Jasper Fforde, the Eyre Affair
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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 -
The Concept of Pastoral in Wide Sargasso Sea
English Level: G3 Supervisor: Per Sivefors Course code: 2EN20E Examiner: Anna Greek Numbers of credits: 15 Date of final seminar: 13-06-12 The Concept of Pastoral in Wide Sargasso Sea An analysis of identity, displacement, return and escape in Wide Sargasso Sea by Jean Rhys Anna Hermansson Abstract This essay will attempt to show how pastoral ambiguity is portrayed in Jean Rhys’ Wide Sargasso Sea. The essay will argue that the pastoral is presented through the characters’ idealisation of the former colonised and colonising cultures and countries, respectively. This is done by focusing on four recurring themes in the concept of pastoral, namely identity, displacement, refuge and return. Moreover, the essay claims that the ambiguity of the pastoral is strengthened by the symbolism and imagery used in the novel. The theoretical framework is mostly represented from Huggan and Tiffin’s work Postcolonial ecocriticism: literature, animals, environment and Gifford’s Pastoral. The former discusses the concept of pastoral and postcolonialism in terms of the aforementioned themes and the latter discusses the concept of pastoral. The conclusions drawn from the analysis are firstly that the protagonists in the novel represent the four themes of identity, displacement, refuge and return. Secondly, although Rhys shows both the pastoral and the antipastoral sides of the pastoral concept, she clearly conveys her standpoint of the traditional pastoral concept of idealising the rural area by ending the book with a return to the former colonised retreat -
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. -
“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, -
Conflicts in a Marriage Antoinette and Mr. Rochester in Wide Sargasso
Conflicts in a Marriage Antoinette and Mr. Rochester in Wide Sargasso Sea Helena Ryan Sabri February 2011 Essay, 15 P C -essay English Literature Supervisor: Gabriella Åhmansson Examine r: Alan Shima Table of Contents 1. Introduction ......................................................................................................................... 3 2. Background .......................................................................................................................... 7 2.1 Postcolonialism and feminism ............................................................................................. 7 2.3 The English middle class ................................................................................................... 11 2.4 The turning point ............................................................................................................... 11 3. The marriage of Antoinette and Mr. Rochester ............................................................. 13 3.1 Economic dominance ........................................................................................................ 13 3.2 Antoinette the mad woman ................................................................................................ 13 3.3 Moral madness ................................................................................................................... 15 3.4 Destroying sisterhood ........................................................................................................ 16 3.5 Antoinette, the colonial -
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. -
The Loss of Antoinette's Identity in Jean Rhys' Wide Sargasso
Oregon Undergraduate Research Journal 2.1 (2012) ISSN: 2160-617X (online) http://journals.oregondigital.org/ourj/ DOI: 10.5399/uo/ourj.2.1.1891 Abject by Gender and Race: The Loss of Antoinette’s Identity in Jean Rhys’ Wide Sargasso Sea Iida Pollanen*, Department of Comparative Literature ABSTRACT Jean Rhys’ Wide Sargasso Sea (1966) is a postcolonial novel that gives a voice to Antoinette, the Creole woman described as the “mad woman in the attic” in Charlotte Brontë’s Jane Eyre (1847). Wide Sargasso Sea has been widely discussed by critics, especially in the fields of postcolonial, feminist and modernist literary theory, but while many critics have focused on how it rewrites race and gender as expressed in Jane Eyre, this work highlights the novel as an independent entity and introduces the notion of abjection to analyze Antoinette’s identity crisis. Thus, by examining the connections between race and gender in Rhys’ novel in the light of Ania Loomba’s ideas about colonialism and postcolonialism and linking it to psychoanalytic feminism with Julia Kristeva’s notion of the abject, it is possible to understand why Antoinette loses her identity and how madness actually operates in a colonial and patriarchal society. Race and gender are used to provide metaphors for one another and to abject ‘the other’ among us, driving it to insanity. INTRODUCTION In Charlotte Brontë’s novel Jane Eyre (1847), Edward Rochester’s first wife, Bertha Mason, is described as a Jamaican madwoman locked up in the attic of their house in England because of her violent insanity. The novel predicates Edward as a victim who was tricked into marrying Bertha, a “lunatic,” “whether beast or human being, one could not, at first sight, tell: it groveled, seemingly, on all fours; it snatched and growled like some strange wild animal: but it was covered with clothing—” (Brontë, 303-304). -
