tag:blogger.com,1999:blog-46137441014939430992024-02-06T18:31:26.238-08:00Here And ThereJitendra Sumra's BlogAnonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.comBlogger19125tag:blogger.com,1999:blog-4613744101493943099.post-76357644434135498112013-04-08T02:49:00.000-07:002017-08-27T23:55:20.214-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "times new roman" , "serif"; font-size: 24.0pt; line-height: 115%;">T</span><span style="font-family: "times new roman" , serif; font-size: 24pt; line-height: 115%; text-indent: 0.5in;">homas
Hardy’s Philosophy of Life</span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Thomas
hardy is critic of life, not of personal characters, not an observer of man in society,
but of human conditions in the more philosophic sense an observer who has
already made up his mind about his conclusions.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 16pt; line-height: 115%;">Hardy’s
conception of life it’s essentially tragic the conflict is one in which there
is only the remotest chance of escape , so heavily are the scaliest weighted by
man’s lack of foresight nature, and the snakes and ladder place in his path by
a mysterious </span><span style="font-size: 21px; line-height: 24px;">view less</span><span style="font-size: 16pt; line-height: 115%;"> </span><span style="font-size: 21px; line-height: 24px;">ice less</span><span style="font-size: 16pt; line-height: 115%;"> turner of the wheel.<o:p></o:p></span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">In
Hardy’s outlook of life there are two important points his sense of law and his
sense of pity.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The
first gives him the conviction that a spiritual logic governs man’s lives, the
Greeks called it nemesis but are attended by scientific formulate, attribute it
to low another novelist who has touched the logic of life with the same
persistence as hardy was George Eliot. But whereas the con sliders it rather
from the standpoint of retribution, and treats it as a moralist, Hardy is affected
rather by the the injustice of its working. He admits, as she does, the
dreadful vitality of our deeds, but he dwells for longer on the
disproportionate punishment.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Melancholic
and gloomy picture of life, pessimism, At times Hardy shows too much bitterness
of feeling what he urges may be true, but there is another side of the life
picture which is actually true, and upon which he is silent. As for this
attitude to life Hardy stated his position.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 16pt; line-height: 115%;">Different
natures find her tongue in the presence of differing spectacles in the presence
of differing spectacle , some are made vocal by comedy and it seems to be that
to whichever of these aspects to life a writer </span><span style="font-size: 21px; line-height: 24px;">enlistments</span><span style="font-size: 16pt; line-height: 115%;"> for expression the
more readily responds to that he should allow a to responds.<o:p></o:p></span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"> In Thomas Hardy’s earlier writings he mingled
sweetness and bitterness of life ‘and are admirably contrasted, but in the
later novels Tess, judge the gloom is intensified even though these novels are
rich in power and insight.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 16pt; line-height: 115%;">No
reflective person can fail to be struck by the littleness and sordidness of
life, and by the overwhelming pain and suffering which exist in this world but
with Hardy this view becomes a prevalent way of looking of things, and a temperamental
habit of mind. </span><span style="font-size: 21px; line-height: 24px;">Sublimity</span><span style="font-size: 16pt; line-height: 115%;"> and beauty of life are as much a matter of human
existence but are excluded from his writing.<o:p></o:p></span></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"> <i>“The
poet in him will make trees as lively as men while the next moment the
philosopher in him will make man as helpless as trees”.<o:p></o:p></i></span></b></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><i><br /></i></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Man
a victim of circumstances fate:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">A
struggle between man on the one hand and on the other, an omnipotent and
indifferent fate that is human predicament in Hardy’s vision of life.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The
conflict is not necessarily between man and man, or between and institution, Man
is pitched against impersonal forces, these forces condition his fate.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 16pt; line-height: 115%;">Hardy’s
philosophy grows out of reflection and experience before he is acquainted with </span><span style="font-size: 21px; line-height: 24px;">Schopenhauer</span><span style="font-size: 16pt; line-height: 115%;"> from an early time he feels or obscures volition in the depth of
things, and curbs our individual destinies under a low greater than our selves. At a later stage,
he readily adopts the theory of an imminent will seeking unconscious ends
through a blind striving.<o:p></o:p></span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Everywhere
in his novels human being appears to us crushed by a superior force, that of nature,
at first and of an indifferent, so most
often a hastily chance than that of he errors implied in our own desires
whether his creed is fatalism or determinism, he is grasps its grandly, like a
tragic poet, and illustrate it with untiring persistence.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Hardy’s
gaze perceives times as well as space. His pessimism is not only a way of
thinking lived by his most instinctive sensibility, it imbues all his vision,
it is the very essence of his admirable poetry of nature.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Hardy
does not regarded nature as a kind and generous mother, for Hardy nature is the
agent of cruelty and beings insensible to the feeling of man.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 16pt; line-height: 115%;">According
to David Cecile ‘’However Hardy‘s attitude towards nature to man. Was not </span><span style="font-size: 21px; line-height: 24px;">Wordsworthian</span><span style="font-size: 16pt; line-height: 115%;">
He did not believe that nature has any holy plan or healing power. Being
influenced by the theory of education he found much in nature that was
cruel and antagonist to man’’.<o:p></o:p></span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The
influence of nature of humanity has been presented in different ways nature
influences the moods and actions of Hardy’s human characters.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">In
most of his nature scenes, Hardy presents an emotional connection between
nature and beings .Sometimes Nature is affected by human emotions, and
sometimes man is affected by nature feelings. IN Tess, we see a change in
nature’s feeling in accordance with the emotional change in Tess’s life.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Nature
is one aspect of fate, like chance, accidents and coincidence.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The Month of May:<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Tess
is young, fresh, lively and happy maiden, Merlot village has fertile land and
springs never dry.<b><o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The Month of October:<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">After
her sad experience with Alec planned into gloom she locked upon herself as a
figure of guilt intruding into the haunts of innocence.<b><o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The Month of August:<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">And
following months of winter the time of storms and snow one of the cruelest
month –sorrow dies, she changes form simple girl to complex woman.<b><o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Summer:<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Talbot
hays Dairy, butter, milk, pure environment, sunshine, breeze, true love all
these goes on through the summer and the autumn, marriage with Angel in winter,
desertion, sorrow seen follows her.<b><o:p></o:p></b></span></div>
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<br /></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">I <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">To
sorrow<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Bade
good morrow<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">And
thought to leave her far away behind<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">But
cheerly, cheerly<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">She
loves me dearly<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">She
is so constant to me, and so kind<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">I
would deceive her<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">And
so leave her, But Ah1 She is so<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Constant
and so kind<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">The
month of October:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">Hardy comments:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 16.0pt; line-height: 115%;">To
the sum up Hardy give the comments ‘’ so the two forces were at work here as
everywhere the inherent will to enjoyment. <o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-26676788833024504432013-04-08T02:38:00.000-07:002013-04-08T04:08:25.926-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 24.0pt; line-height: 115%;"><a href="http://www.blogger.com/blogger.g?blogID=4613744101493943099" name="OLE_LINK1">Kadiye: Hypocrisy in his character<o:p></o:p></a></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Kadiye, the religious figure in Wole
Soyinka’s Swamp Dwellers, is masterfully portrayed and is very covincing.Kadiye
is portrayed in this drama as the main priest of the swamp dwellers. Though he
is a priest by his profession, he is anything but pious. He is essentially a
corrupt and self-centered person. But Kadiye is not the sole example of his type.
There are many Kadiye in every part of the world. There are some hypocrites who
trade religion and live on it. This typical feature of Kadiye makes him more
convincing. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The physical feature of Kadiye indicates
that he is more like a villain than to be a religious person. He is fat like a
blood-swollen insect. He is a monstrous looking person. He is described as ’a big,
voluminous creature of about fifty.’ He is smooth-faced and his head is shaved clean.
He is bare above the waist and at least half of his fingers are ringed. This
physical look suggests something ugly about his moral nature. Kadiye is very
rich and has a good control over the swamp like a Godfather featured in the
western films. Kadiye destroys people wearing the mask of religion.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Kadiye betrays the trust of the
villagers by encouraging them to indulge in meaningless cult. The Kadiye is the
priest of the Serpent. The villagers give of their harvest to the Kadiye so he
can appease the serpent. No one questions where the goods go, because it is
almost blasphemous to do so. But it seems that the dramatist is very critical
to the Kadiye and Kadiye’s real nature is exposed through the confrontation
between the Kadiye and Gweru. The protagonist of the play, Igwezu, an ideal son
of the Swamps who is loyal to tradition, has performed all the necessary rites
required by the deity to ensure a good harvest and a happy life with his wife.
The impotence of this god gradually creeps into his awareness from several
inexplicable mishaps that confront him, both in the city and the Swamps.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">In his short stay in the city to try his
hands at making money, his twin brother, Awuchike, seduces his wife, contrary
to the spiritual values of the Swamp. Much frustrating, he fails in his
commercial enterprise.Igwezu's tragedy is more severe when he returns to the
Swamps with the hope of recovering from his despair by harvesting his crops.
But he discovers with utter disappointment and disbelief that the floods had
ruined his farm and "the beans and the corn had made an everlasting
pottage with the mud.’<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Kadiye, thus trapped and humiliated,
leaves the scene threatening blood. But Igwezu’s mind is
now open. He has emancipated himself from the manacles of deceit, realizing in
a consolatory stand. "I know that we can appease the Serpent of the Swamps
and kiss the Kadiye's feet, but the vapors will still rise and corrupt the
tassels of the corn”. Thus through the disillusionment of Igwezu the dramatist
also exposes the real nature of the Kadiye. But due to the Kadiye’s threat
Igwezu has to leave the village. In this way the Kadiye brings the final
tragedy to Igwezu’s life.<br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Kadiye is dramatized as a very
convincing character. Though the Kadiye is portrayed in a Nigerian setting, but
he can be transported to an Indian village, Bangladeshi or Irish village where
the religious Sadhus exploit the general people in the name of religion.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Swamp Dwellers is almost far removed
from the themes of colonial rule and the culture clash characteristic of most
plays. The play which was staged by the National Troupe/National Theatre and
directed by Nick Monu, an alumnus of the American University Washington D.C and
the Webber Douglas Academy of Dramatic Arts London, assesses the lives of the
inhabitants of swamps.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Symbolism is used in The Swamp Dwellers
for the revolutionary conscientisation of a people who are dwelling pious. He
portrayed as a corrupt and self-centered person. But Kadiye is not the sole
example of his type.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Soyinka places emphasis on the symbolism
in nature right from the beginning of the play. And the characters talk about
how the rains have washed away their farm crops and the blind stranger talks
about a severe drought in the north. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The play also exposes religious
hypocrisy in the character of the Kadiye. The Kadiye is the religious figure in
Wole Soyinka’s The Swamp Dwellers, is masterfully portrayed and is very
convincing. Kadiye is portrayed in this drama as the main priest of the swamp
dwellers.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The physical feature of Kadiye indicates
that he is more like a villain than to be a religious person. He is fat like a
blood-swollen insect. He is a monstrous looking person. He is described as ’a big,
voluminous creature of about fifty.’ He is smooth-faced and his head is shaved
clean. He is bare above the waist and at least half of his fingers are ringed.
This physical look suggests something ugly about his moral nature. Kadiye is
very rich and has a good control over the swamp like a Godfather featured in
the western films. Kadiye destroys people wearing the mask of religion.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Kadiye betrays the trust of the
villagers by encouraging them to indulge in meaningless cults which are
profitable. The villagers give of their harvest to the Kadiye so he can appease
the serpent but unknown to them he is feeding fat on their sweat. No one
questions where the goods go, because it is almost blasphemous to do so. But it
seems that the dramatist is very critical to the Kadiye and Kadiye’s real
nature is exposed through the confrontation between the Kadiye and Igwezu.</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in;">
<br /></div>
</div>
Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com1tag:blogger.com,1999:blog-4613744101493943099.post-9470722053577195162013-04-08T00:40:00.000-07:002013-04-09T04:01:33.374-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif;"><b><span style="font-size: x-large;">Narrative
Style of “The White Tiger”</span></b><o:p></o:p></span></span><br />
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif;"><b><span style="font-size: x-large;"><br /></span></b></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: x-large;">"Narrative
Style of “The White Tiger”</span><span style="font-family: Times New Roman, serif; font-size: 16pt;"><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The White Tiger novel contains seven tatters which
were writer separately, each in one night. The story is not narrated
chronologically. The protagonist takes every freedom to move from one event to
another without placing that event within a chain of action. Flashback method
is also used in a shrewd way. The protagonist writes his letter to the Chinese
premier when he is already established as an entrepreneur in Bangalor.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Arvind Adiga
took up the epistolary form for the white tiger and gave it necessary twist so
as to incorporate elements from the stream-of –consciousness novels of the
modern era and also from the postmodernist prose fiction having recognizable
socio-cultural scenario without any symbolic intentions.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The protagonist’s name is thus revealed as well as
his back-ground. And he dwells on each bit of information, providing the
addressee, the details of everything. He narrates how he was given the name
Balram by his school teacher as he had been known by ‘Munna’ meaning a boy. His
parents or other family members did not have enough time for selecting his
name,</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"> he writes.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The single paragraph highlights the essence of
Adige’s style: wit, panache and dark humor. In an apparently simple style the
narrator explores his past his anger, suffering, humiliation and detachment-
and along with it the contemporary history of the land and the people.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The secret of Adiga’s innovative narrative style
lies in juxtaposing an insignificant act of spitting on the hill top and the
heinous act of slitting one’s master’s throat. The link between the two acts
lien in the strong hatred generated in Balram’s mind. His ability to reach the
top of the fort is suggestive of his fearlessness that he gradually gained.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">A witty remark combining of Adiga’s uses of Irony,
the essence of his narrative art. The area that is referred to as Darkness was
the very place where the great enlightenment took place. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The entire novel is full of such witty remarks which
fill the roader’s mind with a kind of joyfully submissive energy. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"> When
the entire narrative is constructed on a driver’s observation of facts, one may
not expect a tight plot. Adiga is aware of the looseness of the plot and makes
his protagonist confess that he cannot explain how the events described by him
are connected to one another.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Comparing human mind to the entrails inside a car,
Adiga suggests a mechanical approach to life according to which there is no
conscious choice of an individual, because an individual is completely controlled
by circumstances.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Use of rhetoric enriches his narrative style and
also becomes a weapon of satire. Comparing the drudge of the poor to the
condition of the brightly colored cages. Stuffed tightly into wire-mesh cages.
The protagonist says, “The greatest thing to come out of this country in the
ten thousand years to its history is the Rooster Coop”. The comparison is
further elaborated: “hundreds of pale hens.. Packed as tightly as warms in a
belly, peaking each other and shitting on each other. Jostling just for
breathing space: the whole care off a horrible stench the stench of verified,
feathered flesh. The very same thing is done with human beings in this
country”. It is because the common Indians are in the Rooster Coop, the
protagonist emphasizes, and they cannot by going against the existing rules.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Adiga’s capacity to make the story interesting, even
when it is the story of a pervert. Attracts the reader’s attention, he keeps up
the suspense till the end of the book, as he follows some tricks used in a
thriller. The revelation in the beginning of the novel that the protagonist
murdered his master is one such trick, the readers are eager to know how that
murder was committed and in which condition. The narrator rouses the reader’s
anxiety as he goes on narrating apparently insignificant but interesting event,
alluring the readers to be entangled in the story of murder.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">In fact, Adige did not try a conventional novel with
a tight plot and well drawn characters. Rather he chose to come close to the
postmodernist narrative technique.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">In his essay “postmodernist” narratives depend on
the voice , a voice that is ‘panting’, ranting, and corrangling on in a space
and time that it seems to be making a as it goes along, so that what ever we
see in to see of the sconces it revokes is and emotion of this voice and liable
at any moment to revocation “ .<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The description of Balram’s voice “The white tiger
interesting despite its harsh criticism of contemporarily life, thanks to the
witty remarks that are scattered through the novel. The narrator’s voice, bold
and funny, spares no country or race,
be it white, black or yellow.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The entire book is filled with such witty remarks full
of satire and black humor, with which Adiga portrait a real picture of correlation
and poverty in India while pointing at the failure of democracy in India. We
doses not forget to comment that China has no democracy having revolt all the
dark side of the village of Laxmangadh. He continues to call it a paradise and
even sookes to comport it with a Chinese village.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com3tag:blogger.com,1999:blog-4613744101493943099.post-76750637643894098812013-04-07T23:50:00.002-07:002013-04-08T04:31:51.057-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Times, Times New Roman, serif; font-size: x-large;">Impact Of Cinema on Society</span></b></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Cinema is a
creative expression. It Performa the tractions of mass media, such as
information, education, films are widely popular and their audit visual nature
provides them a pervasive power for social influence. Therefore, they have the
potential to play an important role as a medium of entertainment, information
and education and as a catalyst for social change.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Almost every
person of the society has participated in the activity of going to cinema hall
and enjoying a film. According to Jovett and Linton,</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: Times, serif; font-size: 16pt;">“Obviously
there is still something unique and inherently appealing about going to the
movies.”</span></b><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">The social
institution of movie going is firmly established in our society and movies have
played in an important part as one of the factors contributing to the dramatic
changes which have taken place in he last so years in the way we live and also
in how we perceive the world us not only with entertainment, but also with ideas,
and it would be difficult to conceive of our society without them.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;"> Films
have psychological impact on people. The extent of reality that can be
presented through films is far greatening than television or any other medium.
