Presentation of Cathy

Big Question: Is Cathy the

feminist heroine of the novel?

Big Question: Is Cathy the

feminist heroine of the novel?
Big Question: Is Wuthering Heights simply a
story about love?

Thinking Laterally
What is Thinking Laterally?
Using Your Hats
 You will analyse different images that are linked to the
novel.
 Each of you will wear a different type of hat and
therefore will employ different thinking skills
 This will ensure you will approach the image from all
angles
 The blue hat wearer will be the scribe for all your ideas
and will be responsible for chairing the discussion
 When you hear a whistle blow you must change hats.
 Questions to Consider
 How does the image link to the novel?
 How is the theme represented? Think layers of
meaning
 What evidence support your gut/instinctive thoughts
about the image’s meanings?
 As a group, present to the rest of the class, your conclusions about the
images and their relevance to the novel.
 Remember to keep a focus on Wuthering Heights.
The Setting

Big Question: How do the settings of the

novel contribute to the love story?
Group Work
 Setting in Wuthering Heights plays a vital role
in revealing to the reader meanings about
characters, emotions and relationships
 Explore how Bronte describes the weather,
nature and the two main settings – TG and WH
 How does she use binary opposition?
 What language does she use to describe the
settings – analyse
 Chapters – 2, 6, 7, 9, 12, 13, 22, 29, 32 & 34.
How do the settings of the novel link to H/cliff and Cathy’s r/ship and
themes throughout the novel?
Narrative Voice and Points of View
Big Question: How can
narrative voice affect the
reception of a story?
Definitions of Narration
 1st person – story told from the narrator’s eyes
 Unreliable narrator – elements of doubt
introduced in a narration, only view the judgment
of the narrator.
 3rd person – distanced; ‘he said, she said’ type of
narrative
 Omniscient narrator – god-like, all knowing
narrator; thoughts and feelings of all characters
explored
 Free – indirect narration – 3rd person voice shifts
into something more like the thoughts and
feelings of a character, expressed directly to the
reader.
 Stream of consciousness – form of 1st person
narration, where there is spontaneous outpouring
of thoughts and feelings – like the reader has
direct access to the inner workings of the
narrator.
 Introducing
The narrator Lockwood
is a creation – the
of the author used‘Frame
to: Narrator’
– organise
– select
– present information.
The narrator may also:
– comment and judge
– directly address the reader
– be a participant in the story
– be a detached observer
– be ‘transparent’, appearing to speak with the voice of the author.
 Task
 In pairs, consider the extracts from
Lockwood’s narration from the beginning of
the novel
 You will find that the narrative voice can
cross over and merge more than one
definition
 Explore, as a reader, what the effect of the
narrative voice in your passage is. How has
Bronte created the narrative voice? Make
comments on the following:
 Sentence Lengths and structures
 Lexical choices
 Formality
 Structure of the piece as a whole.
 Feedback
 Based on these extracts, what sort of narrator would you say Lockwood is?
Use the descriptions below to help you define the type of narrator Emily
Brontë has created in Lockwood.
 Experimenting with Voice
 Look at the two extracts and in groups of four, read the two
extracts and talk about the following questions.
 Of the two extracts which narrative voice appears more subjective?
 Which narrative voice seems more reliable and accurate?
 Which narrative voice do you find most engaging, or powerful, or
affecting?
How many points of view can you
identify in this image?

