Novels (e.g., Frankenstein, Wuthering Heights) -

Novels (e.g., Frankenstein, Wuthering Heights) ?

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I can’t find any places called “Novels (e.g., Frankenstein, Wuthering Heights)” in Vasai-Virar.

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What is Novels (e.g., Frankenstein, Wuthering Heights) ?

The query “Novels (e.g., Frankenstein, Wuthering Heights)” refers to classic works of fiction, specifically novels.

Novels are extended fictional narratives written in prose. They typically feature complex characters, intricate plots, and explore various themes and ideas.

Frankenstein by Mary Shelley and Wuthering Heights by Emily Brontë are iconic examples of novels, particularly within the Gothic and Romantic literary movements.

Frankenstein delves into themes of creation, ambition, and the consequences of playing God, through the story of Victor Frankenstein and his monstrous creation.
Wuthering Heights explores themes of love, revenge, and social class, set against the backdrop of the desolate Yorkshire moors.

Both novels are considered classics due to their enduring impact on literature and their exploration of timeless human experiences. They are often studied in academic settings and remain popular with readers today.

Who is required Novels (e.g., Frankenstein, Wuthering Heights) ?

I couldn’t find any places called “Novels (e.g., Frankenstein, Wuthering Heights)” in Vasai-Virar.

Here are some resources that might help you:

You can search for books online using a search engine like Google or DuckDuckGo.
You can visit your local library or bookstore to find books that interest you.
You can ask for recommendations from friends and family.

When is required Novels (e.g., Frankenstein, Wuthering Heights) ?

I can’t find any places called “Novels (e.g., Frankenstein, Wuthering Heights)” in Vasai-Virar.

Here are some resources that might help you:

You can search for books online using a search engine like Google or DuckDuckGo.
You can visit your local library or bookstore to find books that interest you.
You can ask for recommendations from friends and family.

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Where is required Novels (e.g., Frankenstein, Wuthering Heights) ?

I could not find any places called “Novels (e.g., Frankenstein, Wuthering Heights)” in Vasai-Virar.

Here are some resources that might help you:

You can search for books online using a search engine like Google or DuckDuckGo.
You can visit your local library or bookstore to find books that interest you.
You can ask for recommendations from friends and family.

I hope this helps!

How is required Novels (e.g., Frankenstein, Wuthering Heights) ?

It seems you’re asking about the relevance or purpose of reading novels like Frankenstein and Wuthering Heights. These novels, and literature in general, are “required” or valuable for a variety of reasons:

Understanding the Human Condition: These novels explore fundamental aspects of human existence like love, loss, ambition, revenge, and the consequences of our actions. They offer insights into complex emotions and motivations, helping us better understand ourselves and others.
Developing Empathy: By immersing ourselves in the lives and experiences of fictional characters, we develop empathy and the ability to see the world from different perspectives. This is crucial for fostering understanding and compassion in our interactions with others.
Exploring Social and Historical Contexts: These novels are products of their time and reflect the social, cultural, and historical contexts in which they were written. Reading them allows us to learn about different eras and understand how societal norms and values have evolved. Frankenstein, for example, touches on Enlightenment ideas about science and reason, while Wuthering Heights reflects Victorian social structures and class divisions.
Enhancing Critical Thinking and Analytical Skills: Analyzing literary works requires us to think critically about themes, characters, plot structures, and the author’s use of language. This strengthens our analytical skills and our ability to interpret complex information.
Improving Language and Communication Skills: Reading complex texts like these expands our vocabulary, improves our understanding of grammar and syntax, and enhances our overall communication skills.
Enjoyment and Entertainment: Beyond their educational value, novels provide entertainment and escapism. They offer us the opportunity to immerse ourselves in different worlds and experience a range of emotions.

Therefore, while not “required” in a strictly mandatory sense for everyone, these types of novels are highly valuable for personal and intellectual growth. They enrich our understanding of the world and ourselves, and contribute to our development as well-rounded individuals.