Their language is universal and this helps in breaking any social or cultural
barriers.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Each genre of
film is capable of creating impact on the masses. For example, comedy and
hilarious movies entertain people and relax them. Social or tragic movies
provide outset to the emotions of the viewers.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: Times, serif; font-size: 16pt;">Types of Films</span></u></b><b><span style="font-family: Times, serif; font-size: 16pt;">:</span></b><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">When are talks
of cinema there are two major forms, generally known by people.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: Times, serif; font-size: 16pt;">1) Commercial
Cinema</span></u></b><span style="font-family: Times, serif; font-size: 16pt;">:</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">It primarily
aims at providing entertainment to the people. It includes the ingredients of
popular cinema star system, high budget, abundance of music, song and dance. It
mostly repots to phantasm to provide entertainment to people for example, films
like vaqt, Sholay, Muqhdar ka sikkandar. Hum apke hain kaun, are a few examples
of such films.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: Times, serif; font-size: 16pt;">2) Art Cinema</span></u></b><span style="font-family: Times, serif; font-size: 16pt;">:</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">It is more
realistic and relevant to the needs of the people and society. This form is not
very popular. It is also called ‘parallel cinema’. Alternative cinema’ or ‘new
wave cinema’. These new trend films are male at law cost. Outside the main
stream of commercial cinema.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">In the last
fifty years, cinema has become not only a serious art form nut a field of study
by itself. Continuous advantage/ Advancement in film take viewer to the world
outside his day-to-day world providing entertainment. This has made cinema a
popular medium of masses.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Indian
educationists and sociologists have shown a surprising lack of interest in the
film as an educational force and a social challenge. Hardly any academic,
systematic, scientific, studies have been undertaken on the social and
psychological impact of the films in India.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Films have a
hypnotic influence on most children and heroines. They indulge in day dreaming
and fantasy and when it increases. Children become unable to accept the hard
realities of life. Apart from these, films create fear, terror, sorrow and
pathos, love and passion, thrill, excitement and stimulation people suffer from
have over after watching a film. Thus, films have a dynamic influence on people
which ultimately, affects the society as a whole.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Most films
implicitly subscribe to the view that the highest goals in life are power,
money, luxury, public adulation and one can use any means to achieve these
goal. Thus, most of the films glorify false patterns of life.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">There have
been fear studies on effects of violence and sex in specific films on children
and youth. When we want to know the impact of films: one has to look at had
stories of cinema attest the actual life of the people.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">The main
reasons for going to see films have been to learn about the world of ides and
things, to forget and get away to escape, to pass time, to relive boredom, to
impress others.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Having seen a
film saves as it shows that an integration as it the mainstream cultural
activities of his reference group. Having seen film in first week of its
release is a minor form of prestige. People tend to use scenes from films as
analogies to real life situations, or use dialogue from movies as a common
means of expression understood by all.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Films as mass
media continue to play an important role in our society. Despite television
many people today go to the theater to see the films to enjoy the photography
and music and sound effects, whenever they leisure time.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Many foreign
films are also being shown in theatres as well as a television. Many feel that
these films pose a threat to our austral identity. These films help people to
know the culture, values, people at the would. As a result they are able to
select their value system with more wisdom and maturity because cultural
ripeness also contributes to the development of mind.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">The films
affected television also. the film directors and producers turned to television
to produce either mythological like Mahabharata and Ramayana or soap operas
like Buniyaad, Rajini, Nukkad and Swabhimaan. Telefilma, were also produced
such as ‘Janam’and ‘Phir Teri Kahani Yad Aye’etd. In Indian cinema the awerness
of social relevance was very much there till recently. </span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: Times, serif; font-size: 16pt;">Violence in Films</span></u></b><span style="font-family: Times, serif; font-size: 16pt;">:</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Most of the
films Enders social evils like Dowry, bigamy, role stereotypes, pragmatism and
domination of anti social elements and so on. Films being powerful and popular
medium having, strong reality dimension in its presentation encourages
adolescents and youth in resorting to crime, violence and taking law into one’s
own hands.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">Woman is being
more and more prostrated as sex objects in the films. They are used to include
the elements of vulgarity in films by making them to suggestive gestures and
udity and to entertain the audience with cheap, vulgar dances and songs. Their
costumes or dresses are shown vulgarly in the name of modernity.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<b><u><span style="font-family: Times, serif; font-size: 16pt;">Advantages of Cinema</span></u></b><b><span style="font-family: Times, serif; font-size: 16pt;">:</span></b><span style="font-size: 16pt;"><o:p></o:p></span></div>
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<span style="font-family: Times, serif; font-size: 16pt;">The emotional
impact left by films helps in shopping personal and social attitudes. They
presto the situation in a dramatize recreation form which brings reality also
and assures the involvement of the velar and leaves emotional impact.</span><span style="font-size: 16pt;"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com1tag:blogger.com,1999:blog-4613744101493943099.post-68642711089265288622012-11-03T05:34:00.001-07:002012-12-17T08:19:28.619-08:00Translating a Story 'Snake in the Grass' by R.K. Narayan to "ઘરનાં વાડામાં ''એરું"<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://onlinebookplace.com/images/books/j/300/introducing-translation-studies.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://onlinebookplace.com/images/books/j/300/introducing-translation-studies.jpg" width="226" /></a></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span>
<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Name: Sumra Jitendra V.<b><o:p></o:p></b></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Class: M.A. [English]<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Semester: 04<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Roll No. : 16<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Year: 2012-13<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Paper No. : 04<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Paper Name: “Translation Studies”<o:p></o:p></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 18px;">Assignment Topic: “Translating a Story 'Snake in the Grass' by R.K. Narayan to "ઘરનાં વાડામાં ''એરું"<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Submitted To,<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Dr. Dilip Barad<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Department Of English<o:p></o:p></span></span></div>
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<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> M.K.Bhavnagar </span></span><br />
<span style="line-height: 18px;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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SFTZ VFG[ S[8,F ~50LGL ¦5F0MXLV[ DF\Y] </span><span style="font-family: LMG-Arun; line-height: 140%; text-indent: 0.5in;"><b>માર્યુ</b></span><span style="line-height: 140%; text-indent: 0.5in;"><span style="font-family: LMG-Arun; font-size: large;"> G[ SL</span><b style="font-family: LMG-Arun;">ધુ</b><span style="font-family: LMG-Arun; font-size: large;"> S[ T] </span><b style="font-family: LMG-Arun;">કાતર જેવી</b><span style="font-family: LMG-Arun; font-size: large;"> ,M-FGL J:T] TM નો ,</span><span style="font-family: LMG-Arun;"><b>ઈ</b></span><span style="font-family: LMG-Arun; font-size: large;"><b> </b>C</span><span style="font-family: LMG-Arun;"><b>ક</b></span><span style="font-family: LMG-Arun; font-size: large;"> </span><span style="font-family: LMG-Arun;">ધીં</span><span style="font-family: LMG-Arun;"><span style="font-size: large;">UF6F ;[ tIF\ NnLP T[D6[ TM I]Nn;DIGL lSD\TM DF\0L V[DF\YL ALHF G\AZGM KMSZM
AM<IM ¬V[ SFI 56 ,I XS[ HM EFJ GSSL CMI TM4 5F0MXL TM DMHDF\ VFJL SF/F
AHFZGL JFTM X~ </span><b>કરી</b></span><span style="font-family: Times, Times New Roman, serif; font-size: large;">.</span></span></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જો ભાવ નક્કી
કરવામાં ટકડી ચડાવી. બીજા તો મોઢું મચડીને જોતા ર</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">યા.. તીકડે
ઓલો કોલેજિયન છોરો માલીપા પડ્યો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">; </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">મેં અમેરિકન છાપા વાંચેલું કે</span><span class="apple-converted-space"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> </span></span><span style="font-size: 11pt;"><span style="font-family: Times, Times New Roman, serif;">30,000</span><span class="apple-converted-space" style="font-family: Arial, sans-serif;"> </span></span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જેટલા માણસો
સાપનાં ડંખથી મ્રુત્યુ પામે છે." આવા ભયમાં બાએ હાથ માર્યો અને દાસાને
બોલાવ્યો. ઓલા છોકરએ તો માંડીને વાત કરી અને આંકડાઓ સમજાવ્યા. </span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જો જાણી
લીધું</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span style="font-size: 11pt;"><span style="font-family: Times, Times New Roman, serif;">83 </span></span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એક દિવસમાં એનો અર્થ એ થયો કે દરેક વીસ
મીનીટમાં કોઈ સાપનાં કરડવાથી મરે છે. બાની તો આ સાંભળી બાંગ ફાટી ગઈ. ફળિયું તો
આખું માથે લીધું. સોકરા તો એક વાહડા જેવો મોટો ડાંડો લાયા ને દાસનાં હાથને ઠોહો
માર્યો.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એણે તો હાથમાં
લીધો ને પરાણે હવામાં ઊલાળ્યો. કોઈકે એની તરફ અવાજ કર્યો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, '</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જો હવે કેવો
આનાકાની કરતો બહાના કાઢે સે.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તેઓએ ધોતીઓ ઊંચી કરીને ચાકુને ધારિયા કાઈ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ઢા અને
ફળિયાનાં ખડ્ને કાતરવા મંડી પડ્યાં. ખડ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જાડી-જાખરા</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ને ઘાસને તો
વેતરી નાઈ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ખુ. કપાતુ નો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તુ એય વેતરી નાઈ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ખુ. અંદરની દીવાલો તો ચોખ્ખી કરી નાખી</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ટકાટક. કાઈ
નો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તુ ર</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">યુ ત્યારે દાસ છતી ફુલાવતો જુમી ઉઠ્યો. "ક્યા સે એરું કો</span><span style="font-size: 11pt;">?</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">"<o:p></o:p></span></b></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એક ઘરડો ભીખારી
દરવાજે બુમો પાડતો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તો.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;"> </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;"><span style="text-align: start;">જ્યારે તેઓ સાપ હારે વળ ખાય ત્યારે તે</span>ઓએ તેને આવા ટાણે
માંગણી કરવાની ના પાડી. અરે આતો ભગવાન સુભ્રમનીયન</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તને મળવા
આયા સ. "સાપને ને નો મરતાં." બાએ તો હા પાડતા માથ્ય ધુણાવ્યુ.
"તારી વાત હાશી સે. મને તો અભિશેકની માનતા માની સે. હારુ. યાદ આવી
ગ્યું." તેણે એક રૂપિયાનો સીક્કો માગણને આપ્યો. તેણે મદારીને બોલાવી લાવવા
કીધું. એ ગ્યો ત્યારે જ એક માણસ દરવાજે કળાયો અને કીધું કે એ મદારી છે.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તમે સાપને
કેમ કરતા પકડો સો</span><span style="font-size: 11pt;">?</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">" '</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">આવી જ રીતે
લ્યો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એ બોલ્યો. જમીન પર ખતરનાક સાપ પર જાપાટો મારતા.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તેઓએ એણે
આમતેમ નજર કરી અને બોલ્યો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, '</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જો તમે મને કાળોતરો બતાવો તો ઈશી ઘડીએ પકડી પાડુ. નકર હુ શું કરું</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'. </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એણે એનુ નામ
કીધુ ને ઠેકાણુ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ઈ તો ગ્યો.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">બપોર પછી પાંચ
વાગ્યે</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તેઓએ બધા ડંડીકા નીચે મુકી દીધા અને આગળનાં ફળિયાની નરકોળિમા બધા પથરા
ઊંચા-નીચા કરી નાખ્યા અને ઘાસ તો હાવ બોથરાવી નાઈ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ખું. જેથી
કરીને જીણામાં જીણુ જીવડું બાર આવી જાય. તેઓ મોટેથી વાતુ કરતાં-કરતાં બધી વસ્તુઓ
જોતા જોતા</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જે તેને ભવિષ્યમાં જીવ-જંતુ આગળ રક્ષણ આપે. ત્યારે દાસ દેખાયો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">હાથમાં
માટલુ લઈને</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ઉપર પથ્થરની ટાઈલ મુકેલું.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એણે માટલું નીચે
મુક્યું અને કીધું</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, '</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">જો પકડી પા</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ડો. મે એને માટલામાંથી ડોકાશ્યું કરતા જોયો.... હું જોઈ ગ્યો મને જોવે ઈ પેલા.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તેણે માડીને
વત કરી. એનાં પલાનની. કેવી રીતે તેણે તેને પુરી દીધો અને પેક કરી દીધો ઈમ. એ થોડો
આઘો ઊભો ર</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">યો અને માટલાને જોતો જ ર</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">યો. હવે તો દાસનાં મોઢા પર એક ચેમ્પિયન
હોવાનો ઉમંગ આયી ગ્યો. </span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">હવે મને આળહુડો નો કે</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">તા.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">એ બોલ્યો. બાએ તો ઘડીક વારમાં વખાણ કરી નાખ્યાં અને થ્યુ કે માટલામાં થોડુ ક
દૂધ મુકીએ તો ધાર્મિક રિવાજેય પુરો થઈ જાય. દાસે તો નજર માંડીને માટલું ઊપાડી
લીધું અને કહ્યુંએ બાજુમા રેતા મદારીને આપીને આવશે. તે દીથી જાણે ઈ તો હઉની મોઢે
રાજકુવરની જેમ વખાણે ચડી ગ્યો. તેઓએ તો એને ઈનામ આપવાનું નક્કી કરી લીધું.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">પાંચ મીનીટ જ થઈ
તી</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">દાસ ગ્યો ત્યારે જુવાન્યો મોટેથી બોલ્યો: </span><span style="font-family: Arial, sans-serif; font-size: 11pt;">'</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">અહી જુઓ.</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">' </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">ફળિયામાં
બધાને ટોળે વળેલા જોઈ</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">પશી ફેણ કાઢતા</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">સાપ દરવાજા હેઠેથી દસડાઈને અને ગાયબ થઈ ગ્યો પેલી પાઇપ-લાઈનની બાજુમાથી.
