Analysis Of William Faulkner s A Rose For Emily

Nora Del Bosque†¨ Comp II†¨ O’Connell†¨Paper #2 â€Å"Deceiving Looks† In â€Å"A Rose for Emily†, William Faulkner tells the story of an sad and lonely lady, stuck in her time. Because her father died, she never fully recovered from it and was not able to find herself. Emily’s house was in the past was considered elegant and was built on the best street in town in the 1870’s. Now the house is old and an unattractive building to the neighborhood. People in her town begin to bad mouth her because of her lost soul. Homer Barron, an employee of a construction company, begins to begins to date Emily. The townspeople do not seem ecstatic about this, because they think she is doing it out of being lonely and depressed since her father died. Later on, she†¦show more content†¦Emily had depression and was dealing with it in her own way by closing herself off. Looks could be very deceiving and in this case, Emily surprised the town when she died. The townspeople realized that there was more to her than they thought and were quick to judge. The protagonist in this story is Emily Grierson. Her family is considered to be superior than others in the town and are well respected. Her father left the house for Emily and did not need to pay for taxes. Her father was controlling and believed that no man was suitable for her, so did not let her build any relationships with anyone. Emily s father passing was a devastating loss and caused Emily to become depressed. â€Å"After her father’s death she went out very little; after her sweetheart went away, people hardly saw her at all† (story). Due to her father always trying to control her, she was 40 with no kids and single. Her life had been taken over by time, causing her tension in life. When her father passed, she was now looking for partner, but it was past her time. She did not like the help of outsiders, causing her to act in an uncanny manner. She did not accept the fact that her father had died for three days and shut h erself out to others. Due to her living in existence, society found her interesting, but inappropriate. Emily is in conflict with society. They closely observe her, gossip and judge. The townspeople are aware of her room upstairs, but no one does anything. They believed that herShow MoreRelatedAnalysis Of William Faulkner s A Rose For Emily1526 Words   |  7 PagesWilliam Faulkner uses theme, imagery and symbolism to highlight the decline of the South in his short story â€Å"A Rose for Emily.† William Faulkner is the author of â€Å"A Rose for Emily.† In â€Å"A Rose for Emily† the story starts off at Emily’s funeral, and the whole town is there too. The men went out of respect for losing a person who had been a citizen of Jefferson for a long time, and the women went because they wanted to see what her house looked like because only a select few have seen it in the lastRead MoreAnalysis Of William Faulkner s Rose For Emily 876 Words   |  4 Pages Hassan Abdi ENGL-1302 Mrs. Escamilla Sep/16/2015 Money in Rose for Emily William Faulkner was an amazing writer and at his time was the voice of American literature. He wrote a lots of books, novels, and short stories. Most of his readers loved his writing style so much that they tried to turn it to movies, but it is not an easy job to turn William Faulkner’s writings to a movie. Stories can be turned to movies but it is very important for the producers to be able to cover all the material andRead MoreA Rose for Emily889 Words   |  4 PagesLiterary Analysis for â€Å"A Rose for Emily† Sometimes a Rose is Not a Rose: A Literary Analysis of â€Å"A Rose for Emily† In the short story â€Å"A Rose for Emily†, written by William Faulkner, the negative impact of Emily’s upbringing by an overprotective father, leads to incredible pattern in her life and the obvious mental illness that takes over as she not so graciously ages. While written in five sections, the first and last section is written in present time, and the three middle sectionsRead MoreWilliam Faulkner s A Rose For Emily1682 Words   |  7 PagesLyons Professor Amy Green Writing about Literature COM1102 Oct. 06, 2015 William Faulkner s A Rose for Emily is a short story that has also been adapted into a short film; both have been largely debated. Faulkner’s lack of a normal chronology and situation-triggered memories generates a story that has many understandings among its readers, but surprises everyone at the end. When asked about the title of his story, Faulkner said, [The title] was an allegorical title; the meaning was, here was aRead 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 magazine. The story involved an old woman named Emily GriersonRead MoreEssay on Prose Analysis â€Å"a Rose for Emily† William Faulkner1085 Words   |  5 PagesProse Analysis â€Å"A Rose for Emily† William Faulkner The two female cousins came at once. They held the funeral on the second day, with the town coming to look at Miss Emily beneath a mass of bought flowers, with the crayon face of her father musing profoundly above the bier and the ladies sibilant and macabre; and the very old men --some in their brushed