Case study is Novels (e.g., Frankenstein, Wuthering Heights) ?

While novels like Frankenstein and Wuthering Heights aren’t case studies in the traditional sense (like those used in business or medicine), they can be analyzed as if they were case studies. Here’s how:

What is a case study?

A case study is an in-depth examination of a specific instance or phenomenon. It involves detailed analysis of a person, group, event, or situation to understand underlying principles, patterns, or causes.

How can novels be treated as case studies?

Character Analysis: Characters in novels can be treated as “cases” with their own unique psychology, motivations, and behaviors. For example:
- Frankenstein: Victor Frankenstein can be studied as a case of ambition leading to disastrous consequences, or as a study of guilt and responsibility. The creature can be analyzed as a case of nature versus nurture, or as a representation of societal rejection and alienation.
- Wuthering Heights: Heathcliff can be examined as a case of destructive revenge and obsession, while Catherine Earnshaw can be studied as a case of conflicting desires and social pressures.
Thematic Analysis: The central themes of a novel can be explored as “cases” of broader societal or philosophical issues. For example:
- Frankenstein: The novel can be a case study of the dangers of unchecked scientific advancement, or the ethical implications of playing God.
- Wuthering Heights: The novel can be a case study of the destructive power of social class and its impact on relationships, or the complexities of love and passion.
Contextual Analysis: The historical and social context in which the novel was written can be considered as part of the “case.” This involves examining how societal norms, beliefs, and events influenced the author and the work.

Benefits of using novels as case studies:

Rich Source of Data: Novels offer a wealth of information about human behavior, motivations, and social interactions.
Exploration of Complex Issues: They allow for in-depth exploration of complex issues and dilemmas in a narrative format.
Development of Analytical Skills: Analyzing novels as case studies enhances critical thinking, interpretation, and analytical skills.

In conclusion, while not traditional case studies, novels like Frankenstein and Wuthering Heights can be valuable tools for exploring human nature, societal issues, and complex themes. By analyzing characters, themes, and contexts, we can gain deeper insights into the human condition and develop our analytical abilities.

COURTESY : WatchMojo.com

White paper on Novels (e.g., Frankenstein, Wuthering Heights) ?

While there isn’t a formal “white paper” in the traditional business or technical sense specifically on novels like Frankenstein and Wuthering Heights, we can create a conceptual outline of what such a white paper might entail.

Title: The Enduring Relevance of Classic Novels: A White Paper on Frankenstein and Wuthering Heights

Abstract: This white paper explores the enduring relevance of classic novels, using Mary Shelley’s Frankenstein and Emily Brontë’s Wuthering Heights as case studies. It examines their historical and social contexts, analyzes their key themes and characters, and discusses their continued importance in contemporary society.

1. Introduction

Briefly define classic literature and its significance.
Introduce Frankenstein and Wuthering Heights as iconic examples.
State the purpose of the white paper: to demonstrate the ongoing value of these novels.

2. Historical and Social Context

Frankenstein:
- Discuss the Romantic era and its emphasis on emotion, individualism, and nature.
- Explore the influence of scientific advancements and philosophical ideas of the time.
- Examine the social anxieties surrounding industrialization and societal change.
Wuthering Heights:
- Discuss the Victorian era and its social structures, class divisions, and moral codes.
- Explore the influence of Gothic literature and its themes of darkness, mystery, and the supernatural.
- Examine the social constraints placed on women and the exploration of female identity.

3. Thematic Analysis

Frankenstein:
- The dangers of unchecked ambition and scientific hubris.
- The nature of creation and the responsibility of the creator.
- The themes of alienation, isolation, and the search for belonging.
Wuthering Heights:
- The destructive power of love, passion, and revenge.
- The impact of social class and its influence on relationships.
- The exploration of nature versus nurture and the complexities of human nature.

