A Rose For Emily Rhetorical Analysis

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Andrea Gore Dr. Jordan ENG 465 July 2, 2013 “A Rose for Emily” William Faulkner This story is divided into five sections. In section I, the narrator recalls the time of Emily Grierson’s funeral and how the entire town of Jefferson attended her funeral in her home. The men went out of respect for Emily, and the women went out of curiosity to see the inside of her house. No one has seen the inside for 10 years. The townspeople thought of Emily as a sort of hereditary obligation. Colonel Sartoris, the town’s pervious mayor, had remitted Emily’s taxes after her father’s death. Colonel Sartoris claim that Mr. Grierson had once loaned money to the town, which the town preferred this way of repaying. The next generation town leaders tried…show more content…
West, Jr. criticizes “A Rose for Emily”. He shows interpretations of the use of time as a theme for the story. West also tries to show that the theme is man’s relation to time (Vartany, 189). It set two different attitudes about time against each other. The first, represented by Homer Baron, the North, and the new generation, consists of living in a rootless present and denying the past. The second that of the old generation consists of clinging to the past and resisting or even denying change (Vartany,189) . The story is thus a criticism of two opposing views of time, one corresponding to the South and the other to the North. There are, we are told, two views of time: (1) the world of the present, viewing time as a mechanical progression in which the past is a diminishing road, never to be encountered again; (2) the world of tradition, viewing the past as a huge meadow which no winter ever quite touches, divided from (us) now by the narrow bottleneck of the most recent decade of years. The first is the view of Homer Baron and the modern generation in Jefferson (Vartany, 190). The second is the view of the older members of the Board of Aldermen and of the confederate soldiers. Emily holds the second view, except that for her there is no bottleneck dividing her from the meadow of the past. And the very old men—some in their brushed Confederate uniform on the porch and the lawn, talking of Miss Emily as if she had been a contemporary of theirs, believing that they had danced with her and courted her perhaps, confusing time with its mathematical progression. We see that West has unwittingly replaced “mathematical” with “mechanical.” But more important, it seems that the narrator tells us that it is the old who equate (confuse) time with its mathematical progression (Vartany, 191). Nothing is said here about the new generation. The narrator does not confuse time with its mathematical progression. He seems to know that time not only
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