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If You Like My Ántonia, Check These Out!
If you like My Ántonia, check these out! This event is part of The Big Read, an initiative of the National Endowment for the Arts in partnership with the Institute of Museum and Library Services and Arts Midwest. Other Books by Cather About Willa Cather Alexander's Bridge (CAT) Willa Cather: The Emerging Voice Cather's first novel is a charming period piece, a love by Sharon O'Brien (920 CATHER, W.) story, and a fatalistic fable about a doomed love affair and the lives it destroys. Willa Cather: A Literary Life by James Leslie Woodress (920 CATHER, W.) Death Comes for the Archbishop (CAT) Cather's best-known novel recounts a life lived simply Willa Cather: The Writer and her World in the silence of the southwestern desert. by Janis P. Stout (920 CATHER, W.) A Lost Lady (CAT) Willa Cather: The Road is All This Cather classic depicts the encroachment of the (920 DVD CATHER, W.) civilization that supplanted the pioneer spirit of Nebraska's frontier. My Mortal Enemy (CAT) First published in 1926, this is Cather's sparest and most dramatic novel, a dark and oddly prescient portrait of a marriage that subverts our oldest notions about the nature of happiness and the sanctity of the hearth. One of Ours (CAT) Alienated from his parents and rejected by his wife, Claude Wheeler finally finds his destiny on the bloody battlefields of World War I. O Pioneers! (CAT) Willa Cather's second novel, a timeless tale of a strong pioneer woman facing great challenges, shines a light on the immigrant experience. -
Two Versions of Edward Rochester: Intertextuality in Jane Eyre by Charlotte Brontë and Wide Sargasso Sea by Jean Rhys
Two Versions of Edward Rochester: Intertextuality in Jane Eyre by Charlotte Brontë and Wide Sargasso Sea by Jean Rhys Emily Eriksson ENGK01 Literary Seminar HT 2011 English Studies The Centre for Languages and Literature Lund University Supervisor: Birgitta Berglund Table of Contents Introduction ................................................................................................ 1 Intertextuality and Post-Colonial Theory................................................... 2 Edward Rochester ...................................................................................... 5 Mr. Rochester’s story and lies.................................................................... 9 Antoinette/Bertha Rochester: Destined for insanity or driven to it? ....... 12 Conclusion ................................................................................................ 18 Works Cited ............................................................................................. 20 Introduction It is almost impossible to read a text without being influenced by other texts you have read previously, at least according to the theory of intertextuality. Coined in 1966 by literary critic Julia Kristeva, the term ‘intertextuality’ deals with the idea of how one text is shaped by a number of other texts and how two readers might perceive the same article, poem or novel in very different ways depending on their reading history. These influences lead to a richer reading experience, since more information and layers are added to the story by the -
Willa Cather and American Arts Communities
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, and Student Research: Department of English English, Department of 8-2004 At the Edge of the Circle: Willa Cather and American Arts Communities Andrew W. Jewell University of Nebraska - Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/englishdiss Part of the English Language and Literature Commons Jewell, Andrew W., "At the Edge of the Circle: Willa Cather and American Arts Communities" (2004). Dissertations, Theses, and Student Research: Department of English. 15. https://digitalcommons.unl.edu/englishdiss/15 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, and Student Research: Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. AT THE EDGE OF THE CIRCLE: WILLA CATHER AND AMERICAN ARTS COMMUNITIES by Andrew W. Jewel1 A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: English Under the Supervision of Professor Susan J. Rosowski Lincoln, Nebraska August, 2004 DISSERTATION TITLE 1ather and Ameri.can Arts Communities Andrew W. Jewel 1 SUPERVISORY COMMITTEE: Approved Date Susan J. Rosowski Typed Name f7 Signature Kenneth M. Price Typed Name Signature Susan Be1 asco Typed Name Typed Nnme -- Signature Typed Nnme Signature Typed Name GRADUATE COLLEGE AT THE EDGE OF THE CIRCLE: WILLA CATHER AND AMERICAN ARTS COMMUNITIES Andrew Wade Jewell, Ph.D. University of Nebraska, 2004 Adviser: Susan J. -
Edward Rochester: a New Byronic Hero Marybeth Forina
