Narration Analysis of A Rose For Emily - Free Essay Example

Sample details Pages: 3 Words: 912 Downloads: 4 Date added: 2019/04/15 Category Literature Essay Level High school Topics: A Rose For Emily Essay Did you like this example? A Rose for Emily by William Faulkner a short story about the life of South America at the beginning of the 20th century, which illustrates an attitude to women during the period described. The author gives interesting outlook of the social structure of the society of the time described. In this short story Faulkner manages to express the spirit of changes, which influence the lives of his characters. Don’t waste time! Our writers will create an original "Narration Analysis of A Rose For Emily" essay for you Create order Society, described in this short story, differs from the one we face today. Deprived of basic rights and freedoms, women of those times were physically and emotionally subdued to men. The study of gender relations and importance of social influence of these relations became the main idea of Faulkners writing. Gender relation is one of the main themes of a short story A Rose for Emily written by Faulkner. The story is written in a form of third-person narration and, what is notable, there is no one definite narrator. Third person narration and multiple people, who tell the story, is a special device used by the author. It helps him to pass the point of view of town folks to his readers. The readers get not only an opinion of one separate person, but a combined idea of what people think of the town described. The narrator, speaking in the first person plural that represents the entire town, recalls that, when Miss Emily Grierson died, all the townspeople of Jefferson, Mississippi, attended the funeral held in her house, the interior of which no one save an old black servant had seen in ten years. This house had once been grand, located in a respected neighborhood, but both neighborhood and house have since fallen into decay. In death, Miss Emily has gone to join all the respected dead who used to inhabit this once-respected neighborhood, in the cemetery ranked with the graves of Union and Confederate soldiers who perished in the battle of Jefferson during the Civil War. The townspeople attend the funeral both out of respect for Miss Emily as a monument to their aristocratic heritage, and out of a kind of curiosity, even nosiness. The sense of the town as interested in, invested in†and always watching†Miss Emily is suggested by the odd third person plural narrative representing the entire town. The house is, like its owner, a monument on the outside and a curiosity on the inside, a building that resists modernization even as it decays. The mention of the cemetery, another monument to the past, reminds us that†as is often the case in Faulkners works†to understand the present, we must also understand the past. When alive, Miss Emily had been respected and cared for by the townspeople. In fact, in 1894, the then-mayor of Jefferson, Colonel Sartoris†who made it illegal for black women to go into the town streets without an apron on†excused her from paying taxes, dating from the time her fatherdied on into perpetuity. Miss Emily would not have accepted this excusal were she to think of it as charity, so Sartoris invented a story about how Emilys father had once loaned money to the town, claiming the excusal of Miss Emily from paying taxes was the towns preferred method of repaying the loan. Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town The first narrative leap back in time. Colonel Sartoris is a gallant Southern gentleman (and former Confederate Army colonel) who chivalrously, if condescendingly, excuses Miss Emily from paying her taxes as though she were a damsel in distress. He knows that Miss Emily is a proud woman of genteel upbringing, though, and that in her pride she would refuse charity, hence the story he invents. The narrator chauvinistically suggests that Emily believes the story because she, like all women, is nave.However, the next generation of town leaders came to find the tax arrangement with Miss Emily dissatisfactory; so one January they mailed her a notice of taxes due. By February, however, there was no reply. Miss Emily was subsequently sent a formal letter inviting her to the sheriffs office, then a letter from the mayor himself. The mayor received a reply note from her explaining that she no longer went out at all; enclosed without comment was the tax notice. A narrative leap forward in time. The chivalric traditions of the Old South become diluted as time passes; so it is that the newer generation of town authorities attempt to exact taxes from Miss Emily†these leaders are not gallant, but they arepragmatic and democratic.In response, the authorities of Jefferson dispatched members of the Board of Alderman to Miss Emilys house. Tobe showed the men into the dusty interior; a crayon portrait of Miss Emilys father stood by the fireplace. Once Miss Emily entered†a bloated-looking woman leaning on a cane†the deputations spokesman informed her that her taxes were due; but Miss Emily countered that Colonel Sartoris excused her from paying taxes long ago, and that the towns authorities should speak to him. Miss Emily then instructed Tobe to show the dissatisfied gentlemen out. So Miss Emily vanquished the town authorities in the matter of her taxes, just as she had vanquished their fathers thirty years before†two years after her fathers death, and shortly after her sweetheart had deserted her†in the matter of a bad smell issuing from her house. Miss Emily had become reclusive.

