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Characteristics of a Critical Thinker

Curiousity:

  • The desire, not just to know, but to understand how and why, to apply knowledge.

Systemic Thinking:

  • Uses an organized approach to problem solving, rather than knee-jerk responses

Analytical:

  • Applies knowledge from various disciplines, approaches a problem by examining the parts ands seeing how they fit together

Open-Minded:

  • Willing to consider various alternatives

Self-confident:

  • Sense of assurance that the problem solving process produces a good conclusion/plan

Maturity:

  • Recognition that many variables are at work in patient situations, and sometimes the best plans do not work

Truth-seeking:

  • Eager to know, asking questions, seeking answers, reevaluates “common knowledge”

May 15, 2008 Posted by | Uncategorized | Leave a comment

Higher order thinking

Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications. This transformation occurs when students combine facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems and discover new (for them) meanings and understandings. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and makes instructional outcomes not always predictable; i.e., the teacher is not certain what will be produced by students. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.

Lower-order thinking occurs when students are asked to receive or recite factual information or to employ rules and algorithms through repetitive routines. Students are given pre-specified knowledge ranging from simple facts and information to more complex concepts. Such knowledge is conveyed to students through a reading, work sheet, lecture or other direct instructional medium. The instructional process is to simply transmit knowledge or to practise procedural routines. Students are in a similar role when they are reciting previously acquired knowledge; i.e., responding to test-type questions that require recall of pre-specified knowledge. More complex activities still may involve reproducing knowledge when students only need to follow pre-specified steps and routines or employ algorithms in a rote fashion.

May 15, 2008 Posted by | Uncategorized | Leave a comment

The Pearl by John Steinbeck

Kino, a young pearl diver in La Paz, enjoys his simple life until the day his son, Coyotito, is stung by a scorpion. The wealthy town doctor will not treat the baby because Kino cannot pay the doctor’s fee, so Kino and his wife, Juana, are left only to hope their child is saved. That day Kino goes diving, and finds a great pearl, the Pearl of the World, and knows he is suddenly a wealthy man. The word travels quickly about the pearl and many in the town begin to plot ways to steal it.

While the townspeople plot against Kino, he dreams of marrying Juana in a church, buying a rifle, and sending Coyotito to school so that he can learn to read. Kino believes that an education will free his son from the poverty and ignorance that have oppressed their people for more than four hundred years.

The doctor comes to treat Coyotito once he learns of Kino’s pearl, and although the baby is healed by Juana’s remedy, the doctor takes advantage of Kino’s ignorance. He convinces Kino that the child is still ill and will die without the care of a doctor. The doctor then manipulates Kino into unwittingly revealing where he has hidden the great pearl. Kino moves the pearl when the doctor leaves. That night, an intruder comes into Kino’s hut and roots around near the spot where Kino had first buried the pearl.

The next day, Kino tries to sell the pearl in town. The pearl buyers have already planned to convince Kino that the great pearl he has found is worth very little because it is too large. This way they can purchase the pearl for a low price. But when the buyers try to cheat Kino, he refuses to sell the pearl and plans to travel to another city to sell at a fair price. His brother, Tom Juan, feels Kino’s plan is foolish because it defies his entire way of life and puts his family in danger. Kino is now on his own, although he doesn’t know it yet.

Juana warns Kino that the pearl is evil and will destroy his family, but he refuses to throw it away because it is his one chance to provide a different life for his family. That night, Juana takes the pearl and tries to throw it into the sea, but Kino stops her and beats her. On his way back to their hut, Kino is attacked and he kills the man in self-defense. Juana goes to gather their things and escape and finds the floor of their hut completely dug up. While she’s inside the hut getting the baby, someone lights it on fire.

Kino, Juana, and Coyotito hide with Kino’s brother for a day before embarking on their journey to a new city under the cover of darkness. While they are resting during the day, Kino discovers that there are trackers following them. He knows that they will steal the pearl and kill his family if they catch them. To escape, Kino and Juana take the baby and run to the mountains where they hide in a cave at nightfall. The trackers camp just below the ridge where they are hiding. Kino sneaks down in the night to kill the trackers, but before he can attack them, Coyotito cries out. The trackers, thinking it’s a coyote, shoot at the dark cave where Juana and Coyotito are hiding. As the shot is fired, Kino springs on the trackers and kills them all. Unfortunately, Coyotito was killed by the first gunshot, and Kino’s journey with the pearl ends in tragedy.

