University of Florida Thesis Or Dissertation Formatting
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Biographical Task – Charlotte Brontë
CHARLOTTE1 BRONTË Biographical task - Charlotte Brontë At this stop you are going to learn about another famous Victorian author named Charlotte Brontë; along with her sisters Emily and Anne, Charlotte is one of the most important female writers of her time and her work is still widely read today. Again this first task will require you to use the PiXL Edge skills of organisation and resilience in order to achieve the task effectively. You can work in teams or independently to undertake your research; if working in a team one of you will need to take on the role of the leader in order to allocate the research topics. 1. Charlotte was born in 1816 followed by her lesser known brother Branwell in 1817, Emily in 1818 and Anne in 1820. What was the name of the town that they were all born in? A: Thornton, Haworth B: Bradford, Yorkshire C: Barnsley, Sheffield D: Cramlington, Newcastle 2. As children, Charlotte and her brother Branwell wrote stories set in a fantasy world. What was the name of that world? Narnia Angria Rodania Eldasia 3. Under what male pseudonym did Charlotte Brontë publish some of her work: Currer Bell Charles Brontë 2 Christian Brown Cole Boseley 4. Which was the first novel Charlotte wrote, although it wasn’t published until after her death? Jane Eyre Shirley Villette The Professor 5. In Jane Eyre, Jane's friend Helen dies from tuberculosis. Which of Charlotte's sisters is this based on? Maria Elizabeth Both 6. One of Charlotte's author friends described her as "underdeveloped, thin and more than half a head shorter than I .. -
Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes
The Review: A Journal of Undergraduate Student Research Volume 1 Article 7 1997 Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes Jeanne Moose St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/ur Part of the English Language and Literature Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Moose, Jeanne. "Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes." The Review: A Journal of Undergraduate Student Research 1 (1997): 49-66. Web. [date of access]. <https://fisherpub.sjfc.edu/ur/vol1/iss1/7>. This document is posted at https://fisherpub.sjfc.edu/ur/vol1/iss1/7 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Wuthering Heights and Jane Eyre: Deadly Versus Healing Fantasy in the Lives and Works of the Brontes Abstract In lieu of an abstract, below is the article's first paragraph. Dreams and fantasies provide humans with a means of escape from everyday reality. According to Sigmund Freud, dreams carry one "off into another world" (Strachey, 1900, 7). Their aim is to free us from our everyday life (Burdach, 1838, 499) and to provide us with the opportunity to fantasize about how we would like our lives to be or to imagine our lives as worse than they are so that we can cope with our current situation. -
Wide Sargasso Sea
THE IMPORTANCE OF BEING ENGLISH: ANXIETY OF ENGLISHNESS IN CHARLOTTE BRONTË’S JANE EYRE AND JEAN RHYS’S WIDE SARGASSO SEA By Sarah Whittemore Bachelor of Arts, September 2004 May 2008, The George Washington University A Thesis submitted to The Faculty of The Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements for the degree of Bachelor of Arts in English May 18, 2008 Thesis directed by Tara Wallace Associate Professor of English The Columbian College of Arts and Sciences of The George Washington University certifies that Sarah Whittemore has passed the Final Examination for the degree of Bachelor of Arts in English as of May 12, 2008. This is the final and approved form of the thesis. THE IMPORTANCE OF BEING ENGLISH: ANXIETY OF ENGLISHNESS IN CHARLOTTE BRONTË’S JANE EYRE AND JEAN RHYS’S WIDE SARGASSO SEA Sarah Whittemore Thesis Research Committee: Tara Wallace, Associate Professor of English, Director Antonio Lopez, Assistant Professor of English, Reader ii © Copyright 2008 by Sarah Whittemore All rights reserved iii Acknowledgments I would like to start by acknowledging all of those who played a major role in helping me to successfully complete this project. First and foremost, I would like to thank my family who provided not only the inspiration for my thesis topic, but the constant love and support necessary to carry it out. A special thanks to Matt for keeping me motivated (and caffeinated) throughout the semester and to my three amazing roommates for constantly believing in me. Finally, I would like to thank the GW English department, specifically Tara Wallace and Gil Harris for their patience and guidance throughout the year. -
The Social Classes in Victorian Era Reflected in Charlotte Bronte‟S Jane Eyre Thesis Dwi Avriyanti (09320035) English Language