Confederate uniforms--on the porch and the lawn, talking of Miss Emily as if she had been a contemporary of theirs, believing that they hadRead 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 Faulkner1326 Words   |  6 PagesA Rose For Emily Fiction Analysis English Literature Essay In A Rose for Emily, William Faulkner tells the story of an old and lonely lady stuck in her own timeframe. Her controlling father died some thirty years ago and she has never quite found her own ground. Her house has become the most hideous looking home on the once most select street in the city. Previously elegant and white with scrolled balconies, it was now encroached with dust and decay. The people in Miss Emily s city gossip aboutRead More The Role of the Watch in William Faulkners A Rose for Emily1199 Words   |  5 PagesThe Role of the Watch in William Faulkners A Rose for Emily Even the casual reader of William Faulkner will recognize the element of time as a crucial one in much of the writers work, and the critical attention given to the subject of time in Faulkner most certainly fills many pages of criticism. A goodly number of those pages of criticism deal with the well-known short story, A Rose for Emily. Several scholars, most notably Paul McGlynn, have worked to untangle the confusing chronologyRead MoreAnalysis Of Katherine Mansfield s Miss Brill 1633 Words   |  7 Pagesleads individuals to discover particular similarities and contrasts between them, Katherine Mansfield s short story Miss Brill makes for a fascinating correlation to William Faulkner s short story A Rose For Emily. Although both stories appear to be not so alike, the connections they impart are of substantially more value. The distinctions in social contribution between Miss Brill and Emily Grierson can t exceed the similarities in their absence of social and emotional lives and their shocking

The Short Happy Life Of Francis Macomber By Ernest Hemingway

Nobody truly wants to live alone in their lives, and many pursue marriage to secure those means. The problem is that the relationship requires more than simply two people coming together. Ultimately they bring out the darker parts of their nature and the insecurities they hide within. The short story â€Å"The Short Happy Life of Francis Macomber† by Ernest Hemingway depicts the struggles between people caused by their weaknesses, yet are built upon the inner workings of gender roles, and how losing their fears could have let them break away from their cycle. The story starts with the wife, Margot Macomber, trying to join the men, Francis and Wilson, in conversation but they both quickly kick her from her wants in the discussion. She leaves in†¦show more content†¦Her only means of â€Å"empowering† herself is by sleeping with Wilson. When she comes that night back he says to her â€Å"‘you think that I ll take anything’ ‘I know you will, s weet† (12) because she feels that she can at least have power because of his weakness. She knows that she can’t get even by doing her acts in plain sight because that would be disrupting the calm, complacency of a wife’s place. She was smart enough to know that she won’t be mistreated without at least standing up for herself. The story seems to make it clear that American Females have cruelty and that is why men take a domineering role to ensure they remain â€Å"respectful†. Wilson represents this sort of manly and domineering personality. He makes sure that he owns the situation when he says to Margot â€Å"‘I say, you wouldn’t like to drop my beauty as a topic, would you?’† and she says â€Å"‘I’ve just started it’† and just coyly responds with â€Å"‘Let’s chuck it’† (2). With just that being said it isn’t overly disrespectful if he truly didn’t want t o talk about his â€Å"beauty†, but she complains about how conversation was difficult and he merely replies saying â€Å"‘No difficulty, got a damn fine lion’†. She made it clear that she wasn’t eager to talk about the â€Å"damn fine lion†, but he doesn’t care nor does he care if she doesn’t get to talk because that’s not what the men were talking about. Wilson also gets annoyed when Margot cries about being excluded from their conversation and Wilson tells FrancisShow MoreRelated Analysis of The Short Happy Life of Francis Macomber by Ernest Hemingway909 Words   |  4 PagesAnalysis of The Short Happy Life of Francis Macomber by Ernest Hemingway Ernest Hemingway is known for producing novels and short stories with ambiguous endings. In his short story, The Short Happy Life of Francis Macomber, he definitely leaves his readers guessing. The question is whether Margot kills her husband, Francis, intenionally, or if she accidentally shoots him in an effort to save his life. There are many points that could be argued for both conclusions, but my observationsRead MoreThe Short Happy Life of Francis Macomber by Ernest Hemingway Essay1040 Words   |  5 Pagesappearance of truth and correctness (even when doing things incorrectly, because after all, people make mistakes.) And with this distinction, we can begin to assess the characters in the eponymously titled short story of discussion in this paper: â€Å"The Short Happy Life of Francis Macomber,† by Ernest Hemingway. Starting from the character with the least impact—or to say, the character that does the least in terms of plot (and Im speaking relatively, of course), is Robert Wilson, the â€Å"white hunter†. In theRead MoreThe Short Happy Life of Francis Macomber by Ernest Hemingway Essay1229 Words   |  5 PagesThe Short Happy Life of Francis Macomber by Ernest Hemingway Death is not the biggest fear we have; our biggest fear is taking the risk to be alive. Yet death is something that is inevitable, and for some shortcoming. In Ernest Hemingways The Short Happy Life of Francis Macomber, Francis Macomber deals with the humiliation of being a coward and the constant battle for a little boy to come of age. Hemingway explores the theme of death through metaphors and influential symbols, ironicallyRead MoreAn Analysis Of Ernest Hemingway s The Short Happy Life Of Francis Macomber 1434 Words   |  6 PagesErnest Hemingway has long been known for his two â€Å"heroes† in his writing. The hero who is a weak, pathetic individual who is often lost physically and mentally, and the code hero who usually shows â€Å"grace under pressure† and helps the Hemingway hero find his place. These two heroes often come together in a relationship where the code hero is the teacher who initiates the Hemingway hero into the code. Ernest Hemingway’s short story, â€Å"The Short Happy Life of Francis Macomber,† is the quintessentialRead MoreErnest Hemingway: A Brief Biography 1210 Words   |  5 PagesErnest Hemingway was born in Oak Park, Illinois in 1899. He was a writer who started his career with a newspaper office in Kansas City when he was seventeen. When the United States got involved in the First World War, Hemingway joined with a volunteer ambulance unit in the Italian army. During his service, he was wounded, and was decorated by the Italian Government. Upon his return to the United States, he was employed by Canadian and American newspapers as a reporter, and sent back to EuropeRead MoreAnalysis Of Ernest Hemingways Portrayal Of Margot Macomber1112 Words   |  5 PagesErnest Hemingway’s Portrayal of Margot Macomber In the short story â€Å"The Short Life of Francis Macomber, Hemingway portrays many emotions and motivating forces behind his characters’ intentions. Ernest Hemingway experienced many historical events in his lifetime, in which, he endured humiliation and disappointment such as wanting to join the military, but being unable to due to a health condition (Young). Hemingway also underwent a divorce four times (Young). These experiences help influence Hemingway’sRead MoreThe Short Happy Life of Francis Macomber Essay801 Words   |  4 Pageshave nothing to fear, but fear itself.† Known by many, this common phrase has few words, but a intense meaning. In Ernest Hemingway’s short story, â€Å"The Short Happy Life of Francis Macomber,† the overcoming of fear is shown throughout the story. Francis Macomber and his wife Margaret Macomber are on an African safari with a man name Robert Wilson. Hemingway portrays Francis Macomber as wealthy and beautif ul, yet cowardly. Macombers wife Margaret also young and beautiful, but seemingly dissatisfiedRead MoreErnest Hemingway Superficial Superiority Essay755 Words   |  4 PagesHemingway: Superficial Superiority -----------------------------------------------------------------. Throughout the short stories of Ernest Hemingway people of color and other ethnicities are deemed inferior by the caucasian- americans in the story despite being portrayed by Hemingway in a bad light. In Hemingway’s short stories he explores ideas of racism through the portrayal of white americans having a false sense of superiority over other races. One instance where Hemingway explores racismRead MoreThe Killers And The Short Happy Life Of Francis Macomber1731 Words   |  7 Pages The Killers and The Short Happy Life of Francis Macomber By: Ernest Hemingway When analysing Ernest Hemingway s work in both â€Å"The Killers† and â€Å"The Short Happy Life of Francis Macomber† you come across many forms of literary devices that hemingway used throughout both novelas and how his application of the elements used in both stories. In both stories we see him use the themes of violence and grace when faced with violence as well as demonstrating the power relations between the characters ofRead More Margots Intentional Killing in Hemingways The Short Happy Life of Francis Macomber511 Words   |  3 PagesErnest Hemingway is known for writing novels and short stories with unresolved endings. In his short story, ?The Short Happy Life of Francis Macomber?, he definitely leaves his readers guessing. The question is whether Margot kills her husband, Francis, intentionally, or if she accidentally shoots him, because she tries to save his life. There are many points that could be argued for both conclusions, but my observations have led me to believe that Margot did indeed shoot her husband intentionally

Programme Evaluation Skill-Based Language Teaching Approach