Undergraduate Review Volume 10 Article 19 2014 Edward Rochester: A New Byronic Hero Marybeth Forina Follow this and additional works at: http://vc.bridgew.edu/undergrad_rev Part of the Literature in English, British Isles Commons Recommended Citation Forina, Marybeth (2014). Edward Rochester: A New Byronic Hero. Undergraduate Review, 10, 85-88. Available at: http://vc.bridgew.edu/undergrad_rev/vol10/iss1/19 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Copyright © 2014 Marybeth Forina Edward Rochester: A New Byronic Hero MARYBETH FORINA Marybeth Forina is a n her novel Jane Eyre, Charlotte Brontë established several elements that are senior who is double still components of many modern novels, including a working, plain female hero, a depiction of the hero’s childhood, and a new awareness of sexuality. majoring in Elementary Alongside these new elements, Brontë also engineered a new type of male hero Education and English Iin Edward Rochester. As Jane is written as a plain female hero with average looks, with a minor in Rochester is her plain male hero counterpart. Although Brontë depicts Rochester as a severe, yet appealing hero, embodying the characteristics associated with Byron’s Mathematics. This essay began as a heroes, she nevertheless slightly alters those characteristics. Brontë characterizes research paper in her senior seminar, Rochester as a Byronic hero, but alters his characterization through repentance to The Changing Female Hero, with Dr. create a new type of character: the repentant Byronic hero. Evelyn Pezzulich (English), and was The Byronic Hero, a character type based on Lord Byron’s own characters, is later revised under the mentorship of typically identified by unflattering albeit alluring features and an arrogant al- Dr. -
11Th Grade Summer Reading
May 2021 Dear Incoming 11th Grade Student, With your summer vacation right around the corner, I know you are looking forward to having some time to rest, read a few good books, and enjoy the lovely weather. For this summer, you will read two books and complete an assignment for each book. Please take note that you must read the Required Reading book, but for your second book, you do have a choice of selected options as listed below. Book #1: Required Reading Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass ISBN-13 : 978-0451529947 Book #2: Reader’s Choice (choose one) Uncle Tom’s Cabin, Harriet Beecher Stowe any edition Of Mice and Men, John Steinbeck ISBN-13 : 978-0140177398 My Antonia, Willa Cather any edition The Good Earth, Pearl S. Buck any edition A Separate Peace, John Knowles ISBN-13 : 978-0743253970 Book Assignments For both books, you will complete a Dialectical Journal by logging your response and analysis as you read. Your Dialectical Journal should include 18 entries per book. Directions: 1. As you read, choose quotes or passages (Concrete Details) that stand out to you and use Google Docs or Microsoft Word to record them in the left-hand column of a T-chart, like the one below. Always include page numbers, or if you are reading a digital version, chapter numbers. 2. In the right column, write your commentary (1:2+) responding to that quote using one of the following codes: Journaling Codes ● (CH) Characterization – Analyze details or dialog the author gives you to build his/her characters. -
“Garden-Magic”: Conceptions of Nature in Edith Wharton's Fiction
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 5-2021 “Garden-Magic”: Conceptions of Nature in Edith Wharton’s Fiction Jonathan Malks Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the American Art and Architecture Commons, American Literature Commons, Literature in English, North America Commons, Other Environmental Sciences Commons, Theory and Philosophy Commons, United States History Commons, and the Women's Studies Commons Recommended Citation Malks, Jonathan, "“Garden-Magic”: Conceptions of Nature in Edith Wharton’s Fiction" (2021). Undergraduate Honors Theses. Paper 1603. https://scholarworks.wm.edu/honorstheses/1603 This Honors Thesis -- Open Access is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Malks 1 “Garden-Magic”: Conceptions of Nature in Edith Wharton’s Fiction A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in English from William & Mary by Jonathan M. Malks Accepted for Honors ________________________________________ Melanie V. Dawson, Thesis Advisor Elizabeth Barnes ________________________________________ Elizabeth Barnes, Exam Chair ________________________________________ Alan C. Braddock Francesca Sawaya ________________________________________ Francesca Sawaya Williamsburg, VA May 12, 2021 Malks 2 Land’s End It’s strangely balmy for November. I feel the heat and pluck a noxious red soda apple off of its brown and thorny stem. Many people here are bent on keeping “unwanteds” out, but these weeds grow ferally. They go without direction, and you can’t restrain them with a rusty, old “no photo” sign. -
“A Man Is Nothing Without the Spice of the Devil in Him”: Jane Eyre And
