MLA
Enter a term to search the site
Adv. search | Search tips | Log in
Resources Job List publications bookstore style convention governance membership






Add to Cart
Approaches to Teaching Emily Brontë's Wuthering Heights

Editor(s): Sue Lonoff, Terri A. Hasseler

Pages: vii & 195 pp.
Published: 2006
ISBN: 9780873529938 (paperback)
ISBN: 9780873529921 (hardcover)

"Wuthering Heights is a major literary text taught in a wide variety of courses, from freshman writing courses to graduate seminars. This excellent addition to the MLA Approaches to Teaching series is not only needed and useful but mandatory."
Anne Humpherys, Graduate Center, CUNY

"Stimulates the reader who is also a teacher to ponder fundamental questions again."
Archiv



Emily Brontë's Wuthering Heights has long held a high position in the academy and in popular culture. It is taught at levels from high school English to doctoral studies and has been adapted in enough film and television versions that many students who know nothing about the book know who Heathcliff is. Nevertheless it is not an easy novel to teach. Thus in addition to surveying experienced teachers of Wuthering Heights, the editors sought to learn directly from students what in the novel was difficult for them and what worked best in engaging their interest. As a result, the approaches suggested in this volume reflect practices that have proved successful for both students and teachers.

Part 1 of this Approaches volume, "Materials," surveys and assesses the available editions of Wuthering Heights, identifies editions of other works by Emily Brontë, reviews biographies and other background materials, notes the critical studies most frequently mentioned as useful by instructors, and provides an annotated list of resources on the Internet.

Among the classroom strategies described in part 2, "Approaches," are the following:
  • Uncovering the hidden elements of race, gender, and class through close analysis of the narrative
  • Teaching the novel from the vantage point of gothic conventions, biographies of Brontë family members, the debates about the place of the novel in the canon
  • Helping students engage with theory after identifying and critiquing their "perspective-free" positions
  • Considering the circularity of the novel, the reliability of the narrators, the complexity of character development
  • Familiarizing students with historical and legal documents to reveal social and economic issues of the period like child custody and women's property rights
  • Comparing film and TV adaptations with one another and with the novel itself
  • Using recordings to consider how hearing the speech of characters brings to light issues of social class, age, and gender

Contributors
Suzy Anger
Frances Beer
Dean de la Motte
Kamilla Elliott
Laraine Fergenson
Catherine R. Hancock
Tamar Heller
Diane Long Hoeveler
Paula M. Krebs
Tricia Lootens
Carine M. Mardorossian
Beth Newman
Barry V. Qualls
Maureen T. Reddy
Leilani D. Riehle
Patsy Stoneman
Lisa Surridge
Paul Vita

Table of Contents

Preface to the Series

Preface to the Volume

PART 1: MATERIALS Sue Lonoff

Courses and Course Designs
Editions
The Instructor's Library
Other Works by Emily Brontë
Biographies and Background Studies
Critical and Theoretical Studies
Additional Contextual Materials
Wuthering Heights: A Family Tree
What Students Say about Approaching Wuthering Heights

PART 2: APPROACHES

Introduction
Terri A. Hasseler

Historical and Social Contexts

Wuthering Heights in Its Context(s)
Beth Newman

Geometries of Race, Class, and Gender: Identity Crossing in Wuthering Heights
Carine M. Mardorossian

Victorian Border Crossings: Thinking about Gender in Wuthering Heights
Barry V. Qualls

Teaching the Language of Domestic Violence in Wuthering Heights
Catherine R. Hancock

Literary and Disciplinary Contexts

Haunted Bodies: The Female Gothic of Wuthering Heights
Tamar Heller

Biographical Keys to the Heights
Frances Beer

Wuthering Heights in the Culture of the English Department
Paula M. Krebs

Theories of Interpretation

"The Writing on the Wall": Interpreting Wuthering Heights in a Class on Theories of Interpretations
Suzy Anger

Teaching Wuthering Heights as Fantasy, Trauma, and Dream Work
Diane Long Hoeveler

The Narrative Design of Wuthering Heights: Interpreting the Telling of the Tale
Leilani D. Riehle

Wuthering Heights, Women, and the Law: A Historical Approach
Lisa Surridge

Evading "the Secret Truth" in Wuthering Heights: Film and Visual Illustration in Teaching Critical Theory
Patsy Stoneman

Imagining and Reimagining Wuthering Heights

Teaching Wuthering Heights through Its Film and Television Adaptations
Kamilla Elliott

Hearing Class in Class: Using Audio Excerpts to Teach Wuthering Heights
Dean de la Motte

Teaching Wuthering Heights Intertextually: The Example of Alice Hoffman's Here on Earth
Maureen T. Reddy

Building Skills through Teaching Wuthering Heights

Teaching Emily Brontë's Poetry and Wuthering Heights in a First-Year Composition Course

Tricia Lootens

Teaching Wuthering Heights through Close Reading / Teaching Close Reading through Wuthering Heights
Paul Vita

Using Collaborative Learning to Teach the Themes of Education, Ignorance, and Dispossession in Wuthering Heights
Laraine Fergenson

Notes on Contributors

Survey Participants

Works Cited

Editions of Wuthering Heights
Audio, Film, and Video Resources
General Works

Index



Add to Cart

 

Search Bookstore


View Cart

Online Payment Processing
 
© 2014 Modern Language Association. Last updated 06/01/2010.