4. Character Analysis

Frankenstein:
- Analyze Victor Frankenstein as a flawed protagonist driven by ambition and guilt.
- Examine the creature as a complex character seeking acceptance and understanding.
Wuthering Heights:
- Analyze Heathcliff as a Byronic hero consumed by revenge and obsession.
- Examine Catherine Earnshaw as a character torn between love and social status.

5. Contemporary Relevance

Discuss how the themes and issues explored in these novels continue to resonate with modern readers.
Explore their influence on contemporary literature, film, and popular culture.
Highlight their value in education and their contribution to personal and intellectual development.

6. Conclusion

Reiterate the enduring significance of Frankenstein and Wuthering Heights.
Emphasize the importance of engaging with classic literature to gain insights into the human condition and the world around us.

This outline provides a framework for a white paper that argues for the continued relevance of classic novels. By analyzing their historical context, themes, and characters, we can understand why these works continue to captivate and challenge readers today.Sources and related content

Industrial application of Novels (e.g., Frankenstein, Wuthering Heights) ?

While Frankenstein and Wuthering Heights are works of fiction, they offer valuable insights that can be applied to various industries, particularly in navigating ethical dilemmas, understanding human behavior, and fostering innovation. Here are some examples:

1. Technology and Artificial Intelligence:

Frankenstein’s Monster as a cautionary tale: The creation of Frankenstein’s monster serves as a powerful metaphor for the potential dangers of unchecked technological advancement, particularly in fields like AI and genetic engineering. It highlights the importance of considering ethical implications, potential unintended consequences, and the responsibility of creators for their creations.
Human-centered design: The novel emphasizes the importance of considering the social and emotional needs of any creation, be it a physical being or a technological system. This resonates with the growing emphasis on human-centered design in technology, which prioritizes user experience, accessibility, and ethical considerations.

2. Healthcare and Bioethics:

Frankenstein and medical ethics: The novel raises profound questions about medical ethics, particularly in areas like genetic engineering, organ transplantation, and end-of-life care. It prompts discussions about the limits of scientific intervention, the definition of life, and the responsibility of medical professionals.
Patient care and empathy: The creature’s experience of rejection and isolation highlights the importance of empathy and compassion in patient care. It underscores the need for healthcare professionals to consider the emotional and social well-being of patients, in addition to their physical health.

3. Business and Management:

Wuthering Heights and dysfunctional relationships: The toxic relationships in Wuthering Heights offer valuable lessons for understanding dysfunctional dynamics in the workplace. It highlights the destructive impact of revenge, obsession, and unresolved conflicts on team dynamics and organizational performance.
Leadership and emotional intelligence: The novel underscores the importance of emotional intelligence in leadership. It demonstrates how unchecked emotions and poor communication can lead to destructive outcomes, while empathy and understanding can foster positive relationships and effective teamwork.

4. Education and Social Sciences:

Understanding human behavior: Both novels provide rich insights into human behavior, motivations, and social interactions. They can be used in educational settings to explore themes like identity, belonging, social class, and the impact of societal forces on individuals.
Promoting critical thinking: Analyzing these novels encourages critical thinking, interpretation, and analytical skills. It helps students develop a deeper understanding of complex issues and fosters their ability to engage in thoughtful discussions.

In conclusion, while Frankenstein and Wuthering Heights are works of fiction, they offer valuable lessons that can be applied across various industries. By examining their themes, characters, and contexts, we can gain insights into ethical dilemmas, human behavior, and the importance of responsible innovation. Sources and related content

Research and developement of Novels (e.g., Frankenstein, Wuthering Heights) ?

Research and development (R&D) in the context of novels like Frankenstein and Wuthering Heights can be understood in a few different ways, focusing on how these works are studied, reinterpreted, and adapted over time:

1. Scholarly Research:

Literary Analysis: Scholars conduct ongoing research into these novels, exploring their themes, characters, historical context, and literary techniques. This involves:
- Analyzing the language, symbolism, and narrative structure of the texts.
- Examining the influence of philosophical, social, and cultural movements on the authors and their works.
- Investigating the reception and interpretation of the novels throughout history.
Historical Research: Researchers delve into the historical periods in which the novels were written, examining social customs, scientific advancements, and cultural beliefs that shaped the narratives.
Comparative Studies: Scholars compare these novels to other literary works, exploring common themes, influences, and literary traditions.