Realizing that the pearl is cursed and has destroyed his family (as Juana forewarned), Kino and Juana return to La Paz and throw the cursed pearl into the sea.

May 15, 2008 Posted by | Uncategorized | Leave a comment

Jane Eyre by Charlotte Bronte

Jane Eyre is a Bildungsroman, or a coming-of-age novel, which recounts the first nineteen years of the character of Jane Eyre, in the first-person voice.

Jane Eyre is a young girl, orphaned as a baby; both her mother and father die together from a type of fever. Jane goes to live with her cruel Aunt Reed, who only takes her in as the result of a promise to her husband on his deathbed. Mrs. Reed does not treat Jane so very well, and her son often beats and verbally abuses her. Jane grows up for many years very unhappy-an overly mature, sad, sallow and un-childlike child. Finally it is too much for Mrs. Reed. Jane is sent to Lowood Institution, a charitable, cheap and strictly kept school for clergyman’s daughters. Jane attends this school for over eight years; after a couple years, the standard of living at the school is improved. Jane makes the friends of Helen Burns, and Ms. Temple, a teacher, while she is there. These two individuals greatly affect Jane’s personality and character, especially related to personal philosophy, religion, and treatment of others.

Jane spends the last few years at Lowood as a teacher. Miss Temple finally marries, and Jane places an advertisement for a position as a governess in the local paper. Soon she is contacted by a Mrs. Fairfax, about the position of governess in Millcote, -shire, for a young single girl. Jane gets leave from Lowood and journeys to Millcote to take the position. There she begins as governess for Adèle Varens, a young French girl, and ward of the master of Thornfield Hall, Mr. Rochester. Thornfield Hall is where Jane lives, now. Jane begins to spend much time with Rochester; they grow a great friendship and affection for each other. Jane begins to realize she is falling in love with Mr. Rochester. Simultaneous to this, it appears that Rochester is courting the hand of Blanche Ingram, in hopes of marrying her. This turns out to simply be a ploy by Rochester to make Jane jealous, and increase her love for him.

Jane goes home for her aunt’s death for several weeks. She returns to Thornfield Hall, to find Mr. Rochester greatly missing her. During her time at the house, she has noticed the presence of a madwoman in the attic, presumably, Grace Poole. In the middle of the night, this woman tries to light Rochester’s bed on fire. Jane wakes, smells the smoke, and saves him. This happens before she leaves for her aunt’s funeral. When Jane returns, Rochester finally tells her of his love for her. They become engaged. The ceremony approaches, and as it comes closer and closer, Rochester becomes more and more arrogant. Jane declares she will still work once they are married-she will only be his equal. Their relationship becomes off-balance. On the day of the marriage ceremony, the rite is broken up by the entrance of Mr. Mason and Mr. Briggs. Here they reveal that Rochester has been previously married. The madwoman in his attic, is Bertha Mason, his first wife. The marriage doesn’t go through; Jane sees Bertha, feels numb, sad, and realizes she cannot marry Rochester out of wedlock, for fear of inequality in their relationship.

Jane flees Thornfield, and arrives at Whitcross. She is destitute, begs and is near death almost for three days, until she comes upon a house, whose members take her in and care for her. She stays there for many days. She wakes and tells them most of her story. She develops a great friendship with Diana, Mary and St. John Rivers, who is a pastor, and are inhabitants of the house. Within good time, St. John finds Jane work as the teacher of a village-school for peasant girls in that town, Morton. Jane takes the job. Soon she finds through St. John that she has been left a fortune of twenty-thousand pounds by her uncle in Madeira, who had died. She also finds out that St. John, Mary and Diana are her cousins; her uncle is also their uncle with whom their father had once had a terrible quarrel. Thus they were left no inheritance. Jane immediately divides her fortune equally between the four of them, and vacates the school position.

Jane goes to live at Moor House with her cousins. They are happy for a while, and St. John begins to teach Jane Hindostanee. Jane finds him intelligent and greatly admires him, but nevertheless is inwardly wary of his cold power over her. Finally he asks her to marry him, for the “service of God” to become a missionary with him in India. Jane is torn, but knows she could never have a kind and warm, loving relationship with St. John that way as a husband. She tells him so, but he will not take her unless she is his wife. She refuses him. At this time, she hears a sudden spectre of Rochester’s voice calling her from the near garden . She takes it as a sign, and the next day leaves from Whitcross in a coach to see what has happened to Rochester.

