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Emily Brontë's Wuthering Heights 'And Paper Towns'

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Thesis Statement: Emily Bronte “Wuthering Heights” centers around the story of an orphan boy, who express his frustrate love for Catherine; whereas “Paper Towns” written by John Green highlights the character of a young boy who fell in love with the girl next door.

In Emily Bronte’s novel Wuthering Heights and Paper Towns by John Green addressed the common subject of love, both romantic and familial. Emily Bronte largely illustrates the power of destructive love using the character of Heathcliff as the story mostly centers around him and draws on the vengeful and malignant motives he has of not only to take revenge on those who wronged him but also their heirs to obtain the satisfaction of vengeance. The novel Wuthering Heights was written during the Victorian Era, but the story was set during the Romantic period. There were few elements of Romanticism, one of them surely …show more content…

Relationships don 't always work out, and every love has its faults. Wuthering Heights is an educational story as it portrays love in a realistic manner. It 's not a "perfect" love story, but rather a realistic one which truly professes the difficulties relationships may face. The theme of love also shows the destructiveness of relationships and how a broken relationship can lead to the need for revenge. I strongly believe that the theme of revenge and its harsh effects is one which offers readers many valuable lessons and insights into the bleak, austere world of the novel. Teenager can also learn many lessons throughout the novel such as selflessness, pre-judgement of individuals, and the impact of negative choice. We, as a teenager can relate to the events occur throughout the novel while still being able to take away valuable messages that can utilize in our daily

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This is a fitting category for the novel as it imparts many lessons. Among these valuable lessons, perhaps the most significant is the final sentence which suggests that "nothing like that could ever happen again. Not in this day and age. " It forces readers to confront the grim reality that hatred, discrimination, and intolerance remain potent forces in the world. Readers consequently consider their own prejudices and actions, perhaps wondering if they have been guilty of mistreating others.

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427 Words | 2 Pages

It was much better than I had anticipated before reading it. Wes Moore is a strong author who properly used writing mechanics to deliver powerful scenes and great messages. I would say that the main theme of this book is the importance of education in adolescent life and that small things really can make all of the difference. The author Wes Moore 's life appeared very dull in comparison to the other Wes Moore 's; however, it was Wes Moore 's life that would provide quotes that inspire or were otherwise relatable to MAST life. One such quote in the novel was : "In spite of myself, I was impressed.

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1010 Words | 5 Pages

How family will always be there for young adults through hard changing times. Such as death of a loved one because of age or sickness. Or even for people who have family overseas serving for their country and need comfort while they are gone. While reading, teens will be able to comprehend the comfort and availability of very close relationships, such as Byron was for Kenny, or even close friends. This shows that students should read this novel because it will insinuate that it is necessary for them to rely and forge a stronger relationship with friends and

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873 Words | 4 Pages

Loss of Innocence In John Updike’s “A&P” and Toni Cade Bambara’s “The Lesson” the two authors illustrate difficult initiations teenagers face while they realize the harshness of society around them. Updike’s “A&P” explores the inner thoughts of a teenage boy, Sammy, who makes the tough decision to quit his job at the local A&P and realizes the bitterness of the world. Similarly, Bambara’s “The Lesson” explores the inner thoughts of a teenage girl, Sylvia, who realizes the value of money and clash of social classes through a field trip to a toy store. Although the protagonists are a part of different societies, they share similarities in character development through parallel epiphanies.

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1111 Words | 5 Pages

Many people also feel that this book is irrelevant to student’s lives. However, kids should learn what life would be like for kids at their age in a different time period. Like what was stated before, in a history class, when we learn about the history, we learn about the straight facts, not as much of the personal lives of people living in that time. Since the novel is showing the personal recollections of one boy in the time period, students can identify the similarities between the two lessons. Since the similarities will be present, the students could make connections to both of the

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603 Words | 3 Pages

be, it also teaches you the consequences of the acts you make that affect in many things in your life. I also saw that different social class type of people cannot be too friends with each other because they didn`t like each other because they were different from each other. I liked the point of view of the story because it was a first person point of view and the narrator was a boy living in gang that was in a war, it really was interesting that the narrator was only twelve years old and he wanted to fight in rumbles and do things people in gangs do, he was very

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967 Words | 4 Pages

The Fall of the House of Usher composed by Edgar Allan Poe and A Rose for Emily made by William Faulkner are very similar considering they both come from the gothic spectrum of short stories. However, they are very different and of course they’d be different since if you’d look at their authors they come from two different backgrounds of life. Edgar Allan Poe was born in Boston, so he’d have a different perspective of life since William Faulkner was born in Mississippi they’d have been taught different yet similar values of life. Edgar was born way earlier than William, so he might’ve believed things that were fake and in William’s time everyone knew that thing was a lie. Many people find Faulkner’s writing style quite hard, he doesn’t really