2. Creative Development:

Adaptations and Reinterpretations:Frankenstein and Wuthering Heights have been adapted countless times into films, plays, television series, and other media. This involves:
- Reinterpreting the stories for new audiences and exploring different perspectives.
- Updating the themes and characters to reflect contemporary concerns.
- Experimenting with different artistic styles and mediums.
Sequels and Spin-offs: Authors have written sequels, prequels, and spin-offs that expand on the original stories and characters. This involves:
- Developing new storylines and exploring uncharted territories within the fictional worlds.
- Creating new characters and expanding the narrative universe.
- Offering alternative interpretations of events and motivations.

3. Educational Development:

Curriculum Development: Educators continuously develop new ways to teach these novels in classrooms, incorporating innovative teaching methods and incorporating interdisciplinary approaches.
Critical Thinking and Analysis: Educational resources are developed to help students analyze the novels critically, fostering their understanding of literary techniques, thematic analysis, and critical thinking.

4. Digital Humanities:

Digital Archives and Databases: Researchers are creating digital archives and databases of materials related to these novels, including manuscripts, early editions, critical essays, and adaptations.
Digital Analysis and Visualization: Digital tools are used to analyze the texts in new ways, such as mapping character relationships, visualizing thematic patterns, and exploring linguistic features.

In essence, R&D in the context of these novels involves ongoing exploration, interpretation, and adaptation. It encompasses scholarly research, creative development, educational innovation, and the use of digital technologies to enhance our understanding and appreciation of these enduring works of literature.Sources and related content