Jane arrives in Millcote after a day and a half. She finds out and sees that Thornfield Hall is a ruin; it burned down last fall from a fire Bertha Mason started. During the fire, Bertha killed herself from jumping from the battlements; Rochester was blinded and lost one of his arms from falling timber, when helping servants out of the house. He turned to depression and utter isolation after her disappearance. Now he lives with two servants, John and Mary, at Ferndean Manor, thirty miles away. Jane journeys there that night, sees Rochester and makes herself known to him. He almost does not believe it is her, but finally is convinced, and blesses the Lord for returning Jane to him. He is utterly happy, and so is she, and despite his blindness and being a cripple, she accepts his hand in marriage. They marry three days later. Jane brings Adèle to a closer school and makes frequent visits. Mary and Diana marry and see her on a regular basis. St. John goes off to India. Jane gives birth to one baby boy of Rochester’s. The novel ends with Jane telling us that she has been married to Rochester for ten years; she is happier than she could ever be, because they love each other so much, they are each other’s better half and never tire of each other. They are perfectly suited for each other, and Jane is happy spending her life loving and helping Rochester, being his ‘prop’.

May 14, 2008 Posted by | Uncategorized | Leave a comment

What is the best way to teach poor language learners learning how to learn English?

 

Learning English requires action. You may know all the learning tips, but if you don’t start doing things, you will achieve nothing. So if the poor learners want to learn English well, they must change their life. Here are some examples of things that poor learners can do:

  • read a book in English for an hour every day, analyzing the grammar in sentences and looking up words in an English dictionary

  • listen to an audio book or other recording in English, stopping it frequently, trying to understand what is being said, and trying to imitate the speaker’s pronunciation

  • spend your time practicing the pronunciation of the English “r” sound

  • think about an English sentence you’ve read, wondering if it could say “a” instead of “the” in the sentence, and trying to find similar sentences on the Web to find out the answer

  • walk down the street and build simple English sentences in your head (talking to yourself in English about the things you see around you

Another way for the poor learners to learn their English as fast and easy, they have to think themselves as a new baby because babies learn their language slowly. First they learn to listen. Then they learn to talk. Finally, they can read and write. Listen to English every day by listening to English radio, watching English TV, go to English movies and use online lessons. Besides that poor learners can make an English/ESL friend so that they can make up conversations. At the same time practice their dialogues and improve their speaking skills. They also can use beginner textbooks. Poor learners also can read English stories. Start with children’s storybooks and memorize the easy words. In the other hand, they also can write down new words. Start a vocabulary (new word) notebook Write words in alphabetical order (A…B…C…) so that can make easy sentences. Always use an English-English dictionary first. Always keep an English diary. Start with one sentence everyday. For example how do you feel, how is the weather, what did you do today and etc. Lastly if the poor learners are rich they can visit an English speaking country. So that they can learn English more quickly if they stay with an English family since they are the native speakers. At the same time the learners can have a fun experience.

Most of the learners will ask this question “Why I must learn English?”. Is it because you want to, or because someone else wants you to? Like every decision in life, studying English must be something you want to do. So what the poor learners should do is set goals. If you know why you want to study, setting goals is easy. For example, maybe you want to travel to an English-speaking country. Your goal might be to learn “Survival English”. Perhaps you already know many useful phrases, but you want to improve your listening skills and pronunciation. Whatever your goals are, write them down. Always make an agenda. How long do you need to study to achieve your goals? This answer is different for every student. The important thing is to be realistic. If you work 60 hours per week, don’t plan on spending another 40 hours a week studying English. Start off slow, but study regularly. Use material that is challenging, but not too difficult. Find out what works for you. After you have studied for a few weeks, adjust your study schedule accordingly. Do you study best at night, or on the bus on your way to work? Do you like to study alone in a quiet place, or with friends and background music? Make a commitment. Learning English requires a lot of motivation. Nobody is going to take your attendance when you aren’t in class. If you are sure you are ready to begin studying, make a commitment. Of course learners should remember to have fun learning English!
The things we do best in life are the things we enjoy doing. If you aren’t having fun learning English, you’re not studying the right way! You can be a serious student who has fun at the same time. Make up your own rewards program to give yourself incentives to stay on task.

May 14, 2008 Posted by | Uncategorized | 1 Comment

The main characteristics of unsuccessful language learners

 

I would like to discuss about the main characteristics of unsuccessful language learners. Well so far I have never thought about the unsuccessful learners but this question made me to think about it. So I would to give my opinion about it.

