夏洛蒂勃朗特读后感

第一篇：夏洛蒂勃朗特读后感

夏洛蒂勃朗特读后感

篇一：简爱读后感600字

《简爱》的作者夏洛蒂勃朗特温柔，清纯，喜欢追求一些美好的东西，尽管她家境贫穷，从小失去了母爱，再加上她身材矮小，容貌不出众，但也许就是这样一种灵魂深处的自卑，反映在她的性格上就是一种非常敏感的自尊。她描写的简爱也是一个不美的，矮小的女人，但是她有着极其强烈的自尊心。

简爱生存在一个寄人篱下的环境，从小就承受着与同龄人不一样的待遇，姨妈的嫌弃，表姐的蔑视，表哥的侮辱和毒打......也许正是因为这一切，换回了简爱无限的信心和坚强不屈的性格，一种可战胜的内在人格力量.她坚定不移地去追求一种光明的，圣洁的，美好的生活。

在罗切斯特的面前，她从不因为自己是一个地位低贱的家庭教师而感到自卑，反而认为他们是平等的。也正因为她的正直，高尚，纯洁，心灵没有受到世俗社会的污染，使得罗切斯特为之震撼，并把她看作了一个可以和自己在精神上平等交谈的人，并且深深爱上了她。

而当他们结婚的那一天，简爱知道了罗切斯特已有妻子时，她 觉得自己必须要离开，她虽然讲，“我要遵从上帝颁发世人认可的法律，我要坚守住我在清醒时而不是像现在这样疯狂时所接受的原则”。但是从内心讲，更深一层的是简爱意识到自己受到了欺骗，她的自尊心受到了戏弄，因为她深爱着罗切斯特。但简爱做出了一个非常理性的决定。在这样一种爱情力量包围之下，在富裕的生活诱惑之下，她依然要坚持自己作为个人的尊严，这是简爱最具有精神魅力的地方。

小说设计了一个很光明的结尾－－虽然罗切斯特的庄园毁了，他自己也成了一个残废，但正是这样一个条件，使简爱不再在尊严与爱之间矛盾，而同时获得自己的尊严和真爱。

在当今社会，人们都疯狂地为了金钱和地位而淹没爱情。在穷与富之间选择富，而在爱与不爱之间选择不爱。很少有人会像简爱这样为爱情为人格抛弃所有，而且义无反顾。篇二：简爱读后感600字

简爱读后感600字

《简爱》的作者夏洛蒂勃朗特温柔，清纯，喜欢追求一些美好的东西，尽管她家境贫穷，从小失去了母爱，再加上她身材矮小，容貌不出众，但也许就是这样一种灵魂深处的自卑，反映在她的性格上就是一种非常敏感的自尊。她描写的简爱也是一个不美的，矮小的女人，但是她有着极其强烈的自尊心。

简爱生存在一个寄人篱下的环境，从小就承受着与同龄人不一样的待遇，姨妈的嫌弃，表姐的蔑视，表哥的侮辱和毒打......也许正是因为这一切，换回了简爱无限的信心和坚强不屈的性格，一种可战胜的内在人格力量.她坚定不移地去追求一种光明的，圣洁的，美好的生活。

在罗切斯特的面前，她从不因为自己是一个地位低贱的家庭教师而感到自卑，反而认为他们是平等的。也正因为她的正直，高尚，纯洁，心灵没有受到世俗社会的污染，使得罗切斯特为之震撼，并把她看作了一个可以和自己在精神上平等交谈的人，并且深深爱上了她。

而当他们结婚的那一天，简爱知道了罗切斯特已有妻子时，她觉得自己必须要离开，她虽然讲，“我要遵从上帝颁发世人认可的法律，我要坚守住我在清醒时而不是像现在这样疯狂时所接受的原则”。但是从内心讲，更深一层的是简爱意识到自己受到了欺骗，她的自尊心受到了戏弄，因为她深爱着罗切斯特。但简爱做出了一个非常理性的决定。在这样一种爱情力量包围之下，在富裕的生活诱惑之下，她依然要坚持自己作为个人的尊严，这是简爱最具有精神魅力的地方。小说设计了一个很光明的结尾－－虽然罗切斯特的庄园毁了，他自己也成了一个残废，但正是这样一个条件，使简爱不再在尊严与爱之间矛盾，而同时获得自己的尊严和真爱。

在当今社会，人们都疯狂地为了金钱和地位而淹没爱情。在穷与富之间选择富，而在爱与不爱之间选择不爱。很少有人会像简爱这样为爱情为人格抛弃所有，而且义无反顾。

《简爱》所展现给我们的正是一种返朴归真，是一种追求全心付出的爱情，还有作为一个人应有的尊严。它犹如一杯冰水，净化每一个人的心灵。篇三：小草和大树读后感600字

《小草和大树》读后感600字第一篇：

这是一篇感人的文章，又是一片催人奋起的成长历程。文章记叙了我夏洛蒂三姐妹从小上不起学，但她们却有一个伟大的理想，那就是成为作家。她们经过种种挫折，通过不懈的努力，终于由小草长成大树。

夏洛蒂三姐妹的成长历程告诉我们：一个人只要胸怀伟大的理想，就会有无穷的力量。作为21世纪的我们难道不该有这种无穷的力量吗?有的人面对困难不求上进，一心想打退堂鼓，那么等待他们的除了失败还会有什么?