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991 Words | 4 Pages

Jane Eyre: A Quest for True Happiness Charlotte Bronte’s classic heartfelt novel entitled “Jane Eyre” depicts how an unloved orphan constantly wishes for affection and acceptance throughout her life. Even at an early age in life, she never truly understood what it meant to be “loved” and what it means to “love” others. With this, maturing into a young lady definitely opened her eyes to the realities of life. Moreover, the novel also depicts a patriarchal society where women aren’t respected with dignity and equality. In this coming of age novel, discover how a young woman courageously faced her fears and triumphed with love in the end.

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978 Words | 4 Pages

Who better would reveal what happens in closed doors of families in 1800’s United Kingdom with great practice of language than one who had the skills and the experience to? As she, according to bio., Emily Bronte, lived from 1818 to 1848, in Yorkshire, United Kingdom, she wrote poems and novels under her and her sisters: Charlotte and Anne Bronte’s pseudonym “Ellis Bell”. In her only published novel, Wuthering Heights, Emily Bronte authored the narration of two families: Earnshaws and Linton to cognizance their decisions and their motives at Thrushcross Grange. Through Mr. Lockwood and Nelly Dean’s narration, as well as Catherine Earnshaw’s diary entries, she composed a plot of two falling deeply in love but never marrying. Although the novel

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1588 Words | 7 Pages

Bronte 's Jane Eyre transcends the genres of literature to depict the emotional and character development of its protagonist. Although no overall genre dominates the novel exclusively, the vivid use of setting contributes towards the portrayal of Bronte’s bildungsroman (Realisms, 92) and defines the protagonist’s struggles as she grapples with her inner-self, and the social expectations of her gender. The novel incorporates Jane’s frequent conflicts, oppression, isolation and self-examination as she defends her identity and independence. Set amongst five separate locations, Bronte’s skilful use of literal and metaphorical landscapes, nature, and imagery, skilfully intertwines with the plot and denotes each phrase of her maturity.

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800 Words | 4 Pages

Title: Intersecting Struggles: The Influence of African American Civil Rights Movements on Other Minority Campaigns, 1954-1982 The period from 1954 to 1982 marked a pivotal era in American history, defined by fervent civil rights activism. The African American civil rights movements during this period, catalyzed by pivotal events like the Brown v. Board of Education decision, radiated inspiration and hope across a spectrum of marginalized groups. The civil rights campaigns for women, Latinos, and American Indians echoed the efforts of the African American civil rights movements within the same timeframe. While these campaigns shared overarching aspirations and strategies, it is paramount to acknowledge the individual historical contexts,

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1379 Words | 6 Pages

While mankind has made substantial progress in ridding the world of diseases, mental illnesses are still prominent, and often overlooked. In the novel Wuthering Heights, Emily Brontë highlights illnesses caused by tensions in order to construct a world where mental health problems and internal struggles take on a life of their own. In the case of Catherine Earnshaw Linton and Heathcliff Earnshaw, the body follows the mind 's descent into distress, with mental illness inflating strenuous circumstances. On the surface, the fevers and hallucinations are nothing more than a plot point orchestrated to spawn grief.

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2102 Words | 9 Pages

Obsession and Self-Alienation in Wuthering Heights and Frankenstein One of the most prevalent themes in Emily Brontë’s Wuthering Heights and Mary Shelly’s Frankenstein is that of obsession. Obsession is the restless driving force by which the characters in Wuthering Heights and Frankenstein are taken down the path of self-alienation. In Wuthering Heights two, very closely related, obsessions are a driving force behind the events that take place throughout the novel.

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470 Words | 2 Pages

As teenagers we sometimes forget the importance of our parents opinion. So not letting them make you you, but giving them a say letting them have their opinion on what they think, as they are older than us. So we could take a lot away from this novel. Most importantly not letting people drive your life, but you driving

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1507 Words | 7 Pages

Emily Brontë approaches the idea of sickness and death of the characters in her novel Wuthering Heights in a peculiar way. The characters that are ill are usually mentally ill, and their deaths often result from physical ailments derived from mental illness. The drive for revenge and desire for love that reigns among the characters often lands them in stressful situations that cause them to spiral downward into these mental illnesses. Emily Brontë’s emphasis on the motif of sickness and death in Wuthering Height deepens the drama of the plot and constructs more complicated relationships between the characters.

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