Memory and Place in Jean Rhys's Wide Sargasso
Trabajo de Fin de Máster en Estudios Literarios y Culturales Ingleses y su Proyección Social “This Is My Place and This Is Where I Belong”: Memory and Place in Jean Rhys’s Wide Sargasso Sea Author Alejandro Nadal Ruiz Supervisor Dra. D.ª Ana Isabel Zamorano Rueda FACULTY OF PHILOLOGY SEPTEMBER, 2018-2019 Table of Contents 1. Introduction .......................................................................................................... 1 2. Memory and Place: Understanding the Reconstruction of Identity Formation ................................................................................................................. 4 2.1. An Introduction to (Cultural) Memory Studies .............................................. 4 2.2. The Collectivity of Cultural Memory ............................................................. 7 2.3. Giving Voice to the Past through Memory ..................................................... 8 2.4. The Relationship between Memory Retrieval and Place .............................. 10 3. Wide Sargasso Sea and the Problematisation of Creole Identity ................... 12 3.1. Jean Rhys: The Burden of Belonging Nowhere ........................................... 12 3.2. Wide Sargasso Sea: Plot Overview and Main Themes ................................ 17 4. From an Edenic Garden to a Hellish Landscape ............................................ 21 4.1. The Aftermath of the Emancipation Act ...................................................... 21 4.2. Antoinette‟s Recognition of the Negative Side of -
Identity and Independence in Jane Eyre
Mid Sweden University English Studies Identity and Independence in Jane Eyre Angela Andersson English C/ Special Project Tutor: Joakim Wrethed Spring 2011 1 Table of Content Introduction……………………………………………… 2 Aim and Approach ………………………………………. 2 Theory …………………………………………………… 3 Material and Previous Research…………………………. 5 Analysis………………………………………………….. 6 Gateshead Hall and Lowood Institution………………... 6 Thornfield Hall…………………………………………... 9 Marsh End………………………………………………. 12 Conclusion………………………………………………. 14 Works cited……………………………………………… 15 2 Introduction During the Victorian era the ideal woman‟s life revolved around the domestic sphere of her family and the home. Middle class women were brought up to “be pure and innocent, tender and sexually undemanding, submissive and obedient” to fit the glorified “Angel in the House”, the Madonna-image of the time (Lundén et al, 147). A woman had no rights of her own and; she was expected to marry and become the servant of her husband. Few professions other than that of a governess were open to educated women of the time who needed a means to support themselves. Higher education was considered wasted on women because they were considered mentally inferior to men and moreover, work was believed to make them ill. The education of women consisted of learning to sing, dance, and play the piano, to draw, read, write, some arithmetic and French and to do embroidery (Lundén et al 147). Girls were basically educated to be on display as ornaments. Women were not expected to express opinions of their own outside a very limited range of subjects, and certainly not be on a quest for own identity and aim to become independent such as the protagonist in Charlotte Brontë‟s Jane Eyre. -
Jamesian Parody, "Jane Eyre," and "The Turn of the Screw" Author(S): Alice Hall Petry Reviewed Work(S): Source: Modern Language Studies, Vol
Modern Language Studies Jamesian Parody, "Jane Eyre," and "The Turn of the Screw" Author(s): Alice Hall Petry Reviewed work(s): Source: Modern Language Studies, Vol. 13, No. 4, Henry James Issue (Autumn, 1983), pp. 61-78 Published by: Modern Language Studies Stable URL: http://www.jstor.org/stable/3194215 . Accessed: 05/03/2013 10:06 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Modern Language Studies is collaborating with JSTOR to digitize, preserve and extend access to Modern Language Studies. http://www.jstor.org This content downloaded on Tue, 5 Mar 2013 10:06:12 AM All use subject to JSTOR Terms and Conditions JamesianParody, Jane Eyre, and 'The Turnof the Screw" Alice Hall Petry Ever sinceit was firstpublished in 1898,Henry James's "The Turn of theScrew" has receiveda phenomenalamount of criticalattention and popular acclaim; and no smallportion of thisperennial interest is due to thefact that there are basicallytwo waysin which to read thestory: (1)that theghosts of PeterQuint and MissJessel really do appear to thegoverness (and that,consequently, she is indeed a reliablenarrator);