A Rose for Emily Prove that Emily is a Product of Isolation

“A Rose for Emily”

1. Prove that the characters’ behavior illustrates the idea that maintaining a sense of Southern social propriety can lead to negative outcomes

In this paper, you would choose three actions (occurrences) in the story that exemplify traditional Southern politeness that eventually causes harm. Each body paragraph would illustrate the behavior as polite and courteous, then each paragraph should explain how that (seemingly insincere) hospitality provided a less than pleasant outcome.

1. Prove that the images of dust and general decay throughout the story represent (symbolize) Emily’s deteriorated mental state

In this paper, you would first need to find several images of decay and filth throughout the story. You would most likely need to classify them. (Decay in the house—one category with multiple examples within it). Then in each body paragraph, illustrate the decay and foulness and connect the image to Emily’s mental state.

III. Prove that Emily is a product of isolation—that other, outside (and internal) forces isolate her and cause her to become who she is (a murderer)

There are more than one three ways to set up this paper. First, you need to decide what caused Emily to be isolated. Do you want to focus on the people in her life? That could be its own essay. Do you want to focus specifically on the men in her life? That could also be its own paper. Perhaps you want to write about how social forces help to isolate her for all of her life. That, again, could be its own paper. Lastly, you could write a paper literally just about how Emily forces her own isolation, that she is a product of her own seclusion. You need to make sure you narrow to one of these topics before moving ahead.

1. Prove that a valid theme exists within the story (you decide what that lesson-learned is; just make certain that you have multiple various points to bring up to prove the theme)

You will need to understand the story well and take several minutes to think back and contemplate the entire story. Then come up with a lesson that could be learned from the story, some advice or words of wisdom that apply to the major story line of the written piece but also applies to our own reality. State the lesson learned in a sentence form, and you will have a theme. Then you must prove that the theme is valid by composing at least three body paragraphs that explain different ways the theme emerges from the story.

“Everyday Use”

1. Prove that the artifacts that Dee wants to take with her are symbolic.

The first thing to do in this paper is to identify what artifacts you want to talk about. Then you must take the time to contemplate how each one represents something different. Perhaps each artifact would have its own paragraph. Maybe an entire paper could be written on three symbolic representations of the quilts themselves. In that case, each body paragraph would focus on a different symbolic meaning for the quilts. Moreover, an entire paper could be written to explain that the quilts represent something different to each character. Then, each body paragraph would reveal the symbolic meaning of the quilts to each character.

1. Prove that each woman in the story symbolizes (represents) different eras of African American women’s existence (Maggie—past, Mama—present (in terms of the story, Dee—future (in terms of the story)

For this paper, you must make certain that you are not just describing the three women in three separate paragraphs. Instead, you are saying that each one is a symbol of a particular era in time for African American women. Each body paragraph will be about a different woman and will illustrate in numerous ways how she represents the respective time period. The key to success here is that you use the same criteria for each character. So if you talk about Maggie’s education, then you have to make the same references to Mama’s educational experience as well as Dee’s. If you talk about Dee’s appearance, you also have to refer to Mama’s in her paragraph and Maggie’s appearance in her paragraph.

III. Using the idea that a first-person narrator is unreliable, prove that Dee is, in fact, a positive character even though she might not be represented as such through the narrator (a misunderstood character)

To prepare for this paper, you must first find at least three ways in which Dee is portrayed negatively, that her traits or actions seem arrogant or rude or disrespectful. In each body paragraph, you will present these ways that she is portrayed by the narrator. Then, in the second half of each body paragraph, you will explain how the portrayed quality is a positive quality after all. You are proving that through a different lens, Dee’s character could be viewed as progressive and reasonable.

1. Prove that the setting is not integral as some may thing—that the story could really take place at any time, anywhere

In this paper, you will be arguing that with very few alterations, the heart of the story could be told in any setting, thereby arguing that the story could have a backdrop setting. Your body paragraphs would focus on three (or more) different ways that the story lends itself to a backdrop setting.

1. Prove that a valid theme exists within the story (you decide what that lesson-learned is; just make certain that you have multiple various points to bring up to prove the theme)

You will need to understand the story well and take several minutes to think back and contemplate the entire story. Then come up with a lesson that could be learned from the story, some advice of words of wisdom that apply to the major story line of the written piece but also applies to our own reality. State the lesson learned in a sentence form, and you will have a theme. Then you must prove that the theme is valid by composing at least three body paragraphs that explain different ways the theme emerges from the story.

“The Red Convertible”

1. Prove that Henry’s death is foreshadowed in various ways throughout the story.

In this paper, you will want to find the hints and clues within the text that help the reader understand Henry’s eventual fate. Each body paragraph will need to introduce a new clip from the short story that can be viewed as a device to foreshadow Henry’s death later in the story. Not only will you present the foreshadowing aspect, but you will also need to explain how it is foreshadowing. Do not assume  your reader already know.

1. Show that the car’s changing condition throughout the story is a symbol of the condition of the brothers’ relationship.

In this paper, you would first need to find several descriptions of the car throughout the story. Take note of when and how the car exists. You must go all the way through the story. Then, you would most likely need to classify them. (Car—in the beginning of the story, Car—during the war, etc.) Then, you must analyze the symbol of the car as it pertains to the changing nature of the brothers’ relationship. In each body paragraph, you will first prove that the car is in a particular state, and then you will prove that the brothers’ relationship is also in that same state. You will follow this pattern in each body paragraph. It is highly likely that you will have four or more body paragraphs for this topic.

III. (Similar but different from II.) Show that the car’s condition throughout the story is a symbol of the condition of Henry’s mental state.

In this paper, you would first need to find several descriptions of the car throughout the story. Take note of when and how the car exists. You must go all the way through the story. Then, you would most likely need to classify them. (Car—in the beginning of the story, Car—during the war, etc.) Then, you must analyze the symbol of the car as it pertains to Henry’s mental state. In each body paragraph, you will first prove that the car is in a particular state, and then you will prove that the Henry’s emotional situation is similar. You will follow this pattern in each body paragraph. It is highly likely that you will have four or more body paragraphs for this topic.

1. Prove that a valid theme exists within the story.

You will need to understand the story well and take several minutes to think back and contemplate the entire story. Then come up with a lesson that could be learned from the story, some advice of words of wisdom that apply to the major story line of the written piece but also applies to our own reality. State the lesson learned in a sentence form, and you will have a theme. Then you must prove that the theme is valid by composing at least three body paragraphs that explain different ways the theme emerges from the story.