“A Man is Nothing without the Spice of the Devil in Him” Jane Eyre and Edward Rochester Navigate an Imperially- Inscribed Masculinity Rachel Willis Abstract In Charlotte Brontë’s Jane Eyre, Edward Rochester’s imperially-inscribed masculinity, anchored in Victorian patriarchal ideals, requires Jane to negotiate and eventually resist his attempts to dominate her. Recent readings of the novel by scholars like Joyce Zonana and Ralph Austen acknowledge its heavy reliance on colonial discourse, arguing that this discourse allows Brontë to critique the Western patriarchal values that Jane grapples with by displacing them onto the colonial “other.” The Victorian patriarchal society Jane lives in marginalizes her in several ways, and the novel uses colonial themes to portray this marginalization. However, these themes also offer her ways of resistance, especially in relation to Rochester. Rochester’s masculinity, which is both marginalized according to British class standards and hegemonic according to his social position and wealth, is also figured both in colonial terms as Jane’s colonizer and in terms that mark his otherness. For example, Jane associates Rochester with the “oriental” whenever he tries to dominate her in ways that go against her Christian faith, positioning him as a “savage” and a “heathen”—a man who is powerful but still in need of the civilizing (and emasculating) Protestant religion. Thus, examining Jane’s navigation of Rochester’s imperially-inscribed masculinity offers insight into the novel’s negotiation of power and oppression. Keywords Jane Eyre, masculinity, gender, postcolonial, imperialism, Christianity Otherness: Essays and Studies Volume 6 · Number 2 · December 2018 © The Author 2018. -
Jane Eyre.Pdf
Charlotte Brontë JANE EYRE Brontë, Charlotte: Jane Eyre 1 I Aquel día no fue posible salir de paseo. Por la mañana jugamos durante una hora entre los matorrales, pero después de comer (Mrs. Reed comía temprano cuando no había gente de fuera), el frío viento invernal trajo consigo unas nubes tan sombrías y una lluvia tan recia, que toda posibilidad de salir se disipó. Yo me alegré. No me gustaban los paseos largos, sobre todo en aquellas tardes invernales. Regresábamos de ellos al anochecer, y yo volvía siempre con los dedos agarrotados, con el corazón entristecido por los regaños de Bessie, la niñera, y humillada por la consciencia de mi inferioridad física respecto a Eliza, John y Georgiana Reed. Los tres, Eliza, John y Georgiana, se agruparon en el salón en torno a su madre, reclinada en el sofá, al lado del fuego. Rodeada de sus hijos (que en aquel instante no disputaban ni alborotaban), mi tía parecía sentirse perfectamente feliz. A mí me dispensó de la obligación de unirme al grupo, diciendo que se veía en la necesidad de mantenerme a distancia hasta que Bessie le dijera, y ella lo comprobara, que yo me esforzaba en adquirir mejores modales, en ser una niña obediente. Mientras yo no fuese más sociable, más despejada, menos huraña y más agradable en todos los sentidos, Mrs. Reed se creía obligada a excluirme de los privilegios reservados a los niños obedientes y buenos. -¿Y qué ha dicho Bessie de mí? -interrogué al oír aquellas palabras. -No me gustan las niñas preguntonas, Jane. Una niña no debe hablar a los mayores de esa manera. -
Jane Eyre a New Musical (Based on the Novel by Charlotte Bronte)
Jane Eyre A New Musical (Based on the novel by Charlotte Bronte) Book by David Matthews Music by Michael Malthaner Lyrics by Charles Corritore Copyright 1998 - Matthews, Malthaner, Corritore Cast of Characters (IN ORDER OF APPEARANCE) VICAR WOOD SOLICITOR CHARLES WOODHAM MOURNERS “Gateshead” YOUNG JANE JOHN REED ELIZA REED GEORGEANA REED MRS. REED BESSIE “Lowood School” MR. BROCKLEHURST MISS SCATCHERD HELEN BURNS MISS TEMPLE JANE EYRE STUDENTS TEACHERS “Thornfield Hall” JOHN MARY ALICE FAIRFAX ADELE VARENS GRACE POOLE EDWARD ROCHESTER BLANCHE INGRAM LADY INGRAM RICHARD MASON DR. CARTER BERTHA MASON ROCHESTER SOLICITOR BRIGGS SERVANTS PARTY GUESTS “Moor House” MARY RIVERS DIANA RIVERS HANNAH ST. JOHN RIVERS Copyright 1998 - Matthews, Malthaner, Corritore Scenes and Musical Numbers ACT ONE Scene 1-1 - A Graveyard #1 - Graveyard Sequence #1...................................................Vicar Wood & Mourners Scene 1-2 - A Room at Gateshead #2 - Where Do I Belong?........................................................Young Jane Scene 1-3 - The Parlor at Gateshead #3 - Where Do I Belong/Lowood............................................Young Jane Scene 1-4 - Lowood School #3 - Where Do I Belong/Lowood (cont.).................................Students, Mr. Brocklehurst, Teachers, Young Jane #4 - Lowood School Round.....................................................Students, Teachers Scene 1-5 - Lowood, later in the day Scene 1-6 - The Classroom, a week later #5 - We Have A Duty...............................................................Scatcherd, -