ત્યારે તેમનું મન ઠેકાણે પડ્યું. તેઓએ પુછ્યું</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, "</span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">હાસુકલ્યુ
બે સાપ હતા</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">?" </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">કોલેજનો જુવાનિયો બબડ્યો</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">, </span><span lang="GU" style="font-family: Shruti, sans-serif; font-size: 11pt;">કદાચ મે
જોખમ ખેડ્યુ હોત અને પેલુ પાણીનું માટલું દાસનાં હાથમાંથી પાડ્યું હોત તો કદાચ ખબર
પડી ગઈ હોત કે એમાં શું હતું.</span></b><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com1tag:blogger.com,1999:blog-4613744101493943099.post-80060954857470994262012-11-03T03:25:00.000-07:002012-12-17T08:07:56.403-08:00Boomerang of Gandhian thoughts: Study Of national movements in Kanthapura<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Name: Sumra
Jitendra V. <b><o:p></o:p></b></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Class: M.A. [English]<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Semester: 03 <o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Roll No. : 16 <o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Year: 2012-13<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Paper No. : 104<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Paper Name: “Indian Writing in English”<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Assignment Topic: “Boomerang of Gandhian thoughts:
Study Of national movements in Kanthapura.”<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Submitted To,<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Dr. Dilip Barad<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Department Of English<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> M.K.Bhavnagar</span></span><br />
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> University<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMLEznh7zf064BR2Y1TZQBZ1UmaB3sQM0l3wjNvE5ugksJ1E8H63Gu1ExBGeQbTZhMQ2tW49WR3OTmPlIcJIxe2BWG_lsZaG9Tnl9aSECOiWN2vJq7fymkayGzLJDwE4bh3926UxGCQEkl/s1600/Mahatma+Gandhi.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMLEznh7zf064BR2Y1TZQBZ1UmaB3sQM0l3wjNvE5ugksJ1E8H63Gu1ExBGeQbTZhMQ2tW49WR3OTmPlIcJIxe2BWG_lsZaG9Tnl9aSECOiWN2vJq7fymkayGzLJDwE4bh3926UxGCQEkl/s320/Mahatma+Gandhi.jpg" width="320" /></a></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Introduction:- <o:p></o:p></span></span></b></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></b></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> Literature is a medium of political
and social awakening in a country and it is natural that suffering India’s
struggle for freedom, literature played its own part. Most of the creative
writing which influenced India’s national movements had taken into account the personality
and achieve emends of Mahatma Gandhi who dominated the Indian political scene
from 1916 till his death in 1948. The distinction of knthapura is that it
depicts an early stage in Gandhi’s c career, when few people were able to
recognize his greatness adequately. Kanthapura is, of course, not the first
creative work which prefect’s gneiss life and ideals though it is perhaps one
of the few which did so directly.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;"> The novel depicts the freedom
movements led by Mahatma Gandhi as the main theme, it also aims at social reform,
It is so because the </span><span style="line-height: 21px;">Gandhian</span><span style="line-height: 115%;"> movement did not aim at swaraja only, but also at
social reform, in fact, mahatma Gandhi believed that swaraja itself could be
attained after certain social reforms and social awakening. <o:p></o:p></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span style="line-height: 115%;">The Freedom Movement:-</span></b><span style="line-height: 115%;"><o:p></o:p></span></span></div>
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<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;">In Kanthapura, we have more than a glimpse of the
freedom movement in India. Under the leadership of Mahatma Gandhi. In cities as
well as villages they are volunteer groups which organize the people,
distribute </span><span style="line-height: 21px;">charkha s</span><span style="line-height: 115%;"> and yarn and even form an ambulance cores to take care of
those who are wounded in the firing and Lathi charges on Satyagrahis. Moorthy
is a typical example of the thousands of young men who were fired with
patriotic zeal by Gandhi’s inspiration and who, wonder his programmed left,
schools, colleges and universities, or resigned from their jobs, and made a
bonfire of their costly imported clothes.<o:p></o:p></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Rangamma and Ratna represent the women’s side of the
movements, while Ranga Gowda and rachanna show how even the people of the lower
castes picked up0 courage, or curbed their natural instinct for retaliation and
accepted he voluntary restraint of non-violence.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">The ideals of patriotism and national integration
are depicted one of the honor character, advocate Sankar. He is a khadi-clad
advocate who has been named the walking advocate because of his simple ways. British
government in India, its laws and ways are also depicted vividly in the novel.
The white man who owns the skeffinton coffee estate is a symbol of the
imperialist rulers of India who exploited Indians in varies ways. They employed
paid agents like Bhatta and the swami to oppose the freedom movement.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">There are references to the atrocities committed by
the authorities in other parts of India e.g. the massacre at Jaliawalla bag in
Amritsar. The British policy of divided and rule is also seen in operation, for
the loyal swami is given a gift of land, so that there is no chance of his
joining the patriotic movement.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;">People of the lower castes are not admitted inside
temples but must have Darshana of the god from outside though the pariahs do
not seem to mind this much; there is a movement that the doors of the temples
should be thrown open to all classes. One of the followers of Gandhi in </span><span style="line-height: 21px;">karma's</span><span style="line-height: 115%;"> has already done that.<o:p></o:p></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">The political movement of swaraja is closely linked
with religious reforms and social uplift in Kanthapura. A well known critic is
therefore quite justified in his comment;<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;">Kanthapura is no political novel anymore than is
Gandhi’s movement a more than is Gandhi’s movement a more political movement.
It pictures vividly truthfully untouchability the story of the resurgence of India
under Gandhi’ leadership; its religious character, its economic and social
concerns, its political ideals precisely n the way Gandhi tried to </span><span style="line-height: 21px;">spirituality</span><span style="line-height: 115%;"> polices, the capacity for sacrifice of people in response to the call of one
like Gandhi not the spectacular sacrifice of the few chosen ones who later
became India’s rulers, bur the officially unchrnicled, little nameless,
unremembered acts of courage and sacrifice of peasants and farm hands, students
and lawyers, women and old men, thanks to whom Gandhi’s unique experiment gathered
momentum and grew into a national movement.’<o:p></o:p></span></span></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">The advent of Gandhi first civil disobedience
movement:-<o:p></o:p></span></span></b></div>
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<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">It was the arrival of Gandhi from South Africa which
infused a new life and vitality into the Indian struggle for independence. He
had already acquired considerable experience in the use of non-violence
non-co-operation s a political weapon, but it was in India that he perfected
his technique and used it with such success. In the beginning, be co-operated
with the British, and in this way sought to secure for India an honorable place
in the British Commonwealth. During the war years 1914-1918, he made a forceful
plead for extending all possible help to war some measure of autonomy would be
granted to the Indian people. His moderate approach incensed the extremists but
he did not care for it. But when the war was over, the thankless British government
did not fulfill the promises it had made to the Indian leaders. Instead there
came the notorious Rowlett act 1919. The result was that the mahatma gave the
clarion call for civil disobedience; there was an upsurge of Indian nationalism
and patriotism such as had never been witnessed before public meetings were
organized fill over the country and leaders like B. Tilak, Bankim Chandra
Chatterjee, Gopal Krishna Gohkale, etc. Greely voiced the demand for Swaraja or
independence. In the beginning it was a demand for home rule under the
patronage of the British, but it soon grew into a demand for complete also
increased till have was enacted the tragedy of the Jaliawalla Bag, April 13,
1919, which sent a wave of horror throughout the country.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Suspension of the movement:-<o:p></o:p></span></span></b></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">As the Gandhian movement continued, there were signs
of increasing violence. It all culminated in the unprecedented shocked,
regarded it as a personal failure, and sounded the movement. This withdrawal of
the movement, when national enthusiasm was at its height offended a large number
of staunch patriots, including Jawaharlal Nehru. There was a temporary decline
in Gandhi’s popularity and the extremist’s within the party gained ground. The
demand for complete independence, instead of dominion status within the British
Empire, as voiced by Nehru in his presidential address in 1929. “We stand for
the fullest freedom of India. This congress has not acknowledged, and will not
acknowledge, the right of the British parliament to dictate to us in any way”<o:p></o:p></span></span></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Gandhi’s Stress on Social Reform:-<o:p></o:p></span></span></b></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">In the meanwhile Gandhi continued to prepare the
nation for the prolonged struggle which lay ahead before independence could be
gained. He aimed at the total involvement of all sections of the Indian people
and so launched a comprehensive programmed of economic, social and religious
uplift and emancipation of the Indian people. His programmed of action was
fourfold<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span style="line-height: 115%;">1.</span></b><span style="line-height: 115%;">
Spinning of the charkha, weaving of one’s own cloth and boycott of foreign
cloth and other good. Swadeshi and khaddar were necessary for swaraja.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span style="line-height: 115%;">2.</span></b><span style="line-height: 115%;">
Eradication of untouchability, and other social evils like the purdah system,
so that women and his so-called lower castes may play their part in the freedom
struggle.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span style="line-height: 115%;">3.</span></b><span style="line-height: 115%;">
Village uplift, eradication of poverty, illiteracy, caustics etc, and<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span style="line-height: 115%;">4.</span></b><span style="line-height: 115%;">
Hindu-</span><span style="line-height: 21px;">Muslim</span><span style="line-height: 115%;"> unity.<o:p></o:p></span></span></div>
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<span style="font-family: Times, Times New Roman, serif; font-size: large;"><span style="line-height: 115%;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"> In the novel Moorthy places this very Gandhian
programmed of action before the people of Kanthapura.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">Conclusion:-<o:p></o:p></span></span></b></div>
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<b><span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></b></div>
<div class="MsoNormal" style="text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="line-height: 115%;"><span style="font-family: Times, Times New Roman, serif; font-size: large;">In short, Kanthapura is a great work of art
presenting realistically, imperially and artistically the impact of the Gandhi
movement on the masses of India. It is a great classic of the India’s freedom
struggle; it gives us more essential truth about the Gandhian era than any
official records of books of history.</span><span style="font-family: Times New Roman, serif; font-size: 14pt;"><o:p></o:p></span></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-64519640980532779942012-11-03T02:52:00.003-07:002012-11-03T02:52:55.420-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: 'Times New Roman', serif; font-size: 14pt; line-height: 115%;">Name: Sumra
Jitendra V.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Class: M.A. [English]<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Semester: 03 <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Roll No. : 16 <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Year: 2012-13<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Paper No. : 103 <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Paper Name: “ Literary Theory and Criticism ”<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Assignment Topic: “ Theme And Subject Matter of Poetry.”<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Themes
and subject matter of poetry: <o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Wordsworth’s enormous
legacy on a large number of poems written by him. But the themes that run
through Wordsworth‘s poetry remained consistent throughout. Even the language
and imagery he used embody those themes, remained remarkably consistent. </span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">Any subject
between heaven and earth can be treated poetically and the similar idea is
noted by Wordsworth in 1798,</span><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">“It is the honorable characteristic of poetry that its
materials are to be found in every subject which can interest the human mind.”<o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";"><br /></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";">Wordsworth states that subjects are poetic and
unpoetic in themselves. A slight incident of village life may be material for
poetry, if the poet can make it meaningful. Thus Wordsworth extends the scope
of poetry, by bringing within its folds themes chosen from humble and common
life. Wordsworth’s aim was to choose incidents and situations from common life,
to relate them in a selection of language really used by men. The reason that
he gave was that the rustic people were close to nature and hence free from
artificiality and vanity. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Wordsworth argued that
poetry should be written in the real language of common man, rather than in the
lofty and elaborated dictions that were then considered <b>“Poetic”. </b>He believed that the first principle of poetry should be
pleasure and so the chief duty of poetry is to provide pleasure through a
rhythmic and beautiful expressing of feeling. All human sympathy, he asserted,
is based on a subtle pleasure principle that is “the naked and native dignity
of man”.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Wordsworth elaborated
on this idea in the <b>“Preface”</b> to the
1800 and 1802 editions which outline his main ideas of a new theory of theory.
Wordsworth explained his poetical concept.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> <b>“The
majority of the following poems are to be considered as experiments. They were
written chiefly with a view to ascertain how far the language of conversation
in the middle and lower classes of society is the purpose of poetic pleasure.”<o:p></o:p></b></span></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Wordsworth’s
Opinions about theme and subject matter of poetry:<o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">[1].
Object [Subject matter of poetry] <o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The principle objects, and
then proposed in these poems was to chose incidents and situations from common
life. And to relate and describe
them, throughout, as far as
possible in a selection of
language really used by
men, and at the same time , to throw over
them a certain coloring of imagination , whereby ordinary
things should be
presented to the mind in an unusual aspect,
and further and above all, to make
these situations and
incidents interesting by tracing
in them , truly though not
ostentation ally the primary laws of
our nature: chiefly as regards
the manner in which we
associate ideas in a state of excitement. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">[2]
Humble and rustic life [Subject matter of poetry] <o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Humble and rustic life was generally chosen. because in
that condition , that
essential passions of the heart find
a better soil in which
they can attain
maturity , are
less under restraint , and speak
a plainer and more
emphatic language ; because in that
condition may be rural accurately
contemplated and more
forcibly communicated ; because the
manners of rural life
germinate from these
elementary feelings , and from
the necessary character
of rural occupations , are more easily
comprehended and are ,ore
durable and lastly
because in that condition
the passions of men
are incorporated with the beautiful
and permanent forms of nature<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">[3].
Language [Style of poetry]</span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The
language too, of these
men has been adopted
purified indeed from
what appear to be
its real defects , from all lasting
and rational causes
o dislike and
disgust and disgust - because
such men communicate
with the best objects from
which the best part
of language is originally
derived and because
from their rank in society and
the sameness and narrowed
circle of their
intercourse , being less under
the influence of social variety , that convey
their feelings and
notions in simple
and unelaborated expression s. Accordingly , such a
language , arising out of the
repeated experience and
regular feelings is
a more permanent
and a far ,ore
philosophical language than
that which is a frequently substituted
for it by poets who
think that they are conferring honor
upon themselves and
their art on
proportion as they separate themselves
from the sympathies
of men , and induce
in arbitrary and
capricious habits of expression
, in order to
furnish food for fickle
appetites , of their own creation.<o:p></o:p></span></div>
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<b><i><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Definition of poetry <o:p></o:p></span></i></b></div>
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<b><i><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></i></b></div>
<div class="MsoNormal" style="text-align: justify;">
<i><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Passion
and Reflection Wordsworth propounded</span></i><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> his views on poetry,
its nature and functions and the qualification of a true poet in his Preface.
So far as the nature of poetry is concerned, Wordsworth is of the opinion that “<b>poetry is the spontaneous overflow of
powerful feelings.” <o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b><br /></b></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Poetry has its origin
in the internal feelings of the poet. It is a matter of passion, mood and
temperament. Poetry cannot be produced by strictly adhering to the rules laid
down by the Classicists. It must flow out naturally and smoothly from the soul
of the poet. But it must be noted that good poetry, according to Wordsworth, is
never an immediate expression of such powerful emotions. A good poet must
ponder over them long and deeply. In the words of Wordsworth, <b>“poetry has its origin in emotions
recollected in tranquility.”<o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b><br /></b></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Thus , Wordsworth’s views
on poetical style are the most
revolutionaries of all the
idea in his preface,
He discarded he
gaudiness and inane phraseology
of many modern writers. He insist that
his poems are
written in <b>“selection of language of men in
a state of vivid sensation.’ </b> His
views of poetic
diction can be
summed up as : <b>‘ there neither is
nor can be any essential
difference between the language
of prose and metrical
composition.’<o:p></o:p></b></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-19434079170529640012012-11-03T02:41:00.000-07:002012-11-03T02:41:03.998-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Name: Sumra Jitendra V. <o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Class: M.A. [English]<o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Semester: 03 <o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Roll No. : 16 <o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Year: 2012-13 <o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Paper No. : 102<o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><b>Paper Name: The Neo-
Classical Literature </b><o:p></o:p></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">A
Critique on Gulliver’s Travels <o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div style="border-bottom: solid #AAAAAA 1.0pt; border: none; mso-border-bottom-alt: solid #AAAAAA .75pt; mso-element: para-border-div; padding: 0in 0in 0in 0in;">
<h1 style="border: none; line-height: 14.4pt; margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-border-bottom-alt: solid #AAAAAA .75pt; mso-padding-alt: 0in 0in 0in 0in; padding: 0in;">
<span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Gulliver’s travels is all about Lemuel
Gulliver’s various adventures in several unknown lands from where he comes out
as complete common human being. These prime four lands like Lilliput, </span><span style="font-size: 14pt; font-weight: normal;">Brobdingnag, <span style="background: white;">Laputa </span></span><span style="font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold;">and houyhnhnmsin which swift has
enunciated various human weakness and pride of the people, praised rational
animals like horses and made a mordant irony yahoos. He has indicated almost
all bad habits of the people.<o:p></o:p></span></h1>
</div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Norman
a Jeffers has written about Gulliver’s Travels<o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">It is at once a
delightful, fantastic story of adventures for children, a political satire, and
a serious satire on human nature, on contemporary politics social institutions
and on the manners and the morals’ of the age.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The book is written in travelogue.