回想我刚学自行车时，总是摔倒，姐姐只好在后面扶着车子，可她一撒手，我就来个人仰马翻，疼死我了，不学了我生气地说。姐姐听后耐心地对我说：难道你没听过‘世上无难事，只怕有心人’吗?听了姐姐的话，我鼓起勇气继续学，就这样跌倒了爬起来，再跌倒再爬起来最终，我还是尝到了成功的滋味。

一个人能不能成功，就在于它有没有信心、进取心;一个国家能不能强大，就在于人们有没有爱国、拼搏精神。目前，我们虽然无需面对国土的沦丧，无需承受战火硝烟，但是我们可能要阻挡不期而来的洪水，抗击非典，预防禽流感，我们的飞船要上天，我们要征服沙尘暴，我们要保护环境毋容置疑，在其过程中，我们一定会遇到许多困难，但是我们要有勇于拼搏的精神和克服困难的信心。这样，才能用我们激情点燃希望之火，用青春汗水浇灌成功之花。

《小草和大树》读后感600字第二篇：

前几天，我们刚刚学完了《小草和大树》这篇引人深思的课文。

这篇课文主要讲的是1986年，夏洛蒂出生在穷苦的牧师家庭，但她从来不放弃学习，无论多苦多累。她必胜热爱文学创作，虽然遭到有名诗人的嘲笑，但是她的坚强意志趋势自己一定要更加努力，要比常人更加的努力。终于，在1867年出版了一本轰动了英国文坛，乃至世界的长篇自传体小说《简爱》，通过自己的实际经历描写了一个命运悲惨但是一辈子都充满了传奇色彩的女子，简爱。她们三姐妹所编著的小说都获得了意想不到的巨大成功。夏洛蒂三姐妹通过事实告诉所有人，男人行的，妇女也行。没有什么事业可以分男女之别!我很喜欢课文里的一句话：沉重打击只能使弱者低头叹息。夏洛蒂三姐妹并不是弱者，所以她们在巨大的悲伤和委屈中顽强地抬起头，努力追求成功。罗伯特说她是小草，但是夏洛蒂却用自己的汗水和努力将小草浇灌成了大树。这篇文给了我一个可以受用终生的道理：虽然命运对每一个人不是公平的，但是你完全可以将痛诉命运不公的时间用来改变自己的命运，命运是掌握在自己的手中，既然立志要成为苍天的大树，就努力浇灌汗水，将小草浇灌成大树!

看了这篇文章，不由地想起了我自己。有一次我英语测试只考了88分，在班级上面只能排名到了20多名。心里一份难过，就像有什么东西咽在喉咙口里面，想出出不来，想进也进不去。巨大的悲伤席卷着我的心灵。难道自己真的不可以学好英文吗?我曾经不断的试问自己，是否真的不是学习英文的料子。我可以将英文学习好!从此以后，我每天早上晚上都读背英文。别人花费10分钟，我就会花费20分钟。终于在下面的英文测试拿到了98得分的好成绩!在以后的学习生活中，我要学夏洛蒂那种不屈服，不退缩的顽强精神，要把自己浇灌成苍天大树。不做平庸小草。

《小草和大树》读后感600字第三篇：

今天，我们学了《小草与大树》这篇课文，使我受益匪浅，让我明白了困难面前千万不能退缩的道理。

本文写了勃朗特姐妹历尽千辛万苦成名的故事。夏洛蒂。勃朗特作为三姐妹的老大，从小过着比常人要辛苦好多的生活。她们一直想用写作来敲开幸运之门，却也一直遭受着沉重的打击和难以接受的挫折。但她们却把别人的讥讽、嘲笑，当作是刺激、鞭打自己灵魂的一种工具。经过无数次的努力，最后她们终于成功了。

这让我很佩服，比起自己，就和夏洛蒂差远了。记得有一次，我正在弹琴，可老练不好。我又气又恼，恨不得一把把书撕了。这时，爸爸进来了。他嘲笑的说：看看你弹的什么呀!还说要当钢琴家呢!我看啊，你弹得曲子只要让我们能听下去就不错了!哈哈哈哈。我生气极了，握紧拳头，恨得咬牙切齿。心里发誓再也不弹这个曲子了。可是后来才明白，爸爸那是在用激将法啊，想用这种方法刺激我，希望我努力学习。可我却。瞧，这一点我就比勃朗特姐妹差劲了。非但没有把别人的讥讽当做鞭打自己灵魂，还反而让自己退缩。