COURTESY : Willow Talks Books

References

^ “New Novels, Published by Mr. Newby, in 3 vols, this day, Wuthering Heights and Agnes Grey, by Acton and Ellis Bell, Esqrs”. The Morning Post. 24 November 1847. p. 1 – via British Newspaper Archive.
^ Jump up to:^a ^b Wiltshire, Irene (March 2005). “Speech in Wuthering Heights: Joseph’s Dialect and Charlotte’s Emendations” (PDF). Brontë Studies. 30: 19–29. doi:10.1179/147489304×18821. S2CID 162093218. Archived from the original (PDF) on 2 December 2013.
^ Nussbaum, Martha Craven (1996). “Wuthering Heights: The Romantic Ascent”. Philosophy and Literature. 20 (2): 20. doi:10.1353/phl.1996.0076. S2CID 170407962 – via Project Muse.
^ Eagleton, Terry (2005). Myths of Power. A Marxist Study of the Brontës. London: Palgrave MacMillan. ISBN 978-1-4039-4697-3.
^ Brontë, Emily (1847). Wuthering Heights. Oxford’s World Classics. pp. 21, 44. ISBN 978-0192833549.
^ Mohrt, Michel (1984). Preface. Les Hauts de Hurle-Vent [Wuthering Heights]. By Brontë, Emily (in French). Le Livre de Poche. pp. 7, 20. ISBN 978-2-253-00475-2.
^ Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Imagination. New Haven: Yale University Press, 2000.
^ Jump up to:^a ^b Hafley, James (December 1958). “The Villain in Wuthering Heights“ (PDF). Nineteenth-Century Fiction. 13 (3): 199–215. doi:10.2307/3044379. JSTOR 3044379. Archived from the original (PDF) on 2 April 2012. Retrieved 3 June 2010.
^ Petyt, K. M. (1970). Emily Bronte and the Haworth Dialect. Yorkshire Dialect Society. ISBN 978-0950171005.
^ Brontë, Emily (1847). Wuthering Heights: A Novel. Vol. 1. Thomas Cautley Newby. Retrieved 13 August 2020 – via Internet Archive; and Brontë, Emily (1847). Wuthering Heights: A Novel. Vol. 2. Thomas Cautley Newby. Retrieved 13 August 2020 – via Internet Archive.
^ “Charlotte Brontë’s 1850 Preface to Wuthering Heights“, British Library online
^ Literature Network » Elizabeth Gaskell » The Life of Charlotte Bronte » Chapter 24
^ Joudrey, Thomas J. (2015). “‘Well, we must be for ourselves in the long run’: Selfishness and Sociality in Wuthering Heights“. Nineteenth-Century Literature. 70 (2): 165–93. doi:10.1525/ncl.2015.70.2.165. JSTOR 10.1525/ncl.2015.70.2.165.
^ “Contemporary Reviews of Wuthering Heights“. Readers Guide to Wuthering Heights online.
^ “Contemporary Reviews of Wuthering Heights“. Readers Guide to Wuthering Heights online.
^ Jump up to:^a ^b Collins, Nick (22 March 2011). “How Wuthering Heights caused a critical stir when first published in 1847”. The Telegraph.
^ “The American Whig Review”. June 1848.
^ Jump up to:^a ^b “Contemporary Reviews of ‘Wuthering Heights’, 1847–1848”. Wuthering Heights UK.
^ Haberlag, Berit (12 July 2005). Reviews of “Wuthering Heights”. GRIN Verlag. ISBN 978-3638395526.
^ “Originally written in German in 1848 by Wilhelm Meinhold, ‘Sidonia the Sorceress’ was translated into English the following year by Lady Wilde, Oscar Wilde’s mother. The painter and poet Dante Gabriel Rossetti was fascinated by the story and introduced William Morris and Edward Burne-Jones to it in the 1850s. Burne-Jones was inspired to paint various scenes from the text including full-length figure studies of Sidonia and her foil Clara in 1860. Both paintings are now in the Tate collection.” Kelmscott Press edition of Sidonia the Sorceress, Jane Wilde, 1893.
^ Rossetti, Dante Gabriel (1854). “Full text of “Letters of Dante Gabriel Rossetti to William Allingham, 1854–1870″”.
^ Swinburne, Algernon Charles (1883). “Emily Bronte”. The Athenaeum. p. 763.
