexpectedly controls him by refusing to give up his dead body. She, in the long run, moves this sort of management to Homer, the object of her adoration. It is however not appropriate to find a regular strategy to express her strong desire to have Homer, and Emily takes his life to achieve total authority over him.

Homer Barron: Mr. Homer Barron is a foreigner, a newcomer to the local area who turns into the subject of chatter. Not at all like Emily, nonetheless, Homer dives into town overflowing with charisma, at first he turns into the center point of consideration and the question of affection. Some townspeople doubt him since he is both a Northerner and day worker, people from the north were highly unusual at the time.

Mr. Grierson: Mr. Grierson was a delighted high-class good man living in the South. He had diverse kinds of perspectives for the remainder of the townspeople. He was overprotective and organized to protect his girl. He felt that nobody in Jefferson was adequate to wed his little girl, so he needed to keep her safe from shame, embarrassment, and individuals beneath her group. He was the one to choose what was good and bad for her. His overprotective procedure could be considered as confinement and constrained by his guidelines.

Narrator: The Narrator has a special place in my heart, as he isn’t a character in the story and employments the pronouns he, she, it, or they. The storyteller tells the story in the third person, but is limited to detailed information about one character in the story and aims at what characters think, feel, see, or hear. As a reader you don’t have a view of what’s going on behind the scenes which makes it more interesting, you understand a town person’s view.

Time: Faulkner doesn’t depend on an established straightforward way to describe his character’s activity and ideas. Rather, he breaks, moves, and controls time, extending the story more than quite a few years.

Introduction:

“A Rose for Emily” by William Faulkner is a captivating short story that delves into the complex character of Emily Grierson and the mysterious events that surround her life. Through a rich narrative structure, Faulkner explores themes of tradition, isolation, and the consequences of denying the passage of time. This essay will critically analyze the literary elements and techniques employed by Faulkner to unravel the enigma of Emily Grierson, shedding light on her psychological state and the societal influences that shaped her tragic fate.

Body:

Setting as a Reflection of Decay:

Faulkner expertly utilizes the decaying setting of Jefferson, Mississippi, as a metaphor for Emily’s deteriorating mental state and the decline of the old Southern aristocracy. The once-grand Grierson mansion, described as a “big, squarish frame house” with “an eyesore among eyesores,” mirrors Emily’s own descent into obscurity and eventual madness. The decaying town and the faded glory of the Grierson family serve as a backdrop to emphasize the inevitable decay of traditions and values.

The Symbolism of the Grierson House:

The Grierson house symbolizes the confinement and isolation Emily experiences throughout her life. Just as she is trapped within the walls of her home, she is also confined by societal expectations and the weight of the Grierson legacy. The house becomes a symbol of both pride and oppression, representing Emily’s resistance to change and her inability to adapt to the shifting dynamics of the world around her.

Narrative Structure:

Faulkner’s non-linear narrative structure adds layers of complexity to the story, allowing readers to piece together the fragmented events of Emily’s life. The story begins with Emily’s funeral, then jumps back and forth in time, gradually revealing the events that lead to her tragic end. This fragmented narrative mirrors Emily’s fragmented psyche and serves as a commentary on the subjective nature of memory and perception.

The Theme of Isolation:

Emily’s isolation is a recurring theme throughout the story, highlighting the detrimental effects of societal isolation on an individual’s mental well-being. Emily’s father plays a significant role in her isolation, keeping her away from potential suitors and preserving the family’s social status. The townspeople, too, contribute to her isolation by observing her from a distance, gossiping and speculating about her life. This isolation leads to Emily’s desperation for companionship, resulting in her controversial relationship with Homer Barron.

The Power of Tradition:

The theme of tradition is explored through the juxtaposition of the old South and the encroaching forces of change. Emily’s stubborn adherence to tradition and her refusal to accept the inevitability of change ultimately leads to her downfall. The story suggests that clinging to the past and resisting progress can lead to psychological and emotional stagnation.

Conclusion:

“A Rose for Emily” is a masterfully crafted literary work that delves into the complexities of human nature and the consequences of denying the passage of time. Through his use of symbolism, setting, narrative structure, and themes of isolation and tradition, Faulkner paints a haunting portrait of a woman trapped by her own delusions and the weight of societal expectations. Emily Grierson’s tragic fate serves as a cautionary tale, reminding readers of the dangers of clinging to the past and refusing to adapt to a changing world. Faulkner’s profound exploration of the human psyche in “A Rose for Emily” continues to captivate readers, inviting them to unravel the enigmatic layers of this timeless piece of literature.