 

The majority of items relate to successful students speaks of influence that is coming from inner factors. Assessment by unsuccessful learners depends on circumstances which are directed towards outside influence and is beyond their control. As a consequence of repeated academic failure of learning problems, learners often develop specific secondary characteristics as a low self-esteem, poor motivation for long -lasting learning, tendency to give up and withdraw and lack in interest in acquisition of new learning strategies. Besides these deficits in self-regulation many learners with learning disabilities have also other characteristics which making learning more difficult: external locus of control, hopeless behavior, low motivation, impulsivity, maladaptive attributions, and low efficacy.

 

In consideration of the most important main values it is evident that learners consider giving up, inadequately learning and laziness as the main point for their unsuccessful in studying. Surrounding they live in, their parents, imagination, dreaming and irregular attendance are the least important for them. Uncertainty at choosing the subject of studying, bad organization, fear, tension and fear, giving up, boredom, lack of interest, current mood of professors, absence of ambition, disorganization of faculty, overload with obligations, boring lectures, low self-confidence are also the factors of unsuccessful learners.

 

Other than that, simplicity also one of the reason because learners use ideas and sparse supporting details; in understanding and use of forms (e.g., personal essay, graphs and charts); and in vocabulary use. Besides that repetition is also the small set of ideas selected from texts or chosen for writing are used repeatedly narrow range of skill sets for choice of vocabulary and sentence structure syntax is often drawn from oral language. Unsuccessful learners also have concreteness where focus on specifics of tasks straight-forward purposes in reading or writing heavy reliance on personal experience for evidence.

 

So this is my only opinion about the characteristics of unsuccessful learners and their behavior towards learning. So my advice is let go of the negative attitude and grabs the positive so that we can be a successful person in our life.

May 14, 2008 Posted by | Uncategorized | Leave a comment

Proverbs

I would like to share some proverbs. These are some of it…….

 

Beauty is in the eye of the beholder.

The best advice is found on the pillow.

Better safe than sorry.

The bigger, the better.

A bird in the hand is worth two in the bush.

Birds of a feather flock together.

 

Curiosity killed the cat.

 

Don’t count your chickens before they hatch.

Don’t cross your bridges before you get to them.

 

The early bird catches the worm.

 

Good things come in small packages.

The grass is always greener on the other side of the fence.

 

Home is where the heart is.

 

It’s no use crying over spilled milk.

 

A kite rises against the wind.

 

Money doesn’t grow on trees.

 

Necessity is the mother of invention.

 

Opposites attract.

An ounce of prevention is worth a pound of cure.

 

The pen is mightier than the sword.

A picture is worth a thousand words.

Procrastination is the thief of time.

 

Safety lies in the middle course.

Silence is golden.

A stitch in time saves nine.

 

There’s no place like home.

Time flies.

Too many cooks spoil the broth.

 

 

Variety is the spice of life.

 

You can lead a horse to water, but you can’t make it drink.

You can’t judge a book by its cover.

You can’t take it with you when you die.

May 14, 2008 Posted by | Uncategorized | Leave a comment

Educational Psychology

 

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities.

 

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

 

Educational psychology is the branch of psychology concerned with studying how people learn from instruction, and with developing educational materials, programs, and techniques that enhance learning. Educational psychologists conduct scientific research both to advance theory–such as explaining how people learn, teach, and differ from one another–and to advance practice–such as determining how to improve learning. Although perhaps best known for studying children in school settings, educational

psychologists also are concerned with learning and teaching for people from infancy through old age, in school and outside of school.

May 14, 2008 Posted by | Uncategorized | Leave a comment

Death of a Salesman by Arthur Miller

 

 

Arthur Miller’s Death of a Salesman is a best play written by him. This play is about Willy Loman, the play’s main character, failure as a father and salesman. Willy Loman is an elderly failing and struggling salesman whose salary has been taken away and works on straight commission. He is a complex character who confuses illusion with reality. In a way, Willy has two personalities in this play. The one we see in the present is a tired man in his sixties. The other Willy is the one we see in flashbacks. He is young and confident. His feelings of guilt, failure, and sadness result in his breakdown.