读了这篇课文，它给我最大的启示是;每一棵小草起初都会有成为大树的梦想，但在艰难的成长过程中，大多数被苦难磨掉了信心。而那极少数坚持下去的，奇迹总有一天会出现。所以，做小草时不妨幻想天空，做大树时也不忘念及泥土

我一定会记住这侧故事给我的启示，让它改变我的人生。

第二篇：夏洛蒂勃朗特读后感

夏洛蒂勃朗特读后感

认真读完一本著作后，相信大家都有很多值得分享的东西，这时最关键的读后感不能忘了哦。那么你真的会写读后感吗？以下是小编帮大家整理的夏洛蒂勃朗特读后感，希望对大家有所帮助。

《简爱》的作者夏洛蒂勃朗特温柔，清纯，喜欢追求一些美好的东西，尽管她家境贫穷，从小失去了母爱，再加上她身材矮小，容貌不出众，但也许就是这样一种灵魂深处的自卑，反映在她的性格上就是一种非常敏感的自尊。她描写的简爱也是一个不美的.，矮小的女人，但是她有着极其强烈的自尊心。

简爱生存在一个寄人篱下的环境，从小就承受着与同龄人不一样的待遇，姨妈的嫌弃，表姐的蔑视，表哥的侮辱和毒打......也许正是因为这一切，换回了简爱无限的信心和坚强不屈的性格，一种可战胜的内在人格力量.她坚定不移地去追求一种光明的，圣洁的，美好的生活。

在罗切斯特的面前，她从不因为自己是一个地位低贱的家庭教师而感到自卑，反而认为他们是平等的。也正因为她的正直，高尚，纯洁，心灵没有受到世俗社会的污染，使得罗切斯特为之震撼，并把她看作了一个可以和自己在精神上平等交谈的人，并且深深爱上了她。

而当他们结婚的那一天，简爱知道了罗切斯特已有妻子时，她

觉得自己必须要离开，她虽然讲，“我要遵从上帝颁发世人认可的法律，我要坚守住我在清醒时而不是像现在这样疯狂时所接受的原则”。但是从内心讲，更深一层的是简爱意识到自己受到了欺骗，她的自尊心受到了戏弄，因为她深爱着罗切斯特。但简爱做出了一个非常理性的决定。在这样一种爱情力量包围之下，在富裕的生活诱惑之下，她依然要坚持自己作为个人的尊严，这是简爱最具有精神魅力的地方。

小说了一个很光明的结尾－－虽然罗切斯特的庄园毁了，他自己也成了一个残废，但正是这样一个条件，使简爱不再在尊严与爱之间矛盾，而同时获得自己的尊严和真爱。

在当今社会，人们都疯狂地为了金钱和地位而淹没爱情。在穷与富之间选择富，而在爱与不爱之间选择不爱。很少有人会像简爱这样为爱情为人格抛弃所有，而且义无反顾。

第三篇：夏洛蒂的网观后感

《夏洛蒂的网》观后感

我一本很少看儿童电影的，大概是小时候没有看过，长大了也不感兴趣，这是我看过的第一部儿童电影，以前我想象中的儿童电影是肤浅而幼稚的，没有什么营养就像现在的《喜羊羊与灰太狼》，纯属娱乐，但是这部片子给我的影响是非常大的，即使我现在已经长大了，但是看起来依然还是挺受益的。

《夏洛特的网》是由导演盖瑞·温尼克 GaryWinick拍摄的家庭喜剧片，改编自美国散文名家E.B.White所著的同名童话书。E.B.White一生总共写了三本童话故事书，每一本都深受广大儿童的喜爱，内容天真烂漫，其中蕴含的意味却非常深远。

电影讲述的是一个有关友情的故事，但是其中友情形式的多样以及主角之间的深刻的友情却是中国某些不是童话的小说都没有办法达到的。电影讲的是一头母猪生了11头小猪，却只有10个奶头，最瘦弱的威尔伯因为没有办法吃到奶，芬儿的爸爸想要将他扔了，却被芬儿救了，自此展开了人与小猪的一段深厚的感情。芬儿偷偷的钯小猪带到教室惹得老师暴跳最后无奈将小猪放在叔叔的农场里面，在这里小猪和蜘蛛夏洛蒂成了好朋友，痴傻的威尔伯在农场里的一系列幼稚动作收到牛和马等其他动物的排斥，但是在他失望的时候碰到了其他动物认为很丑的蜘蛛夏洛蒂，度过了一段非常平和的日子；但是好景不长，大家都知道作为猪的命运难逃远处的熏炉。芬儿的弟弟来到农场，发现了小蜘蛛，玩性大发，威尔伯救了她，从此夏洛蒂下决心要就威尔伯。圣诞节将至，夏洛蒂加快了自己的步伐，于是在一个明媚的早晨，在小猪围栏上方出现了一个写了字的蜘蛛网，引起了当地人民的轰动，但是很快又过去了，小猪的命运并没有因此改变。夏洛蒂向老鼠求助，报酬是可以吃威尔伯的潲水，老鼠在经过俩只猫头鹰的劫难之后找到了四个字，第二天小猪围栏上面又出现了四个蜘蛛网大字，再次引起了更大的轰动。但是这依然没有改变威尔伯的命运，最后夏洛蒂觉得让威尔伯去展览，但是这个时候夏洛蒂怀孕了，但是最终还是决定去帮助威尔伯，同时利诱了小老鼠。最终在小老鼠和夏洛蒂的帮助下，威尔伯摆脱了命运，但是夏洛蒂在此时产了卵，不能回去，伤心之余的威尔伯决定将卵带回去，在义说老鼠没有成功之后，利诱小老鼠帮助自己。

