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Welcome new 10th graders to Cambridge English Language!! I can’t wait to meet you.
Please read the 2 novels. We will be writing all year and will not have a chance to really read
many novels, so I’d like to have you read these over the summer so we can discuss elements of
the novel to apply to your writing for your AS exams next year.
Essays for Cambridge for Summer 2015
Please write both 1 page (front and back) essays responding to each of the questions about the
books that have been assigned. These essays and study guides are due the 3rd day of school.
Jane Eyre
Write a character sketch of St. John, contrasting him to Rochester. Why do you think
Jane prefers Rochester?
Wuthering Heights
Identify the supernatural elements of the novel. What is the purpose of the suggestion of the supernatural? How does the presence of the supernatural help to define the genre of the novel? Eyre
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Jane Eyre: An Autobiography
riginally titled
Jane Eyre: An Autobiography, Currer Bell was
listed as the editor, not the author. Eventually, Brontë revealed
herself as the author, and subsequent printings of the novel were
released under her name. Brontë included many events in the novel
that paralleled her own life. For example, Brontë modeled Lowood
Institution after her own boarding school, Cowan Bridge, where she
and her sisters endured squalid living conditions.
Jane’s friend Helen Burns dies of tuberculosis, and Brontë’s two
sisters died of tuberculosis, which they had contracted at Cowan
Bridge. Brontë modeled the harsh character of Mr. Brocklehurst
after Reverend Carus
Wilson
at Cowan
Bridge. John
Reed’s
substance abuse clearly resembles Branwell’s struggle with opium
and alcohol addiction. Charlotte’s brother ironically died a death
very similar to John’s barely a year after the novel’s publication.
Brontë taught at a girls’ boarding school—Roe Head—and then
became a governess for the Sidgewick family, paralleling Jane’s
teaching
position
at Lowood and her governess position
at
Thornfield. Brontë disliked her governess positions and dreamed of
establishing her own school; she lives this dream by having Jane
operate the village school for girls, which is set up by St. John Rivers.
In contrast, the stron- gest difference between Brontë’s life and Jane’s
life in the novel is regarding true love, passion, and mar- riage. At the
end of the novel, Brontë reunites Jane and Rochester. The two marry,
have a child, and are truly in love with one another. By the time she
wrote Jane Eyre, Charlotte had not yet found her love. Ironically,
when she finally did marry, some eight years later, she died within a
year of her marriage and pregnant with her first child.
List of Characters
Jane Eyre – the protagonist and narrator of the novel
Edward Rochester – Jane’s employer, master of Thornfield; falls in love with Jane and desires
to marry her.
St. John Rivers (pronounced “Sinjin”) – A distant relative who helps Jane after she
runs away from Thornfield. He also desires to marry Jane and serves as a foil to Edward
Rochester.
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Mrs. Reed – Jane’s cruel aunt, who raises her at Gateshead Hall until
Jane is sent away to Lowood School the age of ten.
Bessie Lee – The maid at Gateshead; the only person in Jane’s childhood who treats her
kindly.
Mr. Lloyd – The Reeds’ apothecary, who suggests that Jane be sent
away to school. He writes a letter confirming Jane’s story about
her abusive childhood, thus clearing Jane of Mrs. Reed’s charge
that she is a liar.
Georgiana Reed – Jane’s cousin, one of Mrs. Reed’s two daughters.
She treats Jane cruelly when they are children, but later befriends
her.
Eliza Reed – Jane’s cousin, also one of Mrs. Reed’s daughters. She
devotes herself to the church, eventu- ally becoming the Mother
Superior of a convent in France.
John Reed – He is Jane’s cousin, Mrs. Reed’s son, and brother to Eliza
and Georgiana. Appallingly cruel, he falls into a life of drinking
and gambling.
Helen Burns – Jane’s close friend at the Lowood School. She dies of
consumption (tuberculosis) in Jane’s arms, having endured her
miserable life with a dignity that Jane does not understand.
Mr. Brocklehurst – The cruel and hypocritical master of the Lowood
School. He preaches self-depriva- tion while stealing from the
school to support his own luxurious lifestyle.