^ Jump up to:^a ^b ^c “Later critical response”, cuny.edu
^ Virginia Woolf, The Common Reader: First series, 1925
^ “Emily Brontë”. Suspended Judgment: Essays on Books and Sensations. New York: G. Arnold Shaw, 1916, p.319.
^ Michael S. Macovski, “Wuthering Heights and the Rhetoric of Interpretation”. ELH, vol. 54, no. 2 (Summer 1987), p. 363.
^ “Great Love Stories Romantic Humbug”. The Buffalo News. 10 April 1971. p. 19.
^ The 100 greatest novels of all time: The list [1].
^ The 100 best novels written in English: the full list [2].
^ The 100 best novels: No 13 – Wuthering Heights by Emily Brontë (1847) [3].
^ Jane Ciabattari: Biography.
^ The 100 greatest British novels [4].
^ 100 must-read classic books, as chosen by our readers [5].
^ The 40 best books to read during lockdown [6].
^ Joun Cwper Powys, Suspended Judgment, p. 319.
^ Virginia Woolf, “Jane Eyre” and “Wuthering Heights”Common Reader: Series 1. London: Hogarth Press, c. 1925.
^ Brontë, Emily (1998). Wuthering Heights. Oxford World’s Classics. Oxford University Press. p. 2. ISBN 978-0192100276.
^ Paul Fletcher, “Wuthering Heights and Lord David Cecil”, The Use of English, Volume 60.2 Spring 2009, p. 105.
^ Paul Fletcher, “Wuthering Heights and Lord David Cecil”, p. 105.
^ “Wuthering Heights and Lord David Cecil”.Paul Fletcher, “Wuthering Heights and Lord David Cecil”, p. 106.
^ Thompson, Paul (June 2009). “The Inspiration for the Wuthering Heights Farmhouse?”. Retrieved 11 October 2009.
^ Jump up to:^a ^b Thompson, Paul (June 2009). “Wuthering Heights: The Home of the Earnshaws”. Retrieved 11 October 2009.
^ “A Reader’s Guide to Wuthering Heights”. Archived from the original on 5 October 2009. Retrieved 13 September 2007.
^ Introductions for The Tenant of Wildfell Hall. Worth Press Limited. 2008. ISBN 978-1-903025-57-4.
^ Brigit Katz, “The House That May Have Inspired ‘Wuthering Heights’ Is Up for Sale”. Smithsonian Magazine online, March 12, 2019
^ “Notes” to Wuthering Heights. Edited by Ian Jack and Introduction and notes by Helen Small. Oxford University Press, 2009, p. 340.
^ Marsden, Hilda (1957). “The Scenic Background of Wuthering Heights”. Brontë Society Transactions. 13 (2): 111–130. doi:10.1179/030977657796548908.
^ Langman, F H (July 1965). “Wuthering Heights”. Essays in Criticism. XV (3): 294–312. doi:10.1093/eic/XV.3.294.
^ Las Vergnas, Raymond (1984). “Commentary”. Les Hauts de Hurle-Vent. By Brontë, Emily. Le Livre de Poche. pp. 395, 411. ISBN 978-2-253-00475-2.
^ Shumani 1973, p. 452 footnote 1
^ Jump up to:^a ^b Shumani 1973, p. 449
^ Jump up to:^a ^b ^c ^d ^e ^f Young, Cathy (26 August 2018). “Emily Brontë at 200: Is Wuthering Heights a Love Story?”. Washington Examiner.
^ Chitham, Edward (1998). The Genesis of Wuthering Heights: Emily Brontë at Work. London: Macmillan.
^ Hagan & Wells 2008, p. 84
^ Allott 1995, p. 446
^ Hagan & Wells 2008, p. 82
^ Reeve, Katherine (2018). “Burying the Madness: Wuthering Heights and Hamlet”. Shakespeare Birthplace Trust.
^ Goldstone, Herbert (1959). “Wuthering Heights Revisited”. The English Journal. 48 (4). National Council of Teachers of English: 185. doi:10.2307/808342. JSTOR 808342.
^ Drabble 1996, p. 136
^ Macqueen, James (June 1826). “Geography of Central Africa. Denham and Clapperton’s Journals”. Blackwood’s Edinburgh Magazine. 19 (113): 687–709.
^ An excellent analysis of this aspect is offered in Davies, Stevie, Emily Brontë: Heretic. London: The Women’s Press, 1994, ISBN 978-0704344013.
