Week 3 Written Response To Wrap Up This Unit On Integrating ✓ Solved
Week 3 Written Response To Wrap Up This Unit On Integrating Sources
To conclude this unit on integrating sources, the assignment involves analyzing an essay from the textbook that discusses William Faulkner's "A Rose for Emily" alongside Bailey Basinger's analysis of the story. The task requires reading both texts, then responding to a specific question by identifying three quotations from Faulkner's story. For each quote, you must explain its meaning and how it could be used to revise Basinger's paper, ensuring your response is at least 200 words. The response should include in-text citations and references, and follow a clear, academic structure.
Sample Paper For Above instruction
William Faulkner's "A Rose for Emily" is a compelling narrative that explores themes of tradition, resistance to change, and the decay of the Old South. Basinger's analysis emphasizes the story's complex gender roles and the tension between societal expectations and individual agency. To enhance her discussion, several quotes from Faulkner’s story could be integrated to deepen the analysis. This essay highlights three such quotations and discusses how they might be employed to strengthen her argument.
New Quote 1: "When Miss Emily Grierson died, our whole town went to her funeral." (Faulkner, 2019, p. 851)
This opening line immediately establishes Miss Emily's significance in the community and sets a tone of collective mourning. Incorporating this quote into Basinger’s paper could underscore the social reverence for Emily, illustrating how societal expectations shape her identity. Using this quote could also highlight the pressure Emily faces to conform to the town’s perceptions, adding depth to her characterization as a figure constrained by tradition and gender roles.
New Quote 2: "Her hair was],
"grey, and her face was - a thin, like a skeleton’s." (Faulkner, 2019, p. 852)
This vivid description emphasizes Emily’s aging and decline, symbolizing her unsuccessful resistance to change. In Basinger’s analysis, this quote could reinforce the idea of Emily’s deterioration as a metaphor for the fading old social order. Including this detail would bolster her argument about the tension between individual desire and societal constraints, showing how Emily’s physical decline mirrors her psychological entrapment.
New Quote 3: "She carried her head high enough—even when we believed she was fallen." (Faulkner, 2019, p. 853)
This quote reflects Emily’s pride and resilience despite her declining circumstances. Integrating this into Basinger’s paper could illustrate the complex aspects of Emily’s gendered identity— her strength and defiance amidst societal judgement. It could also help explore themes of dignity and defiance, enriching the analysis of her character’s resistance against the forces shaping her life.
In conclusion, these quotations from Faulkner’s story would add significant depth to Basinger’s discussion of gender roles and societal pressures, illustrating Emily’s complex character within the narrative’s social context. Properly quoting and citing these passages would enhance the argument by providing concrete textual support, demonstrating critical reading and effective source integration, essential skills in academic writing.
References
- Faulkner, W. (2019). A Rose for Emily. In R. Bullock & M. D. Goggin (Eds.), The Norton field guide to writing with readings (5th ed., pp. 851-854). W. W. Norton.
- Basinger, B. (2019). Tension, Contradiction, and Ambiguity: Gender Roles in "A Rose for Emily". In R. Bullock & M. D. Goggin (Eds.), The Norton field guide to writing with readings (5th ed., p. 838).