...Themes in Jane Eyre Love and Passion One of the secrets to the success of Jane Eyre, and the source of its strength in spite of numerous flaws, lies in the way that it touches on a number of important themes while telling a compelling story. Indeed, so lively and dramatic is the story that the reader might not be fully conscious of all the thematic strands that weave through this work. Critics have argued about what comprises the main theme of Jane Eyre. There can be little doubt, however, that love and passion together form a major thematic element of the novel. On its most simple and obvious level, Jane Eyre is a love story. The love between the orphaned and initially impoverished Jane and the wealthy but tormented Rochester is at its heart. The obstacles to the fulfillment of this love provide the main dramatic conflict in the work. However, the novel explores other types of love as well. Helen Burns, for example, exemplifies the selfless love of a friend. We also see some of the consequences of the absence of love, as in the relationship between Jane and Mrs. Reed, in the selfish relations among the Reed children, and in the mocking marriage of Rochester and Bertha. Jane realizes that the absence of love between herself and St. John Rivers would make their marriage a living death, too. Throughout the work, Brontë suggests that a life that is not lived passionately is not lived fully. Jane undoubtedly is the central passionate character; her nature is shot through with...
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...“The main source of Jane Eyre’s interest is the story of immense human endurance” How far do you agree with this statement (Explore the methods which Charlotte Bronte uses to present the idea of human endurance) Jane as narrator certainly shares with the reader a story of immense human endurance. We see this throughout the whole novel. Early example of such are in the Gateshead section of the novel where Jane endures a lack /absence of love. She is forced to endure physical and verbal cruelty though the actions of the cousin John Reed. Who taunts her about her social class and lack of money, ‘You have no business to take our books; you are a dependent, mamma says; you have no money; your father left you none; you out to beg, and not to live here with gentlemen’s children like us..’ Jane endures physical cruelty when John flung the book at Jane, striking her on the head. Through the red room we are able to see the symbolism of Jane’s entrapment, isolation and desire to break free. There is also an element of foreshadowing and imagery emphasises on how isolated Jane is from the rest of her peers “dark and haunted chamber” Even at Lowood this is a recurring theme of the unjust and sufferable nature of her childhood. The endurance from the Red Room is a symbol of her isolation from compassion during her childhood. Through the repeated use of this symbol we see how Jane is imprisoned by her own treatment. Following Jane’s escape from the Red Room we see that she...
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...Although most readers of Jane Eyre are enthralled by the illusion of suspense surrounding the climax of the novel and its subsequent falling action, Charlotte Brontë has, in fact, already delivered a subtle clue concerning her Jane’s fate through her use of a first-person narrative and her personal experiences in nineteenth century Victorian society. During this era, women were relegated to domestic tasks and frivolous hobbies meant to distract them from more satisfying aspirations such as authorship, which Jane, the novel’s protagonist, desires. However, the mere existence of the novel Jane Eyre foreshadows Jane’s eventual achievement of the personal agency that enables her to explore creative and intellectual gratification through her memoir...
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...282, Section 005 18 March 2010 Major Paper 1 Jane Eyre: A Class Act Charlotte Brontë portrays the strict, hierarchal class system that existed during the Victorian era in her novel Jane Eyre. Characters throughout the novel are fully aware of and reference the social statuses of others and judge one another based on stereotypes associated with each persons position in society. Unlike other characters in Jane Eyre, Jane retains her morals and standards while her social class seems ambiguous and transforms continually as she progresses during her own bildungsroman. Through the character of Jane Eyre, Brontë not only illustrates that class divisions are not absolute and individuals can transcend these boundaries, but also suggests the need of morality and integrity in the upper class. Jane traverses the entire range of social classes from a beggar at the steps of Moor House to an upper class married woman at Ferndean. Ambiguity characterizes Jane’s status even before birth. Susan Fraiman attributes this uncertainty to Jane’s parents who were both “socially ambiguous, and this ambiguity is part of their legacy to Jane” (Fraiman 616). Her mother’s marriage to a man of a lower hierarchy creates a “legacy” that foreshadows Jane’s life-long search for her position in society. Jane’s time at Gateshead bolsters Fraiman’s belief that Jane will fulfill her parents’ “legacy.” She is never recognized as part of the Reed family at Gateshead and this becomes evident in the first...