^ Elizabeth Gaskell The Life of Charlotte Brontë, London: Smith, Elder & Co., 1857, p.104.
^ Jackson, Rosemary (1981). Fantasy: The Literature of Subversion. Routledge. pp. 123–29. ISBN 978-0415025621.
^ Ian Brinton. Bronte’s Wuthering Heights Reader’s Guides. London : Continuum. 2010, p. 14. Quoting Barker, The Brontes. London: Weidenfeld and Nicholas, 1994.
^ Gérin, Winifred (1966). “Byron’s influence on the Brontës”. Keats-Shelley Memorial Bulletin. 17.
^ Doody 1997, p. 1
^ Scott 1834, p. 129
^ Manning 1992, p. xxv
^ Scott 1834, p. 129
^ Jump up to:^a ^b Moers 1978
^ Manning 1992, pp. xxv–xxvii
^ McCrum, Robert (12 January 2014). “The Hundred best novels: Moby Dick”. The Observer.
^ Doody 1997, p. 15
^ Basics “About the Romance: The Basics”. Romance Writers of America
^ Punter, David (2004). The Gothic. London: Wiley-Blackwell. p. 178.
^ Beauvais, Jennifer (November 2006). “Domesticity and the Female Demon in Charlotte Dacre’s Zofloya and Emily Brontë’s Wuthering Heights”. Romanticism on the Net (44). doi:10.7202/013999ar.
^ Ceron, Cristina (9 March 2010). “Emily and Charlotte Brontë’s Re-reading of the Byronic hero”. Revue LISA/LISA e-journal, Writers, writings, Literary studies, document 2 (in French): 1–14. doi:10.4000/lisa.3504. S2CID 164623107.
^ Reed, Toni (30 July 1988). Demon-lovers and Their Victims in British Fiction. University Press of Kentucky. p. 70. ISBN 0813116635. Retrieved 30 July 2018 – via Internet Archive. Wuthering Heights vampire.
^ Senf, Carol A (1 February 2013). The Vampire in Nineteenth Century English Literature. University of Wisconsin Pres. ISBN 978-0-299-26383-6. Retrieved 30 July 2018 – via Google Books.
^ Helen Small, “Introduction” to Wuthering Heights. p. vii.
^ Helen Small, “Introduction” to Wuthering Heights. Edited by Ian Jack and Introduction and notes by Helen Small. Oxford University Press, 2009, p. vii.
^ Quoted in Winifred Gérin, Emily Brontë: A Biography (Oxford: Clarendon Press, 1871), p. 37. Helen Small, “Introduction” to Wuthering Heights, p. ix.
^ Allott 1995, p. 292
^ Backholer, Paul (18 April 2022). “Wuthering Heights, Heathcliff, the Brontë Sisters, and their Faith in the Bible and Christianity”. By Faith.
^ “Brontë 200 – A God of her Own: Emily Brontë and the Religious”. Brontë Society
^ Jump up to:^a ^b “Emily Brontë – Religion, Metaphysic, and Mysticism”, cuny.edu
^ See also, Derek Traversi, “Wuthering Heights after a Hundred Years”. The Dublin Review. 223 (445): 154ff. Spring 1949.
^ John W. Harvey, “Translator’s Preface” to The Idea of the Holy by Rudolph Otto, Oxford University Press USA, 1958, p. xiii
^ “Otto on the Numinous: The Connection of the Numinous and the Gothic”, cuny.edu
^ See R. Otto, The Idea of the Holy (1923); 2nd ed., trans. J. W. Harvey (Oxford: Oxford University Press, 1950) p. 5.
^ Wang, Lisa (2000). “The Holy Spirit in Emily Brontë’s Wuthering Heights and Poetry”. Literature and Theology. 14 (2): 162. doi:10.1093/litthe/14.2.160. JSTOR 23924880.
^ OED^{[full citation needed]}
^ Ljungquist, Kent (1980). “Uses of the Daemon in Selected Works of Edgar Allan Poe”. Interpretations. 12 (1): 31–39 [31]. JSTOR 23240548.
^ Nicholls, A. (2006). Goethe’s Concept of the Daemonic: After the Ancients. Boydell & Brewer.
^ OED.
^ McInerney, Peter (1980). “Satanic conceits in Frankenstein and Wuthering Heights“. Milton and the Romantics. 4: 1–15. doi:10.1080/08905498008583178.
^ Jump up to:^a ^b Onanuga, Tola (21 October 2011). “Wuthering Heights realises Brontë’s vision with its dark-skinned Heathcliff”. The Guardian. Retrieved 30 May 2020.