The narrator Gulliver himself becomes at reporter messenger and inter-mediator
like person between readers and the book itself.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Our main concern about
this novel is that gullivers travels are basically a satire on contemporary ssbasically
a satire on contemporary leaders.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">By this book Jonathan
swift, the voyage to laputa and lagado is an allegorical satire directed mainly
against philosophical and scientific pedantry.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">He critic in initial
voyage, like in brooding, giant people, in that voyage he critics that they all
animals like human being old temple.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Lilliput is also full of so many satires and ironies,
characterization of the emperor of the land, flimnap the treasurer, queen are
suitable paragms swift makes satire on intrigues and schemes against other
political parties, human pride and pretension, evils of taboos in Lilliput are
main target of satire.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The very interesting
matter about the conflict between bi-ending and little ending high-heels and
low-heels denotes the collision between two major parties in England. The
quarrels twixt the Roman Catholic Church and the protestant Gulliver reduces
the mistress of the emperor by extinguishing a fire in her apartment indicates
queen ann.’s annoyance with swift for having written a tale of a tub. First two
lands in which bidgets and giants are living, suggest that there are the people
who are so much narrow-minded as well as frankly that always lead him towards
great annihilation. Their lifestyle way of speaking, cloths. Daily affairs and
so many others things are deeply allegorized. Even he also ironically remarked
of all most all professionals and second class work like bagging, farming, etc.
according to upper class people<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Each and every place,
things costumes, communication, expressions and feelings of four voyages are
very much satiric. We find that swift might taken out from real life and put
them in his novel.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> One
can say that Gulliver’s travel is not simple one out a very lampoon satire on
boasted people and pungent satire on hypocrite, is conveyed by Gulliver he is
mouthpiece of the novelist the readers feel that Gulliver himself is swift
himself who shoots the words towards the people of all four and secondary
voyages of the world by making than ridiculous and trivial for example the
hideous behavior of yahoos, their sudden attack on Gulliver, their style of
eating animal flesh shows that swift is totally again of human nature that
indicates he is a misanthropist.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The sycophancy of the politicians in their efforts to win
king side by the king of Lilliput is more pin pointed.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The academy of
projectors in lagado is a satire on the kind of useless word which was being
done by the royal society in those days. The human longing for immortality is
ironically represented.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Such a great satirical
remark on Gulliver’s shows that swift himself ironically demerits England have
also little in their ideas, thought and ambition.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">To satirize and
criticize whole human society swift has made people somewhere six inches of
height, somewhere like gigantic figures, somewhere more moral and benevolent
people and at last in forth voyage more lecherous and treacherous mentality of
yahoos.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Swift wrote Gulliver’s
travel’s at a time when Europe was the world’s dominant power, and when England
despite its small size, was rising in power on the basis of its formidable fleet. England’s growing military and economic power brought it into contact
with a wide variety of new animal’s plants, places, and things but the most
significant change wrought by European expansion was the encounter with
previously unknown people like the inhabitants of the Americas with radically
different modes of existence.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">Swift plays with language
in a way that aging poles fun of humanity’s belief in its own importance when
the Lilliputians draw up an inventory of Gulliver’s obsessions. The whole endeavor
is treated as it was a serious matter of state. The contrast triviality of the possessions
that are being inventories. Serves as a mockery of people who take themselves too
seriously, similarly to articles that Gulliver’s is forced to sign in offer to
gain his freedom are couched in formal.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Swift implies that the difference between protestants and Catholics,
between Whigs and Tories and between France and England are as silly and
Meaningless as how a person chooses to crack
an e.g. Once we make this connection, though, we face the question of why swift
things that these conflicts are trivial and irrelevant after all politics,
religion, and national identity would have vein considered the most important
issues in swifts time and we continue to think of these things as important
today. The answer to this questing is less obvious and the next does not give
us simple expansion similar we may conclude these is no right or wrong way to
worship god at least there is no way to prove that own way to prove that one
way is right and another way is wrong.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Swift makes a mockery of formal language by showing has it
can be used to mask simple fears and desires such as the Lilliputians desired
to eliminate the threat that Gulliver poses. The help that Gulliver gets from
reldreasal is an illustration of a persisted motif in Gulliver’s travels the
good person surrounded by a corrupt society.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Swift makes a mockery of those who would try to demonstrate
their exercise through convoluted language, attacks like this one, which are
repeated elsewhere in the novel are part of swifts larger mission to criticize
the validity of various are more shows than helpful, whether legal, naval, or
as in the this voyage, scientific.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> At the time that swift was writing Gulliver’s travels.
However, technology that could accentuate these imperfect senses was burgeoning
and Gulliver’s microscopic view of flies and flesh may be a reference to the
relatively recent discovery of the microscope, the late seventeen century saw
the first publication of books counting magnified images illustrating that
various items, fleas, hair, skiing contained details and flaws that had
previously been hidden Gulliver lives this microscopic experience directly, in
a magnified world everything takes on new levels of complexity and
imperfection, demonstrating that the truth about objections is heavily
influenced by the observer’s perspective.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Swift continues to satirize specialized language in his
description of the technique used to move the island from one place to another.
The method of assigning letters to parts of a mechanism and them describing the
movement of these parts from one point to another resembles the mechanistic
philosophical and scientific description of swift’s time. <o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-88900937782951469592012-11-03T02:06:00.000-07:002012-11-03T02:06:00.934-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-ansi-language: EN-IN; mso-fareast-font-family: "Times New Roman";">Roll no. – 16<o:p></o:p></span></b></div>
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<b><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-ansi-language: EN-IN; mso-fareast-font-family: "Times New Roman";">Paper No: - 101</span></b><span style="font-family: 'Times New Roman', serif; font-size: 16pt;"><o:p></o:p></span></div>
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Renaissance Literature<o:p></o:p></span></b></div>
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<b style="background-color: transparent;"><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-ansi-language: EN-IN; mso-fareast-font-family: "Times New Roman";">Topic:
“Analysis of any three poems by John Donne.”</span></b></div>
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<b><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman","serif"; font-size: 16.0pt; mso-ansi-language: EN-IN; mso-fareast-font-family: "Times New Roman";"> Department of English,</span></b><span style="font-family: 'Times New Roman', serif; font-size: 16pt;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt;">Introduction:-
<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> John Donne was born in London, most likely in early 1572.
The history of John Donne’s reputation is quite unusual. He became famous for
the beauty and power of his sermons. Almost none of his poetry was printed in
his lifetime and when a first collected edition, including a number of daring
love poems , appeared two years after his death, his son Denounced the book as
a libel on the memory of a good and holy man, almost as if the poems were not
Donne’s. His work has always had discerning admires but also too many readers
and critics through the centuries. He was, if he existed at all, an odd
presence. His intellectual knottiness, his stress on poetry as speech rather
than song and his intense and irregular rhythms all regular a good deal of
getting used to.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">“The
Dream”<o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> In John Donne’s poem “The Dream” by narrator is waken from
a dream by the person who he claims to have been dreaming about like in the
more popular Donne poem “The Flea” the narrator attempts to Cajole the woman
into coming to bed with him by talking about the poetic conceit (The Dream, The
Flea) and how it relates to them. Unlike in “The Flea” However, Donne uses some
way complex imagery to describe the dream and the walking and to from his
arguments for her staying.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> In “The Dream” he uses the feminine pronoun to describe the
one who wakes the narrator, the imagery of an angel and the Cajoling tone all
point to a feminine character. Because of this, Donne’s romantic reputation and
his use of the female pronoun in other similar poems the following explication
assumes that the unnamed person who wakens the narrator is a woman. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> This is a good example of none of Donne’s more erotic
poems. It is playful in the sense that we have a sort of verbal foreplay situation;
playful, but with a serious desire for sexual union afterwards. The poem teases
us, too, as readers; is the poet going to get his wish? Or will he have to go
to sleep again and just dream he is making love to his lady?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The Dream poem plays with ideas of truth, sexual desire and
dreams. He is clearly having an erotic dream when his lady fried wakes him for
some reason, Is she going or Is she coming (to have sex) ? If the latter, then
“My Dream thou brook’s not but continuer’s it. In other words, she can ‘make
dreams truths’ so she is a true lover.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> This leads him to liken her to an angel. Angels appear in
dreams are dressed inn white, as she would in her nightgown and we call our
loved once angels. But angels have their limit. They cannot read people’s
thoughts. She however, must before it reached its climax to prevent ‘excess of
joy’ waking him instead. So she must be human after all, and not an angel. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> Then he wonders if that’s why she woke him – perhaps she
was creeping away? That would be to allow thoughts of “Fear, Shame, Honer” to
creep in and suggest “That love is weak” he then plays with the idea of light,
as he did in “Truth and light” is seen as complementary. So she has come in
truth to ‘ Kindle Light’ but of course, these words have sexual overtones;
Torches are something of a phallic, symbol, ‘kindle’ suggests arousal and
‘coming’ and ‘die’ have colloquial meanings of intercourse. So in the end, he
resolves his doubt with a win situation; either you go and I finish my dream of
live making; or we really make love.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The ultimate joke is, of course we don’t know if this is a
real situation or just a fantasy one for the purposes of writing a poem. This
is thus an excellent, its joyfulness, where the truths of dreams, literature
and real life tease one other. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">“Death
Be Not Proud”<o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> John Donne’s “Death be not proud” present an argument
against the power of Death. Addressing ‘Death’ as a person, the speaker warns Death
against pride in his power. Such power is merely an illusion and the end Death
thinks it brings to man and woman is in fact a rest from world weariness for
its alleged. “victims” The poet criticizes Death as a slave to other forces;
fate, chance, kings and desperate man, Death is not in control for a variety in
taking lives even in the rest it brings. Death is inferior to drugs, finally
the speaker predicts the end of death, and thou shalt die.” <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The first stanza focuses on the subject and audience of
this poem death by addressing death. Donne makes it /him into a character
through personification. The poet wants
death to avoid pride and reconsider its/his position as a “mighty and dreadful”
force. He concludes the introductory argument of the first quatrain by
declaring to death that those it claims to kill “Die not” and neither can the
poet himself be stricken in this way. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">The speaker tells Death
that it should not feel proud for through some have called it “Mighty and
Dreadful”, it is not those whom Death thinks it kills do not truly die, nor the
speaker says, “ cant’s thou kill me.” Rest and sleep are pleasurable; thus, the
speaker reason, Death itself must be even more so- indeed, it is the best men
who go soonest to Death, to rest their bones and enjoy the delivery of their
souls. Death, the speaker claims, is a slave to “fate, chance, kings, and
desperate men” and is forced to dwell with war, poison, and sickness, the
speaker says that poppies and magic charms can make men sleep as well as, or better
than, Death’s stroke so why should Death swell with pride? Death is merely a
short sleep, after which the Dead awake into eternal life where Death shall no
longer exist; Death itself will die.
<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;">“The
Flea”</span></b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> The speaker tells his beloved to look at the Flea before
them and to note “how little” is that thing that she denies him. For the Flea
he says, has sucked first his blood, then her blood, so that now inside the
flea. They are mingles and that mingling cannot be called sin or shame, or loss
to maidenhead.” The flea has joined them together in a way that “Alas, is more
than we would do.” As his beloved moves to kill the flea, the speaker stays her
life and the flea’s own life. In the flea, he says, where their blood is
mingled, they are almost married – no, more than married- and the flea is their
marriage bed and marriage temple mixed into one. Though their parents grudge
their romance and though she will not make love to him, they are nevertheless
united and roistered in the living walls of the flea.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> She is apt to kill him he says, but he asks that she not
kill herself by killing the flea that contains her blood. He says that to kill
the flea would sacrilege “three sins in killing the flea that contains her
blood he says that to kill the flea would be sacrilege, “three sins in killing
three.” “Cruel and sudden,” the speaker calls his lover “purpling “her
fingernail with the “blood of innocence.” The speaker asks his lover what the
flea’s sin was other than having sucked from each of them a drop of blood. He
says that his lover replies that neither of them is less noble for having
killed the flea. It is true, he says and it is this very fact that proves that
her fears are false; if she were to sleep with him, she would lose no more
honor than she when she killed the flea.