Introduction:

William Faulkner’s “A Rose for Emily” is a captivating short story that explores the complex character of Emily Grierson. Emily’s enigmatic nature and unconventional behavior have fascinated readers for decades, inviting various interpretations and analyses. This critical essay delves into the character analysis of Emily Grierson, examining her psychological state, her relationship with the town, and the societal forces that shape her identity.

Body:

Psychological State:

Emily Grierson’s psychological state plays a crucial role in understanding her character. The story depicts her as a reclusive and isolated woman, seemingly trapped in the past. Her actions, such as refusing to pay taxes and keeping her deceased lover’s body, highlight her inability to accept change and cope with loss. Emily’s psychological turmoil stems from a combination of societal expectations, personal trauma, and a sense of entitlement, resulting in her retreat from reality.

Relationship with the Town:

Emily’s relationship with the town is characterized by a mixture of fascination, curiosity, and disdain. She is both an object of intrigue and an outsider. The townspeople view her with a mixture of pity, judgment, and morbid curiosity, contributing to her sense of isolation. The town’s collective voice acts as a constant presence throughout the story, shaping Emily’s identity and reinforcing her status as an outcast. The town’s perception of her ultimately becomes a catalyst for her descent into madness.

Societal Pressures and Gender Roles:

The societal pressures and gender roles prevalent in the Southern society of the time greatly impact Emily’s character. As a member of the aristocratic Grierson family, she is burdened with the weight of tradition and expectations. These pressures restrict her agency and individuality, leading to her eventual rebellion against societal norms. Emily’s unconventional behavior, such as her relationship with Homer Barron, challenges the traditional gender roles of the era and defies the expectations placed upon her.

Symbolism and Decay:

Emily Grierson’s character is closely tied to the theme of decay and deterioration. Her physical appearance mirrors the decaying mansion she inhabits, symbolizing the deterioration of her mental state and the crumbling of her family’s aristocratic lineage. Emily becomes a symbol of the decline of the Old South and its resistance to change, as she desperately clings to a bygone era, unable to adapt to the shifting social landscape.

Tragic Figure:

Emily Grierson can be viewed as a tragic figure, trapped in a web of circumstances beyond her control. Her character evokes sympathy as she becomes a victim of her own isolation, societal pressures, and unresolved trauma. Despite her morally questionable actions, her tragic nature arises from the constraints imposed upon her by society and her inability to break free from her past.

Conclusion:

Emily Grierson, the central character in “A Rose for Emily,” is a complex and enigmatic figure whose actions and psyche have fascinated readers for generations. Through her psychological state, her relationship with the town, and the societal pressures she faces, Faulkner portrays Emily as a tragic figure whose identity is shaped by her circumstances. As a symbol of decay and resistance to change, Emily highlights the destructive power of societal expectations and the consequences of denying the passage of time. “A Rose for Emily” invites readers to critically analyze and interpret Emily Grierson’s character, revealing the complexities of human nature and the effects of societal forces on individual lives.

There are different reasons to send and receive roses. Certainly, they are not only used to convey sympathy and love, but they are even more present in events of tragedy and sorrow. Moreover, A thorny rose needs a special way to deal with it. In William Faulkner’s ‘A Rose for Emily” the word “rose” rarely appears but an attempt to interpret it helps readers have a deep understanding of the story.

The rose is a symbol of death, it is probably a flower at Miss Emily’s funeral. On the theme of death, Miss Emily is unwilling to let go of the dying past, she expects everything to stay the same and she lives with decaying bodies. Instead of life, laughter, and happiness, she can only bear emptiness. Moreover, in Faulkner’s way of expressing condolences for Emily’s death, he sympathizes with her loneliness and her imagination about her status. People in the town respect her but they are one of the main reasons that make her have a good opinion of herself.