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...A Comparison of Jane Eyre and Lin Daiyu in the View of Philosophy and Feminism I. Introduction 1.1 A Brief Introduction of Jane Eyre and Lin Daiyu “A Dream of Red Mansions” is one of the most outstanding works of China’s classic novels of realism. It bases on the background of Jia, Shi, Wang, Xue four families’ rising and falling, with the clue of the love tragedy of Jia Baoyu and Lin Daiyu. It truly and artistically reflects the historically declining trend of China’s feudal society. “A Dream of Red Mansions” can also be described as “Girls’ Country”, which is the anthem of female, but also is the threnody of women. The heroine Lin Daiyu, Annatto Fairy, wants to repay the goodness of God Shen Yin, taking her lifetime of tears in exchange for his being saved. Her rebellious sprit and solitary character, makes her as a lotus opening at a secluded place, clinging to her own pureness—for pure you came and pure shall go. She is sentimental and unfortunate, and is doomed to being lonely and pathetical .She, Lin Daiyu, lives under another’s house—Rong mansion, Grand View Garden, and she has no one to complain her sadness to. She is “Yea to the very end of heaven, Where I could find a fragrant grave!” in frustration, “What time the third moon comes, the scented nests have been already built. And on the beams the swallows perch, excessive spiritless and staid” in sorrow, and finally ends up with the sadness of “Flowers fade and maidens die; and of either naught any more is known”...
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...Jane Eyre by Charlotte Brontë An Electronic Classics Series Publication Jane Eyre by Charlotte Brontë is a publication of the Pennsylvania State University. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. Jane Eyre by Charlotte Brontë, the Pennsylvania State University, Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18202-1291 is a Portable Document File produced as part of an ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis Copyright © 2003 - 2012 The Pennsylvania State University is an equal opportunity university. Charlotte Brontë Jane Eyre by Charlotte Brontë PREFA PREFACE A PREFACE TO THE FIRST EDITION of Jane Eyre being unnecessary, I gave none: this second edition demands a few words both of acknowledgment and miscellaneous remark. My thanks are due in three quarters. To the Public, for the indulgent ear it has inclined to a plain tale with few pretensions. To the Press, for the fair field its honest suffrage...
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...INTRODUCTION The present course- paper is devoted to the comprehensive study of stylistic device – the epithet in the literary work “Jane Eyre” by Charlotte Bronte. The topicality of chosen by us theme lies in the fact that a human being perceives the reality by means of various images. These images exist everywhere: in art, in nature, in thoughts, and in speech in particular. Each of us at least ones created an image. We use different means (stylistic expressive means and devices) to achieve the aim. In our research we would like to concentrate our attention on “epithet”, a figure of speech which gives the opportunity to create the most expressive and vivid images. Despite the fact that there are many works devoted to the problem under analysis some important aspects such as structural - the lexical stylistic device the epithet as its component have not been fully investigated. This defines the actuality of the work and its theoretical value. The basic purpose of this course-paper is formulated as a research of linguistic nature of epithet, its types from the point of semantic, structural parameters and its informational significance in the text. The given aim predetermines the concrete tasks of the research. The course- paper pursues the following objectives: 1) to read the novel “Jane Eyre” and to find epithets; 2) to reveal the theoretical notion of the epithets and its categories; 3) to observe emotional, evaluative, expressive components of the lexical...
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...Heights From Wikipedia, the free encyclopedia Wuthering Heights is Emily Brontë's only novel. Written between October 1845 and June 1846,[1] Wuthering Heights was published in 1847 under the pseudonym "Ellis Bell"; Brontë died the following year, aged 30. Wuthering Heights and Anne Brontë's Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte's novel, Jane Eyre. After Emily's death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumous second edition in 1850.[2] Although Wuthering Heights is now widely regarded as a classic of English literature, contemporary reviews for the novel were deeply polarised; it was considered controversial because its depiction of mental and physical cruelty was unusually stark, and it challenged strict Victorian ideals of the day, including religious hypocrisy, morality, social classes and gender inequality.[3][4] The English poet and painter Dante Gabriel Rossetti referred to it as "A fiend of a book – an incredible monster ... The action is laid in hell, – only it seems places and people have English names there."[5] In the second half of the 19th century, Charlotte Brontë's Jane Eyre was considered the best of the Brontë sisters' works, but following later re-evaluation, critics began to argue that Wuthering Heights was superior.[6] The book has inspired adaptations, including film, radio and television dramatisations, a musical by Bernard...