<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 14.0pt; line-height: 115%;"> <o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-12691991873476847012012-04-06T04:01:00.000-07:002012-04-06T04:01:15.775-07:00<div dir="ltr" style="text-align: left;" trbidi="on"><span style="font-size: x-large;">Assignment- The Victorian Literature <br />
Topic- Theme in “Middlemarch” <br />
Name- Sumra Jitendra V. <br />
SEM – 2 <br />
Roll No - 17 <br />
Batch- 2011-12 <br />
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Submitted to, <br />
Dr.Dilip Barad <br />
Bhavnagar University, <br />
Bhavnagar <br />
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</span><div><span style="font-size: x-large;">Themes in Middlemarch <br />
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Content </span> <span style="font-size: large;">Middlemarch is a highly unusual novel. Although it is primarily a Victorian novel, it has many characteristics typical to modern novels. Critical reaction to Eliot's masterpiece work was mixed. A common accusation leveled against it was its morbid, depressing tone. Many critics did not like Eliot's habit of scattering obscure literary and scientific allusions throughout the book. In their opinion a woman writer should not be so intellectual. Eliot hated the "silly, women novelists." In the Victorian era, women writers were generally confined to writing the stereotypical fantasies of the conventional romance fiction. Not only did Eliot dislike the constraints imposed on women's writing, she disliked the stories they were expected to produce. Her disdain for the tropes of conventional romance is apparent in her treatment of marriage between Rosamond and Lydgate. Both and Rosamond and Lydgate think of courtship and romance in terms of ideals taken directly from conventional romance. Another problem with such fiction is that marriage marks the end of the novel. Eliot goes through great effort to depict the realities of marriage. <br />
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Moreover, Eliot's many critics found Middlemarch to be too depressing for a woman writer. Eliot refused to bow to the conventions of a happy ending. An ill-advised marriage between two people who are inherently incompatible never becomes completely harmonious. In fact, it becomes a yoke. Such is the case in the marriages of Lydgate and Dorothea. Dorothea was saved from living with her mistake for her whole life because her elderly husband dies of a heart attack. Lydgate and Rosamond, on the other hand, married young. <br />
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Two major life choices govern the narrative of Middlemarch. One is marriage and the other is vocation. Eliot takes both choices very seriously. Short, romantic courtships lead to trouble, because both parties entertain unrealistic ideals of each other. They marry without getting to know one another. Marriages based on compatibility work better. Moreover, marriages in which women have a greater say also work better, such as the marriage between Fred and Mary. She tells him she will not marry if he becomes a clergyman. Her condition saves Fred from an unhappy entrapment in an occupation he doesn't like. Dorothea and Casaubon struggle continually because Casaubon attempts to make her submit to his control. The same applies in the marriage between Lydgate and Rosamond. <br />
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The choice of an occupation by which one earns a living is also an important element in the book. Eliot illustrates the consequences of making the wrong choice. She also details at great length the consequences of confining women to the domestic sphere alone. Dorothea's passionate ambition for social reform is never realized. She ends with a happy marriage, but there is some sense that her end as merely a wife and mother is a waste. Rosamond's shrewd capabilities degenerate into vanity and manipulation. She is restless within the domestic sphere, and her stifled ambitions only result in unhappiness for herself and her husband. <br />
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Eliot's refusal to conform to happy endings demonstrates the fact that Middlemarch is not meant to be entertainment. She wants to deal with real-life issues, not the fantasy world to which women writers were often confined. Her ambition was to create a portrait of the complexity of ordinary human life: quiet tragedies, petty character failings, small triumphs, and quiet moments of dignity. The complexity of her portrait of provincial society is reflected in the complexity of individual characters. The contradictions in the character of the individual person are evident in the shifting sympathies of the reader. One moment, we pity Casaubon, the next we judge him critically. <br />
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Middlemarch stubbornly refuses to behave like a typical novel. The novel is a collection of relationships between several major players in the drama, but no single one person occupies the center of the action. No one person can represent provincial life. It is necessary to include multiple people. </span><br />
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<span style="font-size: x-large;">Particular Themes </span><br />
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<span style="font-size: x-large;">[1] The Imperfection of Marriage </span><br />
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<span style="font-size: large;">Most characters in Middlemarch marry for love rather than obligation, yet marriage still appears negative and unromantic. Marriage and the pursuit of it are central concerns in Middlemarch, but unlike in many novels of the time, marriage is not considered the ultimate source of happiness. Two examples are the failed marriages of Dorothea and Lydgate. Dorothea’s marriage fails because of her youth and of her disillusions about marrying a much older man, while Lydgate’s marriage fails because of irreconcilable personalities. Mr. and Mrs. Bulstrode also face a marital crisis due to his inability to tell her about the past, and Fred Vincy and Mary Garth also face a great deal of hardship in making their union. As none of the marriages reach a perfect fairytale ending. </span><br />
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<span style="font-size: x-large;">[2] The Harshness of Social Expectations </span><br />
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<span style="font-size: large;">The ways in which people conduct themselves and how the community judges them are closely linked in Middlemarch. When the expectations of the social community are not met, individuals often receive harsh public criticism. For example, the community judges Ladislaw harshly because of his mixed pedigree. Fred Vincy is almost disowned because he chooses to go against his family’s wishes and not join the clergy. It is only when Vincy goes against the wishes of the community by foregoing his education that he finds true love and happiness. Finally, Rosamond’s need for gentility and the desire to live up to social standards becomes her downfall. </span><br />
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<span style="font-size: x-large;">[3] Self-Determination vs. Chance </span><br />
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<span style="font-size: large;">In Middlemarch, self-determination and chance are not opposing forces but, rather, a complicated balancing act. When characters strictly adhere to a belief in either chance or self-determination, bad things happen. When Rosamond goes against the wishes of her husband and writes a letter asking for money from his relative, her act of self-determination puts Lydgate in an unsavory and tense situation coupled with a refusal to help. On the flip side, when Fred Vincy gambles away his money, relying solely on chance, he falls into debt and drags with him the people who trust him. Only when he steps away from gambling and decides not to go into the clergy do good things begin to happen for him. In particular, the character of Fare brother demonstrates the balance between fate and self-determination. This balance is exemplified in his educated gamble in the game of whist. Through a combination of skill and chance, he is able to win more often than not. His character strikes a balance between chance and his role in determining that fate. <br />
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</div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com3tag:blogger.com,1999:blog-4613744101493943099.post-4794607686725369882012-04-06T03:46:00.001-07:002012-04-06T03:52:22.860-07:00The Romantic Literature<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div class="MsoNormal"><span style="font-size: 22pt; line-height: 115%;"> <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Assignment- The Romantic Literature</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Topic- Themes, Motifs, and Symbols in Frankenstein </span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Name- Sumra Jitendra V.</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">SEM – 2</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Roll No - 17</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Batch- 2011-12 </span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
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</div><div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Submitted to,</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Dr.Dilip Barad</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Bhavnagar University,</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><u1:p></u1:p> <br />
<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify;"><b><span style="font-size: 18pt;">Bhavnagar</span></b><span style="font-size: 13.5pt;"><o:p></o:p></span></div><div class="MsoNormal"><br />
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<b><span style="font-size: x-large;">Themes Motifs and symbols in Frankenstein</span> </b><br />
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<b><span style="font-size: x-large;">Themes </span></b><br />
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<b><span style="font-size: x-large;">[1] Dangerous Knowledge </span></b><br />
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<span style="font-size: large;">The pursuits of knowledge is at the heart of Frankenstein, as Victor attempts to surge beyond accepted human limits and access the secret of life. Likewise, Robert Walton attempts to surpass previous human explorations by endeavoring to reach the North Pole. This ruthless pursuit of knowledge, of the light (see “Light and Fire”), proves dangerous, as Victor’s act of creation eventually results in the destruction of everyone dear to him, and Walton finds himself perilously trapped between sheets of ice. </span><br />
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<b><span style="font-size: x-large;">[2] Sublime Nature </span></b><br />
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<span style="font-size: large;">The sublime natural world, embraced by Romanticism (late eighteenth century to mid-nineteenth century) as a source of unrestrained emotional experience for the individual, initially offers characters the possibility of spiritual renewal. Mired in depression and remorse after the deaths of William and Justine, for which he feels responsible, Victor heads to the mountains to lift his spirits. Likewise, after a hellish winter of cold and abandonment, the monster feels his heart lighten as spring arrives. The influence of nature on mood is evident throughout the novel, but for Victor, the natural world’s power to console him wanes when he realizes that the monster will haunt him no matter where he goes. By the end, as Victor chases the monster obsessively, nature, in the form of the Arctic desert, functions simply as the symbolic backdrop for his primal struggle against the monster. </span><br />
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<b><span style="font-size: x-large;">[3] Monstrosity </span></b><br />
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<span style="font-size: large;">Obviously, this theme pervades the entire novel, as the monster lies at the center of the action. Eight feet tall and hideously ugly, the monster is rejected by society. However, his monstrosity results not only from his grotesque appearance but also from the unnatural manner of his creation, which involves the secretive animation of a mix of stolen body parts and strange chemicals. <br />
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The monster is only the most literal of a number of monstrous entities in the novel, including the knowledge that Victor used to create the monster (see “Dangerous Knowledge”). One can argue that Victor himself is a kind of monster, as his ambition, secrecy, and selfishness alienate him from human society. Ordinary on the outside, he may be the true “monster” inside, as he is eventually consumed by an obsessive hatred of his creation. <br />
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<b><span style="font-size: x-large;">[4] Secrecy </span></b><br />
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<span style="font-size: large;">Victor conceives of science as a mystery to be probed; its secrets, once discovered, must be jealously guarded. He considers M. Krempe, the natural philosopher he meets at Ingolstadt, a model scientist: “an uncouth man, but deeply imbued in the secrets of his science.” Victor’s entire obsession with creating life is shrouded in secrecy, and his obsession with destroying the monster remains equally secret until Walton hears his tale. <br />
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Whereas Victor continues in his secrecy out of shame and guilt, the monster is forced into seclusion by his grotesque appearance. Walton serves as the final confessor for both, and their tragic relationship becomes immortalized in Walton’s letters. In confessing all just before he dies, Victor escapes the stifling secrecy that has ruined his life; likewise, the monster takes advantage of Walton’s presence to forge a human connection, hoping desperately that at last someone will understand, and empathize with, his miserable existence. </span><br />
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<b><span style="font-size: x-large;">[5] Texts </span></b><br />
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<span style="font-size: large;">Frankenstein is overflowing with texts: letters, notes, journals, inscriptions, and books fill the novel, sometimes nestled inside each other, other times simply alluded to or quoted. Walton’s letters envelop the entire tale; Victor’s story fits inside Walton’s letters; the monster’s story fits inside Victor’s; and the love story of Felix and Safie and references to Paradise Lost fit inside the monster’s story. This profusion of texts is an important aspect of the narrative structure, as the various writings serve as concrete manifestations of characters’ attitudes and emotions. <br />
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Language plays an enormous role in the monster’s development. By hearing and watching the peasants, the monster learns to speak and read, which enables him to understand the manner of his creation, as described in Victor’s journal. He later leaves notes for Victor along the chase into the northern ice, inscribing words in trees and on rocks, turning nature itself into a writing surface. <br />
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<b><span style="font-size: x-large;">Motifs </span></b><br />
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<b><span style="font-size: x-large;">[1] Passive Women </span></b><br />
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<span style="font-size: large;">For a novel written by the daughter of an important feminist, Frankenstein is strikingly devoid of strong female characters. The novel is littered with passive women who suffer calmly and then expire: Caroline Beaufort is a self-sacrificing mother who dies taking care of her adopted daughter; Justine is executed for murder, despite her innocence; the creation of the female monster is aborted by Victor because he fears being unable to control her actions once she is animated; Elizabeth waits, impatient but helpless, for Victor to return to her, and she is eventually murdered by the monster. One can argue that Shelley renders her female characters so passive and subjects them to such ill treatment in order to call attention to the obsessive and destructive behavior that Victor and the monster exhibit. <br />
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<b><span style="font-size: x-large;">[2] Abortion </span></b><br />
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<span style="font-size: large;">The motif of abortion recurs as both Victor and the monster express their sense of the monster’s hideousness. About first seeing his creation, Victor says: “When I thought of him, I gnashed my teeth, my eyes became inflamed, and I ardently wished to extinguish that life which I had so thoughtlessly made.” The monster feels a similar disgust for him: “I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on.” Both lament the monster’s existence and wish that Victor had never engaged in his act of creation. </span><br />
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T<span style="font-size: large;">he motif appears also in regard to Victor’s other pursuits. When Victor destroys his work on a female monster, he literally aborts his act of creation, preventing the female monster from coming alive. Figurative abortion materializes in Victor’s description of natural philosophy: “I at once gave up my former occupations; set down natural history and all its progeny as a deformed and abortive creation; and entertained the greatest disdain for a would-be science, which could never even step within the threshold of real knowledge.” As with the monster, Victor becomes dissatisfied with natural philosophy and shuns it not only as unhelpful but also as intellectually grotesque. </span><br />
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<b><span style="font-size: x-large;">Symbols </span></b><br />
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<b><span style="font-size: x-large;">[1] Light and Fire </span></b><br />
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<span style="font-size: large;">“What could not be expected in the country of eternal light?” asks Walton, displaying a faith in, and optimism about, science. In Frankenstein, light symbolizes knowledge, discovery, and enlightenment. The natural world is a place of dark secrets, hidden passages, and unknown mechanisms; the goal of the scientist is then to reach light. The dangerous and more powerful cousin of light is fire. The monster’s first experience with a still-smoldering flame reveals the dual nature of fire: he discovers excitedly that it creates light in the darkness of the night, but also that it harms him when he touches it. </span><br />
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</div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com2tag:blogger.com,1999:blog-4613744101493943099.post-18796847598273176122012-04-06T03:29:00.002-07:002012-04-07T00:58:53.165-07:00Three Literary Terms<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: justify;"><span style="font-size: large;"><span style="line-height: 27px;"><b>Literary Criticism</b></span></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Name- Sumra Jitendra V.<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">SEM – 2 <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Roll No - 17</span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Batch- 2011-12 <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Submitted to,<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Dr.Dilip Barad<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Bhavnagar University,<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 18pt; line-height: 115%;">Bhavnagar<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 24pt; line-height: 115%;">Three literary terms<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 22pt; line-height: 115%;">[A] Alamkara <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 22pt; line-height: 115%;">[B]Dhavni <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 22pt; line-height: 115%;">[C]Auchitya <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 22pt; line-height: 115%;"><br />
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</span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 20pt; line-height: 115%;">[1] Alamkara: <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Alamkara is a figure of speech. Alamkara earliest and most sustained school; it studies literary language and assumes that the focus of literariness is the figures of speech. In the mode of figurative expression, in the grammatical accuracy and pleasantness of sound. This does not mean that meaning is ignored. In fact structural taxonomies of different figures of speech are models of how meaning is cognized and how it is to be extracted from the text.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Bhamaha talks of the pleasure of multiplicity of meaning inherent in certain ‘Alamakara’ such as ‘Arthantaranyasa’, ‘Vibhavma’, and ‘Samasokti’. Bhamaha is the first ‘Alamkara’ poetician.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Bhamaha describes 35 figures of speech in ‘kavyamkara’. Others who continued the tradition are Dandin, Udbhata, Rudrata and Vamana. Finally in ‘Anandavarahana’, Alamkra was sought to be integrated with Dhavni and Rasa.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Alamkara is the dharma of poetry and not a mere embellishment. The categories of ‘Alamkara’ have been classified by different poetic into different kinds of systems. For example, Rudrata divides all Alamkara into two types those based on phonetic form and those based on meaning and then further sub classification of these leads to a total of sixty –eight Alamkara. Bhoja did not provide a fresh classification but added the third category – Ubhayalankara- to the two major types of Rudrata. Ruyyaka classified Alamkara into seven classes on the basis of how meaning is constituted.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[1] Lokanyaya [popular logic]<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[2] Gudhartha pratiti [Inferences of meaning] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[3] Kavyanyaya [Logic of poetry] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[4] Viridha [opposition] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[5] Sadrasya [Similarly] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">[6] Tarkanyaya [Reasoning, logic] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;"> [7] Srnkhalabadha [Chain-bound] <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">And A Mammata described sixty-one figures of speech and groups them into seven types.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(1)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Vyatiraeka (dissimilitude)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(2)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Aprastuta Prasnsa ( indirect description)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(3)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Samuccaya <o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(4)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Rupaka ( Metaphor)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(5)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Upama ( Simile)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(6)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Dipaka ( Stringed Figure)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(7)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Virodha(contradiction)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;"> Like these the number of Alamkaras identified increased from bharata’s original four to sixty one distinguished by Mammata. This taxonomy is not mere ingenuity. It represents global and local taxonomies, a refined analysis and classification of what ultimately are modes of perfection. The different classificatory system can be seen to be based on the following perameters.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(1)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Grammer ( samasokti)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(2)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Value of figures <o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(3)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Objects with which compared(Upamana)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(4)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Syntax<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(5)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Symantic basis, such as a similarity.