Points of View
 Points of View
•In a narrative there can always be more than one
point of view present
•Even in 3rd person narrative events can be seen
through the eyes of one character – focaliser
•1st person narratives can introduce other
viewpoints through literay devices:
• Letters
• Chapters in another voice
• A Frame
• Prologues, epilogues and other documents within
narrative.
 Introducing Nelly
Annotate the two sets of extracts below with
any differences you notice in terms of their
style and language.
Consider:
– vocabulary (for example, is it high or low
frequency? colloquial or Standard English?)
– sentence structure and length (simple,
complex, compound?)
– punctuation (varied, or restricted to commas
and full stops?)
– tone (for example confident or hesitant?)
– the effect of these linguistic choices on the
narrative voice.
 Chapter 4
 Read the beginning to Nelly’s narration and make
notes on what kind of narrator she is
 What information does she choose to reveal?
 What does she choose to conceal?
 How does she present her information?
 Chapter 4
 Find evidence from Ch4 that reflects Heathcliff’s origins and
explains how he fits into the Earnshaw family
 Compare this with evidence that describes Catherine
 Is there any suggestion that Nelly is exaggerating or
emphasizing certain traits over others?
 Feedback
 Based on these extracts, what sort of narrator would you say
Lockwood is? Use the descriptions below to help you define the
type of narrator Emily Brontë has created inNelly.
Wuthering Heights
A feminist novel?
Big Question: to what extent
would you agree that Bronte
has created a feminist work
of literature?
Which is most masculine?
Why?
 Heathcliff and Hindley’s
Presentation

 How does the female narrator, Nelly, present the male characters,
Heathcliff and Hindley?
 What language does she use?
 What viewpoints about these male characters does she present to
the reader?
 How does the dialogue affect our perception of Heathcliff and
Hindley?
 As a first impression, who does Bronte want us to side with; who is
more masculine? Why?
Heathcliff & Cathy’s Relationship
Group Task:
Find suitable quotations from Chs 6-7 that reflect the relationship
between Cathy and Heathcliff as Children For each
chapter/evidence you should:

1. Explore what the quote shows about the character. Come up

with a variety of meanings for the reader.
2. Analyse specific language/structure techniques found in the
quote.
3. Explore the different effects these techniques have
individually (connotations of language)
4. Evaluate how they work together – what meaning is created
when they are combined.
5. Hypothesise what Bronte’s intended effect might have been
6. Explore the quote from a different perspective e.g. Marxist,
psychoanalytical, feminist etc.
 Pair and Share
 Pair up with the opposite chapters and feedback key
quotes and analysis
 Make links and connections between the
quotes/characters that help build an evaluative
approach to the r/ship Which aspects of
the quotations
seem important
What quotations why?
did you select from
your chapter? Does your chapter
What does each
Why? aid the
quotation reveal
presentation of
about Cathy’s
Cathy as a
presentation?
feminist heroine?
 Write it up AO2 Style
 How is Cathy’s  Is Cathy
relationship with considered the
Heathcliff feminist heroine
presented as a of the novel?
child?
 AO2 Writing Frame
1. Write a sentence that answers an aspect of the question (use
key words from the question)
2. Embed a quotation from the extract that supports the opening
sentence
3. What does the quotation reveal to the reader about the
character and/or their relationship to another? (You must think
beyond the obvious ideas)
4. Which word(s)/devices/punctuation features help give you the
ideas from step 3? Use accurate terminology and explore the
connotations of the device.
5. E valuate why Bronte chooses to use this specific
language/device? What’s the bigger picture for the reader
about the relationship?
6. Finally, consider if this evidence and analysis highlight a
common idea about the character or relationship or, can you
spot differences/changes throughout the novel?
 PEER ASSESSMENT
A – Acknowledge a strength in the
AO2/AO1 Criteria Achieved
paragraph
An interpretation is made _____________________________
about the character that is _
clear but insightful.
Supported with a relevant I – Set an improvement task
quotation. _____________________________
_
There is an explanation of
what the quotation reveals
about the character that is R – Respond to your partner’s
implicit and shows inference.
improvement task in green pen.
Specific aspect(s) of the
quotation are dissected using
accurate terminology.
The typicality of the quotation
is evaluated against the rest
of the novel.
 The Demise of Cathy
Big Question: Why does Cathy
die in the middle of the novel?
 Starter
 Look at the image –
what does it represent
about Wuthering
Heights?
 Where can you see
evidence of the novel’s
themes?
 Ext: speculate how
this image could link
to the role of
Catherine Earnshaw
in the first half of the
novel.
 Chapter 9
1. What is revealed to the reader about Cathy from her
dialogue with Nelly?
2. What role does Nelly play in the dialogue?
3. How are Cathy’s actions described by Bronte? What
impact does it have on our relationship with her?
4. What’s the significance of the religious imagery?
5. How important is this exchange in Ch9 to the
relationship between Cathy and Heathcliff?
‘And he will be rich, and I shall like to be the greatest woman of the
neighbourhood, and I shall be proud of having such a husband.’
‘I love the ground under his feet, and the air over his head, and everything he touches,
and every word he says. I love all his looks, and all his actions, and him entirely and
altogether. There now!’
‘It would degrade me to marry Heathcliff now; so he shall never know
how I love him: and that, not because he’s handsome, Nelly, but
because he’s more myself than I am.’
‘Whatever our souls are made of, his and mine are the same; and
Linton’s is as different as a moonbeam from lightning, or frost from
fire.’
 Write it up AO2 Style
 How important is  Is Cathy
Cathy’s considered the
presentation in feminist heroine
Chapter 9? of the novel?
 AO2 Writing Frame
1. Write a sentence that answers an aspect of the question (use
key words from the question)
2. Embed a quotation from the extract that supports the opening
sentence
3. What does the quotation reveal to the reader about the
character and/or their relationship to another? (You must think
beyond the obvious ideas)
4. Which word(s)/devices/punctuation features help give you the
ideas from step 3? Use accurate terminology and explore the
connotations of the device.
5. E valuate why Bronte chooses to use this specific
language/device? What’s the bigger picture for the reader
about the relationship?
6. Finally, consider if this evidence and analysis highlight a
common idea about the character or relationship or, can you
spot differences/changes throughout the novel?
 PEER ASSESSMENT
A – Acknowledge a strength in the
AO2/AO1 Criteria Achieved
paragraph
An interpretation is made _____________________________
about the character that is _
clear but insightful.
Supported with a relevant I – Set an improvement task
quotation. _____________________________
_
There is an explanation of
what the quotation reveals
about the character that is R – Respond to your partner’s
implicit and shows inference.
improvement task in green pen.
Specific aspect(s) of the
quotation are dissected using
accurate terminology.
The typicality of the quotation
is evaluated against the rest
of the novel.
Do you agree?
Simone de Beauvoir suggests
that for a woman, “to love is
to relinquish everything for
the benefit of a master.” De
Beauvoir describes the
character of Cathy becoming
the classic ‘woman in love’
surrendering her identity to the
man she loves. Her cry “is the
cry of every woman in love;
she is another incarnation of
her loved one, his reflection,
his double: she is he.”
Why does Cathy die in the middle of the
novel?
What is the message presented by Bronte?
What legacy does she leave behind?
Critical Views
 There are many different ways to read into
Cathy’s character and especially her
relationships with Heathcliff and Linton
 Consider how a feminist would read her role in
comparison to say a Marxist viewpoint.
 What would be a psychoanalytical approach to
the r/ship between Cathy and the men in the
novel?
‘Women characters are
primarily presented as those
who suffer and endure.’
Explore the extent to which you agree with this
statement, considering the role of women in
Wuthering Heights.

Challenge: compare this with the women in Gatsby.

 The Impact of Cathy’s Death on
Heathcliff
 What is the significance of where Heathcliff is when
he hears the news? (AO1/2)
 What do you notice about Nelly’s comments on
Heathcliff when she tells him the news? (AO1)
 Why is so much time spent upon the process in which
Cathy died? (AO3)
 What language does Bronte use to express
Heathcliff’s suffering? Why? (AO2)
 Is there evidence of the gothic genre in this section?
(AO3)
Young Cathy
Big Question: Is young Cathy’s presentation
by Bronte different in any way to her
mother’s?
Pair Work
• Pg137 -142 Identify and explore the effect of
language relating to Cathy’s appearance,
behaviour, relationships and dialogue.

Expected: Interpret the role of Cathy in the novel by, identifying and
commenting on language and structural devices.
Explore the variety of the meanings created from specific devices when
evaluating the role of characters.
Challenge: Make comparisons between sections of the novel and r/ships.
Consider Bronte’s intentions with Young Cathy’s presentation.
Consider the contribution of Nelly’s narrative voice in our reception of
Young Cathy.
 ‘and she sprang up as gay as a fairy, sheltered by her wide-brimmed
hat and gauze veil from the July sun, and trotted off with a merry
laugh, mocking my cautious counsel to avoid galloping, and come
back early.’