Question: Describe about the Programme Evaluation for Skill-Based Language Teaching Approach. Answer: What are five compelling reasons for teaching letter recognition and naming? The five compelling reasons for teaching the letter recognition and naming are as follows: English deals with the system related to the alphabetic writing, hence letter recognition helps in the learning of the alphabetic principles. Awareness towards the phonological Correspondence of the letters and the sounds Letter recognition and naming will also help in enhancing the vocabulary and the oral comprehension such as the speaking, listening, expressive language and receptive (Dincer and Yesilyurt, 2013). What evidence dispels the belief that dyslexia stems from deficiencies in the visual-perceptual system? Dyslexia is defined as such a learning disorder that is evident as a difficulty in reading, or spelling and also in some mathematics cases. The readers affected by the dyslexic yield slower response as compared to the non-dyslexic readers while naming the objects (Dincer and Yesilyurt, 2013). What accounts for the misidentification of letters such asbanddby students with dyslexia? The misunderstanding of the letters b and d by the student is due to difficulty in specific learning, which causes problem in the riding, writing or spelling the things. The intellectual disability or the neurological defect may also be the reason of misidentification. What is the double deficit? Double deficit is defined as such a theory of dyslexia that a person deficit in the two important skills also gives rise to the reading performances of the lowest level and also consults the severe forms of the dyslexia. What are the principles of effective letter recognition and naming instruction? The principles required for the better recognition of the letter and the instruction are to understand and follow the alphabetic principles, which helps in understanding the systematic relationship between the letters and the spoken sound. The principles of using the phonics will also help (Terry, 1989). What are three important components of reading? Reading Fluency Vocabulary These are the three components which are important for the reading (Terry, 1989). What strategies do skilled readers use as they read to decode unfamiliar words? The skilled user uses the strategies of word attack which help the readers to understand and pronounce the unfamiliar words. For decoding the unfamiliar words, one should use the strategies of using the clues of pictures, sound loud the word out, will reread the past unfamiliar words and will look for the clues (Bernstein, 2004). What are the key elements of decoding instruction, and how can these elements can be integrated into a daily lesson plan? The key element of the decoding instruction is to use the instruction of the phonics and help the students to gain the skills of the decoding. For decoding instruction one the phonics is to be taught with the use of systematic, explicit and the multi sensory use of the phonics. These elements can be integrated with teaching them with the multi sensory approach with all the learning styles in the classroom (Setiyadi, 2014). Why is fluent reading important to comprehension, and how can it be improved? Fluent reading helps in developing such an ability of reading the test quickly and accurately. The activities of the fluency help in improving the rhythm, smoothness and speed while reading. And it can be improved by the partner reading or the repeated reading. How are reading and spelling alike, and how do they differ? Reading and spelling are alike as both have the reciprocal relation between them. Both learning and reading rely on same underlying knowledge of the letters and the sounds. The both differ as the reading is the cognitive process and is much easier then spelling (Setiyadi, 2014). How is spelling important to reading and writing development? Spelling helps the students to be aware of the patterns of the spellings and their applications. This helps to predict the better structure of the unknown words which in turn helps in the reading and writing development (Tuan, 2010). Defineorthography, phonetics, phonology, phonics,andmorphology. Orthography is such set of convections of writing a language. Phonetics deals with the sounds of the human speech. Phonology is concerned with the systematic sound organisation in the languages. Phonics is that method of teaching writing and reading by the developing the awareness of the phonemic in the learners. Morphology deals with the analysis, identification and structure description of the given language (ArkÄÂ ±n, 2010). How does awareness of other language domains affect spelling accuracy? The awareness of the other language domain helps to span the language skills of the higher order, and hence helps in increasing the accuracy of the spelling. What makes a word irregular for spelling? Can a word be regular for reading and irregular for spelling? Can a word be irregular for reading and regular for spelling? The words are irregular for the spelling because the same sound has many different spellings. The words are irregular for the spelling because they do not follow the rules of the phonic or spelling. Yes a