 

Willy Loman’s character is capable for making errors. He believes he is a very successful salesman and well liked. Willy is a salesman for a large company in New York. He also thinks that the company likes what he is doing. He once said, “I’m the New England man. I am vital in New England” and because of his false trust about his success Howard fired him. After he got fired Charley offered him a job but he refuses to accept it because he is too proud and jealous to work for Charley. Things have changed and the people Willy once knew in the business are no longer there and he no longer has the connections he had once. His inability to cope with and adapt to this changing business has caused a loss in pay. Willy has lost his competitive edge, and with it his feeling of self worth and identity. His actions were wrong. He is not a powerful character. Willy lives in his fantasies where he is the man. Where he is loved by everyone and admired by his family. In real life, he is lazy and does not live up to his own ideals.

 

Willy Loman is finding himself less and less capable. He dreams of making it big and has visions of Uncle Ben who gives him advice on how to get rich but not the kind of advice Willy wants to hear. Willy is concerned about his image. He is a great showman who can talk big and show off like the best and witness the hard truth of his failure and he continues to combine fairy tales and live in fantasy. Willy wants his sons to be better off and more successful than him, but he has already corrupted them and they too claim achievements beyond reality.

 

Willy’s sense of pride is a very big issue in his life. He doesn’t like people to give him help although he may need it. However the feeling of failure overrides him when he learns about the loss of his job. “But I got to be in 10-12 hours a day. Other men-I don’t know-they do it easier. I don’t know why-I can’t stop myself I talk to much.” Willy trying to be a hard working man realizes that times have changed. A man of his age working ten to twelve hours a day is very impossible. “I don’t want you to represent us. I’ve been meaning to tell you a long time now!” Willy heard this from his boss, a man younger than him. A man of his age working in a company that long doesn’t deserve to be fired. It makes his life seems a waste and makes him imagine himself as a failure. I “was fired and I am looking for a little good news to tell your mother, because the woman has waited and suffered.” Willy is clueless of what to say to his family and feels he has let everyone down. He failed to support his wife and sons. His one and the only job he had led him to failure.

One of his biggest errors is his failure to be a good father. During father-son relationships, there are certain times where the father wants to become a leader in his son’s life. There are reasons for this and can be demonstrated in different ways. Through the actions of Willy Loman we can see the behavior. When Biff comes home to recollect himself, Willy perceives it as failure. Since Willy desperately wants Biff to succeed in every way possible, he tries to take matters into his own hands. “I’ll get him a job selling. He could be big in no time”. The reason that Biff came home is to find out what he wants in life. However Willy gets in the way, matters become more complicated. Willy believes that working on the road by selling is the greatest job a man could have. Biff, however, feels the most inspiring job a man could have is working outdoors.

Throughout the play, Willy makes references to Biff how wonderful he is. “. . .You got greatness in you, Biff. . . You got all kinds of greatness”. However Happy is hardly talked to. This kind of prejudice has a thoughtful effect on a child. In order to be recognized by his father, Happy believes that he must become Willy’s version of a success by acquiring wealth and be popular. He convinces himself that this is the only way he’ll ever be happy with. In the end, he

 

 

realizes that he is not happy. ” . . . It’s what I always wanted. My own apartment, a car, and plenty of women. And still, goddammit, I’m lonely”. Happy has been living his entire life in a way will bring him attention to his father, yet he becomes more miserable. Within a father-son relationship, it is the responsibility of the father to provide sound values and leadership for his sons. In almost every family, the sons will look their father as a role model and a hero. It is in the father’s best interest to use this opportunity to instill qualities that will allow his sons to become responsible individuals.

In this play, the author chose Willy Loman to show how a father acts when he is more concerned with look than anything else. Willy is obsessed with popularity. He believes that if a person is popular, he has everything. Since Willy was never popular, he wants his sons and in particularly Biff. When Biff steals the football from school, Willy rationalizes the theft by saying that it is alright because he is popular and because of this belief, Biff develops an addiction to stealing. Willy also doesn’t care in his children’s education. When Bernard said Biff is not studying, Willy tries to give explanation for it by saying that a person doesn’t need intelligence in the real world if he has good looks. “Bernard can get the best marks in school, . . . but when he gets out into the business world . . . you are going to be five times ahead of him. . . . The man who makes an appearance in the business world . . . is the man who gets ahead. Be liked and you will never want”. Since Willy’s believes that a person should be popular and his sons never learn any real values. The conflicts occur when a father not teaching his sons any morals. Willy never instills family pride in them. This is the reason that a gap exists between them. A father is the most important thing a child can have in his or her life. It is important to have communication in the relationship because talking brings the two closer. A father, though, needs to know when to play an active role in his son’s life, and when to be more of an observer. A father can be the best thing in his son’s life, but he needs to care for the right.