 ‘This exclamation was caused by her pushing the hat from her head,
and retreating to the chimney out of my reach.’

 ‘Now, get my horse,’ she said, …‘And you may come with me. …but
make haste! What’s the matter? Get my horse, I say.’

Help Quotes
Big Question: Is young Cathy’s presentation by
Bronte different in any way to her mother’s?
1. Write a sentence that answers an aspect of the question (use
key words from the question) (AO1)
2. Embed a quotation from the extract that supports the opening
sentence (AO1)
3. What does the quotation reveal to the reader about the
character and/or their relationship to another? (You must think
beyond the obvious ideas) (AO2)
4. Which word(s)/devices/punctuation features help give you the
ideas from step 3? Use accurate terminology and explore the
connotations of the device. (AO1/2/5)
5. E valuate why Bronte chooses to use this specific
language/device? What’s the bigger picture for the reader
about the relationship? (AO3)
6. Finally, consider if this evidence and analysis highlight a
common idea about the character or relationship or, can you
spot differences/changes throughout the novel or other novels
such as female roles in Gatsby? (AO4)
 PEER ASSESSMENT
A – Acknowledge a strength in the
Criteria Achieved
paragraph
An interpretation is made about _____________________________
the character that is clear but _
insightful. (AO1)
Supported with a relevant I – Set an improvement task
quotation. (AO1) _____________________________
_
There is an explanation of what
the quotation reveals about the
character that is implicit and R – Respond to your partner’s
shows inference. (AO2)
improvement task in green pen.
Specific aspect(s) of the
quotation are dissected using
accurate terminology. (AO2)
The typicality of the quotation is
evaluated against the rest of the
novel or other literature. (AO3/4)
 Linton & Heathcliff
BIG QUESTION: Bronte uses the role of the children in
the novel to further her presentation of Heathcliff as
villain – how far do you agree?
 AO2 Relay
 Read and annotate the quotations for features and
devices that Bronte uses to present Linton’s character.
 After 30 seconds pass the quotation on and receive a
new quotation – add more annotations that have not yet
been explored. Repeat 3 times.
Challenge:
Expectation:
Identify accurately and
Identify accurately
analyse the impact of other
and explore the
structural devices such as
connotations of
sentence clauses and
specific words and
punctuation.
phrases.
Make the links and
Evaluate their impact
connections to wider
on Linton’s
themes and motifs already
presentation.
explored in the novel.
 Chapter 20
Thinking Questions:
 How does seeing Linton’s anticipation in the opening of
the chapter increase Heathcliff’s villainy? Consider his
dialogue with Nelly
 Can we really blame Heathcliff for his disappointment
in his son? Consider the Victorian era and attitudes
towards men.
 What does Heathcliff’s dialogue reveal about his
feelings towards Linton that may appear villainous?
 Why does Linton refuse the food? Make a link between
this and his mother’s letter in Ch13.
 Was Nelly right to leave Linton?
 Chapter 21
Cathy Hareton
 How does Cathy’s encounter  Pgs 158-159 – how is Hareton
with Heathcliff affect his described? Is he like his
presentation as a villain? father, Hindley?
 Where is the evidence of her  How does Heathcliff view his
naivety and innocence? r/ship with him? Does he
 Why is she presented in this manipulate it in any way?
way?  Pg160 – how do Linton’s
 How does this compare to actions differ from Hareton’s?
the Cathy in Ch2? What  Could it be argued that
does it suggest about Linton’s taunts of Hareton are
Heathcliff and WH’s more like that of Hindley’s than
influence on her nature? they would be Heathcliff’s?
What are your final thoughts?
BIG QUESTION: Bronte uses the role of the children in
the novel to further her presentation of Heathcliff as
villain – how far do you agree?
 Preparation for next week
 CH21 – Significance of the letters as a tool in the novel – why do Cathy and
Linton write to one another? How does Nelly feel about it? Why does she
stop it?

 CH22- What is the significance of Cathy being out on the moors again when
she encounters Heathcliff? How does he manipulate her good nature?