THE SOCIAL CLASSES IN VICTORIAN ERA REFLECTED IN CHARLOTTE BRONTE‟S JANE EYRE THESIS DWI AVRIYANTI (09320035) ENGLISH LANGUAGE AND LETTERS DEPARTMENT FACULTY OF HUMANITIES MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY MALANG 2014 THE SOCIAL CLASSES IN VICTORIAN ERA REFLECTED INCHARLOTTE BRONTE‟S JANE EYRE THESIS Presented to: Maulana Malik Ibrahim State Islamic University of Malang in Partial Fulfillment of the Requirement for The Degree of Sarjana Sastra (S.S) Dwi Avriyanti (09320035) Advisor: Dr. Hj. Isti‟adah, MA NIP. 19670313 199203 2 002 ENGLISH LANGUAGE AND LETTERS DEPARTMENT FACULTY OF HUMANITIES MAULANA MALIK IBRAHIM STATE ISLAMIC UNIVERSITY OF MALANG 2014 STATEMENT OF AUTHENTICITY Certify that this thesis I wrote to fulfill the requirement for Sarjana Sastra entitled “The Social Classes in Victorian Era reflected in Charlotte Bronte‟s Jane Eyre” is truly my original work. It does not incorporate any materials previously written or published by another person, except those indicated in quotations and bibliography. Due to this fact, I am the only one person responsible for the thesis if there are any objections or claims for others. Malang, April 8th,2014 DWI AVRIYANTI APPROVAL SHEET This is to certify that the Sarjana’s thesis, entitled The Social Classes in Victorian Era reflected in Charlotte Bronte‟s Jane Eyre by Dwi Avriyanti has been approved by the advisor for further approval by the Broad of Examiners as one of the requirements for the Degree of Sarjana Sastra (S.S) in English Letters and Language Department. Malang, April 8th, 2014 Approved by Acknowledged by The Advisor, The Head of English Language and Letters Department, Dr. -
Romania 1966 Enumeration Form
District( regional toivn) ...................... No of tho consus district Commune (town)...... .......................... Village(componont locD-lity).........=....9..*. No of tho guiding and control sector Stroet .............................. no...... No of the cousus sector Ssridl letter of tho building .............. Number of tho form 14-15 BUILDING BULLETIN Name and sarnamo of O;'iner .......................................................................... (foc ontorpriss~,institutio~,organizations thoir nme and the contralbcdy thqybelong to) I GENGUL DATA 1. Purpose for which tho building 4. Occupancy of tho rosidantial io used building Ho sidont i al buiIdi [TIOccupied Ilon-residontid building in Undor construction,partly occupied 20 m~7hich tho dwelling is locatod El by tho population o Buildiw with colloctive housing units Under const ruction, occupied ml mby buildors 111Unoccupied 2. Typo of rosidontial building 5. Typo of ownorship Individual building with EI ono dvrollinf; [(]Stato proporty Row-houoos U17 11Co-oporativo proporty U21 Proporty of public I Ij5]Block-typo building Iorganizations [(IProporty of roligious cults and COEïRUtli~ioS 3. Year of construction of the building [TIPriv ato propo rty =u17113xo d pr op orey 18-19 ~~ II BUILDIKG CH.ARAC.l'ERIS.I'ICS 6. Building notoria1 of extornal nalls and floors 8. Number of lovols rU 11Roinforcod concreto 24- 25 Poinforcod concrot carcass with nI I dricl::/orlc or oubstftutes nasonry 22 S tononorlr, brickxork or substitut os masonry with reinforced concreta flmm 9. Number of storoys Stonework brickwork or substitutes *u26-27 masonry with woodon floors 1 151 Wood (boms, logs etc.) 10. Developed useful Framework, unburnt brick, vrattles , floor space of the residential mboaton earth or othor materials building -u 7. -
A Psychological Study of “The Lumber Room” by HH Munro Alias Saki
Journal of Social Sciences and Humanities Review (JSSHR) Vol. 3, No. 4 (194-208) © Author(s) December 2018 ISSN: 2279-3933 Original Article DOI: http://doi.org/10.4038/jsshr.v3i4.21 Punishment as Misdirected Discipline: A Psychological Study of “The Lumber Room” by H.H. Munro alias Saki EA Gamini Fonseka1 Abstract ‚The Lumber Room‛ by Hector Hugh Munro(1870-1916),who wrote 1Department of under the penname ‚Saki‛, is a short story that covers the survival English and struggle of the juvenile Nicholas growing in the care of some Linguistics, authoritarian adults. The conditions Nicholas suffers in the story University of parallel with some details of Munro’s childhood that he spent in the Ruhuna-Sri Lanka custody of his aunts after the death of his mother. Based on what [email protected] transpires in the life of Nicholas as a child, this paper attempts to carry out a psychological study of punishment as misdirected discipline, in order to establish that the intelligent independently develop their own stance about the good and the bad, however much they are suppressed in society. From this general stance on Munro’s short stories, this paper investigates the psychological effects of punishment on the Aunt and Nicholas in their respective roles as the prosecutor and the offender in ‚The Lumber Room‛ in a situation of misdirected discipline. Keywords: punishment, discipline, psychoanalysis, frustration, childcare 194 Journal of Social Sciences and Humanities Review (JSSHR) Vol. 3, No. 4 (1-15) © Author(s) December 2018 ISSN: 2279-3933 Original Article INTRODUCTION “The idea that children have rights that Hector Hugh Munro,whose father was the state should protect may have Scotsman Charles Augustus Munro, seemed silly at the dawn of the an inspector-general in the Burma nineteenth century, but by the time police, lost his mother, Mary Frances Queen Victoria died in 1901, it had (née Mercer) in a tragic accident in gained significant support‛ (Gubar England with a runaway cow in 1872. -