word can be regular for reading but irregular for spelling, for example, two and too. What principles and processes characterize word learning in early childhood and throughout the life span? The learning of the alphabetic principles helps in recognition of the letter of the alphabets. The processes of the phonemic awareness also help the child to characterize the words. This process helps the children to learn the alphabetic order sequence of the letter from A to Z (Wu and Alrabah, 2014). What factors influence word learning during reading? The factors such as the alphabets, the oral strong language skills and the phonemic awareness are the factors which influences the learning of the word during reading. What characteristics of vocabulary instruction best affect the development of vocabulary skills? What factors should be considered? The independent, repeated reading, loud reading skills, usage of the dictionary are the characteristics helps in the development of the vocabulary skills. The factors such as the phonological development in the childrens, letter naming and the alphabetizing skills, contextual analysis, morphemic analysis and cognate awareness are to be considered (Johnson and Jackson, 2006). How should words be selected for vocabulary instruction? The words are selected for enhancing and developing the writing, reading and speaking skills. The words selected for the vocabulary instruction are to be those words which are to be understood and used by the student without the instruction. Secondly should select such words which are found at many different places and is often used with the language of higher level. Thirdly, such words are to be selected which are of the lower frequency. Describe strategies for deriving word meanings. Describe activities that teach individual word meanings. Strategies for deriving the word meanings are the usage of the dictionary, contextual analysis, morphemic analysis and cognate awareness. The activities that teaches the individuals the word meanings are the extensive and wide independent usage of the readings, word play or the word consciousness activities enhances the individual learning of the word meanings. How has reading instruction changed over the past 50 years? Reading instruction has changed a lot in the past 50 years, now the method of the story telling is used. The books for the reading are now more readily available. Nowadays the silent reading instruction or the round robin reading instructions are to be used. Which two essential skills are required for comprehension? Connecting letters and sound Decoding the text Which six steps ensure that comprehension strategies will be generalized? Prior knowledge activation Generating and answering questions Verifying and Making predictions Visualization and mental imagery are used Monitoring comprehension Story structure Recognizing What strategies were identified by the National Reading Panel as the best or most promising strategies for teaching comprehension? Describe each strategy. The three predominant strategies are to be identified by The National Reading Panel for supporting the comprehension reading skills: vocabulary instruction, preparation of teachers to deliver instruction related to strategy and active reading. The strategy of vocabulary instruction helps in the development of the vocabulary and helps in understanding what is read by the student. Second strategy is of the teachers preparation which helps the students to develop the reading and understanding of the students with the reading. Third strategy is the interaction between the text and the reader is an active process an requires the thoughtful and intentional interaction. What steps do skilled readers take when they encounter a roadblock to their understanding of the text? The skilled readers use the comprehension strategies for enhancing the highly effective understanding. The readers also use the cooperative learning and use the question answering structures for the better understanding of the text. References ArkÄÂ ±n, F. (2010). Programme evaluation: Skill-based language teaching approach in EFL.Procedia - Social and Behavioral Sciences, 2(2), pp.3339-3350. Bernstein, S. (2004). Writing and White Privilege: Beyond Basic Skills.Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 4(1), pp.128-132. Dincer, A. and Yesilyurt, S. (2013). Pre-Service English Teachers Beliefs on Speaking Skill Based on Motivational Orientations.English Language Teaching, 6(7). Johnson, K. and Jackson, S. (2006). Comparing language teaching and other-skill teaching: Has the language teacher anything to learn?.System, 34(4), pp.532-546. Setiyadi, A. (2014). Skill-based Categories: An Alternative of Language Learning Strategy Measurement.Journal of Language Teaching and Research, 5(2). Terry, R. (1989). Teaching and Evaluating Writing as a Communicative Skill.Foreign Language Annals, 22(1), pp.43-52. Tuan, L. (2010). Enhancing EFL Learners Writing Skill via Journal Writing.English Language Teaching, 3(3). Wu, S. and Alrabah, S. (2014). Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching.English Language Teaching, 7(11).