 CH23 – What parallels can you draw between Cathy and Linton’s fiery
exchange and Catherine and Heathcliff’s relationship? How does Linton use
his illness in this chapter? What does it reveal about him and about Cathy?
Why is there so much illness and death used in the novel thus far?
 Symbolism in the Novel
Big Question: Bronte’s use of setting could be viewed as a
symbol for human behaviours – how and why?
1. Choose an image – what does it represent in the novel?
2. Which characters/Chapters does it link to?
3. What’s the significance of the symbol?
4. THINK HARD: How is the use of the symbol influenced by Bronte’s
own life or her social message?
Bronte’s use of setting could be viewed
as a symbol for human behaviours
Analysis Toolkit
1. What does the line reveal to
 Some key chapters: the reader about the setting?
1,6,9,16,22,23,25,34 (AO1)
2. Which methods or words
used by Bronte help support
 Select the quotations that describe the the view in step 1? (AO2)
3. What are the connotations for
setting in some way and analyse how
the reader, including the tone
Bronte uses the setting. it sets? (AO2)
4. Evaluate why Bronte has
used this specific
 How does the setting reflect the mood language/device? (AO2/3)
of the chapter or the timeline of the 5. Finally, consider if this
plot? evidence and analysis
What’s the link highlight a common idea
between the about the setting or, can you
setting description spot differences/changes
and human throughout the novel or other
behaviours?? novels such as settings in
Gatsby? (AO4)
 Carousel Feedback
 You cannot write about everything so select the
Big Question:
most significant information
Bronte’s use of
 Find 4 people in the room to fill in the boxes to
help you build a well rounded analysis of the setting could be
setting. viewed as a
 Challenge: find people who can directly symbol for human
challenge/contrast your previous point so that behaviours – how
you can make link and connections, evaluate the and why?
different interpretations of the setting’s
symbolism.
 Where is the How important is
question addressing setting in each
the assessment novel and indeed
objectives? What do throughout
they remind you to Literature of Love?
do?

Typically, a writer’s use of setting could be viewed as a

symbol for character behaviours and relationships
By comparing two prose texts, explore the extent to
which you agree with this statement.

Which elements Which elements

of WH and of WH and
Gatsby support Gatsby refute the
the statement? statement?
 Create your Plan
Gatsby Wuthering Heights
 What are the settings throughout  What are the settings throughout the
the novel’s plot? novel’s plot?
 What happens in each of the  What does each setting symbolise
settings? Do they symbolise about the characters and
anything significant throughout the relationships? How and why is
story? movement managed between the
settings?
 How would you categorise the
 How would you categorise the love
love story in Gatsby? Does setting
story in WH? Does setting play a
play a part in it? part in it?
 How does Fitzgerald describe the  How does Bronte describe the
settings? Do these descriptions settings? Do these descriptions have
have significance in the mood and significance in the mood and
behaviours of the characters? behaviours of the characters?
 How does Fitzgerald’s own life  How does Bronte’s own isolation
affect his representation of affect how she presents the
setting? importance of setting?
 Does the 1920’s urban American  What significance is the rural
backdrop affect the importance of Victorian British setting to the love
setting and the love presented? presented?
 Modelling AOs in a Paragraph
Choose a quotation from your plan for either novel that supports
the view of the statement.
AO1 -What’s the interpretation you want to make about the link between
setting and character behaviour?
AO2- Why did you select this quotation? What does the language reveal about
the setting? Be specific and develop more than one analysis.
AO3- How does the social/historical context affect the writer’s choice of
setting?
AO5- How could you argue that the setting does not play an important role in
the behaviours and relationships of characters, and in fact other factors are
greater?
AO5 – CHALLENGE: How might different readings of the novel interpret the
use of settings?
AO4- Could you compare this use of setting to the other prose text? Are they
used similarly or differently by the authors? Don’t forget character behaviours
and relationships.
 Male Voices in Prose
Big Question: How far do you agree that the male
characters in Wuthering Heights are presented as
either tyrant or victim?