Additionally, the rose is generally viewed as a symbol of love. The flower is associated with love and romance, respectively. In Greek Mythology, roses are often gifted for romantic occasions like weddings, Valentine’s Day, and anniversaries. Thus, perhaps the rose can be related to Emily’s desire for love. In her life, she lacks love and desires to have one. Emily wants to be loved, and she is determined that Homer is her true love to rescue her from her fear of being alone. Emily sincerely loves Homer, but his feelings about the relationship are different because he does not like marriage. The only true love she has ever known now leaves her. Her deepest feelings and hidden longings for love result in her murdering of Homer Baron. She does not realize that he is not a deserving man but desperately keeps to that blind love. A “rose” is what she searches for in her life but till the day she dies, she never has one.

However, the rose is also a prickly flower that can hurt the skin. Emily, like a thorny rose, keeps people at a distance. Her isolated life does not allow any other people to get close to her. Also like a rose, she proves to be dangerous, the only person who does get significantly close to her, Homer, is murdered at her hands. Emily sheds blood, the same color as the red petals of a rose.

William Faulkner’s title is significant, the rose has all kinds of hidden meanings even if it is not mentioned a lot in the story. Emily lives and dies without ever being given a rose, without being loved and she has a special way to deal with people.

Works Cited

1. Faulkner, William. “A Rose for Emily.” The Norton Anthology of American Literature. Shorter 9th, edited by Robert S. Levine, Vol. 2, pp. 765–783. New York: Norton, 2017. Print
2. Nebeker, Helen E. ‘Emily’s Rose of Love: Thematic Implications of Point of View in Faulkner’s ‘A Rose for Emily.’ ‘ Bulletin of the Rocky Mountain Modern Language Association, vol. 24 no. 1, 1970, p. 3-13. Project MUSE, doi:10.1353/rmr.1970.0018.
3. Perry, Menakhem. “Literary Dynamics: How the Order of a Text Creates Its Meanings [With an Analysis of Faulkner’s ‘A Rose for Emily’].” Poetics Today, vol. 1, no. 1/2, 1979, pp. 35–361. JSTOR, www.jstor.org/stable/1772040. http://www.jstor.org/stable/1772040
4. Skinner, John L. “‘A Rose for Emily’: Against Interpretation.” The Journal of Narrative Technique, vol. 15, no. 1, 1985, pp. 42–51. JSTOR, www.jstor.org/stable/30225110.
5. Watkins, Floyd C. “The Structure of ‘A Rose for Emily.’” Modern Language Notes, vol. 69, no. 7, 1954, pp. 508–510. JSTOR, www.jstor.org/stable/3039622
6. http://www.jstor.org/stable/30225110
7. http://www.jstor.org/stable/3039622

When comparing historical times, Gerson’s house was used to compare the psychological belonging of Ms. Emily. At that time, Gerson’s house was described as ‘that is a square wooden house that was once painted white, a round top pavilion, a pointed tower top, a scroll-shaped balcony, showing a strong seventy The relaxed and pleasant style of the era.’ This expression expresses the house building not only for the function of staying but also for the people in the town. Coincidentally, in the era of the affluent woman, Emily Gilson did not have the power to resist, but often gentle, elegant costumes for people. Most of the descriptions in the novel are because their appearance is considered a reflection of their husband or father. The performance of her extravagant life was arbitrarily described by the men as an affluent impression of the bystanders. Emily’s father saw her as an asset in her life. Her existence is a decoration for her father, just like their luxurious family.

As the story progresses, the reader is also very aware of the material decline of Ms. Emily and her family. With the ‘room full of stench and waste in the room’, Emily’s age is naturally exposed, her voice is full of rush and hoarseness. Finally, when Emily approached death, the old house was seen as a “nail in the eye” in the town, and Emily was also seen as a “collapsed monument”. The house and her person are mostly empty and meaningless. Of course, their previous glory has disappeared.

As their main character, Faulkner sees Gleason’s house as a symbol of Miss Emily’s change in social status. In the era, the house was a mansion, located in the best location in Jefferson. The description of the house left a deep impression on the people, that is, the house of Emily is not only very stylish but also larger than the houses of other families. The Gothic form seems to have some minor problems for the people. Say it is not affected at all. The Gleason family, especially Emily, is the most powerful and unstoppable person. People in the town regard their family as an emperor. And Emily, the last person to live in Gleason, is a symbol of this family, and more likely a symbol of the rich past in the entire southern United States. Soon after people saw Emily’s knowledge, the previous rumor was in her father’s will, except for the house, there was no money left for her. At the same time, her scandal with Barron also lowered her position in the eyes of the public. Inevitably, Gleason’s old house collapsed along with the decline of Emily’s reputation.