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Meanings in A Rose For Emily
Meanings in A Rose For Emily
By
سأامي البريم.د
نائب عميد البحث العلمي
108 :صندوق بريد
قسأم اللغة النجليزية
الجامعة السألمية – غزة – فلسأطين
sbreem@iugaza.edu.ps
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السألوب والمعني في قصة "وردة إلي إيميلي" للكاتب وليم فولكنر
" يهدف هذا البحث لدراسة أسلوب الكاتب المأريكي وليم فولكنر في قصته " وردة إلي إيمأيلي:ملخص
تروي القصة مأأساة الشخصية الرئيسية النسة.ومأدي تأثير هذا السلوب علي القاريء لفهم النص
ويؤكد البحث علي أهمأية.(56 :1996 إيمأيلي جريرسون ومأعاناتها المأتأثرة بجذورها الجنوبية ) مأاير
التحليل اللغوي للنص بالضإافة إلي التحليل الدبي حيث يستخدم الباحث نمأوذج ا أسلوبيا مأعدلا كمأا
أدوات، مأعلومأات جديدة مأقابل مأعلومأات قديمأة:( والذي يشمأل286-287:1996 جاء في) شورت
يوضإح. التقديم والتأخير والخروج عن النص، التعبيرات ذات الدللة، الشاريات،التعريف والتنكير
التحليل والمأناقشة كيفية استخدام الكاتب لسلوب لغوي يعكس التعقيدات المأختلفة في حياة الشخصية
، الشخصيات:الرئيسية بالضإافة لمأساهمأة هذا السلوب في فهم القاريء للعناصر المأختلفة لهذه القصة
. التناص وبنية النص، الرمأزية، البيئة الجتمأاعية، المأكان، الزمأان،المأوضإوع
1 Introduction
This paper focuses on William Faulkner's style in one of his short stories "A
Rose for Emily". The language of the text provides a variety of stylistic
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features that may affect the readers' understanding of Faulkner's themes,
characters and setting leading to a better appreciation of the story. Discourse
stylistics is used as a tool to unlock the story through an integrated approach
of language and literature which emphasizes contextualization of texts,
Carter and Simpson (1989: 15). Several studies have voiced the importance
of this approach in providing a systemic linguistic/textual description
combined with other factors such as: readers, social environment, culture
and history, Carter (1982), Carter and Simpson (1989), Stockwell (2002),
Gavins and Steen (2003), Short (1996). The analysis in this paper adopts a
modified check-list which is essentially derived from, Short (1996: 286-7)
(see section 2 for more details).
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Faulkner's style often strains conventional syntax; he might pile clause upon
clause in an effort to capture the complexity of thought." His language/style
offers so many levels that will be the focus of this paper.
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expressions (evaluative nouns, adverbs and adjectives); 'endophoric' and
'exophoric' references. However, it must be stressed that this check-list
constitutes only a few of the many linguistic indicators of point of view (see
Stockwell 2002: 40-57 for more details on deixis).
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social practices at that time in addition to creating suspense on the reader's
side to join women in their desire to learn more about the mysteries in Miss
Emily's house/life.
No one had seen the inside of her house in at least ten years; the time
reference in the first paragraph invites the reader to speculate about what is
going on in the old house.
Moreover, the reference to the old manservant also suggests that he is the
only person who probably knows Miss. Emily's secrets. Ironically, the
Negro manservant disappeared after the funeral, he let the first of the ladies
in and walked right through the house and out of the back and was not seen
again. Miss. Emily's life is kept unknown to the outside world pointing to
the life-style of aristocratic families in the South.
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life. Curiosity is a social custom/behavior which is customary at that time
while it is completely denounced in modern societies.
Moreover, time references which are employed in the text put more
difficulty on the side of the reader to understand the time order of events in
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the story: no one…had seen in the last ten years, on the first of the year,
February came, since she ceased giving china-painting lessons, eight or ten
years earlier, Colonel Sartories had been dead almost ten years, she
vanquished them…as she had vanquished their father's thirty years before
about the smell, that was two years after her father's death, and a short time
after her sweetheart…deserted her, after her sweetheart went away, after a
week or two the smell went away, that was after the smell, day after father's
death, she was sick for a long time, when they saw her again, in the summer
after her father's death, she was over thirty….
The table and time references above show that the author/narrator does not
utilize a chronological order of events as they actually happened in Miss.
