A Rose For Emily - In Memory Of Emily Grierson Essay -- essays researc

In the short story  ¡Ã‚ §A Rose for Emily, ¡Ã‚ ¨ (1930) William Faulkner presents Miss Emily ¡Ã‚ ¦s instable state of mind through a missed sequence of events. Faulkner arranges the story in fractured time and then introduces characters who contribute to the development of Miss Emily ¡Ã‚ ¦s personality. The theme of isolation is also presented by Faulkner ¡Ã‚ ¦s descriptive words and symbolic images. Faulkner uses anachronism to illustrate Miss Emily ¡Ã‚ ¦s confused mind. The story is split into five sections. The first section begins with Miss Emily ¡Ã‚ ¦s funeral and moves on to her past. Faulkner first recaptures the dispensation of Miss Emily ¡Ã‚ ¦s taxes in 1894, he continues by illustrating Miss Emily ¡Ã‚ ¦s nature no to accepts new concepts. When the  ¡Ã‚ §next generation, with its more modern ideas ¡Ã‚ ¨ comes along, Miss Emily refuses to accept them (1009). Miss Emily ¡Ã‚ ¦s mixed feeling about the past is reflected in the structure of the story. Unlike most stories, the narrator does not continue the plot with the next chronological event rather presents one that happened two years earlier. This switch once again mirrors Miss Emily ¡Ã‚ ¦s unclear state of mind. The story ¡Ã‚ ¦s disjointed time frame not only reflects a puzzled memory but it also suggests Miss Emily ¡Ã‚ ¦s unwillingness to move along with time. While the reader reads through time and expects the story to be in sequence, Faulkner deliberately switches the time back and forth to emphasize Miss Emily ¡Ã‚ ¦s desire to stay in past. After the author introduces the character of Miss Emily, he goes back even further into the past to explain why Miss Emily possesses her unique personality. He also contributes to the development of Miss Emily ¡Ã‚ ¦s personality through the introduction of her father, Homer Barron, and Miss Emily ¡Ã‚ ¦s great aunt who all influence her maturity and experience of life. The primary figure in Miss Emily ¡Ã‚ ¦s life is her father. Faulkner uses this relationship to reveal Miss Emily ¡Ã‚ ¦s reserved nature. Because her father is an upper class figure, some of his ways of thinking has  ¡Ã‚ §thwarted [Miss Emily ¡Ã‚ ¦s] life ¡Ã‚ ¨ (1013). Miss Emily has always been kept in confined environments that only her father knows what she will do. The event of her father ¡Ã‚ ¦s death is a shock to Miss Emily because the guidance of her father is gone. This explains Miss Emily ¡Ã‚ ¦s behavior after her father ¡Ã‚ ¦s death as well as her reaction to another ... ...ulkner ¡Ã‚ ¦s short story  ¡Ã‚ §A Rose for Emily ¡Ã‚ ¨ uses many literary devices such as plot to emphasize the theme of mixed memory. While most stores are written in chronological order, this story is broken up into characters to build up Miss Emily ¡Ã‚ ¦s personality both externally and internally. While Faulkner uses Miss Emily ¡Ã‚ ¦s father and homer Barron to affect miss Emily in her environment, Faulkner also old lady Wyatt to suggest the possible inheritance of this unexplainable behavior from her family. Descriptive words are another big part of the story since Faulkner uses them to describe the themes of old age and isolation. While  ¡Ã‚ §coquettish decay ¡Ã‚ ¨ and  ¡Ã‚ §tarnished gold head ¡Ã‚ ¨ is used to compare old to new,  ¡Ã‚ §noblesse oblique ¡Ã‚ ¨ is used to reflect Miss Emily ¡Ã‚ ¦s past. Not only does Faulkner use descriptive words to describe Miss Emily, but he also uses symbolism. Throughout the story, Faulkner uses the description of Miss Emily ¡Ã‚ ¦s house to refer to Miss Emily herself. Miss Emily ¡Ã‚ ¦s once normal behavior and deterioration is captured in the house ¡Ã‚ ¦s old-fashioned look and the decayed look. Faulkner uses all these literary devices to present the themes of mixed memory, old age and isolation.

Elizabeth I Versus the Stuart Monarchs

Elizabeth I versus the Stuart Monarchs Kayla Christie 3rd Block The difference between Elizabeth I and the Stuart monarchs defines the way they ruled and their actions. When comparing Elizabeth I and the Stuart monarchs, one should take in factors such as each individual’s personality, religious views, and views on parliament. Elizabeth I was intelligent, and wanted religious unity in her country. She also believed that parliament was essential during her reign. The Stuart monarchs such as James I, James II, Charles I, and Charles II were not so intelligent, and wanted a definite religion whether it is Catholicism or Arminianism. The Stuarts also wanted to enhance their authority at the expense of losing parliament. Elizabeth I was intelligent, and would work to keep her reign. In Elizabeth’s speech to the troops before the battle of the Armada she states â€Å"†¦Spain, or any prince of Europe should dare to invade the borders of my realm†¦ I myself will take up arms†¦Ã¢â‚¬  Elizabeth clearly says that she would fight for her country. Being intelligent, she exercised frugality in the expenses of the government and increasing taxation, which showed a sign of a strong and efficient state. She wanted to achieve religious harmony. On the other hand, the Stuarts were stubborn. They refused to extend religious toleration. Like his father, Charles I believed in the Divine Right of Kings (that he was answerable to God alone and could not be tried by any court), and he upset the Scottish citizens of his country, many of whom were Puritans, by insisting that they follow the same religion as his English subjects. The result was the two wars that ruined England’s financial state and that would lead to the civil war and his execution.

Analysis Of The Hookup Culture By Conor Kelly - 1344 Words

In his essay, â€Å"Sexism in Practice: Feminist Ethics Evaluating the Hookup Culture,† Conor Kelly argues that the hook up culture prevalent in today’s society is sexist towards females. He argues that this culture gives off the illusion of freedom, but it instead disempowers women. Kelly begins by giving the definition of hook up culture. He defines it as, â€Å"the practice of pursuing sexual activity without any expectation of a relationship.† He then states what he believes are the four main factors that contribute to the disempowerment brought on by this culture: a lack of commitment, use of ambiguous language, alcohol use, and a social pressure to conform. Kelly then gives his argument as to why hookup culture should be concerning. Kelly†¦show more content†¦One can never escape this culture and other students expect each other to partake in it. Kelly transitions into his argument about why hookup culture should be concerning. Referring to his fou r main factors, he summarizes how each could be potentially harmful, especially to women in college. A lack of commitment takes away the emotions and connection made through physical contact. Future relationships are at risk due to this detachment. Ambiguous language creates a lack of trust between partners, causes classmates to make assumptions, and distorts risks. Alcohol impairs judgement relating to hooking up. This ends up in several undesirable scenarios, including rape and regrettable sex. Lastly, social pressure forces students into the hookup culture. Kelly stresses that there is a severe skewness against women. There is a fine line for them between participating in the culture and being known as a slut. There is a substantial double standard in hookup culture. From this, Kelly concludes that these elements â€Å"offer only the perception of freedom† (72). Hookup culture places a burden upon students. The sexist nature of this culture puts women at a disadvantage; an d this can be extremely harmful in developmental years. Main Argument: 1. Women walk a fine line in participating in the culture. 2. The social stigma for men that sleep around is