Follow up: Are the tyrants the most powerful in

prose?
 Heathcliff Quotation Search
 What are your 10 quotations learned about
Heathcliff?
 Which ones expose him as a tyrant? Which ones a
victim?
 Take a quote and annotate it for specific AO2 features
used by Bronte.
 How do the features used link to other aspects of
Heathcliff’s character?
 Now – how does this compare or contrast to Jay
Gatsby?
 Male Voices Ch25-29
Group 1 – Edgar Linton 1. Find the evidence of male
Tyrant or Victim? representation in these
pages.
Pgs186-187 2. Annotate them for specific
Pg 206 A02 features.
3. Compare these
Group 2 – Linton representations to other
Heathcliff chapters in the novel.
Tyrant or Victim? 4. Think about other male
voices such as Hareton,
Pgs189-193 Lockwood and Joe.
5. Contrast to Jay Gatsby,
Tom Buchannan and Nick
Group 3 – Heathcliff Caraway.
Tyrant or Victim?

Pgs194-201
Pg 207-210
 Heathcliff’s Presentation Ch29
 Work with your partner to  Read the quote from Cathy in Ch29 and
explore the various complete the steps linked to FSL analysis:
interpretations of Heathcliff’s  ‘Nobody loves you-nobody will cry for
representation in the quote you when you die! I wouldn’t be you!’
below: ‘.My presence is as potent 1. AO1 Make your deduction about Cathy here–
on his nerves as a ghost... He what is she thinking/feeling? What does it
wakes and shrieks in the night...and show about Heathcliff?
calls you to protect him from me.’ 2. AO2- Analyse the language – what do you
 You must explore at least 3 notice about the emotions Cathy makes
reference to?
different features in the quote
3. AO2 – Analyse individual aspects – what does
that reveals certain aspects of the repetition of nobody enhance?
Heathcliff’s character. 4. AO2 – How do the exclamatives affect
 Assess how he values Linton as Heathcliff’s presentation?
his son from this quote and 5. AO1 – Evaluate if this quotation is what you
whether he is justified in being expect from Cathy based on your previous
knowledge – explain why.
this way towards him and young
Cathy.
 Option 1 Task  Option 2 Task
 Ch29 Analysis
 Is Heathcliff a tyrant or a victim in this chapter – or is he
something else?
 What does this chapter remind us about:
a) The novel’s genre?
b) Heathcliff’s past life?
 What imagery does Bronte use in Heathcliff’s monologue?
why?
 How does Heathcliff’s description of his dream link to Cathy’s
dream in Chapter 9?

 THINK HARD: How does Heathcliff’s presentation compare

and contrast to Gatsby’s in Ch7 of the novel? Why? (Think
AO3)
 Who dies and who survives?
 Does this have an impact on the presentation of male
voices in the novel?
 Does it affect who we think Bronte wants us to prefer?
 Do all Tyrants in the novel get their ‘comeuppance’?
 Do the victims prevail to be victors?
 ‘Both doors and lattices were open; and yet, as is
usually the case in a coal district, a fine, red fire
illumined the chimney; the comfort which the eyes
derives from it, renders the extra heat endurable.’

What’s the consequence of

Heathcliff’s Death?
 Analysis of Heathcliff’s final days
 Chapters 32-34
1. How does Heathcliff react to the developing relationship between
Hareton and Young Cathy?
2. What does Nelly’s anecdote about the blackcurrant bushes
foreshadow about Cathy’s role after Heathcliff’s death?
3. What does Hareton feel for Heathcliff? Does this affect his relationship
with Cathy?
4. Does Heathcliff seem as tyrannical as he does in previous chapters?
5. How does Heathcliff’s obsession with dying develop further in the final
chapter? What symbols and motifs does Bronte make use of and why?
6. How is his death described? Any significance to this?
7. Who mourns his death the most?
8. Why does Bronte include the incident of the little boy on the moors?
9. Could we consider Heathcliff a Byronic Hero (unruly and brutal, yet
romantic)
 ‘I lingered round them, under that benign sky;
watched the moths fluttering among the heath, and
hare-bells; listened to the soft wind breathing
through the grass; and wondered how any one could
ever imagine unquiet slumbers for the sleepers in
that quiet earth.’

What’s the significance of

Lockwood’s final narration?