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Question:1. What details foreshadow the conclusion?
2. What does Emily and her family represent for the townspeople and the narrator?
3. What is the significance of the title?
4. What is the significance of the narrator's use of "we" to tell the story?
Thanks for any answer
I seriously can't answer these questions
Answers:Oh, I LOVE Faulkner. One of my favorite short stories.
I hope you actually read it.
Represents the old traditional South.
It's told in first-person plural (unusual style) via unnamed narrator.
Foreshadowing the conclusion...perhaps when she buys the arsenic.
By the title alone.... one would not expect such a gruesome ending.
Question:I need some serious help with this homework ASAP! We are reading a rose for emily in class and have to answer questions. I cannot get a few of these and it is seriously not cool. Please helpp!!!
1. Why are people saying poor emily?
2. Why does the Baptist minister call on EMily?
3. What do they find in the closed off room after Emily passes away?
THANK YOU SO MUCH! AHHHH! THE LINK DOESN'T WORK :((((((((((
Answers:1. They said Poor Emily for several reasons. When Homer and Emily began to be seen about town, some of the townsfolk thought Homer was beneath Emily's stature - he was a Yankee and a day laborer while she was an aristocratic Southerner. Later they said Poor Emily b/c Homer had said he wasn't the marrying kind. They felt sorry for her then and later when they thought Homer had deserted her.
2. Because the townspeople had decided Emily and Homer were flaunting their relationship by riding together in the buggy. Back in those days, an unmarried woman didn't go riding with an unmarried man unless she was properly chaperoned. They wanted the Baptist minister to talk to Emily and let her know her actions were not appropriate.
3. If you read the last few paragraphs, you could answer this question.
Question:I have been reading this selection and it was kinda cool including the suspense and all of those. But I was just wondering, what is the conflict in the selection? I mean, if it is man vs man, man vs nature or man vs self... It's kind of confusing for me. And yeah, what's the setting of the selection (place, season, climate, time or whatsoever..)? The third question, for you, what is the climax of the selection?
There are three questions. I would really appreciate it if you answer all three questions. Thank you so much for helping!
Answers:I can give you the resources and I'm sure it wont take long to find the answers to your questions,
A Rose for Emily - William Faulkner
This story is narrated through a third person's point of view. The story is told from the townspeople. The story starts off with Ms. Emily's funeral. It states that "the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old man-servant--a combined gardener and cook--had seen in at least ten years." As we can see, Ms. Emily was sort of like a mystery to citizens of the town. More ..
Below you will find five outstanding thesis statements for "A Rose for Emily" by William Faulkner that can be used as essay starters or paper topics. All five incorporate at least one of the major themes in "A Rose for Emily" and are broad enough so that it will be easy to find textual support, yet narrow enough to provide a focused clear thesis statement.
Emily's WHAP Project :Our nine weeks project is to create a media presentation of a whap essay rubric. I was assigned CCOT. It's a little weird but oh well. Lyrics to the Rap: 0% reason, 20% analysis, 15% addresses all of the question, 5% evidence, 50% thesis, and 100% change and continuity over time THE CORE! Number one; need an acceptable thesis That means addressing global issues and time periods And it has to answer the entire prompt, yo! Or else you lose one very important point (beat) and number 2, for the whole freaking essay You have to address all parts of the question This is worth two points So be sure to mention everything in yo essay And number 3, dont forget to support your thesis With appropriate true historical evidence If you partially substantiate your thesis Youll only get one instead of the 2 points Number 4; this is worth exactly one point. Use relevant world historical context. It can be used to explain change and continuity And the change has to be over time. Number 5, this is the last guideline of the basic core It requires analyzing processes of CCOT Its basically asking the reason for the continuity and change And its worth a whole whick-a-whack point And thats all the basic core But thats only seven points To get the other 2 poopy points You have to earn the thesis point and expand your core 10% reason, 20% analysis, 15% addresses all of the question, 5% evidence, 50% thesis, and 100% change and continuity over time Now, for the expanded core It can help you get the ...
Rose Part 5 :Rose Part 5 edited: okay this is the last time im a repost this question on the description so for the rest of the eps. u just haveta look back here or it'll be on my profile so yeah =.= A REPEATED QUESTION EVERYONE ASKS; "WHAT IS AIDS?!" WELL HERE IS THE ANSWER - Acquired immune deficiency syndrome or acquired immunodeficiency syndrome (AIDS) is a set of symptoms and infections resulting from the damage to the human immune system caused by the human immunodeficiency virus (HIV).This transmission can involve anal, vaginal or oral sex, blood transfusion, contaminated hypodermic needles, exchange between mother and baby during pregnancy, childbirth, or breastfeeding, or other exposure to one of the above bodily fluids. (she got aids from her mother) Although treatments for AIDS and HIV can slow the course of the disease, there is currently no vaccine or cure.