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A Rose for Emily

William Faulkner

 

English 11, Reading Guide

 

Vocabulary

Word

Page

What it means

obliterate(d)

592

destroy, eliminate, eradicate

august (oh-goost)

592

majestic, dignified, noble

perpetuity

592

time without end, infinity

pallid

594

pale, colorless, ashen

vanquish(ed)

594

conquer, defeat, subdue

vindicate(d)

595

justify, prove correct

circumvent

598

avoid, get around, evade

sibilant

598

a soft “s” sound

 

Analyzing Plot Sequence

In the table below, put the eight events listed in two sequences: chronological order and as they were revealed in the story.

 

Events:

Homer’s arriving in town, the visit of the aldermen, Emily’s buying the poison, Colonel Sartoris’s deciding not to tax Emily, the death of Emily’s father, the stench coming from the house, the arrival of Emily’s relatives, Homer’s disappearance

Chronological Order (time order)

 

As disclosed in the story

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Questions to Ponder (and answer)

For each of the five sections of the story, there are several questions. Answer each carefully and support your answers with evidence from the story.

 

Part I

  1. What is your impression of Miss Emily’s house?
  2. How does Miss Emily treat her visitors?

 

Part II

  1. Why were people glad to find out that all Emily’s father left her was the house?
  2. How did the townspeople finally solve the problem with the smell?

 

Part III

  1. Why do the townspeople say, “Poor Emily”?

 

  1. What does Miss Emily want the arsenic for?

 

Part IV

  1. Why is it, according to the townspeople, that Homer Barron would not marry Emily?
  2. What do the townspeople believe happened to Homer Barron?
  3. Faulkner describes Miss Emily’s hair in this section. At what age did it go “iron grey?”
  4. How does Miss Emily earn a little money?

 

Part V

  1. Describe the room upstairs that no one had seen in forty years.

 

 

  1. From the details given, construct your version of what happened in that room. Support your case with evidence from the story. Write this well; you’ll be reading this part to the class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. What is the “rose” for Emily? How do you know?

 

 

 

 

 

 

Personal Response: Discuss any of the following themes in relation to the story: loneliness, social status, gossip, or loyalty.

 

 

 

 

 

 

 

 

 

 

© Dawn Hogue, 2004