CAPSTONE 20-1 SWA Field Study Trip Book Part II
CAPSTONE 20-1 SWA Field Study Trip Book Part II Subject Page Afghanistan ................................................................ CIA Summary ......................................................... 2 CIA World Fact Book .............................................. 3 BBC Country Profile ............................................... 24 Culture Gram .......................................................... 30 Kazakhstan ................................................................ CIA Summary ......................................................... 39 CIA World Fact Book .............................................. 40 BBC Country Profile ............................................... 58 Culture Gram .......................................................... 62 Uzbekistan ................................................................. CIA Summary ......................................................... 67 CIA World Fact Book .............................................. 68 BBC Country Profile ............................................... 86 Culture Gram .......................................................... 89 Tajikistan .................................................................... CIA World Fact Book .............................................. 99 BBC Country Profile ............................................... 117 Culture Gram .......................................................... 121 AFGHANISTAN GOVERNMENT ECONOMY Chief of State Economic Overview President of the Islamic Republic of recovering -
Year 9 English Distance Learning Quiz and Learn Booklet Summer 2
Name: Year 9 English Distance Learning Quiz and Learn Booklet Summer 2 Name : Form : Week 1: Jane Eyre – Plot This week you will be recapping the plot of Jane Eyre – the first text you studied in Year 9. How much can you remember? This book is full of interesting themes and ideas that will also help you with the new texts that you will be reading in Year 10! Jane Eyre is a first-person narrative told from the perspective of Jane, a seemingly ‘plain’ girl who meets a lot of challenges in life. The novel presents Jane’s life from childhood to adulthood. Jane Eyre is a novel written by Charlotte Brontë in 1847. The novel follows the story of Jane, a seemingly plain and simple girl as she battles through life's struggles. Jane has many obstacles in her life - her cruel and abusive Aunt Reed, the grim conditions at Lowood school, her love for Rochester and Rochester's marriage to Bertha. However, Jane overcomes these obstacles through her determination, sharp wit and courage. The novel ends with Jane married to Rochester with children of their own. There are elements of Jane Eyre that echo Charlotte Brontë's own life. She and her sisters went to a school run by a headmaster as severe as Mr Brocklehurst. Two of Charlotte's sisters died there from tuberculosis (just like Jane's only friend, Helen Burns). Charlotte Brontë was also a governess for some years before turning to writing. Jane Eyre – Short Plot Summary 1. The novel begins with Jane living at her aunt's, Mrs Reed. -
“Romanticism”: the Animating Force in Jane Eyre
INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR) A QUARTERLY, INDEXED, REFEREED AND PEER REVIEWED OPEN ACCESS INTERNATIONAL JOURNAL http://www.ijelr.in (Impact Factor: 5.9745) (ICI) KY PUBLICATIONS RESEARCH ARTICLE ARTICLE Vol. 7. Issue.4. 2020 (Oct-Dec) “ROMANTICISM”: THE ANIMATING FORCE IN JANE EYRE ANTARA BISWAS Siliguri,West Bengal Email: [email protected] ABSTRACT Jane Eyre is an English novel written by Charlotte Bronte under the pen name “Currer Bell”. It is a bildungsroman of the eponymous heroine Jane Eyre and thus traces her growth amidst the trajectory of life. However, Jane Eyre contains several features that are generally identified with the nineteenth century age called as the Romantic Age. Romanticism is generally classified as a term where the centrality of Nature, Imagination and quest for beauty, truth and love becomes paramount. However, the affective contents of ‘Romanticism’ are far more heterogeneous Article information Received:19/9/2020 than just the love for Nature. Jane Eyre exposes the centrality of romanticism in Accepted: 23/10/2020 the novel by laying bare it’s core when read between the lines. It thrives on the Published online: 29/10/2020 proponents of wonder and passion, depicts an amalgamation of realism , fairy doi: 10.33329/ijelr.7.4.19 tales, Gothic and sublimates the eros of romance into a moral inspiration for future generations. We can easily draw an analogy with the epistemological and ontological similarity with Keats, Shelley, Coleridge and even with Blake to some extent. This paper seeks to underline the romantic tenets which are a plenty in this novel. -
Jane Eyreeyre by Charlotte Brontë