这篇童话故事充分体现了儿童文学的几大特征。第一个就是稚拙，威尔伯的可贵在于在他心中没有美和丑，只有善良。于是她和看似丑陋的夏洛蒂成为了好朋友，他们的感情并不是一开始就是那么坚定，也是经过彼此的相诚以待和真心帮助的。这样稚拙的品质是小孩子与生俱来的，只是后来经过社会的操磨就变成了，小老鼠一样的以利益为中心和山羊等动物的麻木。夏洛蒂的坚持也是电影中稚拙的一部分表现。如此艰巨而渺茫的目标，但是夏洛蒂却一直在坚持从来不放弃，即使是最终明知道要放弃生命也要坚持，这样的友谊如何不让我们感动。童话毕竟是童话，感动感动就罢了。

第二大特点就是纯真，威尔伯傻傻的样子是没有经过任何世俗污染的，以及芬儿对动物最原始的怜悯和热爱也是纯真的一种表现，人类和动物一开始都是纯真的，傻傻的，一切来源于最原始的冲动。

第三大特点欢愉，情节极其戏剧化，让我们在为小猪的命运担忧的同时又为他们的友情感到满足，此外语言活波可爱也给人以娱乐的资本，俩只猫头鹰一直在旁边瞎扯，十足的蠢货品格让我们捧腹。

第四大特点变幻，情节由一波三折，跌宕起伏，满足了小孩子呢们猎奇的心理。虽然对于我们这些大孩子来说还是不够起伏了啊，不过对于纯真的孩子们足

够了。电影本身的深层次蕴藏的东西很多，如小老鼠并不是真诚的帮助和以利益为中心的心理，不过好在小老鼠答应别人的事就在认真的做，不像生活中很多人的推诿和诘难。这是只有利益才能驱动的友情。真诚的朋友如夏洛蒂，不需要得到回报就甘愿付出生命，这样的友谊实在难求。也许我也在背离这个方向对朋友越来越不忠诚，我实在没有办法分辨我周边的朋友。