The World Of The Great War - 1040 Words

The First World War was truthfully the world’s shocking transition to the Modern Era. The battlefields were brutal, the rivalries were intense, and the consequences were devastating. Eventually, thirty two countries were involved, however, the gunshots could be heard all around the world. Four main underlying factors led to the outbreak of the Great War. The first of these was nationalism. Europe was home to not only a multitude of countries, but also countless ethnic groups. Nations rivaled each other for crucial markets and strategic borders Gavrilo Princip. The economic and political control over smaller, weaker nations is called imperialism, the second factor leading up to the war. The same concept of a society’s image of perfection that the Greeks had thousands of years ago, or arà ªte, still applied in the twentieth century. People deemed certain characteristics more worthy than others, resulting in a fierce competition for superiority. This was no different in t he race for dominance among countries. The third was militarism. Along with wealth and territory, military power was a crucial component to a country’s success. The growth of nationalism and imperialism caused an increase in military spending. Violence was not uncommon of imperial powers; since the dawn of mankind, humans have used force as a method of persuasion. However, as technology became more advanced and weapons became faster, stronger, and more lethal, militarism made a lasting impression. The fourthShow MoreRelatedThe Great War : World War I894 Words   |  4 Pages The Great War: World War I World War I, otherwise known as the Great War, began as a small battle that eventually developed into a prodigious uproar between several countries. WWI’s beginnings are controversial and historians throughout the world have several theories about the destructive event. Said to be one of the most disastrous and ruinous struggles between nations, The Great War lasted from July 1914 until November 1918. Referred to as a World War because of the global participation andRead MoreWorld War II : The Great War1105 Words   |  5 Pageswith Russia, the United States, the Middle East and other regions, World War One pitted the Central Powers--mainly Germany, Austria-Hungary, and Turkey--against the Allies--mainly France, Great Britain, Russia, Italy, Japan, and, from 1917, the United States. It ended with the defeat of the Central Powers. The war was virtually unprecedented in the slaughter, carnage and destruction it caused. World War 1 also known as â€Å"the Great War† was a horrifying, bloody four year conflict that killed some fourteenRead MoreWorld War I And The Great War1472 Words   |  6 PagesWorld War I was usually suggested to as The Great War. The war began sometime in 1914 and lasted four years, ending in 1918. America endorsed, in this era, a great amount of devastation. Throughout those four years alone approximately nine million casualties occurred and in addition millions more were mutilated, grief-stricken, handicapped, or traumatized. World War I is referred to by some, the first catastrophe, man-made, of the twentieth century. Many historians continue to contemplate the essentialRead MoreWorld War I And The Great War1004 Words   |  5 PagesWorld War I or the Great War as it became known, occurred due to many causes, some of which are still unknown. The obvious trigger was the assassination of the heir to the AustriaHungarian throne archduke Ferdinand and his wife Sophie on the twenty-eighth of June 1914. But a great portion of th e cause dealt with past disputes between the Great Powers and such aggressive principles as Nationalism: the strong feeling of pride and devotion to one s country, Imperialism: the domination of one countryRead MoreThe World War I And The Great War1560 Words   |  7 PagesWorld War One , also known as the Great War was a global war fought between the allied powers and the central powers from July 1914 to November 1918. The assassination of Franz Ferdinand led to the outbreak of world war one. Franz Ferdinand was the arch duke of Austrian-Hungarian Empire and was considered as the heir of the Empires monarchy throne. However there was many other factors that caused world war one. Alliances which is an agreement between two or more countries which gives help if oneRead MoreThe Great War Of World War I1490 Words   |  6 PagesThe Great War also considered to be World War I, although not initially named that due to not knowing that there would have been a second one. The war laste d from 1914-1918 and was one of the most violent wars known to history. Before war broke out many of these countries were flourishing economically and wanting to advance their country. During this time period many of the countries were unified and if there was one country that were to engage in war with one then it would cause a major war. ARead MoreWorld War I And The Great War1196 Words   |  5 Pagesfrom this 20th century time period under the influence of mass media. World War I, or the Great War, was one of the bloodiest wars of all time. It was a war sparked by militarism, alliance, imperialism, and nationalism. However it’s affliction laid the groundwork for post war prosperity. Nearly all social classes felt its benefits. Workers rights improved, taxes were lowered, technology advanced, and industry boomed. The war was brutal and the roaring twenties were a chance for the United StatesRead MoreWorld War I And The Great War1147 Words   |  5 Pagesperspective of being the First World War, it truly lived to the name of â€Å"The Great War†. While no war is ever simple, this one was very complex for its time. It was a vast war with a revol utionary impact on military advances. The end result of the war, catastrophic. It was a conflict on a global scale that later involved over thirty nations. If anything it was a war on politics, and really illuminates what poor political stamina can result in. With all of this in mind the question stands, â€Å"What madeRead MoreWorld War I And The Great War1249 Words   |  5 PagesWhenever you come across World War I, don’t you ever deeply think about how it all started? Who would have known that just 2 pulls of a trigger could have triggered a demoralizing World War? World War I, also known as â€Å"The Great War,† was a war that primarily took place in Europe. It officially started on the 28th of July in 1914 and it unexpectedly lasted until the 11th of November in 1918 (about 4 years). The most predominant countries that fought in this war include Great Britain, France, RussiaRead MoreWorld War I And Great War1447 Words   |  6 PagesWorld war one was one the biggest wars in recorded history. It lasted from 1914-1918 and was a brutal conflict in Canadian history. More than 60,000 Canadians died in this war. When the First World War began in the year of 1914, some believe that it would last for a long time. Many young individuals in Canada and others saw this war as a privilege to travel, adventure, and great beauty. Some individuals were afraid that the conflict would be over before they could get into the battle. Many people

