Literary Analysis Of A Red, Red Rose By Robert Burns

While one of the most traditional interpretations of “A Rose for Emily” is the variety of meanings for the “rose” presented in the title and how the “rose” fits in with the story. Laura Getty states in her article many varied perspectives that many could ponder when identifying what the “rose” stands for. She states many possible theories that depict what the “rose” means, including theories of other writers that help support her own theory and also that adds another way that most might not consider at first. Most of the interpretations of the rose are all focused on the “internal elements” (Getty 231) rather than the actual rose itself. Getty theorizes about certain characters, buildings, anything that symbolizes a rose in the story as

Symbolism in literature is using an object to portray a different, deeper meaning in a story. Symbols represent ideas or qualities that the author has maneuvered into his or her story that has meaning. There can be multiple symbols in a story or just one. It is up to the reader to interpret the meaning of the symbols and their significance to the story. While reading a story, symbols may not become clear until the very end, once the climax is over, and the falling action is covered. In William Faulkner’s, “A Rose for Emily,” there are multiple examples of symbolism that occur throughout the story.

time,” is a statement which this book The Daughter of Time demonstrated very well. It showed how

"A Rose for Emily” written by William Faulkner is a short story that gives most people quite a shock when it comes to the ending. The story tells about how Miss Emily Grierson changes after her father dies. Miss Emily lives in a beautiful home with an African American servant named, Tobe. After Miss Emily’s father passed away she would never leave the house. Miss Emily was in denial about her father's death. For three days Emily would tell the townspeople that her father was not dead. The townspeople began to think Miss Emily was crazy because of her behavior, “Emily’s subsequent behavior clearly shows that the death of her father was a piece of reality disavowed by her ego” (Scherting). Including, Miss Emily wouldn't pay her taxes, the eerie smell around her house and the fact she killed her lover. Emily’s life, like her decaying house, starts to suffer from attention. What else could go wrong?

This annotated bibliography is designed to give the readers comprehensive understand of how the theme of feminism is manifested in William Faulkner short story A Rose for Emily. The information gathered about the story was mainly taken from scholarly journals and credible internet sources. The information gathered on the primary text gives and in-depth and critical look on the topic feminism. Through ongoing secondary research literary critics have a wide interpretations of the primary sources. In relation to the topic feminism, literary critics say that feminism can be seen in the story. Issues that literary critics emphases on are the reason behind the feminism theme. Some say it is because of the author personality, while others say it is just the writer expressing what he sees around him during the time that the story was written. These interpretation by literary critics have influenced me not only to look at the words in story but also to look at the author. Further research on the author would be useful, which will give me a full understand of who he is and what was going on when the story was written.

Paul Jennings’ “A Dozen Bloomin’ Roses” is an effective and well written short story. It is part of a larger text called Quirky Tales which is part of the “Un” series written by Paul Jennings. It is a ghost story that may mistake for a sad romance as it contains death, shyness, unrequited love and bullies. The author uses a device called misdirection which makes you think one thing deliberately. Along with this, Paul Jennings’ effective use of language techniques leaves the reader with a striking imagery in their minds. But the things that stand out most for me are Paul Jennings’ clever use of characterisation and the interesting storyline.

When reading literature we often attempt to use particular threads of thought or lenses of critique to gain entry into the implied historic or legendary nature of literature. To accurately process a tale in the light in which it is presented, we have to consider the text from multiple viewpoints. We must take into consideration intentional and affective fallacies and the socioeconomic circumstances of the presenter/author/narrator. We also have to consider how our personal experience creates bias by placing the elements of the story into the web of relationships that we use to interpret the external world. There also is the need to factor in other external pressures, from societal norms, cultural ideals, and psychological themes, and how

In “A Dead Rose” by Elizabeth Barrett Browning uses metaphor to explore the idea that beauty can be found in death, as new beginnings form, to indicate that the ending of life does not automatically result in utter loss.

Alan Nadel in May All Your Fences Have Gates: Essays on the Drama of August Wilson states “August Wilson’s female characters are represented as nurturers” (6-7).This is exactly how August Wilson presents Rose to his readers. A key element is that Wilson names her after a flower just as his own mother; whose name was Daisy. It is apparent that through Rose, August Wilson wants us to see his mother. He intentionally portrays her as the caring, ideal woman, and one who stands by her man no matter how difficult this may be.

Finally both authors’ stories are rife with symbolism, specifically dealing with the inevitability of time and age. In “The Pit and the Pendulum” the abyss in the center of the dungeon and the swinging, bladed pendulum represent time. The blade gets closer and closer to the helpless victim and even when he is successful in escaping the pendulum, there is another torture in store. The torture – time- is “most unrelenting.” (9) He cannot avoid his impending death.

In the story “ A Rose for Emily”, by William Faulkner the narrator introduces the reader to Emily Grierson, a sheltered southern woman who while alive struggled immensely with her sanity and the evolving world around her. Emily's father, a very prestigious man is the cause of Emily's senseless behavior. He kept her secluded from the rest of the town “We remembered all the young men her father had driven away...” (Page 3.) If Emily had been allowed to date and socialize with people her own age would she had turned out differently.

From 1933 to 1945, Germany was under the leadership of Adolf Hitler and the Nationalist Socialist German Party, or Nazi Party. The group promoted German pride and Anti-Semitism, hate towards Jews, and expressed disgust towards the Treaty of Versailles, a peace document signed between Germany and the Allies at the end of World War 1 (History.com Staff). In order to grow his movement, Hitler recruited Germans for his armies, his factory workers, and his death camp guards. Because of this, it was easy to assume that all Germans supported the Nazi dictatorship and the ideas they preached. However, throughout this time period many Germans of different political and religious beliefs came together to protest against the regime.

This paragraph is found near the end of the short story, “A Rose for Emily,” by William Faulkner. In this excerpt, we are thrust into the funeral of Emily, and the effect of her death upon the townsfolk. Emily, a reclusive and apparently mentally disturbed spinster, has been a talked about figure in the town for the majority of her years. Her life and death have been all about relationships – both of the ones she had, as well of the ones she did not have. We learned that, although her relationships with the townsfolk were at times both cordial and strained, they came to her funeral in order to pay a kind of tribute to an object of their pity for,

There are certain themes and ideas which appear over and over again in literature, no matter what the genre or form. Poems which were written centuries apart can echo similar ideas about life and humanity. Love is one such theme which presents itself repeatedly as seen in the poetry of William Shakespeare and that of Robert Burns. Each poem, though written more than two hundred years apart, explains what it feels like for the poet to feel love for the singular object of their affection. The poem "Shall I Compare Thee to a Summer's Day" by Shakespeare and Burns' "A Red, Red Rose" share common images and themes with the intention of instilling in the reader the impression of their love and in explaining the depth of their emotion for the beloved as well as the respective poets ideas about the very nature of love and how it can be both passionately fulfilling and devastating.

During the Renaissance period, most poets were writing love poems about their lovers/mistresses. The poets of this time often compared love to high, unrealistic, and unattainable beauty. Shakespeare, in his sonnet 18, continues the tradition of his time by comparing the speakers' love/mistress to the summer time of the year. It is during this time of the year that the flowers and the nature that surround them are at there peak for beauty. The theme of the poem is to show the speakers true interpretation of beauty. Beauties worst enemy is time and although beauty might fade it can still live on through a person's memory or words of a poem. The speaker realizes that beauty, like the subject of the poem, will remain perfect not in the