Maria Temple – a kind teacher at Lowood who treats Jane and
H elen with respect and compassion
Miss Scatcherd – Jane’s sour and vicious teacher at Lowood;
behaves especially cruelly toward Helen.
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Alice Fairfax – Alice Fairfax is the housekeeper at Thornfield Hall.
Bertha Mason – Rochester’s secret wife; formerly beautiful and
wealthy Creole woman, she has become insane and violent.
Grace Poole – Grace Poole is Bertha Mason’s keeper at Thornfield.
Adèle Varens – She is Jane’s pupil at Thornfield. Although Rochester
assumed responsibility for the girl after she was abandoned by
her mother—his French mistress—he does not believe himself
to be Adèle’s father.
Sophie – Adèle’s French nurse at Thornfield
Richard Mason – Bertha’s brother.
Mr. Briggs – Attorney to Jane’s uncle, John Eyre; he helps Richard Mason prevent
Jane’s wedding to
Rochester when he learns that Rochester is already married to Bertha.
Blanche Ingram – She is a beautiful socialite who hopes to marry Rochester for his money.
Diana Rivers – Sister to St. John and Mary
Mary Rivers – Sister to St. John and Diana
John Eyre – Jane’s uncle; leaves her a fortune of 20,000 pounds.
Uncle Reed – Mrs. Reed’s late husband, brother to Jane’s late sister
Jane Eyre
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Questions for Essay and
Discussion
Write out the answers to the following questions:
1.
Discuss the various types of first-person narration and the reason Brontë
occasionally employs more than one narrator in this novel.
2.
The introduction states, “The narrative is compelling and moving as a work of
romantic fiction. Following the classic trajectory of that form the heroine moves from
isolation through trials and complications towards marriage as an ideal resolution.”
Trace the incidents in the story that show this is an example of romantic fiction.
3.
Review the definition of a symbol. In Jane’s dreams, what do “light,” the “child,” and
the “chestnut-tree” symbolize?
4.
How does the author use foreshadowing to add suspense and keep the reader’s interest?
5.
Discuss the author’s use of nature to mirror Jane’s life. If she is happy, the weather is
great. If she is in trouble, there is a storm. Find an instance when the weather
confirms to the reader that Jane has made a correct decision according to the Lord.
6.
In the novel, how important is physical beauty for a person’s ultimate happiness.
7.
Do you think Jane’s religious beliefs, which prevent her from staying with
Rochester after she learns about his marriage, lead her to ultimate happiness or
unnecessarily complicate her life?
8.
Jane clearly believes in premonition, signs or dreams, and sympatheticfamiliar connections. Find examples of each of these in the novel.
9.
In what ways does the character of Miss Temple represent the “ideal” Victorian
woman of Jane’s class? In what ways does Bessie do the same thing for the lower
class?
10.
What lessons about life and God does Jane learn from her friend Helen?
11.
Family connections are important to Jane. Which of the characters in the novel are her
“blood” relations?
12.
Write a character sketch of St. John, contrasting him to Rochester. Why do you think
Jane prefers Rochester?
13.
How does Jane’s artistic talent help her to find love and her long lost family?
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14.
Either support or refute the following themes:
• A person needs for both love and self-fulfillment in life.
• An earthly love can not violate God’s love.
• A young girl grows to maturity by dealing with temptations, hardships, and cruelties.
15.
Point out how the following topics appear in this novel:
• poverty
• forgiveness
• cruelty
16.
Some critics consider the plot of this novel to be weak because it relies on
improbable coincidences to resolve plot complications. Point out and discuss
improbable coincidences in the novel.
17.
Although Jane Eyre is considered a romantic novel, some critics assert that this novel
is realistic in many ways. Discuss the ways in which this novel may be realistic.
18.
For what reason can this novel be called a feminist novel? List and discuss the
elements in the novel that support that point of view.