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(6)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">Objects compared(Upmeye)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(7)<span style="line-height: normal;"> </span></span></span><span style="line-height: 115%;"><span style="font-size: large;">Coherence with known facts or otherwise(Sangati)</span><span style="font-size: small;"><o:p></o:p></span></span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-size: 16pt; line-height: 115%;">[2] Dhvani: <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"> <span style="line-height: 115%;"><span style="font-size: large;">Dhvani is also a most important theory in Rasa theory. Dhavni theory is created by Anandavardhana, and he considers suggestion, the indirectly evoked meaning as the characteristic property of literary discourses. An s articulated in Dhvanyaloka, dhavni becomes an all embrocating principle that explains the structure and functions of the other major elements of literature.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;"> All the literary theorists in the tradition found the combination of rasa and dhavni theories both adequate and sufficient to analyze the constitution of meaning in literature. In Dhvanyaloka, Anandavardhana has presented a structural analysis of indirect lliterary meaning.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;"> Anandavardhana has classified different kinds of suggestion and defined them by identifying the nature of suggestion in each. Anandavardhana is uses the term dhavni to designate the universe of suggestion. He is openly indebted to Bhartruhari’s spota theory and he acknowledge in Dhvanayalokya. Where as Krishna notes that he has chosen the term dhavni following the definite use of that term by the grammarians to denote.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo3; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(1)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">The sound structure of words (sabda)<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(2)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">The semantic aspects of sabda, the vyanjakas of suggestions and <o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-align: justify; text-indent: -.25in;"><span style="font-size: large;"><span style="line-height: 115%;">(3)<span style="line-height: normal;"> </span></span><span style="line-height: 115%;">“The revealed or suggested meaning as such and the process of suggestion involved.” <o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Dhavni theory is a theory of meaning of symbolism and this principle leads to the poetry of suggestion being accepted as the highest kind of poetry.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Dhvani is the method, the means for achieving or evoking Rasa, which is the effect of suggestion. </span><span style="font-size: small;"> </span></span><b><span style="font-size: 16pt; line-height: 115%;">[3] Auchitya: </span><o:p></o:p></b></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Ksemendra made ‘Auchitya’ the defines Auchitya as the property of an expression being an exact and appropriate analogue of the expressed. The theory of property or appropriateness claims that in all aspect of literary composition. There is the possibility of a perfect, the, most appropriate choice of subject, of ideas, of words, of devices as such, it has affinities with Longinus’s theory of the sublime.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">The concept of propriety with reference to custom, subject, characters and sentiment recourse in almost all theorists and is often discussed in association with figures of speech, guan, dosa and rites.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;">Anandavardhana relates this principle specifically to rasa. It has been used for propriety in delineating bhavas according to character and in the choice of margas.<o:p></o:p></span></span></div><div class="MsoListParagraphCxSpLast" style="text-align: justify;"><span style="line-height: 115%;"><span style="font-size: large;"> According to the speaker, content and type of literary composition areas, locations or sites of literary compositions where the concept of Auchitya is pertinent. </span><span style="font-size: small;"><o:p></o:p></span></span></div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com2tag:blogger.com,1999:blog-4613744101493943099.post-37963867202034496572012-04-06T03:14:00.000-07:002012-04-06T03:14:01.992-07:00<div dir="ltr" style="text-align: left;" trbidi="on"><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Assignment- Indian Writing in English<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Topic- Themes in “The Shadow Line”<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Name- Sumra Jitendra V.<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">SEM – 2 <o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Batch- 2011-12 <o:p></o:p></span></b></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Submitted to,<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Dr.Dilip Barad<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Bhavnagar University,<o:p></o:p></span></b></div><div class="MsoNormal"><b><span style="font-size: 18pt; line-height: 115%;">Bhavnagar<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-size: 28.0pt; line-height: 115%;">Themes of “The Shadow lines”<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;">In the Shadow lines, she interrogates the aestheticism of colonial and nationalist historiography by, on the one hand, emphasize the fictions that people create their lines, and on the other recording the vivid and verifiable that do not necessarily correspondent with the documented version of history. As the narrator say, ‘Stories are all there are to in, it was just a question which one you chose.” As</span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;">and whom like Amitav Ghosh’s the shadow line, Salman Rushdie’s The Satanic verses and Anita Desai’s In custody show , the Indian novel in English is exploration of the historical transformations of community life, instead of</span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;">drawing Jameson “portraits’ of sensitive individuals, under the</span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;">community, the individual under</span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: large; line-height: 115%;">the sway of larger movements of history.”</span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">The author creates a realm that melds pre independence India, Brittan in the Second World War and post independence India. Amitav Ghosh undertakes the task of establishing the futility of all sorts of barrios, or ‘Shadow lines”. As one of the subaltern studies scholars, shall mayoral, reminds us, during the partition of Indian various state authorities rigidified borders and boundaries that were once flexible and people were coerced to for one nation or the other, India or Pakistan, or one religious identity or the other, Hindu or Muslim.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;"> The Shadow lines, however, is especially notable because it the agonies and ruptures of that period in such poignant detail, It also underlines the challenges of cultural dislocation and ambiguous citizenship, and highlights the illusions of militant nationalisms.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">In this novel, the unnamed narrator’s nationalist grandmother, Thamma, articulates an unambiguous understanding of the violence in the making of nations in the shadow lines when she takes about the creation of Britain.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">Amitav Ghosh’s novel narrators the story of three generations of the unnamed narrators family. Spread over Dhaka, Calcutta, and London. The narrative begins in colonial India and concludes just after the creation of East Pakistan in the 60s.the story highlights private and public events and their significances as they bring the characters into relief. The shadow lines describes a period that goes back to colonial India, prior to the birth of the narrators, a cousin of the narrators father, Tridib, has withes the gruesome partition of India and the corollary creation of Pakistan in 1947.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">The novel begins with a passage about the happenings in colonial India” in 1939 thirteen years before I was born ,my fathers aunt mayadebi, went to England with her husband and her son , Tridib” the plot begins in the second world war ends in 1964 with the political upheaval caused by the outbreak of communal riots in India and Pakistan. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">The story revolves around Tridib, who is taken to England by his parents in 1939, at the age of eight and then in 1964 dies a victim of communal frenzy in Dhaka. As the opening sentence indicates, the beginning of the narrative takes place thirteen years before the narrators birth , and thus his knowledge of the ravages of the second world war comes to him through Tridib’s recapitulations. The borders that were at the time carved out by the authorities at the time of partition have led to further brutally in the form of those rats , programs , and organized historical distortions and cultural depletions with which the history of independent India is replete. Hindu as well as Muslims leaders. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: large;">The shadow lines are the crossing of frontiers of nationality, culture, and language in three countries, India, East Pakistan [Now Bangladesh] and England. To that list the author’s attempts to cross the barriers of citizenship as a self conscious political philosophy. Amitav Ghosh makes the reader aware of the humanist response that transcends national boundaries and barriers. </span><span style="font-size: small;"><o:p></o:p></span></span></div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com2tag:blogger.com,1999:blog-4613744101493943099.post-72072896644712892412012-04-06T03:06:00.000-07:002012-04-06T03:06:53.923-07:00Five Types of Cultural Studies<div dir="ltr" style="text-align: left;" trbidi="on"><br />
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<span style="font-size: x-large;"><br />
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Assignment- Cultural Studies <br />
Topic- Five Types of Cultural Studies <br />
Name- Sumra Jitendra V. <br />
SEM - 2 </span><div><span style="font-size: x-large;">Roll No - 17<br />
Batch- 2011-12 <br />
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Submitted to, <br />
Dr.Dilip Barad <br />
Bhavnagar University, <br />
Bhavnagar </span><br />
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<span style="font-size: x-large;">Five Types of Cultural Studies </span><br />
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<span style="font-size: large;">[1]British Cultural materialism </span><br />
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<span style="font-size: large;">Matthew Arnold sought to redline the “givens” of British culture. To appreciate the importance of this revision of “culture” we must situate it within the controlling myth of social and political reality of the British Empire upon which the sun never set, an ideology left over from the previous century. In modern Britain two trajectories for “Culture” developed one led back to the past and the feudal hierarchies that ordered community in the past; here, culture acted in its sacred function as preserver of the past. Cultural materialism began in earnest in the 1950s with the work of F.R. Leavis sought to use the educational system to distribute literary knowledge and appreciation more widely ; Lea vices promoted the “great tradition “ of Shakespeare and Milton to improve the moral sensibilities of a wider range of readers than just the elite. <br />
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Cultural materialists also turned to the more humanized and even spiritual insights of the great students of Rabelais and Dostoevsky, Russain formalist Bakhtn, especially his amplification of the dialogic form of communal, individual and social. <br />
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<b>[2]New Historicism: </b><br />
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New Historicism focuses on the way literature expresses-and sometimes disguises-power relations at work in the social context in which the literature was produced, often this involves making connections between a literary work and other kinds of texts. Literature is often shown to “negotiate” conflicting power interests. New historicism has made its biggest mark on literary studies of the Renaissances and Romantic periods and has revised motions of literature as privileged, apolitical writing. Much new historicism focuses on the marginalization of subjects such as those identified as witches, the insane, heretics, vagabonds, and political prisoners. <br />
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<b>[3]American Multiculturalism:</b> <br />
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The idea that American identity is vested in a commitment to core values expressed in the American Creed and the ideals of Exceptionalism raises a fundamental concern that has been the source of considerable debate. Can American identity be meaningfully established by a commitment to core values and ideals among a population that is becoming increasingly heterogeneous? Since the 1960s, scholars and political activists, recognizing that the “melting pot” concept fails to acknowledge that immigrant groups do not, and should not, entirely abandon their distinct identities, embraced multiculturalism and diversity. Racial and ethnic groups maintain many of their basic traits and cultural attributes, while at the same time their orientations change through marriage and interactions with other groups in society. The American Studies curriculum serves to illustrate this shift in attitude. The curriculum, which had for decades relied upon the “melting pot” metaphor as an organizing framework, began to employ the alternative notion of the “American mosaic.” Multiculturalism, in the context of the “American mosaic,” celebrates the unique cultural heritage of racial and ethnic groups, some of whom seek to preserve their native languages and lifestyles. In a sense, individuals can be Americans and at the same time claim other identities, including those based on racial and ethnic heritage, gender, and sexual preference. <br />
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<b>[4] Postmodernism and popular culture: </b><br />
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Postmodernism and Popular Culture brings together eleven recent essays by Angela McRobbie in a collection which deals with the issues which have dominated cultural studies over the last ten years.<br />
A key theme is the notion of post modernity as a space for social change and political potential. McRobbie explores everyday life as a site of immense social and psychic complexity to which she argues that cultural studies scholars must return through ethnic and empirical work; the sound of living voices and spoken language. She also argues for feminists working in the field to continue to question the place and meaning of feminist theory in a postmodern society. In addition, she examines the new youth cultures as images of social change and signs of profound social transformation.<br />
Bringing together complex ideas about cultural studies today in a lively and accessible format. <br />
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<b>[1] Postmodernism: </b><br />
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Postmodernism describes a range of conceptual frameworks and ideologies that are defined in opposition to those commonly attributed to modernism and modernist notions of knowledge and science, as, materialism, realism, positivism, formalism, structuralism, and reductionism. Postmodernist approaches are critical of the possibility of objective knowledge of the real world, and consider the ways in which social dynamics such as power and hierarchy affect human conceptualizations of the world to have important effects on the way knowledge is constructed and used. In contrast to the modernist paradigm, postmodernist thought often emphasize idealism, constructivism, relativism, pluralism and skepticism in its approaches to knowledge and understanding. <br />
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It is not a philosophical movement in itself, but rather, incorporates a number of philosophical and critical methods that can be considered ‘postmodern’; the most familiar include feminism and post-structuralism. Put another way, postmodernism is not a method of doing philosophy, but rather a way of approaching traditional ideas and practices in non-traditional ways that deviate from pre-established super structural modes. This has caused difficulties in defining what postmodernism actually means or should mean and therefore remains a complex and controversial concept, which continues to be debated. The idea of the postmodern gained momentum through to the 1950s before dominating literature, art and the intellectual scene of the 1960s.Postmodernism's origins are generally accepted as having been conceived in art around the end of the nineteenth century as a reaction to the stultifying legacy of modern art and continued to expand into other disciplines during the early twentieth century as a reaction against modernism in general. <br />
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<b>[2] Popular culture: </b><br />
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Popular culture is the totality of ideas, perspectives, attitudes, memes, images and other phenomena that are preferred by an informal consensus within the mainstream of a given culture, especially Western culture of the early to mid 20th century and the emerging global mainstream of the late 20th and early 21st century. Heavily influenced by mass media, this collection of ideas permeates the everyday lives of the society. <br />
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Popular culture is often viewed as being trivial and dumped-down in order to find consensual acceptance throughout the mainstream. As a result, it comes under heavy criticism from various non-mainstream sources (most notably religious groups and countercultural groups) which deem it superficial, consumerist, sensationalist, and corrupted <br />
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The term "popular culture" was coined in the 19th century or earlier refers to the education and general "cult redness" of the lower classes, as was delivered in an address at the England. The term began to assume the meaning of a culture of the lower classes separate from (and sometimes opposed to) "true education" towards the end of the century, a usage that became established by the antebellum period. The current meaning of the term, culture for mass consumption, especially originating in the United States, is established by the end of World War II the abbreviated form "pop culture" dates to the 1960s. <br />
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<b>[5]Postcolonial Studies: </b><br />
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The critical nature of postcolonial theory entails destabilizing Western ways of thinking, therefore creating space for the subaltern or marginalized groups, to speak and produce alternatives to dominant discourse. Often, the term post colonialism is taken literally, to mean the period of time after colonialism. This however, is problematic because the ‘once-colonized world’ is full of “contradictions, of half-finished processes, of confusions, of hybridist, and liminalities” .In other words, it is important to accept the plural nature of the word post colonialism, as it does not simply refer to the period after the colonial era. By some definitions, post colonialism can also be seen as a continuation of colonialism, albeit through different or new relationships concerning power and the control/production of knowledge. Due to these similarities, it is debated whether to hyphenate post colonialism as to symbolize that we have fully moved beyond colonialism. <br />
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Post-colonialist thinkers recognize that many of the assumptions which underlie the "logic" of colonialism are still active forces today. Some postcolonial theorists make the argument that studying both dominant knowledge sets and marginalized ones as binary opposites perpetuates their existence as homogenous entities. Homi K. Bhabha feels the postcolonial world should valorize spaces of mixing; spaces where truth and authenticity move aside for ambiguity. This space of hybridist, he argues, offers the most profound challenge to colonialism. Critiques that Bhabha ignores Spaak’s stated usefulness of essentialism have been put forward. Reference is made to essentialisms' potential usefulness. An organized voice provides a more powerful challenge to dominant knowledge - whether in academia or active protests. <br />
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</div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com3tag:blogger.com,1999:blog-4613744101493943099.post-13373588061755487842011-11-24T03:27:00.000-08:002011-11-24T03:27:55.948-08:00The Negro and the language<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Assignment- E-C 305 Post-colonial literature <o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Topic- the Negro and the language <o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Name- Sumra Jitendra V.<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">SEM - 1<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Batch- 2011-12<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Submitted to,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Dr.Dilip barad,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar University,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar<o:p></o:p></span></span></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Black skin and white mask <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;">Introduction</span><span style="font-family: 'Times New Roman', serif; line-height: 115%;"> <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Frantz Fanon was born in Martinique in 1925 and went to school there first, before moving to metropolitan France to continue his education during the second world war, He served in the free French Army, which took him for the first time to North Africa after the war, he studied medicine any psychiatry at the university of Lyons, completing his training in 1951. Two years later he was appointed to run the psychiatry department of hospital in Algeria; and he soon joined the Algerian liberation movement, the national Liberation front, contributing to its underground newspaper. In 1961, he was appointed ambassador to Ghana by the Algerian provisional government but he died of Leukemia that year.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The Black man/Negro and language:<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Language essential for providing us with one element in understanding the black man’s dimension of being for others, it being understood that to speak is to exist absolutely for the other. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The Negro possesses 1250 dimension one with his fellow Blacks, the other with the whites. A Black man behaves differently with a white man than he does with another black man. The problem we shall tackle in this chapter is as follows the more the black Antillean assimilates the French language, the whiter he gets. Ex. the closer he comes to becoming a true human being. We are fully aware that this is one of mans attitudes faced with being. A man who possesses a language possesses as an indirect consequence the world expressed and implied by this language.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">There is the town, the country, the capital. There are the inhabitants of Lyon in Paris. He will boast of how clam his city is, how bewitchingly beautiful or the banks of the Rhone.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The Negro man who has been to the metro pole is a demigod. On this subject shall indicate a fact that must have struck my fellow islands. The Negro man meets a friend or colleague, gone is the expansive bear hugs instead our ‘future’ candidate bows directly. The black man Antillean, prisoner on his islands, lost an atmosphere without the slightest prospect.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The black man entering France changes because for him the metro pole is the holy of holies; he changes not only because that’s where his doctors, his departmental superiors and innumerable little potentates come from, the staff sergeant “ fifteen years on the job” to be gendarme from patisseries. There is a kind of spell cast from afar, and the black man who leaves in one week for the metro pole creates an aura of magic around him where the words Paris.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The African today that the feeling of inferiority by blacks is especially evident in the educated black man who is constantly trying to overcome it. We would like to try to show why the black man posits himself in such a characteristic way with regard to European languages.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The black man likes to palaver and it is only a short step to a new theory that the black man is just a child. Psychoanalysis has a field day and the word “morality” is soon pronounced here we are interested in the black man confronted by the French language.