LOVE AND WOMAN’S

CONDITION IN THE
BRONTE SISTERS’ NOVELS

Indrumator stiintific:
Prof. Dr. MONICA BOTTEZ

Candidat: Prof. Monica Caruntu

 CHAPTER 1-INTRODUCTION AND METHOD
USED- CULTURAL STUDIES

The idea for this paper came out for two major reasons: on the one hand, my
students’ answer to the question “Have you read the book?” “No, teacher, but
I’ve seen the film.” I have to admit that there are even worse situations when
students neither read the book, nor watched the film, as the young
generation’s interest in literature tends to decrease. On the other hand, that
fact that modern women tend to ‘ forget’ that their status as men’s equals, their
free access to any profession, social position and the appreciation for their
contribution to the cultural heritage is due to the work and struggles of our
ancestors, among who, we can pay a huge tribute to the Bronte sisters. There
is also the “Bronte myth”, which keeps my imagination alive in a world full of
time management, stress management, work management….the successful
life management. It is the myth of my soul’s liberation and the source of
my survival in the quotidian chaos.
CHAPTER 2- THE ASCENSION OF THE MODERN WOMAN IN THE
19TH CENTURY
2. a. VICTORIAN WORKING WOMEN
2. b. MARRIAGE AND THE TRADITIONAL POSITION OF WOMEN
2. c. MODERNIZATION OF WOMEN IN THE 19TH CENTURY

CHAPTER 3- a. A BRIEF PORTFOLIO OF THE VICTORIAN

WOMEN WRITERS
b. THE BRONTE SISTERS
CHAPTER 4. HYPOSTASES OF LOVE AND WOMEN IN
THE BRONTE’S NOVELS

• Wuthering Heights
- The Passionate Catherine Earnshaw

- Catherine and Heathcliff: The Image in

the Mirror of Two Halves of the Self
• Jane Eyre
- Actual Issues
- Jane Eyre as a Moon Goddess

• The Tenant of Wildfell Hall

-Not a Cinderella
CHAPTER 5- THE BRONTES’ NOVELS AND THEIR LONGLASTING
APPEAL

•Film adaptations

•Jane Eyre & Wuthering Heights- part of the 21st century educational
curriculum

CHAPTER 6- CONCLUSION
 II. METHODOLOGY
CHAPTER 7- MODERN APPROACHES IN TEACHING
LITERATURE

• 7.1 Why use literature in class?

• authentic material
• it encourages interaction
• it expands language awareness
• it educates the whole person
• motivating
 7.2.Approaches to teaching Literature

• cultural model
• personal growth model
• language model

7.3 Teaching a Novel

- the process of reception
- options for the discussion of novels
- creative tasks
- using viewing techniques
- teaching with films
• CHAPTER 8- TEACHING LITERATURE
THROUGH FILMS

• Viewer response approach

• Summarise, compare, contrast & critique
(SCC&C)
• Predicting exercises
• Writing film reviews/ screenplays

• CHAPTER 9- FINAL CONCLUSION ON

METHODOLOGICAL PRACTICES
•CHAPTER 10- TEACHING THE BRONTES- lesson
plans 1- 5
•Lesson plans 1-3: Teaching Wuthering Heights
Teacher’s notes: The following lessons are connected , as
this was my choice to present a coherent work session on
Wuthering Heights. In my opinion, each teacher should
plan the lessons so that he/she has a complete image of
the starting point , as well as the finalities of the teaching
process. All in all, I consider that finalizing my paper with
these three connected lessons is more relevant for my
teaching style than presenting disparate lessons .