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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 -
Reimagining the Brontës: (Post)Feminist Middlebrow Adaptations and Representations of Feminine Creative Genius, 1996- 2011
Reimagining the Brontës: (Post)Feminist Middlebrow Adaptations and Representations of Feminine Creative Genius, 1996- 2011. Catherine Paula Han Submitted in partial fulfilment for the degree of Doctor of Philosophy (English Literature) Cardiff University 2015 Acknowledgements First and foremost, I would like to thank my supervisor Professor Ann Heilmann for her unflagging enthusiasm, kindness and acuity in matters academic and otherwise for four years. Working with Professor Heilmann has been a pleasure and a privilege. I am grateful, furthermore, to Dr Iris Kleinecke-Bates at the University of Hull for co-supervising the first year of this project and being a constant source of helpfulness since then. I would also like to acknowledge the assistance of Professor Judith Buchanan at the University of York, who encouraged me to pursue a PhD and oversaw the conception of this thesis. I have received invaluable support, moreover, from many members of the academic and administrative staff at the School of English, Communication and Philosophy at Cardiff University, particularly Rhian Rattray. I am thankful to the AHRC for providing the financial support for this thesis for one year at the University of Hull and for a further two years at Cardiff University. Additionally, I am fortunate to have been the recipient of several AHRC Research and Training Support Grants so that I could undertake archival research in the UK and attend a conference overseas. This thesis could not have been completed without access to resources held at the British Film Institute, the BBC Written Archives and the Brontë Parsonage Museum. I am also indebted to Tam Fry for giving me permission to quote from correspondence written by his father, Christopher Fry. -
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. -
238 Children & Education
CHILDREN & EDUCATION L IST 2 3 8 PICKERING & CHATTO PICKERING & C H A T T O ANTIQUARIAN BOOKSELLERS ESTABLISHED 1820 1 ST. CLEMENT’S COURT LONDON EC4N 7HB TELEPHONE: +44 (0) 20 7337 2225 E-MAIL: [email protected] WEBSITE: www.pickering-chatto.com 60 [School Days] Front cover image is taken from item 72 White FOR ANY ENQUIRIES PLEASE CONTACT ED SMITH PRICES ARE IN POUNDS STERLING. VISA, MASTERCARD & AMERICAN EXPRESS ACCEPTED. BANKERS : METRO BANK 227-228 TOTTENHAM COURT ROAD LONDON W1T 7QF ACCOUNT NAME : M ARLBOROUGH & P ICKERING LTD ACCOUNT N°: 11944094 SORT CODE : 23-05-80 TERMS : 30 DAYS IBAN: GB18MYMB23058011944094 SWIFT: MYMBGB2L REGISTERED IN ENGLAND N° 3290231 V AT REGISTRATION N° 896 1174 90 1.[ABC]. LE PREMIER ALPHABET DES ENFANS en une serie de gravures coloriees… Paris, Libraire Francaise et Anglaise de J. H. Truchy, 26, boulevard des Italiens, 1864. £ 450 4to, pp. 16; with hand coloured illustrations throughout; a few marks in places, otherwise clean throughout; in the original grey printed publisher’s boards, lightly dust-soiled; a very good copy. Rare and attractive alphabet book for young French children. The work is predominantly made up of letters of the alphabet, each accompanied with a hand coloured illustration descriptive of the letter, before moving on to numbers, vowels, consonants and word exercises. On the final three pages more exotic animals are shown, such as a water buffalo, lynx and an elephant, with simple descriptive text to help the child in pronunciation. The publisher, J. H. Truchy, ran a ‘Librairie francaise et anglaise’ at 26 Boulevard des Italiens in Paris, with the back cover of the present work providing details of other works they published, all in a similar vein, being for young children. -
Jane Eyre As Bildungsroman Michael Giffin 19
The Brontë Th(under)er VOL 10, 2013 Contents Papers from the talks to the 2013 ABA meetings The Cowan Bridge Controversy Christopher Cooper 1 Jane Eyre as Bildungsroman Michael Giffin 19 Frost in her Heart: Charlotte Brontë, Villette & Melancholia Anne Collett 34 Was Heathcliff Black? Robert Dingley 54 Saving St John Rowan McAuley 71 0 The Cowan Bridge Controversy by CHRISTOPHER COOPER and OTHERS Talk given at the ABA meeting on 2 February 2013 One of the great debates in the world of literary theory is whether it is relevant to know about an author’s life in studying his or her writing or whether the text should stand on its own. At one extreme there are those who emphasise the creativity of the author and argue that a work should only be studied from within. At the other end of the spectrum there are those who maintain that every literary work is to some extent an autobiography. Like the nature/nurture debate in child psychology the answer lies somewhere in the middle. There’s no such thing as pure originality. Every author draws upon their own experiences as the raw materials of their work, but then creates from it something new. These experiences may come from the life of the writer or they may come from stories that they have read or heard. It’s hard to imagine Emily Brontë having many direct experiences along the lines of those in Wuthering Heights. In her case her originality grew out of stories she had read and, perhaps more importantly, heard from the servants. -