另外这个童话的教育意义也是十分明显的，一系列的人物最终都会成为孩子们心中的例子，如何选择最终还是另外一个问题。

第四篇：THE BRONTES勃朗特三姐妹presentation演讲稿

Charlotte was born in 1816, the third of six children.In 1820 her family moved a few miles to the village of Haworth, where her father had been appointed Perpetual curate of St Michael and All Angels Church.Her mother died of cancer on 15 September 1821, leaving five daughters, Maria, Elizabeth, Charlotte, Emily, Anne and a son Branwell to be taken care of by her sister, Elizabeth Branwell.In August 1824, Patrick Brontë sent Charlotte, Emily, Maria and Elizabeth to the Clergy Daughters' School at Cowan Bridge in Lancashire.Charlotte maintained the school's poor conditions permanently affected her health and physical development and hastened the deaths of Maria(born 1814)and Elizabeth(born 1815), who died of tuberculosis in June 1825.After the deaths of her older sisters, her father removed Charlotte and Emily from the school.Charlotte used the school as the basis for Lowood School in Jane Eyre.At home in Haworth Parsonage Charlotte acted as “the motherly friend and guardian of her younger sisters”.[citation needed] She and her surviving siblings — Branwell, Emily, and Anne – created their own literary fictional worlds and began chronicling the lives and struggles of the inhabitants of their imaginary kingdoms.Charlotte and Branwell wrote Byronic stories about their imagined country, “Angria”, and Emily and Anne wrote articles and poems about “Gondal”.The sagas they created were elaborate and convoluted(and exist in partial manuscripts)and provided them with an obsessive interest during childhood and early adolescence which prepared them for literary vocations in adulthood.Between 1831 and 1832 Charlotte continued her education at Roe Head in Mirfield, where she met her lifelong friends and correspondents, Ellen Nussey and Mary Taylor.In 1833 she wrote a novella, The Green Dwarf, using the name Wellesley.She returned to Roe Head as a teacher from 1835 to 1838.In 1839 she took up the first of many positions as governess to families in Yorkshire, a career she pursued until 1841.In particular, from May to July 1839 she was employed by the Sidgwick family at their summer residence, Stone Gappe, in Lothersdale, where one of her charges was John Benson Sidgwick(1835–1927), an unruly child who on one occasion threw a Bible at Charlotte, an incident which may have been the inspiration for that part of the opening chapter of Jane Eyre in which John Reed throws a book at the young Jane.Emily Brontë was born on 30 July 1818 in the village of Thornton, Yorkshire, in the North of England, to Maria Branwelland Patrick Brontë.She was the younger sister of Charlotte Brontë and the fifth of six children, though the two oldest girls, Maria and Elizabeth, died in childhood.In 1820, shortly after the birth of Emily's younger sisterAnne, the family moved eight miles away to Haworth, where Patrick was employed as perpetual curate;here the children developed their literary talents.After the death of their mother in September 1821 from cancer, when Emily was three years old, the older sistersMaria, Elizabeth and Charlotte were sent to the Clergy Daughters' School at Cowan Bridge, where they encountered abuse and privations later described by Charlotte in Jane Eyre.At the age of six, Emily joined her sisters at school for a brief period.When a typhoid epidemic swept the school, Maria and Elizabeth caught it.Maria, who may actually have hadtuberculosis, was sent home, where she died.Emily was subsequently removed from the school, in June 1825, along with Charlotte and Elizabeth.Elizabeth died soon after their return home.The three remaining sisters and their brother Patrick Branwell were thereafter educated at home by their father and auntElizabeth Branwell, their mother's sister.Their father, an Irish Anglican clergyman, was very strict, and during the day he would work in his office, while the children were to remain silent in a room together.Despite the lack of formal education, Emily and her siblings had access to a wide range of published material;favourites included Sir Walter Scott, Byron, Shelley, and Blackwood's Magazine.In their leisure time the children began to write fiction at home, inspired by a box of toy soldiers Branwell had received as a gift, and created a number of fantasy worlds, which were featured in stories they wrote – all 'very strange ones' according to Charlotte – and enacted about the imaginary adventures of their toy soldiers along with the Duke of Wellington and his sons, Charles and Arthur Wellesley.Little of Emily's work from this period survives, except for poems spoken by characters.When Emily was 13, she and Anne withdrew from participation in the Angria story and began a new one about Gondal, a fictional island whose myths and legends were to preoccupy the two sisters throughout their lives.With the exception of Emily's Gondal poems and Anne's lists of Gondal's characters and place-names, their writings on Gondal were not preserved.Some “diary papers” of Emily's have survived in which she describes current events in Gondal, some of which were written, others enacted with Anne.One dates from 1841, when Emily was twenty-three: another from 1845, when she was twenty-seven.At seventeen, Emily attended the Roe Head girls' school, where Charlotte was a teacher, but managed to stay only a few months before being overcome by extreme homesickness.She returned home and Anne took her place.At this time, the girls' objective was to obtain sufficient education to open a small school of their own.Emily became a teacher at Law Hill School in Halifax beginning in September 1838, when she was twenty.Her health broke under the stress of the 17-hour work day and she returned home in April 1839.Thereafter she became the stay-at-home daughter, doing most of the cooking, ironing, and cleaning and teaching Sunday school.She taught herself German out of books and practised piano.In 1842, Emily accompanied Charlotte to the Héger Pensionnat in Brussels, Belgium, where they attended the girls' academy run by Constantin Héger.They planned to perfect their French and German in anticipation of opening their school.Nine of Emily's French essays survive from this period.Héger seems to have been impressed with the strength of Emily's character, and made the following assertion: She should have been a man – a great navigator.Her powerful reason would have deduced new spheres of discovery from the knowledge of the old;and her strong imperious will would never have been daunted by opposition or difficulty, never have given way but with life.She had a head for logic, and a capability of argument unusual in a man and rarer indeed in a woman...impairing this gift was her stubborn tenacity of will which rendered her obtuse to all reasoning where her own wishes, or her own sense of right, was concerned.The two sisters were committed to their studies and by the end of the term had attained such competence in French that Madame Héger made a proposal for both to stay another half-year, even offering to dismiss the English master, according to Charlotte, so that she could take his place, while Emily was to teach music.However, the illness and death of their aunt meant that they had to return to Haworth, and though they did try to open a school at their home, they were unable to attract students to the remote area.In 1844, Emily began going through all the poems she had written, recopying them neatly into two notebooks.One was labelled “Gondal Poems”;the other was unlabelled.Scholars such as Fannie Ratchford and Derek Roper have attempted to piece together a Gondal storyline and chronology from these poems.In the autumn of 1845, Charlotte discovered the notebooks and insisted that the poems be published.Emily, furious at the invasion of her privacy, at first refused, but relented when Anne brought out her own manuscripts and revealed she had been writing poems in secret as well.In 1846, the sisters' poems were published in one volume as Poems by Currer, Ellis, and Acton Bell.The Brontë sisters had adopted pseudonyms for publication, preserving their initials: Charlotte was Currer Bell, Emily was Ellis Bell and Anne was Acton Bell.Charlotte wrote in the 'Biographical Notice of Ellis and Acton Bell' that their “ambiguous choice” was “dictated by a sort of conscientious scruple at assuming Christian names positively masculine, while we did not like to declare ourselves women, because...we had a vague impression that authoresses are liable to be looked on with prejudice”.Charlotte contributed 20 poems, and Emily and Anne each contributed 21.Although the sisters were told several months after publication that only two copies had sold, they were not discouraged(of their two readers, one was impressed enough to request their autographs).The Athenaeum reviewer praised Ellis Bell's work for its music and power, singling out his poems as the best: “Ellis possesses a fine, quaint spirit and an evident power of wing that may reach heights not here attempted”,[37] and The Critic reviewer recognized “the presence of more genius than it was supposed this utilitarian age had devoted to the loftier exercises of the intellect.”[38] Personality and character Emily Brontë remains a mysterious figure and a challenge to biographers because information about her is sparse,[39] due to her solitary and reclusive nature.[40][41] She does not seem to have made any friends outside her family.[42] Her sister Charlotte remains the primary source of information about her, although as Emily's elder sister, writing publicly about her shortly after her death, Charlotte is not a neutral witness.[43] According to Lucasta Miller, in her analysis of Brontë biographies, “Charlotte took on the role of Emily's first mythographer.”[44] In the Preface to the Second Edition of Wuthering Heights, in 1850, Charlotte wrote: My sister's disposition was not naturally gregarious;circumstances favoured and fostered her tendency to seclusion;except to go to church or take a walk on the hills, she rarely crossed the threshold of home.Though her feeling for the people round was benevolent, intercourse with them she never sought;nor, with very few exceptions, ever experienced.And yet she know them: knew their ways, their language, their family histories;she could hear of them with interest, and talk of them with detail, minute, graphic, and accurate;but WITH them, she rarely exchanged a word.[45][46] Emily's unsociability and extremely shy nature has subsequently been reported many times.[47][48][49] According to Norma Crandall, her “warm, human aspect” was “usually revealed only in her love of nature and of animals”.[50] In a similar description, Literary news(1883)states: “[Emily] loved the solemn moors, she loved all wild, free creatures and things”,[51] and critics attest that her love of the moors is manifest in Wuthering Heights.[52] Over the years, Emily's love of nature has been the subject of many anecdotes.A newspaper dated December 31, 1899, gives the folksy account that “with bird and beast [Emily] had the most intimate relations, and from her walks she often came with fledgling or young rabbit in hand, talking softly to it, quite sure, too, that it understood”.The following anecdote is also related: Once she was bitten by a dog that she saw running by in great distress, and to which she offered water.The dog was mad.She said no word to any one, but herself burned the lacerated flesh to the bone with the red hot poker, and no one knew of it until the red scar was accidentally discovered some weeks after, and sympathetic questioning brought out this story.In Queens of Literature of the Victorian Era(1886), Eva Hope summarizes Emily's character as “a peculiar mixture of timidity and Spartan-like courage”, and goes on to say, “She was painfully shy, but physically she was brave to a surprising degree.She loved few persons, but those few with a passion of self-sacrificing tenderness and devotion.To other people's failings she was understanding and forgiving, but over herself she kept a continual and most austere watch, never allowing herself to deviate for one instant from what she considered her duty.”

