A Rose for Emily

“A Rose for Emily”: Explain who the narrator of the story seems to be and how the narrator’s point of view influences our opinion of Miss Emily and of the people of the town of Jefferson.

You might begin by trying to figure out if the narrator seems to be an individual or somehow speaks for the town as a whole (“we”).

Process

1. Once you have picked a topic, reread the story. As you read, keep you topic in mind. Also, whenever you find evidence in the text that might help you answer the question, mark it so you can find it later.

2. Formulate a tentative thesis. Try to write this thesis out in a single sentence if possible. If that’s not possible, don’t worry, but do try to write down the thesis.

3. Consider how best to organize your evidence. For example, would it make sense to divide the story into stages or sections, and deal with each one at a time, perhaps in separate paragraphs. Or if the question itself has more than one part, should you address one idea first and then the other? If you’re writing on the Hemingway story, would it make better sense to discuss one character first and then the other, or to discuss them together as they appear at different stages in the story? In other words, break your response to the question into parts, if you can.

4. Once you’ve divided the task into its parts, draft each part as at least one separate paragraph; some parts may require more than a paragraph. Each of these parts of the paper should have a claim of its own to argue, a claim that helps you prove your general claim about the story. In each paragraph, you should explain how the evidence in the story supports your claim. Note that simply quoting or referring to the evidence will not be sufficient: you need to explain to your reader what conclusion he/she should be drawing from that evidence. If you’d like models for such paragraphs, there are several sample student essays in our textbook on pp. 260, 1365, and 1368. Consult the document on How to Use Quotations in the Course Documents for more information on properly formatting quotes.

5. At this point you should have a first draft of the paper. You will share this draft with several other students and the instructor, who will make suggestions. Ideally, you should not look at it yourself for a couple of days. When you do pick it up again, try to read it over as if you were a reader who had never seen it before (this is hard to do!). Consider the following general features of the draft:

· Do you agree with the thesis?

· Is the thesis clearly stated? Are there any terms used that are vague or could be more clearly defined?

· Does the evidence presented support the thesis?

· Can you recall evidence from the story that might contradict the thesis?

· Can you recall additional evidence from the story that might support the thesis?

· Is it easy to follow the connections between paragraphs? Does each paragraph clearly support the thesis of the whole paper?

· Are individual paragraphs easy to read? Are they each unified around a single topic or claim, or do some try to do too much?

· Is all evidence clearly explained? Will the reader be able to see how it supports the conclusions drawn from it?

6. Based on the feedback you get from others and your own rereading of the draft, revise the draft.

7. Once you have revised the draft, edit it: make sure sentences are clear and grammatical, check spelling, etc. Your computer can help you do some but not all of this work, so be sure to read it over yourself before handing it in.

 

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