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;"> There is nothing comparable in the French Antilles; the official language is French elementary school teachers keep a close eye on their pupils to make sure they are not speaking Creole. When an Antillean with a degree in philosophy says he is not sitting for the aggression because of his color, my response is that the black man is as intelligent as any white man, my response is that neither did intelligence save anybody, for if equally among men is proclaimed in the name of intelligence and philosophy, it is also true that these concepts have been used to justify the extermination of man.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">We have said that the black man was the missing link between the ape and man the white man of course and only on page 108 of his book does sir Alan Burns come to the conclusion, “we are unable to except as scientifically proven the theory that the black man is inherently inferior to the white or that he comes from a different stock” let us add it would be easy to prove the absurdity of such statements as“ The Bible says that the black and white races shall be separated in heaven as they are on earth and the native admitted to the kingdom of heaven will find themselves separated to certain of our fathers mansions in the new Testament ” or else. We are the chosen people look at the color of our skin; others are black or yellow because of their sins.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">It would be easy to prove and have acknowledged that the black man is equal to the white man but that is not our purpose what we are striving for is to liberate the black man from the arsenal of complexes that germinated in a colonial situation.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">There are whites who interact sanely with blacks; those are precisely the cases that will not be taken into account. It’s not because my patients liver is functioning normally that his kindly are healthy.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Speaking to black people in this way is an attempt to reach down to them, to make them feel at ease to make oneself understood and reassure them consulting physicians know this, twenty European patients comes and go; please have a seat now what’s the trouble ? What can I do for you today? <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">In comes a black man or an Arab! Sit down, old fellow. Not feeling well? Where is hurting? When its not! If the person who speaks to a man of color or an Arab in pidgin does not see that there is a flaw or a defect in his behavior, then he has never paused to reflect.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">They have a clear conscience when the answer comes back along the same lines “you see, I told you so. That’s how they are, if the opposite case, you need to retract your pseudopodia and behave like a man. The entire foundation collapses. A black man who says! “I object, sir, to you, calling me, my old fellow” now there’s something new.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">“There is nothing comparable when it comes to the black man. He has no culture, no civilization, and no long historical past”. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">The black man has to wear the livery the white man has fabricated for him. Look at children’s comic books all the blacks are mouthing the ritual, yes, boss. In films the situation is even more actuate. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">In France, where go million citizens are colored. Anyone would dub the same idiocies from America. The black man has to be portrayed in a certain way, and the same stereotype can be found from the black man in same pitied. To speak a language is to appropriate its world and culture. The Antillean who wants to be white will succeed, since he will have adopted the cultural tool of language.<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">If should be understood that historically the black men wants to speak French since ,if is the key to open doors which only fifty years ago still remained closed to him. <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;"> <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span class="Apple-style-span" style="font-size: large;"> <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-10360483238931617992011-11-24T03:21:00.000-08:002011-11-24T03:25:46.134-08:00Teaching English as a second language in India; focus on Objectivities<div dir="ltr" style="text-align: left;" trbidi="on"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Assignment- E-C 304 English Language Teaching</span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span class="Apple-style-span" style="font-size: large; line-height: 18px;">Topic-</span><span class="Apple-style-span" style="font-size: large; line-height: 18px; text-align: left;"> </span><span class="Apple-style-span" style="font-size: large; line-height: 18px;">Teaching English as a second language in India; focus on Objectivities</span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Name- Sumra Jitendra V.<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">SEM - 1<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Batch- 2011-12<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Submitted to,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Mr. Devarashi Mehta <o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar University,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar<o:p></o:p></span></span></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><b><span class="Apple-style-span" style="font-size: large;">Teaching English as a Second Language in India: Focus on Objectives<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span class="Apple-style-span" style="font-size: large;">The objectives of language teaching:<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;"><span class="Apple-style-span" style="font-size: large;">The global objectives of language teaching can be defined as helping children learn a language or language to perform a variety of functions. These use of language for phatic communion and a network of communicative user to its use at the highest level of “cognition”, “catharsis” and “self-expression” underlying these functions are tow fundamental functions helping children learn now to ask question, the most important intellectual ability man has yet developed, and helping children use this language effectively in different social networks.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;"><span class="Apple-style-span" style="font-size: large;">A system-network language in a multilingual setting, each language in this network has a function-determined value of the other languages in the system network in terms of its-own policy of language planning. But the system network in terms policy of language planning, but the society or government must realize that this assignment of a new value o language will produce a chain reaction in the network. The values of the other languages in the network are bound to undergo changes. The notion of “link language” or “lingua-franca” has an important significance in the multilingual setting. It encourages wider mobility, notional interrogation, and a sense of tolerance. It enriched other languages in contact and gets multilingual is a powerful way of enriching the linguistic repertoire of individuals. These resource offered by plurality of language can be used for rapid social and economic changes and modernization programmer.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> Learners are not just passive recipient of socially accepted languages patterns. They play an active role in this teaching learning process. They actively strain filter and recognize what they are exposed to. Their imitations are not photographic reproductions but artistic recreations. The learners are meaning-makers. The main objectives of every level of teaching should be to help learners learn how to draw out their latent creativity. Every learner is born with a built-in language-learning mechanism. This mechanism gets activated when the learner’s s exposed to that language. What is, therefore, essential is to create an atmosphere where learning can take place.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: .5in;"><span class="Apple-style-span" style="font-size: large;">Children learn the language they hear around them. A rich variety of linguistic material is as important in first language acquisition as in second language learning. The teaching of English as has often been less successful that it might have been, as a result of the restricted variety of linguistic contexts with which students are provided. Learners should ideally be exposed to a variety of contextualized language materials. They must hear and see language in action. The emphasis should shift from encourage in learning to memorize paradigms and them interact with people using different registers of language in a variety of situation. In that process the learners internalize not only the linguistic but also the sociolinguistic rules of the game, system which enables them to focus on “what to say when and how”. It should also enable them to organize words in sentence and sentences in texts effectively keeping in view “the topic of discourse”, “addresser-addressee relationship” and “socio-cultural setting”, learning a language is not just a question of learning to produce sentences and utterance which are grammatical and acceptable they must also b appropriate. Each of the four major skills; reading, writing, listening and speaking and understanding, is composed of a hierarchy of sub-skills.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> What is necessary is to identify the sub-skills that are to be strengthened and explained first language, a second language our foreign language.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span class="Apple-style-span" style="font-size: large;">Second Language: <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"><b> </b>Second language may be used as an auxiliary or associate language as a functions which are not normally performed by first language. For a vast majority of educated people living in turns and cities, English as s second language functions primarily as an interstate or international link language. Some of them also use it as an international language of knowledge, trade and industry. An important question here is, is L<sub>2</sub> the main or associated medium of instructions at all levels or of a particular level.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> The objectives have to be formulated in the light of what we perceive our needs for English to be in a multilingual setting, of both the national and individual levels. This is related to the following questions what are the roles of Hindi, English, regional languages, classical languages, foreign languages, and languages of the minority group in our multilingual setting? What are the topics and situational that will necessitate the use of English?<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> What is the kind and amount of English that the learners will need? At the national level, English must serve as our “window on the world” as the language in which nearly all contemporary knowledge of science and technology, trade and commerce, political science, economics and international relations English will be important for industrial and economic development. It will function as the “language of development”. Our scientists, technologists, engineers, doctors and economists must be able not only to have access to professional literature in English but also to contribute to it and to communicative in other counterparts in other countries. The continuation of English seems important if our science and technology, trade and commerce, are be truly international. It is hearing to not that English based-Indian bilinguals constitute the third and technical manpower in the world.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> “English has important functions to serve internally in addition on the world”. English may be continuing to the medium of instruction in several faculties at the college level. These students will need a greater proficiency in the skills listening, writing and (perhaps) speaking than students being taught through other languages.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> At the level, English continues to be “the language of opportunity” and “the language of upward social mobility”. Any individual seeking socioeconomic advancement will find ability in English an asset. It is clear, that, the English has important functions in communication will continue to be at a premium, and teaching will have to try to import to retain minimal competence in these skills.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> The primary aim of teaching English as a second language at the secondary level should be to give the learners an effective mastery of the language, that is, to help them acquire. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> Ability to read easily, and with understanding books in English written within a presented range of vocabulary and sentence structure and to read with good understanding easy unsimplified texts on familiars topics, fully glossed and annotated in their known language.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-size: large;"> The ability to understand a talk in English on a subject on general experience and interest, clearly spoken and restricted in vocabulary and sentence structure to the range of the syllabus, the ability to write comprehensibly in English, and without gross errors, on a familiar topic which lends itself to expression without the range of vocabulary and sentence structure that has been taught, an ability to carry on comprehensibly a conversation in English on a topic fully within the range both of their experience and interest and well within the range of the active command postulated by the syllabus. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">We must ensure that English:</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">1]. Function as a “service – language” for the various categories of learners.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">2]. Promotes intellectual and cultural awareness of the contemporary world we live in and,</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">3]. Provides “information content ’’ necessary for the modernization of our country. </span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;"> It is also important that special opportunities are made available to help the weaker sections of our society to acquire advance adequate competences in English so that they do not remain forever disadvantages in areas of higher education and in terms of upward social mobility. In order to achieve these objectives we will have to introduce changes in our syllabus, methodology of language teaching, materials, training programmers attitudes to learners and their language and the system of evaluation. We may need to change the school its physical structure, its atmosphere, its functions, its facilities, its roles and responsibilities. Teachers and learners are the greatest resources available to any society. </span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;"> English is now widely taught as subject of study in different languages teaching situations of different levels in India.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;"> It is essentially taught as a second language in different language teaching and learning situations. In view of the lack of an overall language policy, and clear cut curriculum planning, the teaching of English as a second language faces a lot of challenges and does not seem to serve a useful purpose. Here an attempt will be made to indicate soon of the prominent problems the teaching of English as a second language is conformed with and to make some suggestions for teaching English in school educations.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;"> </span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">As a second language teaching situation, it is regarded necessary to import instruction in the four basic language skill – [1] listening, [2] speaking, [3] reading, [4] writsing. The language curriculum objectives of different skills have their different levels.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;"> To achieve the above objectives, there is a need to use selected reading materials to supplement the texts used in class more time should be devoted to general reading. This would help the students to expand their knowledge and experience of the language by reading at their own pace.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">The complex grammatical structures need to be explained preferably in their actual use in the text. Oral drills and written exercises can be use in reinforcing them. The development of oral skill should form integral part of the course both accuracy and fluency should aim at students should be function in natural situation.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">Teaching English as a second language as illustrated above can be achieved in individualized programmed instruction for those students who are unable to attend formal classes in any institution. In following individualized programmed instruction in English, the main learning effort required from the students involves the use of audio-visual presentation of lesson material, reinforced through drills and exercises in the in the language laboratories.</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">Conclusion:</span></span></div><div class="MsoNormal" style="text-align: justify;"><span lang="EN-IN"><span class="Apple-style-span" style="font-size: large;">So English will continue to play an important role in education in India for years to come. It is imperative to make the teaching of it as effective as possible at different levels. The language policy defining the role of English curriculum planning, designing of syllabuses, selection and gradation of instructional materials including audio-visual aids, and teaching methodology deserve to be given a serious thought keeping in views aims and objectives for teaching English.</span></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com2tag:blogger.com,1999:blog-4613744101493943099.post-55018610274229913282011-11-24T03:19:00.000-08:002011-11-24T03:19:37.758-08:00The old man and sea’’ as a Tragedy<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Assignment- E-C 303 American Literature <o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Topic- “The old man and sea’’ as a Tragedy<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Name- Sumra Jitendra V.<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">SEM - 1<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Batch- 2011-12<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Submitted to,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Dr.Dilip barad,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar University,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span lang="EN-IN" style="line-height: 115%;"><span class="Apple-style-span" style="font-size: large;">Bhavnagar<o:p></o:p></span></span></div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: large;"><b><span lang="EN-IN" style="line-height: 115%;"> </span></b><b><span style="line-height: 115%;">“The old man and the sea’’ as a Tragedy</span></b><b>. <o:p></o:p></b></span></div><div class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">About the writer:<o:p></o:p></span></b></div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: large;"> “The Old Man and the Sea” was written by Ernest Hemingway. Ernest Hemingway had been an international literary celebrity for more than a quarter of a century whenever people need books and in a good many places where people did not read of all the very name of Hemingway was a legend. It was a name associated with war and courage with love and violence with beauty and death. Hemingway was aware of the danger of celebrity the fact that success all too often destroyer the very talent statement is a capsule definition of what he and other writers in the united states and abroad were trying to achieve during the First World War period.<o:p></o:p></span></div><div class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">About the novel:<o:p></o:p></span></b></div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: large;"><b> </b>“The Old Man and the Sea” appeared in 1952, and this novel was written by Ernest Hemingway. In a sense, The Old Man and the Sea is capsulated Hemingway that is in its poetic brevity. It is the stilled essence of the writer’sss most profound beliefs concerning human existence<span style="color: red;">. </span>The main characters of this novel:<o:p></o:p></span></div><ol start="1" style="margin-top: 0in;" type="1"><li class="MsoNormal"><span class="Apple-style-span" style="font-size: large;">Santiago<o:p></o:p></span></li>
<li class="MsoNormal"><span class="Apple-style-span" style="font-size: large;">Manolin <o:p></o:p></span></li>
<li class="MsoNormal"><span class="Apple-style-span" style="font-size: large;">The tourists<o:p></o:p></span></li>
</ol><div class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">Brief information about the characters:<o:p></o:p></span></b></div><ol start="1" style="margin-top: 0in;" type="1"><li class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">Santiago<o:p></o:p></span></b></li>
</ol><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Santiago is a poor peasant fisherman, “thin and gaunt with deep wrinkles in the back of his neck”. His body bears the marks of his trade for example; the skin of his face bears brown blotches, caused by the burning reflection of the sun’s rays upon the tropical sea. In addition, his hands reveal “deep-creased scars from handling heavy fish on the cords.” Everything about him, except his eyes, testifies to his age. His poverty is equally evident. He lives in a shack made from palms of furniture, a bad, a table and a chair.<o:p></o:p></span></div><ol start="2" style="margin-top: 0in;" type="1"><li class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">Manolin<o:p></o:p></span></b></li>
</ol><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The reader learns little of the boy, Manolin, in terms of concrete detail. We know that he has customarily been Santiago’s companion in fishing. Their association begins very early.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Manolin is a young man, based on someone Hemingway knew in Cuba who was then in his twenties. In the story, however, Manolin is referred to as “The boy” like Santiago; Manolin comes from a family of fisherman and has long admired Santiago as a masterful practitioner of his trade.<o:p></o:p></span></div><ol start="3" style="margin-top: 0in;" type="1"><li class="MsoNormal"><span class="Apple-style-span" style="font-size: large;"><b>The Tourist</b><o:p></o:p></span></li>
