Engaging with the text

Working with a literary text, whether it be a novel, play or poem, requires more than simply reading it and knowing ‘what happens’ or what it is ‘about’. If you are to write good essays and be successful in examinations, it is important that you should engage with the text – in this case, Wuthering Heights – as deeply as possible.

Reading and working with Wuthering Heights

• Remember the kind of novel that Wuthering Heights represents – that it tells the story of a powerful and doomed relationship and the way that this affects so many other peple
• Allow yourself time to become accustomed to the language: the novel was written nearly one hundred and fifty years ago and linguistic forms have inevitably changed, so don’t worry if you read slowly at first
• Set aside time for reading: identify blocks of time when you can read without interruption
• Make notes as you read: this is the best way of keeping your reading alert and active – note down such things as the relationships between people, perhaps in a diagram form, and the locations of various parts of the story
• Make links with other books, films or TV programmes with similar plots and themes – about a young woman growing up and learning about the world.

Get to know the text

• Read Wuthering Heights at least twice: this is essential if you are to develop a well-informed response to the novel
• Follow up advice on reading given by your teacher or in other material
• But DON’T rely on plot summaries
  • they tell you nothing about language and style
  • they don’t identify themes and motifs in the text
  • however detailed, they are intended as reminders not substitutes
• Read the text in different ways; once you have a firm grasp of the overall narrative, you may wish to
  • re-read a particular section, such as Lockwood’s overnight stay at Wuthering Heights or Edgar throwing Heathcliff out of Thrushcross Grange
  • concentrate on a theme or motif, such as the significance of different locations, or the ways in which weather and nature are used in the novel
  • trace the development of a character or a relationship between characters.

Know the complete text

This requires a separate section because examiners often report that students know the beginning of a play or novel very well, but are less familiar with the later parts of the text. Classroom study often emphasises the beginning of a book or play, where the author introduces characters, themes and imagery, and is then less detailed about the remainder of the text. So:

• Do not ignore the impact of significant scenes or episodes in the later chapters of Wuthering Heights
• Remember that themes, motifs and images may be developed and modified as the book goes on
• Remember that characters change and develop and that the reader’s attitude towards them may also change.

Keep a record of your reading

• Make notes under headings, with page references to particularly useful passages
  
• For major topics, you may find it helpful to have separate pages: one for the theme of revenge, say, or for Heathcliff, or for ideas about the use of different locations. However, don’t let your notes become too separate and take care to comment on links and relationships
• Use specimen essay questions to give you ideas for headings for your notes.

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