第五篇：(英语毕业论文)艾米丽.勃朗特《呼啸山庄》中的哥特式元素

英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）

最新英语专业全英原创毕业论文，都是近期写作

英语语义歧义分析及其语用价值 托尼.莫里森《秀拉》中的女性主义

对比哈利.波特与蜘蛛侠浅析英美英雄文化差异

从E.B.怀特与秦文君的儿童文学作品看中西方价值观之比较 论《哈克贝里芬历险记》中的口语化语言、幽默讽刺和地方色彩

An Insight into Cause for Feminine Tragedy－－A Case Study of A Rose for Emily

Translation of English Film Titles and the Commercial Effect 简析比喻在《围城》中的运用

An Analysis of the D Film Alice in Wonderland from the Perspective of Gothicism 《蝇王》中火的象征意义的转变 汉语新词及其英译策略研究

论奥斯卡.王尔德的矛盾性——从传记角度解读《奥斯卡.王尔德童话集》（开题报告+论）论英语中的汉语借词及其影响

高中英语教学中跨文化心理学的研究

从到《到灯塔去》的主要角色浅析弗吉尼亚.伍尔夫的女性主义思想 从文化的角度看颜色词在英汉两种语言中差异

On Promotion of Rural Middle School Students’ Oral English 英语单词记忆中存在的主要问题和解决方法

The Tragic Life of Blanch and its Cause in A Street Car Named Desire 从儿童心理角度看儿童文学中的对话翻译 《老人与海》象征主义探究