The Marginalization of Aboriginals in the Canadian Justice System Free Essays

The original people to live in Canada have adapted the name Aboriginals. They were here before the European settlers discovered the continent of North America. When the Europeans arrived in Canada they brought with the many technological advances and customs that the Aboriginals did not know. We will write a custom essay sample on The Marginalization of Aboriginals in the Canadian Justice System or any similar topic only for you Order Now Although you might think that this would be a very great thing for Aboriginals, it was not very good. The Europeans thought that the aboriginals were very hostile and treated them very badly. The Europeans tried to assimilate the Aboriginal’s culture and force them to become like the Europeanss. The Canadian justice system has marginalized the Aboriginals of Canada for many years. For the first couple hundred years there were many wars between the Europeans and the Aboriginals. But then things started to stabilize and the Aboriginals and the European settlers began to trade amongst one another and become more and more dependent on each other. However, beginning in 1964, immediately following the Royal Proclamation, the British began to gain more control over the Aboriginals. They signed numerous treaties with the Aboriginals for them to give up their land in exchange for a sum of money and small reserve lands specifically for the Aboriginal people. However the land the aboriginals were given was very poor and had bad soil which made it hard to farm. The idea of residential schools set out in 1846 and was put into action in the late 1890’s by the Department of Indian Affairs. The whole point of residential schools was deculturalization of aboriginals. However the government didn’t put it so bluntly. They would say that the aboriginals are put in a â€Å"white society† to learn how to become â€Å"better† Canadians. Not only did residential schools commit culture genocide but there was also lots of abuse at the schools. For example, estimates suggest that as many as 60% of the students died (due to illness, beatings, attempts to escape, or suicide) while in the schools. They would be punished if they did not speak English even though many of the children didn’t know how. The schools were also very poorly funded by the government and the children were usually taught physical labour. Many of these issues have been solved and the government is still doing things today to help mend what they have done to the Aboriginals in the past. However Aboriginals are still very affected at what has been done to them. First Nation communities experience higher rates of violence, domestic abuse, sexual abuse: rape, incest, etc. lack of family and community cohesion, suicide, addictions, alcohol, food, health problem: diabetes, heart disease, obesity, poverty, unemployment, high school dropout (63% do not graduate), despair, hopelessness and more. The Aboriginal community has been marginalized by the Canadian Justice system which has affected them greatly. Hopefully the government will do everything they can to help aboriginal people become healthy members of society and keep their cultures and beliefs. How to cite The Marginalization of Aboriginals in the Canadian Justice System, Papers