Introduction to Wuthering Heights Eyre
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uthering Heights is a novel, often characterized as either a Romantic or Gothic novel. A romantic novel generally involves some or all of the following elements: • the idea of nature as a powerful spiritual force • descriptions of the English countryside (descriptions of the moors surrounding Wuthering Heights throughout the novel) • a constant elevated emotional level and passion (Catherine and Heathcliff are in constant states of elevated passion during the story.) • a desire to rise above the limitations of ordinary human existence (Heathcliff wishes to transcend life and reunite with Catherine in death.) • a strong interest in death (Many deaths occur during the novel, and Heathcliff has an unnatural fixation on Catherine’s death and corpse.) • a portrayal of opposites, including escape and pursuit, calmness and turbulence, upper and lower classes, and suffering and peace (The two homes of the novel are opposites, Thrushcross Grange representing order and society, while Wuthering Heights represents chaos and savageness; opposite characters are contrasted, such as the passionate Heathclff and the meek Edgar.) • isolation, both emotional and geographical (Both Wuthering Heights and Thrushcross Grange are isolated geographically; Heathcliff is emotionally isolated.) • elements of the supernatural (Catherine’s ghost appears to both Lockwood and Heathcliff during the novel. After Heathcliff’s death, others report seeing Heathcliff’s ghost accompanying Catherine’s ghost.) Multiple Critical Wuthering Heights Perspectives A gothic novel typically includes some or all of the following characteristics: • a castle, sometimes ruined or haunted • other sinister, ruined buildings (The Wuthering Heights estate is depicted as sinister and rundown.) • extreme landscapes and weather (The moors surrounding the characters are wild and dangerous, and the weather is often stormy.) • death and madness (Death is a central focus of the novel, and many deaths occur throughout the novel.) • omens • ancestral curses • terrifying events • taboo topics (Heathcliff breaks societal taboos by viewing Catherine’s dead body and arranging for their coffins to connect.) • the suggestion of the supernatural (Catherine’s ghost appears to both Lockwood and Heathcliff during the novel. After Heathcliff’s death, others report seeing Heathcliff’s ghost accompanying Catherine’s ghost.) • a villain or villain-­‐hero driven by passion (Heathcliff is a villain-­‐hero in that he is at first made sympathetic to the reader, but later becomes cruel in executing revenge. He is driven by his deep passion for Catherine.) • a hero whose true identity is unknown until the end of the novel • a curious or persecuted heroine • a heroine wooed by both a good and a dangerous suitor (Catherine is wooed by both the dark, violent Heathcliff and the peaceful, meek Edgar.) • revenge (Revenge drives the plot as Heathcliff seeks to destroy the man who took Catherine from him.) Multiple Critical Wutherin g Heights Perspectives Cast of Characters Heathcliff – Main character, adopted by Earnshaw family Eyre
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Catherine Earnshaw – Main character, the love of Heathcliff’s life, marries Edgar Edgar Linton – Neighbor of the Earnshaws, marries Catherine, Heathcliff’s rival Isabella Linton – Edgar’s sister, marries Heathcliff Hindley Earnshaw – Catherine’s brother, Hareton’s father Nelly Dean – Narrator, housekeeper at Thrushcross Grange and Wuthering Heights Lockwood – Narrator, tenant of Thrushcross Grange Cathy Linton – Daughter of Catherine and Edgar Linton Heathcliff – Son of Heathcliff and Isabella Hareton Earnshaw – Son of Hindley and Frances Joseph – Servant of Wuthering Heights Zillah – Housekeeper at Wuthering Heights Mr. Earnshaw – Father of Catherine and Hindley, brings home Heathcliff Mrs. Earnshaw – Mother of Catherine and Hindley Frances Earnshaw – Hindley’s wife, Hareton’s mother Mr. and Mrs. Linton – Parents of Edgar and Isabella through the eyes of men, and judged by men). The social movement of feminism found its approach to literature in the 1960s. Of course, women had already been writing and publishing for centuries, but the 1960s saw the rise of a literary theory. Until then, the works of female writers (or works about females) were examined by the same standards as those by male writers (and about men). Women were thought to be unintelligent (at least in part because they were generally less formally educated than men), and many women accepted that judgment. It was not until the feminist movement was well under way that women began examining old texts to reevaluate their portrayal of women and writing new works to fit the “modern woman.” The feminist approach is based on finding suggestions of misogyny (negative attitudes about women) within pieces of literature and exposing them. Feminists are interested in exposing elements in literature that have been accepted as the norm by both men and women. They have even dissected many words in Western languages that are clearly rooted in masculinity. Feminists