《女勇士》中美国华裔身份危机的探寻

解析《飘》中斯嘉丽的女性主义思想在其婚姻中的体现 《太阳照样升起》中杰克.巴恩斯的形象 英语委婉语的特点及运用

历史与个人叙事：拉什迪《午夜之子》的后殖民解读 解读《呼啸山庄》中三种悲剧性的爱情 从《胎记》看霍桑对科学的态度

《觉醒》女主人公-艾德娜追求自我的过程

论《西游记》中文化因素的翻译策略——以詹纳尔和余国藩的英译本为例

Application of Cooperative Learning in English Reading Class of Senior High School 从十字军东征看中世纪宗教冲突 浅析《儿子与情人》中的恋母情结 教师在英语自主学习中的作用

解析威廉布莱克《老虎》中的修辞运用及其对英语写作的启示 埃德加.爱伦.坡恐怖小说的哥特式特征分析 《蝴蝶君》中两位主角的心理冲突

A Brief Analysis of Female Consciousness in Cat in the Rain On the Conflicts Reflected in the Character of Rebecca Sharp in Vanity Fair 海明威短篇小说的叙述艺术－－以《一个明亮干净的地方》为例 比较《基督山伯爵》和《连城诀》复仇的异同 英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）

培养中学生认识并有意识的使用词汇记忆策略

极限环境中的善与恶——浅析《蝇王》中的主要人物人格结构 浅析初中生英语写作问题及对策

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从节日习俗分析东西方文化差异——以春节和圣诞节为例 从中美送礼习俗分析两国文化价值观的差异 从颜色词看中西方的文化差异 宋词英译中的模因传播分析 女性主义视角下《大地》的解读

女性主义家园乌托邦思想的构建－－论夏洛特.吉尔曼在《戴安莎的作为》

Influence of Cross-Cultural Differences on the Translation of Chinese and English Idioms 英语委婉语的语用分析 外语教学中文化教学的问题

礼貌策略在商务英语信函中的应用

A Naturalistic Approach to Jude’s Tragedy in Jude the Obscure “哈利波特”系列与儿童心理学 汉语中的英语外来语

A Tentative Study of Affective Factors in Second Language Acquisition A Study of Humor in Films and TV Series Subtitles and Its Translation 从《悲悼三部曲》看尤金.奥尼尔对古希腊悲剧的继承性超越

英汉语篇中的省略衔接手段对比及其翻译方法——以《雪》译文为例 克林顿总统就职演说之体裁分析

A Survey on the Major Factors Affecting Oral Performance 语篇转喻的功能分析

中学生英语自主学习能力的培养 三星公司营销策略研究

An Analysis of Conflicts between Heroines in The Prime of Miss Jean Brodie 任务教学法在初中英语阅读中的应用

从《透明的东西》探讨纳博科夫的时间意识

永恒的精神追求—《天使，望故乡》的精神主题分析 《宠儿》中塞斯的性格分析

从女性主义视角浅析《纯真年代》中两位女主人公爱情观的不同 Inheritance and Development of Gothic Literary Tradition in Jane Eyre 分析中美家庭观念的差异-以李阳家暴事件为例 中美价值观的比较－－以 《老友记》为例

Feminist Consciousness Shown on Scarlett O'Hara Impacts upon Today's Female 广告翻译中的模因传播

An Interpretation to The Characters in Nella Larsen’s Novel—Passing 论劳伦斯《儿子与情人》中的“爱” 女性主义视域下的《了不起的盖茨比》 英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）

王尔德唯美主义对现代消费文化的启示－－以《道林格雷的画像》为例 88 从自然主义的角度探讨《名利场》中利倍加的奋斗与失败 89 《蝴蝶梦》中的女性成长主题研究

A Portrait of Martin Eden as a Nietzschean 91 从关联理论看科技英语的汉译

An Analysis of Space in In the Heart of the Country 93 论《野性的呼唤》中的自然主义

从现代主义角度分析《月亮和六便士》

从《远离尘嚣》和《无名的裘德》看托马斯.哈代的婚恋观 96 凯特肖邦《觉醒》中女主人公女性意识的觉醒

论密西西比河对马克吐温和《哈克贝利费恩历险记》的影响 98 字母拼读法在小学英语语音教学中的应用 99 万圣节与时尚设计

Pragmatic Analysis of Dialogues in Hemingway’s “Hills Like White Elephants”—Violation of Cooperative Principle and Observance of Politeness Principle 101 用文化批评看《雾都孤儿》里的反犹主义

An Embodiment of Virtue－－-A Moral Insight into the Image of Tess 103 《沙漠之花》的女性主义研究

林语堂《京华烟云》中女性推崇观探究 105 论《爱玛》中简.奥斯丁的女性主义观

“自我”的迷失与重构：论卡勒德.胡塞尼《追风筝的人》(开题报告+论文)107 《还乡》中的生态女性主义解读

中国旅游指南的中译英研究（开题报告+论）109 透过好莱坞校园电影解析美国青少年的特点 110 从目的论的角度谈商标翻译的原则及技巧 111 跨文化交际中的肢体语言差异 112