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...OLD ENGLISH LITERATURE • Palaeolithic nomads from mainland Europe; • New inhabitants came from western and possibly north-western Europe (New Stone Age); • in the 2nd millennium BC new inhabitants came from the Low Countries and the middle Rhine (Stonehenge); • Between 800 and 200 BC Celtic peoples moved into Britain from mainland Europe (Iron Age) • first experience of a literate civilisation in 55 B.C. • remoter areas in Scotland retained independence • Ireland, never conquered by Rome, Celtic tradition • The language of the pre-Roman settlers - British (Welsh, Breton); Cornish; Irish and Scottish Gaelic (Celtic dialect) • The Romans up to the fifth century • Britain - a province of the Roman Empire 400 years • the first half of the 5th century the Angles, Saxons, and Jutes (N Germany, Jutland) • The initial wave of migration - 449 A. D. • the Venerable Bede (c. 673-735) • the Britain of his time comprised four nations English, British (Welsh), Picts, and Scots. • invaders resembling those of the Germans as described by Tacitus in his Germania. • a warrior race • the chieftain, the companions or comitatus. • the Celtic languages were supplanted (e.g. ass, bannock, crag). * Christianity spread from two different directions: * In the 5th century St Patrick converted Ireland, in the 7th century the north of England was converted by Irish monks; * in the south at the end of the 6th century Aethelberht of Kent allowed the monk Augustine...
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...A ROOM OF ONES OWN [* This essay is based upon two papers read to the Arts Society at Newnharn and the Odtaa at Girton in October 1928. The papers were too long to be read in full, and have since been altered and expanded.] ONE But, you may say, we asked you to speak about women and fiction--what, has that got to do with a room of one's own? I will try to explain. When you asked me to speak about women and fiction I sat down on the banks of a river and began to wonder what the words meant. They might mean simply a few remarks about Fanny Burney; a few more about Jane Austen; a tribute to the Brontës and a sketch of Haworth Parsonage under snow; some witticisms if possible about Miss Mitford; a respectful allusion to George Eliot; a reference to Mrs Gaskell and one would have done. But at second sight the words seemed not so simple. The title women and fiction might mean, and you may have meant it to mean, women and what they are like, or it might mean women and the fiction that they write; or it might mean women and the fiction that is written about them, or it might mean that somehow all three are inextricably mixed together and you want me to consider them in that light. But when I began to consider the subject in this last way, which seemed the most interesting, I soon saw that it had one fatal drawback. I should never be able to come to a conclusion. I should never be able to fulfil what is, I understand, the first duty of a lecturer to hand you after an hour's discourse a...
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...UNIT ONE THE GIFT OF THE MAGI By O. Henry I. Introduction O. Henry, whose real name was William Sydney Porter (1867 – 1910), is famous chiefly for his short stories. These stories are usually set amid the poorer working – class life of the cities, the characters being ordinary simple people with their daily living to earn, a life which O.Henry knew well. But the stories are not mere realistic sketches. O. Henry had both the craftsmanship of a writer and the compassion of a man. As a writer he constructs a clever plot with an unforeseen and an unexpected climax suddenly released so that the reader is kept guessing till the last moment what the outcome is to be. As a man he saw the drab surrounding and narrow circumstances which he described, but he lit them with sympathy and humour. Though in most of his stories humour seems to be predominant, yet the sympathy is always there, so the humour is warmed and enriched by its humanity. The story that follows, however, is an example of the reverse process. There are more tears in it than laughter. Yet laughter is implied and one might say that because of it the tears are touched with a more tender compassion. II. Text One dollar and eighty – seven cents. That was all. And sixty cents of it was in pennies. Pennies saved one and two and a time by bulldozing the grocer and the vegetable man and the butcher until one’s cheeks burned with the silent imputation of parsimony that such close dealing implied. Three times Della counted it. One...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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