argue that since the past millennia in the West have been dominated by men—whether they be the politicians in power or the historians recording it all—Western literature reflects a masculine bias, and consequently, represents an inaccurate and harmful image of women. In order to fix this image and create a balanced canon, works by females and works about females should be added and judged on a different, feminine scale. Feminist Theory Applied to Wuthering Heights Heights Three main areas of study/points of criticism: • differences between men and women • women in power or power relationships between men and women • the female experience 1. Differences between men and women • The basic assumption is that gender determines everything, including values and language. • The canon must be expanded to include the study of those genres in which women “traditionally” write: journals, diaries, and personal letters. • Note the differences in both the topics or issues about which men and women write and the perspectives Eyre
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from which they write about them. 2. Women in power or power relationships between men and women • Note and attack the social, economic, and political exploitation of women. Note whether women have any power and what type it is. • Society has not treated all of its constituencies with equality, and literature is a means by which inequities can be identified, protested, and possibly rectified. • Note the division of labor and economics between men and women. • Note how men and women interact with one another in a variety of relationships (romantic, professional, etc.) Does the woman act in any way subservient to the man? Does the man treat the woman like an adult? A political and economic equal? 3. The female experience • On the most basic level, women experience different things in life than men do. Examine what aspects of feminine life are included in the work. Note the point of view through which the events are told. Is it male or female? Pay attention to how the narrator, male or female, treats the events. For example, are they depicted with sensitivity, harshness, etc. Multiple Critical Wuthering Heights Perspectives • Reject any view of female personality in contrast to male personality. Feminists believe that the female personality is a separate entity from the male personality, and if judged by the same measures, is judged incorrectly. The female personality can stand independent of the male personality, just as the male can stand independent of the female. • Examine (and possibly celebrate) the creative, life-­‐giving role of femininity. Though traditionally women have been portrayed as dependent on men for everything, the fact is that men are dependent on women for the most basic necessity in the world—birthing children. A male’s relationship to his mother has always been portrayed as a very strong bond (whether in the Freudian theory of the Oedipal complex or modern phrases such as “Mama’s boy”). • Explore the concept that men and women are both incomplete without each other (women cannot conceive without men, etc.) not of feminine “incompleteness” alone (Adam’s rib, Freudian theories on sexuality, etc.). n
Perspectives Wuthering Heights Write out the answers to the following questions: Essential Questions for A Feminist Reading 1. What stereotypes of women are present? Are female characters oversimplified? Weak? Foolish? Excessively naive? 2. Do the female characters play major or minor roles in the action of the work? Are they supportive or independent? Powerless or strong? Subservient or in control? 3. If the female characters have any power, what kind is it? Political? Economic? Social? Psychological? Sexual? 4. How do the male characters talk about the female characters? 5. How do the male characters treat the female characters? 6. How do the female characters act toward the male characters? 7. How do the female characters act toward each other? 8. Is the work, in general, sympathetic to female characters? Too sympathetic? 9. Are the female characters and situations in which they are placed oversimplified or presented fully and in detail? 10. What are the predominant images? Are they images usually associated with women? Why or why not? 11. Do any of the work’s themes touch upon any idea that could be seen as a feminist issue? Is the theme supportive or disparaging of women? 12. Overall, do you think that the female characters are believable (based on women you know)? For that matter, do you think that the male characters are believable? P r e s t w i c k H o u s e , I n c . 19 Multiple Critical Eyre
Wuthering Heights Perspectives Focus of Study • Examine the character traits of Catherine, Isabella, and Cathy • Examine the relationships between the male and female characters of the novel, including: Catherine and Heathcliff, Catherine and Edgar, Isabella and Heathcliff, Cathy and Linton, Cathy and Heathcliff, Cathy and Hareton • Examine the role marriage plays in the lives of Catherine, Isabella, and Cathy • Examine the economic position of women in the novel Critical
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