^ Jump up to:^a ^b ^c Brontë, Emily. Wuthering Heights. p. 40. Retrieved 30 May 2020.
^ John Bowen, “Who is Heathcliff?” (The novel 1832–1880) British Library online
^ OED
^ John Bowen, “Who is Heathcliff?”
^ Marin Wainwright, “Emily hits heights in poll to find greatest love story”. The Guardian, 10 August 2007.
^ “Introduction” to Wuthering Heights. Edited by Ian Jack and Introduction and notes by Helen Small. Oxford University Press, 2009, p. vii.
^ Helen Smart, “Introduction” to Wuthering Heights. Edited by Ian Jack and Introduction and notes by Helen Small. Oxford University Press, 2009, p. xiii.
^ “I am Heathcliff”, cuny.edu
^ Beauvoir, 1952, p. 725^{[incomplete short citation]}
^ Kathryn Pauly Morgan, “Romantic Love, Altruism, and Self-Respect: An Analysis of Simone De Beauvoir”. Hypatia, Spring 1986, vol. 1, no. 1, p. 129. JSTOR 3810066
^ “Currer Bell,” Palladium, September, 1850. Reprinted in Life and Letters of Sydney Dobell, ed. E. Jolly (London, i878), I, 163–186.
^ A. C. Swinburne, “Emily BrontE,” in Miscellanies, 2d ed. (London, I895), pp. 260–270 (first appeared in the Athenaeum for 1883).
^ “Sex in Wuthering Heights“, cuny.edu
^ “Nothing Nice about Them” by Terry Eagleton, London Review of Books, vol. 32, no. 21, 4 November 2010.
^ Richard Chase, “The Brontes: A Centennial Observance”, in The Brontes: A Collection of Critical Essays, ed. by Ian Gregor (Englewood Cliffs: Prentice Hall, 1970; repro 1986), pp. 19–33 (p. 32).
^ Melissa Fegan. Wuthering Heights: Character Studies. London: Continuum, 2008, p. 4.
^ Melissa Fegan, Wuthering Heights: Character Studies, p. 5.
^ Jump up to:^a ^b “Wuthering Heights as Socio-Economic Novel”. academic.brooklyn.cuny.edu. 13 October 2011. Retrieved 11 November 2024.
^ Arnold Kettle, An Introduction to the English Novel, vol. 1 London: Harpers, 1951, p. 110.
^ Arnold Kettle, An Introduction to the English Novel, p. 110.
^ Jump up to:^a ^b ^c Brontë, Emily (1998) [1847]. Jack, Ian (ed.). Wuthering Heights. Oxford World’s Classics. ISBN 978-0192833549.
^ Brontë, Emily. Wuthering Heights. p. chapter VII, p 4. Retrieved 30 May 2020.
^ Caryl Philips, A Regular Black: The Hidden Wuthering Heights, dir. by Adam Low (Lone Star Productions, 2010).
^ Lecturer Maja-Lisa von Sneidern, “Wuthering Heights and the Liverpool Slave Trade”. ELH, vol. 62, no. 1 (Spring 1995), p. 172
^ O’Callaghan, Claire; Stewart, Michael (2020). “Heathcliff, Race and Adam Low’s Documentary, A Regular Black: The Hidden Wuthering Heights (2010)”. Brontë Studies. 45 (2): 156–167. doi:10.1080/14748932.2020.1715045. S2CID 213118293 – via TandF Online.
^ “Later Critical Responses to Wuthering Heights“. cuny.edu
^ van Ghent, Dorothy. “The Window Figure and the Two-Children Figure in Wuthering Heights“. Nineteenth-Century Fiction, December 1952, vol. 7, no. 3, pp. 189–197. JSTOR 3044358
^ Wuthering Heights (1920 film) at IMDb
^ “BFI Screenonline: Wuthering Heights (1962)”.
^ Schulman, Michael (6 December 2019). “Found! A Lost TV Version of Wuthering Heights“. The New Yorker. Retrieved 11 December 2019.
^ “Wuthering Heights: Part 1: An End to Childhood”. 28 October 1967. p. 7 – via BBC Genome.
^ “Wuthering Heights (1978) – Trailers, Reviews, Synopsis, Showtimes and Cast – AllMovie”. AllMovie.
^ “Arashi ga oka”. IMDb.
^ Wuthering Heights 2009(TV) at IMDb
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Vrindawan Academy

Novels (e.g., Frankenstein, Wuthering Heights)