Emily's life. The narrator refers backward and forward to different episodes
in the protagonist's life. In addition, the time expressions and words are
ambiguous and difficult to comprehend. This needs more effort on the side
of the reader to achieve cohesion in the text and adds to the mystery of the
story.
It seems Faulkner deliberately makes use of a complex time in A Rose for
Emily. The effectiveness of this style is producing the odd structure of the
story which reflects the complexities of Miss. Emily's world. The character's
life/circumstances are as complex, confused, ambiguous and mysterious as
the time management in the text which consequently reflects the
complexities of modern times and how they negatively affect the
individual/Miss. Emily.
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In A rose for Emily, the author/narrator utilizes schemata that help the reader
interpret/understand the text. The varying attitudes a reader offers towards
the topics encountered in the text require cultural, historical and social
insight to determine the narrator/author's intentions/meaning.
In an interview, William Faulkner has stated, "…it had been argued that "A
Rose for Emily" is a criticism of the North, and others have argued saying
that it is a criticism of the South. Now, could this story, shall we say, be
more properly classified as a criticism of the times?"
The table below lists schemas in the text and shows how they help the
reader infer information which is not stated in the text:
9
differences between them. She
wanted to find love, a husband and
a family.
10 Homer had remarked-he Homosexuality in the American
liked men, and it was known society. When this is revealed to
that he drank with the young Miss. Emily, she seems to have lost
men in the Elk's club-that he her last chance in leading a normal
is not a marrying man life. The outcome of repression
comes in a tragic form; she
poisoned Homer Barron and kept
his body in one of the upstairs
rooms for the rest of her life.
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protagonist and the author;
Faulkner is sympathetic with
Miss Emily
2 Miss. Emily Grierson; Miss Complete Name and title shows
Emily a distant relationship between
Miss. Emily and the narrator
'the town's people; she belongs
to an aristocratic family; also it
represents a distance between
aristocracy and the working
class.
3 Colonel Sartoris Title and surname show
distance between the mayor and
the town's people; between
aristocracy and the working
class
4 Negro, Negro women Identical with slavery, racism.
The town's people use these
nicknames to refer to slaves;
distant relationship
5 Tobe No title, first name of the negro
manservant as it is used by Miss
Emily; servant-master relationship
6 The Sheriff No title or name for the mayor
of the city, signs of modern
times which are different from
the past; the working class is
taking the place of aristocracy
7 Her father No name for the father in the story.
No specific reference, to
emphasize a symbol/type of
horrible fathers who repress their
daughters. He is an example of
other fathers of the same type.
8 Her sweetheart From the town's people
perspective, it refers to Homer
Barron who is expected to marry
Miss Emily; a close relationship.
9 Neggers and mules and A reference to slavery, racism,
machinery and class discrimination. Blacks
are expected to do the hard
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work.
10 Homer Barron Homer Barron belongs to the
working class, a day laborer;
showing a close relationship
with young men
11 Yankee A nickname for a native or citizen
of the North, an inhabitant of the
Northern States as distinguished
from a Southerner.
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main narrative". The reader is invited to sympathize with Miss. Emily in
addition to raising a number of questions about the different reasons that led
to her tragic life. That is, how she is a victim of the father, the lover, social
change, class system; how she is a victim of the rotten past and the rotten
present.
4 Conclusions
The analysis of Faulkner's style in A Rose for Emily allows neater and more
delicate support to the readers understanding of the story's meaning:
characters, themes, structure and setting.
The different stylistic features in the text keep the reader involved in the
reading process as if they were part of the story, in medias res. From the
very beginning, they sympathize with Miss. Emily, then, they join the town's
people in the funeral, they enter the house full of curiosity, and they follow
every action/reaction of the main character. Faulkner's style increases the
reader's awareness of the American culture and society: how it witnesses
rapid change, and how this change negatively affects Miss. Emily,
aristocracy vs. working class, old generation vs. new generation, past vs.
present, south vs. north, whites vs. blacks, masters and slaves, group vs.
individuality, and marriage vs. homosexuality.
It should be emphasized that the model and the analysis provide a better
understanding of the different narrative features in the text. Initial
impressions about the story are supported by a stylistic analysis of
Faulkner's words on the page. The analysis is expected to provide an
effective approach for the study of A Rose for Emily and Faulkner's style in
addition to offering a model which could be beneficial for the study of other
narratives.
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