Jane Eyre by Charlotte Bronte Janes Journey Through Life
Jane Eyre by Charlotte Bronte Janes journey through life. Maria Thuresson Autumn 2011 Section for Learning and Environment Kristianstad University Jane Mattisson Maria Thuresson 1 Abstract The aim of this essay is to examine Janes personal progress through the novel Jane Eyre by Charlotte Bronte. It addresses the issue of personal development in relation to social position in England during the nineteenth – century. The essay follows Janes personal journey and quest for independence, equality, self worth and love from a Marxist perspective. In the essay close- reading is also applied as a complementary theory. Keywords: Jane Eyre, Charlotte Bronte, personal progress, nineteenth-century. Maria Thuresson 2 ”(…) Two roads diverged in a wood, and I – I took the one less travelled by, and that had made all the difference.” (Robert Frost, www.poets.org ) Life is like a walk on a road that sometimes turns and takes you places that you never imagined, this is what Charlotte Brontes novel Jane Eyre is about, a journey through life. The essay argues that Jane Eyre progresses throughout the novel, from the perspective of personal development and personal integrity in response to the pressures and expectations of the nineteenth- century social class system. It also argues that Jane’s progress is a circular journey in the sense that she begins her journey in the same social class as she ends up. The essay will examine Jane’s personal journey in the context of five major episodes in the novel. In the five episodes the names of the places are metaphors for stages in Jane’s personal journey. -
ELA 11 EQT 3 Practice Test
ELA 11 EQT 3 Practice Test Read the next two poems. Then answer the questions that follow them. Spring in New Hampshire Claude McKay Too green the springing April grass, Too blue the silver-speckled sky, For me to linger here, alas, While happy winds go laughing by, 5 Wasting the golden hours indoors, Washing windows and scrubbing floors. Too wonderful the April night, Too faintly sweet the first May flowers, The stars too gloriously bright, 10 For me to spend the evening hours, When fields are fresh and streams are leaping, Wearied, exhausted, dully sleeping. “Spring in New Hampshire” by Claude McKay. Courtesy of the Literary Representative for the Works of Claude McKay, Schomburg Center for Research in Black Culture, The New York Public Library, Astor, Lenox, and Tilden Foundations Reading Comprehension Use “Spring in New Hampshire” to answer these questions. ____ 1. In lines 1–2, the writer establishes the mood through his use of — A. metaphor B. diction C. personification D. imagery ____ 2. The personification of the winds in line 4 conveys a sense of — A. lost happiness B. innocent joy C. unrequited love D. great excitement ____ 3. The rhythm of the poem changes at the beginning of which line? A. Line 3 B. Line 4 C. Line 5 D. Line 6 1 ____ 4. The repetition of the word too in lines 1, 2, 7, 8, and 9 emphasizes the — A. intense beauty of nature B. great loneliness of the speaker C. utter pointlessness of work D. new freshness of springtime ____ 5. 5. -
Buffalo Bill Historical Center Cody, Wyoming
SPRINGPW09a.qxd:Layout 1 2/26/09 12:06 PM Page 1 BUFFALO BILL HISTORICAL CENTER I CODY, WYOMING I SPRING 2009 SPRINGPW09a.qxd:Layout 1 2/26/09 12:06 PM Page 2 To the point © 2009 Buffalo Bill Historical Center (BBHC). Written permission is required to copy, reprint, or distribute Points West materials in any medium or format. All photographs in Points West are BBHC photos unless otherwise noted. Questions about image rights and reproductions should be directed to Digital Collections Librarian Megan Peacock at [email protected] or 307.587.2619. Bibliographies, works cited, and foot- notes, etc. are purposely omitted to conserve space. However, such information is available by contacting the editor. Address correspondence to Editor, Points West, Buffalo Bill Historical Center, 720 Sheridan Avenue, Cody, Wyoming 82414 or [email protected]. Senior Editor By Bruce Eldredge Mr. Lee Haines Executive Director Managing Editor Ms. Marguerite House pring is just around the corner, and we at the Copy Editor Buffalo Bill Historical Center hope the end to the Ms. Nancy McClure nation’s economic recession is also just around the Designer S Ms. Jan Woods–Krier corner. Your museum has made many changes over the Contributing Staff Photographers past few months, only a small portion of which is in Ms. Chris Gimmeson, photography manager; response to the tough economic times. Most of the Ms. Nancy McClure; Mr. Mack Frost; Ms. Anne Marie Shriver changes—cancelling some programs, changing emphasis Historical Photographs/Rights and Reproductions to help our staff focus more on our visitors and members, Ms.