Carnegie hall Essay Example For Students

Carnegie hall Essay On Sunday afternoon November 21, 1999, at 2:00 p.m.at 419th Concert Worldwide, 330th in New York, 218th in Carnegie Hall I attended a MidAmerica production that presented the New England Symphonic Ensemble. This concert contained several different compositions by large groups of musicians, including an orchestra band, and chorus. This concert was divided into three different parts. First there was the Vivaldi which was divided into 12 sections. Virginia-Gene Rittenhouse was the music director, Raymond Sprague was the conductor, Judith Von Housers Voice was the soprano, Mary Nessinger voice was the Mezzo soprano, and Elizabeth Hastings was the portative. There was a reprise in the first section Gloria which opened up the symphony. Following the first intermission the musicians performed Magnificant by Mohaycn, Ave Maria op 12 by Brahms, Magnificant by Vaughan Williams, and Canticle of Mary by Larson. Nancy Menk was the conductor, Judith Von Housers voice was the soprano and Mary Nessinger the Mezzo-soprano. The first three sections were settings of the magnificant text all for womens of tremble voices and orchestra. This recital was more dramatic due to the addition of the precussion that added a yelling sound in the end of the last section Canticle of Mary which portrayed Marys free spirit. Also they played a solovin oboe Manificant by Williams. Following the second intermission the musicians performed the Puccini which was divided into six sections. Solveig Holmquist was the conductor, Thomas C. Laine was the tenor and James Demler voice was the baritone. The chorus carries the major burden of their music. Thomas C. Laine presented the tenor in Credo, and James Demler presented the baritone in Agnas Dei. This piece also contained fugue and a chorale. Also all the instruments were blended together to produce harmony. In the first part of this recital the vivaldi, contained a string Quartet. After the first intermission, I looked down at the podium and noticed that the precussions were added which included the timpani, bass drum, tylophone, and cymbals. In this recital Nancy Menk was the conductor, Judith Von Houser was the soprano which played a high note, and Mary Nessinger was the Mezzo-soprano which played a slight softer note. This part of the concert was divided into four pieces. First there was the Magnificant by M. Haydn (the orchestra accompaniment was edited from the composers manuscript by Mark Nabholz). This piece consisted of strings without violas, two french horns, and an organ. The flute in this piece represented the Holy Spirit, while the full orchestra commented on Mary. The second section Ave Maria, op 12 by Brahms contained a string Quartet. This was a choral work which contained the voices of Houser, and Nessinger, and an organ. Directly following op 12, the Magnificant was played again. This time it was by Vaughan Williams and more brass, woodwinds, and strings were added which included the french horns, trombone, oboe, and cello. This piece started with a soft sound of a solo oboe. Following the oboe the strings and chorus were added to produce a thicker texture. At this point the oboe just blended in with the whole orchestra to produce harmony. By the middle of the piece the oboe was played solo again with no other accompaniment. I realized it was the sound of an oboe because I was familiarized with this instrument after listening to Peter and the Wolf by Serge Prokefiev. Towards the end of this piece the oboe was played solely for a few seconds then there was a fugue which included the cello, then Mary then the chorus which brought the Magnifi cant to its conclusion. The Canticle of Mary by Larsen was the last section of this performance. This oratorio consisted of Houser, Nessinger, and the full Orchestra. This music reflected the resounding, noisy joys and the melodic lines represented Mary. With accompaniment by precussion (bass drum, tylophone, and cymbals) it gave this piece tempo, and texture, which sparked energy and celebration that sounded like yelling when the precussions were added. The solo oboe in this piece represented the free spirit. Nessinger brought this piece to a conclusion. .u1cfb2acbe1f532887a18f2076d764e41 , .u1cfb2acbe1f532887a18f2076d764e41 .postImageUrl , .u1cfb2acbe1f532887a18f2076d764e41 .centered-text-area { min-height: 80px; position: relative; } .u1cfb2acbe1f532887a18f2076d764e41 , .u1cfb2acbe1f532887a18f2076d764e41:hover , .u1cfb2acbe1f532887a18f2076d764e41:visited , .u1cfb2acbe1f532887a18f2076d764e41:active { border:0!important; } .u1cfb2acbe1f532887a18f2076d764e41 .clearfix:after { content: ""; display: table; clear: both; } .u1cfb2acbe1f532887a18f2076d764e41 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1cfb2acbe1f532887a18f2076d764e41:active , .u1cfb2acbe1f532887a18f2076d764e41:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1cfb2acbe1f532887a18f2076d764e41 .centered-text-area { width: 100%; position: relative ; } .u1cfb2acbe1f532887a18f2076d764e41 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1cfb2acbe1f532887a18f2076d764e41 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1cfb2acbe1f532887a18f2076d764e41 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1cfb2acbe1f532887a18f2076d764e41:hover .ctaButton { background-color: #34495E!important; } .u1cfb2acbe1f532887a18f2076d764e41 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1cfb2acbe1f532887a18f2076d764e41 .u1cfb2acbe1f532887a18f2076d764e41-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1cfb2acbe1f532887a18f2076d764e41:after { content: ""; display: block; clear: both; } READ: Breast Cancer EssayI always hear about Carnegie Hall. I got the impression that the best of the best musicians get a chance to perform in such a place, so I expected a great performance. It was a good performance, I cant say excellent. But deep inside I felt I cannot really judge this piece because my musical literacy is limited. I feel I learned a lot this semester in music class which helped me to understand and appreciate music. Overall it was a wonderful experience in Carnegie Hall which I had the chance of sharing with my beautiful boyfriend. Words/ Pages : 814 / 24