JaneJane EyreEyre by Charlotte Brontë Presentation by Chad Philip Johnson For Mr. Paul Calkins ENGL13B – Online Submitted April 09th, 2012 Source: http://us.penguingroup.com/static/covers/us/9780141441146H.jpg 01 ContentsContents Introduction / Synopsis ............................................................................. 03 Charlotte Brontë ....................................................................................... 04 Parts I and II: Gateshead Hall and Lowood School ….................................. 06 Part III: Thornfield Hall ............................................................................ 07 Parts IV and V: Moor House and Ferndean ................................................. 08 Cultural Impact …...................................................................................... 09 Legacy ….................................................................................................. 10 Works Cited .............................................................................................. 11 02 IntroductionIntroduction // SynopsisSynopsis The novel Jane Eyre is a story about a young woman’s personal hardships and eventual triumphs through the perseverance of self. The setting is early 19th century England, before the dawn of the Victorian Age. The titular character tells her story in five intervals, each one belonging to a unique locale. Jane is an orphan being raised by her wealthy but cruel aunt, whose deceased husband charged that his niece be cared for. After years of mounting enmity, -
A Character Analysis of Emily Brontë's Heathcliff and Charlotte Brontë's Ja
Centre for Languages and Literature English Studies Different Representations of the Orphan Child: A Character Analysis of Emily Brontë’s Heathcliff and Charlotte Brontë’s Jane Eyre Patricia Loggarfve ENGK01 Degree project in English Literature Autumn 2016 Centre for Languages and Literature Lund University Supervisor: Kiki Lindell Abstract This bachelor essay aims to discuss and analyse the main characters in the novels Jane Eyre and Wuthering Heights written by the sisters Charlotte and Emily Brontë, respectively. Both novels written in 1847, during a time when orphan narratives were popular, have orphans as the central protagonists. This investigation bases the analysis on the orphans’ background and further compares their personalities and actions, both as children and adults. My discussion is mainly about the characters’ childhood as well as how they are affected by love and death as adults. It also discusses the importance of narrative structure and religion. The main findings in my investigation are that Jane and Heathcliff develop to be two completely different characters and that this has to do with them having different experiences of love, death and religion. The results further reveal that the narrative structure has an impact on how the characters are perceived, and it stresses the importance of telling one’s own story. Keywords: Jane Eyre, Wuthering Heights, Jane, Heathcliff, Orphan, Identity, Rebelliousness, Passion, Childhood, Characters, Love, Death, Forgiveness, Revenge, Religion, Education, Narrative, Gender and Psychological theory. Contents Introduction 1 The Orphan and the Childhood of Jane and Heathcliff 3 Jane and Heathcliff: Love, Death, Forgiveness and Revenge 7 Jane and Heathcliff: Similarities and differences 12 Conclusion 18 Works cited 20 Introduction In 1847, two of the most prominent Victorian novels were written: Wuthering Heights by Emily Brontë and Jane Eyre by Charlotte Brontë. -
Jane Eyre and Wuthering Heights
UCCS|Undergraduate Research Journal|11.2 Insights into Victorian Spiritualism through Jane Eyre and Wuthering Heights by Monica Postma Abstract This essay explores the supernatural themes in Jane Eyre and Wuthering Heights. It includes a brief overview of spiritualism, a popular movement at the time when the Bronte's were publishing, and through literary analysis discusses how spiritualism might have affected the Bronte's writing. In the Victorian era, ideas of the supernatural were pervasive. As the Victorians sought to explain things beyond their comprehension, whether it was the industrial revolution or the fracturing of the Christian church, belief in the supernatural abounded. The Victorians became increasingly concerned with mesmerism, spiritualism and ghost stories, and these beliefs are manifested in popular literary works from the era, such as those of the Brontes. Spiritualism, or the idea that the living could communicate with the dead comes up directly in Emily Bronte’s Wuthering Heights, as Heathcliff is haunted by the ghost of his lover, Catherine. Ideas of supernatural communication appear more obliquely in Jane Eyre, such as when young jane is confronted with the ghost of her uncle in the red room and when Jane and Rochester confess their love for one another on opposite sides of the country. The way that these two stories approach the question of spiritualism is distinct—throughout Jane Eyre, the titular character seeks God’s guidance and approval in every action, whilst Wuthering Heights’ embittered Heathcliff seems to have given up the hope of holy support. Various forms of magical superstitions arose and became widely accepted in the Victorian Era.