从上海迪士尼的兴建看中西文化异同 114 高中英语词汇教学中文化意识的培养

从《荆棘鸟》中三个女性形象解读女性主义发展 116 外国品牌中译的创新翻译研究 117 海明威《印第安人营地》新解

浅谈中学英语教学中交际任务型教学活动的设计 119 跨文化交际中非语言沟通的文化差异性研究 120 论中美商务谈判风格的差异

执著——赏析《暮光之城》女主角Bella的爱情观 122 《愤怒的葡萄》的生态主义分析

爱米丽的悲剧成因—评福克纳的小说《献给爱米丽的一朵玫瑰花》 124 浅析跨文化交际中的中英社交称谓

An Analysis on the Tree Image on Sethe’s Back in Beloved 126 浅析美国慈善捐赠的文化动因

《呼啸山庄》和《远离尘嚣》中女主人公的女性意识的对比 128 与苦难嬉戏——透析《查尔斯兰姆散文集》

愤怒的尊严——浅析《愤怒的葡萄》中失土农民的抗争历程 英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）

Eco-Critical Reading of The Call of the Wild 131 浅析中文商标词英译的原则和方法 132 英汉品牌名的文化差异 133 两性语言差异分析

论狄更斯《雾都孤儿》中南希的人物性格

An Analysis of Angel's Ambivalent Personality In Tess of the D'Urbervilles 136 探究马克吐温的反奴隶制观—对《哈克贝利费恩历险记》中吉姆的分析 137 论《白鲸》的象征主义

侠客精神和骑士精神折射出的文化差异—《七侠五义》和《亚瑟王之死》之比较 139 An Eco-Critical Approach to Moby Dick 140 美国个人主义与中国集体主义的比较

原版英语电影在大学英语教学中的使用研究 142 雅诗兰黛在中国成功原因的分析

从婚姻和家庭看中美核心价值观对比差异 144 数字“三”的文化意蕴及其翻译方法 145 论《傲慢与偏见》中反讽的艺术效果 146 解析《喧哗与骚动》中凯蒂悲剧的必然性 147 论《呼啸山庄》中希思克利夫的性格 148 《老人与海》中的孤独 149

从功能翻译理论看《功夫熊猫》电影字幕翻译 151 《闻香识女人》角色分析 152 浅析中美幽默之差异 153 商标翻译技巧

154 教师的态度对初中学生英语学习的影响

155 论《荆棘鸟》中德罗海达的寓意及其对命运的影响 156 归化和异化翻译策略的研究

157 弗吉尼亚伍尔夫《墙上的斑点》的叙事技巧分析 158 简论英汉习语翻译

159 英汉思维差异与翻译策略

160 人格、环境与命运——以弗洛伊德“人格结构理论”分析《还乡》中的主要人物命运 161 《老人与海》和《白鲸》的个人主义比较 162 珀西.雪莱抒情诗意象研究 163 文化语境下公示语的翻译

164 解读《金色笔记》中的女性主义

165 本我、自我、超我－－斯佳丽人物性格分析

166 浅析《远大前程》中的两个乡村女性形象——乔大嫂和毕蒂 167 从《红楼梦》和《简爱》看中西方女性主义 168 用目的论理论研究英汉电影名翻译

169 从“礼貌原则”看中国学习者在跨文化交际中的语用失误——以“please”为例 170 女性哥特视角下的《蝴蝶梦》

171 对小说《野草在歌唱》的功能文体分析 172 伯莎梅森形象分析

173 民族文化差异与广告语言创意 英语专业全英原创毕业论文，是近期写作，公布的题目可以用于免费参考（贡献者ID 有提示）

174 文化视角下的英汉动物隐喻对比研究 175 商务英语中模糊限制语的语用学研究 176 英语写作中教师的书面反馈

177 论《喧哗与骚动》中凯蒂.康普生的悲剧 178 美国个人主义与中国集体主义的比较 179 电影片名的翻译研究 180 苔丝女性悲剧的性格因素

181 A Comparative Analysis of Jane Eyre’s Chinese Renditions in Different Periods 182 从关联理论看科技英语的翻译

183 希腊罗马神话典故成语英汉翻译评析

184 A Study of Mark Twain’s Rhetorical Devices: Irony and Humor in the Adventures of Tom Sawyer 185 论中美商务沟通中的跨文化意识 186 《格列佛游记》中格列佛的人格探析 187 汉英习语翻译中文化因素的处理 188 英汉禁忌语异同之分析与比较 189 论《永别了,武器》的写作风格

190 当诗意邂逅商业－－-解读中英诗型广告意境之美 191 英语幽默的认知语用分析

192 跨文化沟通：管理跨国员工队伍的战略途径 193 高中英语互动式课堂教学模式研究 194 生态视角下解读《荒野的呼唤》 195 从《嘉莉妹妹》看本性与理性的斗争

196 A Brief Study of Rhetorical Devices Employed in President Obama’s Inaugural Address－－from the Perspective of Syntactic Structure 197 情景教学法在大学新生英语口语教学课堂中的实施 198 论跨文化交际中的体态语

199 Biblical Ideas on Women and Sex 200 The Archetype of the Ugly Duckling in The Secret Garden