Emily's Phobia Connection

3 February, 2013
Emily 's Phobia Connection In the story, “A Rose for Emily” by William Faulkner, there are critical literary devices that help impact the message the author is implying. The Author uses devices such as imagery, point of view, and theme. These examples help with internal connections throughout the story, visualizations for the setting and characters, and a theme. This is where the reader tries to figure out the authors’ intentions for publishing the text. The highlighted literary devices can also provide the reader with a potential understanding of the authors personal life and opposing answers to the story that the reader may have felt unsure of in the beginning. Although searching and finding the overall message or theme of the story can be difficult; using the literary devices while reading will help the reader to make strong connections of the devices to form a theme and moral of the story. There are countless imagery techniques used throughout the story. The author used this literary device to help give the reader a visualization of the characters and the setting. For example, the author describes the townspeople, the negro, and Emily."The Townspeople" were described when the author refers to "themselves" as a whole; the men of Jefferson, women of the town and past generations of the town. "The Negro" was described when the author says, "He talked to no one, probably not even to her, for his voice had grown harsh and rusty, as if from disuse"(Faulkner, 250). The author also describes Emily in the seventh paragraph where he says, "They Rose when she entered-- a small fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head"(Faulkner, 245). The author also discusses the old house the woman lived in. Imagery helps the reader to make connections and if not, the author provides the connection by providing detailed individual perspectives on how the character may feel to help the reader connect to the story. From a review of the pronouns used in the story, it is safe to say that this story was written in 3rd person. The Townspeople are speaking as a whole on what they remember and discovered about Emily’s life. For example, the Author states, "When we next saw Miss Emily, she had grown fat and her hair was turning gray". In the story, the author refers to the thoughts of the men of Jefferson and sometimes the women. The author also speaks about the past, and present generations allowing the reader to know that there are multiple people revealing their perspective on what they experienced during the presence of Miss Emily 's lifespan. This was very difficult to discover because of the authors exclusion of literally and verbally saying , "We as the Townspeople", but the evidence shows that the townspeople were in fact the ones telling the story. (Faulkner) The last literary device that stood out more than the others was the theme. The author tangles information in the story to keep you guessing on who did what and how until you get to the end. This is the authors way of keeping the reader entertained to finish the story. One example of this is in Section V when the author mentions Emily 's husband 's corpse lying on the bed for years. The author only tells this at the end where the reader discovers the theme of the story. The theme of the story is that Emily was afraid of death and could not accept it. After her father died, Emily’s husband died, and with her conscious, she kept the corpus lying in her house for over a decade. This is because she just cannot believe that her husband has died and she cannot live without him. (Faulkner) Literary devices are critical for readers to digest the importance of the text. Author 's use these devices to insure the implied reading experience. In the Story, "A Rose For Emily", the author shows a great deal of communication with the reader by exhibiting various literary devices to help understanding for a diverse group of readers. Literary devices can also help the reader to understand the author more. For instance, the author uses a distinguishing point of view style to show that if the story is a factual event to the author, he was a part of the townspeople. Another example is the type of imagery the author uses. The authors description of the characters such as appearance and personality, shows what the author pays attention or catches his eye. In the beginning of the story, "A Rose For Emily", some readers may feel that Emily killed her husband and some may argue that Emily did not kill her husband. In the story, there are important facts throughout the story that help confuse and clear up the argument. The author states that Emily bought rat poisoning from a drug store right before her husband 's death. Emily was too afraid of death and most likely used the poison on something other than her husband. The reader discovers her fear of death from father 's death. She didn 't get the body removed from her house until a decade afterwards. Emily also bout her husband a toilet set in silver with the letter H.B. on them and she also bought a complete outfit of men 's clothing including a nightshirt. This shows that Emily really Loved her husband, especially if she kept the corpse. (Faulkner) In the story, "A Rose For Emily" the author used many literary devices to help connect the reader to the story. The author provides the reader with a plentiful supply of imagery, a broad theme overview, and context clues to discover the point of view. Overall the message of the story was very interesting and fun trying to discover the clues to where they are. The author made the story very fun to read by including many literary devices that make important connections of the stories theme. Concluding this, it was very easy to be aware of the characters, setting, and moral of the story.

Work Cited
William, Faulkner. "A Rose for Emily." Literature: Reading, Reacting, Writing. Kirszner, Mandell. 2013. Boston, 1930. 244-249. Print.

Cited: William, Faulkner. "A Rose for Emily." Literature: Reading, Reacting, Writing. Kirszner, Mandell. 2013. Boston, 1930. 244-249. Print.