 

In Willy Loman’s life, guilt played a big role. He lived many years feeling regretful of what led after cheating on his wife. “Now look Biff, when you grow up you’ll understand about these things. You mustn’t overemphasize a thing like this.” When Biff first caught his father cheating on his mother he reacted in a very harsh way leaving his father feeling guilty. “You fake!

 

You phony little fake! You fake! Overcome, Biff turns quickly and weeping fully goes out with his suitcase. Willy is left on the floor on his knees” .Biff never trusted him again. Willy feels guilty lying to his loving son. Whatever relationship they had before what crushed into pieces. It killed Willy that his loving son started to hate him. The woman with whom he was cheating with was always given stockings from Willy. It reminds him that he should have given the new stockings to his loyal wife. The feeling of guilt and losing the trust of his son leaves him with great pain and the many attempts of suicide.

 

Willy main philosophy in life is “Be liked and you will never want” and this is the cause of the problems in his life. Image is everything to him. In his past he was a well liked, well known and a respected man but his image has changed. He is no longer well known and so he makes less sales and less money. His loss in pay has caused him to borrow money just to support his family. The constant borrowing of money is a source of great tension for Willy, he is no longer independent and feels he is nothing. I believe that Willy’s suicide was an escape from shame. He couldn’t keep living his life as a lie. Willy could not face the reality. He was a very troubled and disturbed man. After losing his job, he felt he was too unsuccessful to go on living. Eventually, he faced the reality and realized that he was not popular. He felt like a failure.

May 14, 2008 Posted by | Uncategorized | Leave a comment

A Rose For Emily By William Faulkner

             I would like to comment about A Rose for Emily written       by   Wiliam Faulkner. This story is about the fate of a southern woman   about relationship with a man. The story starts with the death of Emily Grierson, the subject of the story. The description of her death and the house is obviously the exposition of the story.            

           The first character would be Emily Grierson.In this short story, I will describe why Emily’s character is that of static and round in nature. The reason Emily is a static character is because she and her family, “held themselves a little too high for what they really were.” She seems to have a stubborn and stuck up attitude. The reason for that attitude was due to her father, who had given a substantial amount of money to the town and the compensation was understood that Emily would live tax free. Throughout the story she is continually felt sorry for by the townspeople, yet never lost her attitude. As it states, “She carried her head high enough-even when we believed that she was fallen.” Miss Emily is a round character because at the end her personality of a loveless shut in is transformed into a sympathetic adorer. The relationship she had with her boyfriend was never clear amongst the town rumors. In the end, we find the treatment from her father while she was growing up molded her into the person the town had believed her to be. She actually was a woman with a deep heart who did not want the love of her life to disappear as all had done in the past.        

              As for Homer Barron, he is a flat character because it’s not stated in this story what type of person he is. Homer Barron is the Yankee construction foreman who becomes Emily Grierson’s first lover. His relationship with Emily is considered shocking because he is a Northerner and because it doesn’t appear as if they will ever be married. In fact, it is known that he drinks with younger men in the Elks’ Club and he has remarked that he is not a marrying man. They ignore the gossip of the town until Emily’s two female cousins from Alabama arrive. Homer leaves town for several days until the cousins go back to Alabama. Meanwhile, Emily purchases arsenic, a monogrammed toilet set with the initials H.B., and men’s clothing. Homer returns to Jefferson three days after Emily’s cousins leave and he is seen entering her home. He is never seen again.       

            The narrator tells the story using the first person point of view which causes the reader to misunderstand Emily. “A Rose for Emily” is about a person in a small southern town that describes the events of the life of Emily, the sole survivor of the town’s last noble family. The narrator’s conflicting feelings of pity and respect lead to a lack of relationship and cause the reader to misunderstand her character. Additionally, Emily’s father chased away all the young men that wanted to marry her. When her father dies, the narrator pities her because he had left her alone. When the town offers condolences for his death, Emily meets and said that her father had not died.  Rather than believing that she was “crazy,” the narrator feels pity because Emily’s father had left her with nothing. The next summer, Emily begins to be seen with Homer Barron, a man below her status.  The town members were glad Emily would have an interest but they believed “she would not think seriously of a Northerner.”  When Homer disappears, the narrator believes that Emily has bought arsenic to kill herself because Homer had left her alone and the narrator pities her. When Emily finally dies, the town comes to her funeral and act as if they had once courted and danced with her to show their respect for her because she will always be their “idol.”                             

February 29, 2008 Posted by | Uncategorized | 1 Comment