Masaryk University Unruly Women: Gender Reflection
MASARYK UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE UNRULY WOMEN: GENDER REFLECTION IN SHAKESPEAREAN FILM Bachelor Thesis BRNO 2012 Supervisor: Author: Ing. Mgr. Věra Eliášová, Ph.D. Kateřina Platzerová Prohlášení: “Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro student Pedagogické fakulty Masarykovy university a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů.” Declaration: I declare that I have worked on this thesis independently, using only the sources listed in the bibliography. ………………………. Brno 18.4. 2012 Kateřina Platzerová 1 Acknowledgment First of all I would like to express my gratitude to my supervisor Ing. Mgr. Věra Eliášová Ph.D. for her support and time. I am grateful for her helpful suggestions and valuable comments. I would also like to thank my family and friends who supported me through the years of my studies. 2 Table of Contents Introduction .................................................................................................................. 5 1. Gender, Film and Shakespeare .................................................................................. 7 1.1. Silent Era .................................................................................................... 9 1.1.1. Before the First World War ........................................................ -
“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. -
Female Education As Reflected in Victorian Fiction
Butler University Digital Commons @ Butler University Graduate Thesis Collection Graduate Scholarship 1940 Female Education as Reflected in Victorian Fiction Mary F. Fields Beeler Follow this and additional works at: https://digitalcommons.butler.edu/grtheses Part of the English Language and Literature Commons Recommended Citation Fields Beeler, Mary F., "Female Education as Reflected in Victorian Fiction" (1940). Graduate Thesis Collection. 79. https://digitalcommons.butler.edu/grtheses/79 This Thesis is brought to you for free and open access by the Graduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Graduate Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. FEMALE EDUCATION AS REFLECT~D IN VICTORIMl FICTION. by r~~Y FERN FIELDS BEELER I A thesis sub~;iitted in l)artial fulfillment of the requirements for the degree of :.laster of Arts, in the Department of English. Division of Graduate Instruction Butler University Indianapolis 1940 , h FOREWORD \~nile I was studying at Col~~bia University, this sub ject, Female Educ~tion As Reflected In Victorian Fiction, was suggested to me as the basis for a thesis. Since for a number of years I have been interested in the emancipation of womankind, this particular phase of that subject appealed to me. Most of my researcL ccncerning the history of educa tion of girls was done at Columbia University; the remain der has been carried on at Butler University, and it has been a most pleasant and interesting work. I have confined this research to the chief novelists of the period, and have not attempted to include every novel which may deal ,dth this subject. -
English and American Studies in Spain: New Developments and Trends
English and American Studies in Spain: New Developments and Trends Editors: Alberto Lázaro Lafuente María Dolores Porto Requejo HUMANIDADES 47 OBRAS COLECTIVAS UAH English and American Studies in Spain: New Developments and Trends OBRAS COLECTIVAS HUMANIDADES 47 English and American Studies in Spain: New Developments and Trends Editors: Alberto Lázaro Lafuente María Dolores Porto Requejo © Editors: Alberto Lázaro Lafuente & María Dolores Porto Requejo. © Texts: the authors. © Images: as stated in each case. If not stated explicitly, the responsibility lies with the author of the essay. © This edition: Universidad de Alcalá • Servicio de Publicaciones, 2015 Plaza de San Diego, s/n • 28801, Alcalá de Henares (España). Web: www.uah.es Cover image: Jonathan Sell, 38th AEDEAN Conference Organising Committee Total or partial reproduction of this book is not permitted, nor its informatic treatment, or the transmission of any form or by any means, either electronic, mechanic, photocopy or other methods, without the prior written permission of the owners of the copyright. I.S.B.N.: 978-84-16599-11-0 Contents Preface .................................................................................................................. 9 PART I: KEYNOTES CLARA CALVO, Universidad de Murcia Shakespeare in Khaki...................................................................................... 12 ROGER D. SELL, Åbo Akademi University Pinter, Herbert, Dickens: Post-postmodern Communicational Studies and the Humanities .....................................................................................................