Tuesday, November 7, 2017

Plath and Hughes poems

I've given you two poems, both entitled "Wuthering Heights"; one is by American poet Sylvia Plath and the other is by her husband, English poet Ted Hughes. Both poems were written in recollection of a visit the couple made to the countryside where the Bront√ęs lived (including Top Withens, site of the farmhouse ruin that may have informed Emily's vision of the Wuthering Heights estate).

Take your time with both poems; read each multiple times, annotating.

1. Poems walk us through a speaker's thought process, creating a chain of associations that displays, once we've spent time with the poem, a kind of logic and narrative structure. If a poem has stanzas, as each of these do, we can see (more readily) the pattern of the mind's movement, the skeleton of the structure. For each poem, what path does the poet follow? That is, what is the focus of each stanza; what is the movement of the poet's attention from beginning to end?

2. How do the two poems differ in their tone? (Here you're considering what is literally commented on as well as the words chosen.)

NOTE: No need to type this up. But I want to see that you've made notes on these questions and that you've come ready to share your ideas.

Thursday, November 2, 2017

Final essay about WH

For Friday/Monday: Read the essay "Wuthering Heights: Repetition and the 'Uncanny'" (p. 361). As with the previous readings, write a paragraph responding to the essay, i.e., what did you understand the piece to be saying; what did you find worth remarking on; what did you disagree with or not understand?

Typed, 12 pt., please.

Note: Next Tuesday/Wednesday, there will be an in-class essay on the book. These essays will help you prepare both by reminding you of key events in the text and by demonstrating how one goes about discussing a novel such as this.

Tuesday, October 31, 2017

More post-WH readings

Moving on from the essay in the book that few people read (we will return to it): For Wednesday/Thursday, read and annotate the essay packet (two essays). Write (at least) one paragraph in response to each essay. What's your view of those interpretations? What parts of the essay work for you and which do not?

Type for handing in.

Saturday, October 28, 2017

Readings in addition to Wuthering Heights

As I said I would, I'm posting information on additional reading to do once you've finished the novel.

The first isn't something to necessarily read start to finish, but it's worth perusing: on pp. 357-361 is a chronology of the book's events. At the bottom of p. 357, in the footnotes, is a genealogical chart you might find useful.

Second, read part of the essay that immediately follows the chronology. "Wuthering Heights: Repetition and the Uncanny" starts at the bottom of p. 361; read only to the top of p. 368. (The essay turns to other territory after that, becoming a commentary on itself, and we'll do some other reading before we investigate that part of the essay.)

Expect a quiz on the book's conclusion.

Saturday, September 16, 2017

Check the calendar

As the two sections are on different schedules, always be sure to check the calendar.

Monday, September 11, 2017

One more Bible assignment

For next class (Wednesday/Thursday), read the following. It may seem like a lot, but the chapters are short.

For this assignment, I would like you to type up for handing in: What motifs do you see recurring? What do you think is the purpose of each story and what lessons (moral, cultural, religious) are being handed down? (Note that the chapters in Exodus are one sustained story, not several stories.) You can be relatively concise with this assignment, certainly less than a page: it's not an essay, and the motifs can be listed as bullet-pointed items.


Chapter 4, verses 1-16
Chapters 6-9
Chapter 11, verses 1-9
Chapters 12-13

Chapters 15-19

Chapters 1-14