</ol><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The unnamed female tourist is important since in her mistaking the carcass of the marlin as that of shark, she acts as a foil for Santiago’s extraordinary knowledge of the sea.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The Old Man and the Sea is, as story very good, sweetly and smoothly told, the conflict is resolved in to a struggle between a man and a force which he scarcely comprehends, but which he strives against.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The old Man and the Sea, while reasserting the set of values, Hemingway is built upon the great abstractions- the love and truth and honour and loyalty and pride and humanity.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;"> The old man is a fisherman and he is also a teacher one who has taught the boy not only now to fish- that is, how to make a living- but now how to behave as well, giving him the pride and humility necessary to a good life. During the trails with the great fish and with the shark his hands pain him terribly, and his chest constricts and he spits blood. He hooks the fish at noon, and at noon of the third day he kills heart. As he sees the second and calls aloud “Ay” and Hemingway comments “There is no translation for this word and perhaps it is just such a noise as a man might make in voluntarily”. The old man shoulders his mast and goes upward from the sea toward his hut, and when he reaches the hut lies on the bed with his arms out straight and the palms of his hands up.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The old man and the Sea as a tragedy we can say that at the time,<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Santiago knew that the fish was too big to bring into the boat. Therefore, he lashed it securely to the side and prepared to return to the harbor. To give himself strength, he ate small shrimps from the yellow gulf weed that floated by, and drank half of one of the two drinks of water he still had felt in his bottle.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The skiff sailed well, in spite of the attached weight. Towards the end of his battle, when he had been feeling so badly, it had all seemed like a dream. Now by looking at the fish and of his cut hands and by the feel of his back, he knew it had truly happened.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">As he sailed, his head started to become a little unclear, with the fish alongside the boat he was not sure whether he was bringing the fish in, or whether it was bringing him in, one thing he was sure: “I am only than him through trickery and he meant me no harm.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The first shark struck an hour later attracted by the spilled blood of the fish, feeling helpless; Santiago prepared his harpoon to battle the marauder. As the shark tore into the dead fish, the old man pierced the attacker’s brain with the harpoon. The shark was killed, but not before it had torn forty pounds of meat from the great fish. Santiago felt as though he himself had been hit.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">It had, he thought, been too good to last, he wished that he were at home and had never hooked the fish, but he comforted “Man is not made for defeat.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">His own thoughts and baseball were all he had left. He knew now that his task was hopeless. When he reached the inner currents, there would be other sharks, however, he decided, it was a sin to be without hope, though he did not really understand a sin in keeling the fish. Yet, it seemed to be part of his destiny and the destiny of the fish. Moreover, he had loved, and still, loved, the fish. Perhaps that meant that his act was not a sin. Nevertheless, he reflected, he had enjoyed killing the shark, for he had killed it well.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">After two hours, he saw two more sharks, he prepared for the coming battle by taking up aura to which he had lashed his knife, for the shark he had killed had disappointed into the sea with his encounter from under the skiff forcing Santiago to bring the boat around in order to reach the attacker. The old man killed both great fish, everything now felt wrong, and he wished that it had been a dream. “I should not have gone out so far, fish” he observed.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">There was nothing left to do but to get his bleeding hands ready for the next attacker killed it, but snapped his knife in the process. His only remaining weapons were the gaff, the two hours. The killer and a short club. He knew that the sharks had beaten him but he decided to fight as long as he had weapons. Two more sharks appeared to attack the fish. They were successful in tearing at its flesh. And Santiago was only able to drive them off. Now, he did not want to look at the great fish for he knew that half of it had been destroyed. He expressed his feelings aloud to the fish. “Fish that you were. I am sorry that I went too far. I ruined us both.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Around ten o’clock at night, he saw the reflected glare of the lights of Havana. By midnight, he was fighting again, and this time he struggle was truly hopeless. Sharks appeared in a pack and left only when nothing remained of the great fish.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Santiago knew then that he was truly beaten. He settled back, without thoughts or feelings to bring the boat to the harbor. “It is easy.” He thought, “When you are beaten. I never knew how easy it was.” Nothing had really beaten him he concludes; he had simply gone out too far.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The old man and the sea help in the identification of the novel themes. Probably the most common and clearest interpretation of the old man and the sea sees the book as an allegory of man’s struggle with life. Thus, Santiago is all men who confront the representative man through the parallels drawn between himself and Christ like Christ; he has both conviction and humanity. Also like Christ, he suffers alone for his faith.’ The faith of Santiago is, of course, far from orthodox religious faith. “It includes his pride in his vocation and his endure like Christ Santiago suffers, he too has torn hands and a back which knows pain. Yet neither is defeated. Both are, in a sense, beaten, Christ is crucified, and Santiago loses his great marlin. But even as Christ experienced the resurrection, so we are confident Santiago will rise once more to meet the future, for the boy will join him again and bring Santiago. While being representative man in grappling with life’s mysteries alone and enduring alone is exceptional man. His heart may of creation as his sympathy for but he is profoundly and defiantly “a strange old man.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">However, the story is not a Christian allegory. The Christian view of the universe is founded upon the proposition of the existence of god, whose benevolent purpose is supreme. No such purposes govern the universe of Santiago. His world is a mysterious, ambiguous govern the universe of Santiago. His world is of a cruelty and nobility, of death and benevolence. The sea, as both <i>el mar</i> and <i>la mar</i> is the image of this ambiguity. The same irony pervades the fisherman’s relationship wit the marlin. He loves and respects it; it is his brother. But he will kill it. For that is the nature of life.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">…everything kills everything else in some way. Fishing kills me exactly as it keeps me alive.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The novel has also, been interpreted as allegory in a different direction. The interpretation here sees the book as a parable of Hemingway’s own struggle with his art.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The old man and the sea, was crucial for the writer in his career. Magnificently what had failed in the last work succeeded splendidly in the next? Hemingway has never written more universally or meaningfully of himself than in this most externalized of all his stories like Santiago determining to justify his reputation as a skilled fisherman.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">“The Old Man and the Sea is, from one angle, an account of Hemingway’s personal struggle, grim resolute and eternal, to write his best with his seriousness, his precision and his perfectionism. Hemingway saw his craft exactly as Santiago sees his. The fishing and the fisherman turn out to be metaphors so that they need almost no translation. Santiago is a master who sets his lines with more care than his colleagues. But he has no luck and more. It could be better to be lucky he thinks, but he will be skillfully, exact instead; then when the luck comes he will be ready for it. Once he was very strong. “The champion”. They called him, and he was beaten many good fisherman and some great ones. <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">“But there is only you.” Still there are many who do not know this, and his whole reputation is gravely imperiled by a streak of bad luck. And so the ex-Champion musters his confidence: “I may not be as strong as I think… but I know many tricks and I have resolution.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Santiago succeeds gloriously in his self-appointed task is plain. He endures with fortitude. Santiago suffers triumphantly. And, in the end, he traces the future. The fault he has committed is no sin. It has been to much; he went out to far. His manhood to the limit and, in so doing, he brought misfortune upon himself and the great fish. But the lasting impression is one of the splendors of the old man’s daring and not of the folly of his endeavor. <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">Thus, in his allegory, Hemingway has displayed for: all to see the glory that is man, Proud and courageous, resolute and defiant.<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The moral is not trivial. It shapes and fashion man’s approach to the universe and dictates his stance in the worlds. Thus, “Santiago sees it as an aspect of the human tragedy.”<o:p></o:p></span></div><div class="MsoNormal" style="text-indent: .25in;"><span class="Apple-style-span" style="font-size: large;">The creatures of the world are like man. They inhabit the same universe and the must engage in the same struggle. The small, tried warbler that visits the skiff and the magnificent marlin that struggle so gloriously really share the same struggle is Santiago’s also. All that the can do is to fulfill his appointed task, born a fisherman, his prey. If he does it well, he will prove what a man is.’<o:p></o:p></span></div><div class="MsoNormal"><b><span class="Apple-style-span" style="font-size: large;">Conclusion:<o:p></o:p></span></b></div><div class="MsoNormal"><span class="Apple-style-span" style="font-size: large;"> Thus, there is no egoism or arrogance in Santiago’s confidence he has in his artistry. But his chief response is one of humble love and respect for his ocean brothers. The novel is thus a moving expression of that tragic kinship which unites all creation.</span><o:p></o:p></div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-90851263432805961542011-11-24T03:12:00.000-08:002011-11-24T03:13:07.460-08:00What is Research? Discuss its characteristic<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div align="center" class="MsoNormal" style="text-align: center;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> <span style="line-height: 115%;">Assignment- E-C 302 Research Methodology<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Topic- What is Research? Discuss its characteristic.<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Name- Sumra Jitendra V.<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">SEM - 1<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Batch- 2011-12<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Submitted to,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Dr.Dilip barad,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Bhavnagar University,<o:p></o:p></span></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Bhavnagar<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">.</span></div><div class="MsoNormal" style="text-align: justify;"><span style="color: #365f91; line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Introduction: <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">The use of scientific research was initially made in physics and later on it was extended to natural sciences and social sciences. The scientific research has played a significant role to achievining human progress. The advances in research in the fields of physics, biology, social science and psychology have largely contributed to the creation of free knowledge, new invention and new as well as methodologies for carrying out further research.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> The scientific research has been playing an important role in the progress and enrichment of education and educational research. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> The dictionary meaning of research is constructed as invention or investigation or formal study or scientific enquiry or discovery. The formal meaning of research is invention or scientific investigation or scientific enquiry to extract truth. Standard dictionary described research as “Endeavour to discover new ideas by scientific way”.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> According to advanced learner’s Dictionary, research means “A careful investigation or inquiry especially through search for new facts in any branch of knowledge.” </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> In the meaning of “Research” given above three words are important:</span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">1 Study <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">2 Inventions<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">3 Discoveries<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> <span style="line-height: 115%;">1 Invention<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Invention is the application of an idea or thinking something new for example a new machine or an Instrument or a new way of doing a task. </span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">2 Discovery<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Discovery is an accidental unintentional and unexpected search for the first time without any problem.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">Research</span>: </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research is nothing but a scientific study in order to discover new facts. It has a problem and deals with activities and solutions. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research is a planned activity for solving a problem which is purposeful, interactional with respect to outcomes. Research is a systematic investigation of a problem in order to establish facts and reach new conclusions.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Definition of Research given by some well-known Thinkers:</span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">1 F.M. Kerliger:-<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Scientific research is a systematic controlled empirical and critical investigation of hypothetical proposition about the presumed relations among natural phenomena.</span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Characteristic of Research:-<o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">1 Research generates new knowledge <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research generates new knowledge that any person who research any topic or task. He can work on this topic and he collects the all things to relate to their topics or task. So he can get maximum details or data collect about their topic. So that person can get knowledge about their topics on research. So Research generates new knowledge. </span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">2 Research is skill full or systematic <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research is skill full or systematic that means a person who are prepare a research that is a skill full and his work of style is systematic.</span></div><div class="MsoNormal" style="text-align: justify;"><span style="line-height: 115%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">3 Research is logical and Objective <o:p></o:p></span></span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research is logical and Objective means the science and art of reasoning correctly and objective means having existence outside. He mind Research is logical because a person who prepared a research who is a logical person or objective person.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">4 Research endeavors to collect and organize data in quantitative terms</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research endeavors to collect and organize data in quantitative terms. That means a person who prepared a research that person want to try that he can got all correct or true important detail about his topic and he organize data by in quantities terms. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">5 Research requires courage and entrepreneurship</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research requires courage and entrepreneurship courage means bravery, boldness, or fortitude means a person who want to make a research the person become courage means Research requires courage and entrepreneurship. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">6 Research requires rigorous Standards</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research requires rigorous Standards means a person who make a research on his choice topics, which that person research shall be standards means his all details, data or information should be right or standards. So that we can say that research requires rigorous Standards. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">7 Research a procedure of carefully representing and recording documents</span>:-</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research a procedure of carefully representing and recording documents means a person who makes a research paper so he should his all representing and recording documents.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">8 Research aim is extracting and generalizing common Principles</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research aim is extracting and generalizing common Principles means a person who prepared a research his research main aim is that person main aim should be extracting and generalizing common principles means he that person should try to get original or true important details, data or any other kinds of information related to his topics should be generalizing common principles and they should try to follow the principles of a research.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">9 Research is meticulously and carefully planned</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Meticulously means over careful or scrupulous means a person that they prepared their Research should be true or he must be careful about their research and they should prepared their research carefully planned. So Research is meticulously and carefully planned.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">10 Research requires perfect accuracy in collection, recording and analyzing the data</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research requires perfect accuracy in collection, recording and analyzing the data means a person prepare a research before they prepare their research they should get information, or details about should to his topic he get original information should written in their research paper and their collection of information, he should analyzing his topics in details so research requires perfect accuracy in collection, recording and analyzing the data.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;"> 11 Research is free from emotions</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research is free from emotions means a person who tries to prepare their research in their research they should not emotions because he want to try that he collect all related details true and they should not be emotions. So Research is free from emotions.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;"> 12 Research is an inquiry or investigation</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><i> Research is an inquiry or investigation means be good or well. A Researcher should</i> attempt to every detail about their topic and they should try to investigation about their topics original’s details, or data, or information about their topics. So Research is an inquiry or investigation.</span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;">13 Research describes the problem</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Research describes the problem means a researcher should tries to clarify that problem in society about the related to their topics and they should describes the problem about their topic. So Research describes the problem. </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><span style="line-height: 115%;"> Conclusion</span>:- </span></div><div class="MsoNormal" style="text-align: justify;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"> Thus, research means a careful investigation or inquiry specially their research for new facts in any branch of knowledge. The efforts works making the relation have started bearing fruits.</span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div></div>Anonymoushttp://www.blogger.com/profile/13247279507621020544noreply@blogger.com0tag:blogger.com,1999:blog-4613744101493943099.post-10803552199458354902011-11-24T03:08:00.000-08:002011-11-24T03:08:19.454-08:00Various themes of the poem from The Waste Land<div dir="ltr" style="text-align: left;" trbidi="on"><br />
<div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Assignment- E-C 301 the Modernist Literature<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Topic- Various themes of the poem from The Waste Land<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Name- Sumra Jitendra V.<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">SEM - 1<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Batch- 2011-12<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Submitted to,<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Dr.Dilip barad,<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Bhavnagar University,<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Bhavnagar<o:p></o:p></span></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 22.0pt; line-height: 115%;">Various themes of the poem from The Waste Land <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 22.0pt; line-height: 115%;">Introduction<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">T.S Eliot’s The Waste Land is an important landmark in the history of English poetry and one of the most talked about poems of the 20<sup>th</sup> century. It is a long poem of about four hundred forty lines in five parts entitled <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">1] The Burial of the dead <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">2] A game of Chess<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">3] The Fire sermon <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">4] Death by water and <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">5] What the thunder said <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The details are following:<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">1] The Burial of the dead</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">: <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The opening part of the “The Waste land’’ is entitled the burial of the dead ; it refers [1] The burial of dead fertility god ; [2]The burial service for the dead perform by the Christian church. In both the cases death is believed to be followed by rebirth. But the inhabitants of the contemporary waste land are spiritually dead and the very thought of the rebirth or spiritual re-generation is painful to poem. April is the cruelest month for the denizens of the modern waste land, for it signifies re-birth, and they prefer ‘winter’ or spiritual death for re-birth .and any spiritual effort is hateful to them. April is the cruelest month and winter is welcome for it keeps them warm and no effect is needed on their part. The contrast with the opening lines of Chaucer’s prologue is obvious. April mixes memory with desire. The father was often murdered by the son jealous of his prerogatives, and the god is simply the father-substitute; or it may be April is cruel. For it reminds them of their spiritual death, makes them desirous of regeneration, but since regeneration requires effort, the desire is painful for them.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The shadow of the rock is immortal and internal and so different from the shadow of man which is his death in youth [Morning] .It is before him ready to meet him. ‘A handful of dust ’. Is ‘man’ who is afraid both of death and who can find freedom from fear only by approaching him for his forgiveness? <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">To conclude in the first section the general theme of ‘The waste land’ has been stated. It has been stated that life in the contemporary world is a life in death. It is living death.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">[2] A Game of Chess</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">:<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The second part of the poem is fittingly entitled ‘A game of Chess’. It is explores the failure of sex relationship in the modern waste land. Sex has become a matter of moves and counter moves between men and women. It has been became a more source of pleasure and has lost its spiritual significances. As a result, family life both in high and low. Society has reached a statement and life has become a round of dull routine. Eliot traces the futility, boredom, neurosis of modern life to the perversion of sex- relationship.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The Second now moves to a tavern and we get a picture of statement at the other end of the social scale resulting from a perversion of sexual values. It is a friend of Lil who tells someone women assembled in a city pub that Lil’s husband. The last line ‘Good night, ladies’ etc. so that is the ‘A game of Chess’.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">3. The Fire Sermon: <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> The title of this section is taken from the famous sermon of Lord Buddha in which the world is shown burning with lust and passion and hatred and a thousand other evils. It also reminds one of the confessions of St. Augustine wherein he represents lust as burning.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The sector is a sermon, but it is a sermon by examples only. The sterile burning of lust is brought out by different sex experience in the contemporary waste land. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The part opens with Tiresias surveying the Thames scene in the autumn. The leaves have fallen down and the wind moves without any rustle. The Thames is deserted. In the summer, it had been the haunt of nameless ladies in search of momentary pleasure and the rich sons of business directions equally in need of pleasure. After having their round of pleasure, they have all left. The river is stream all over with empty bottles, cigarette, cases, papers, handkerchief etc. the re4minders of the orgy of the water is a source of purification and regeneration but the degeneration-modern man does not realize this and so does not hesitate to defile the purity of the river which, “sweets oil and tar.” The pollution of the river symbolizes spiritual degeneration. The river scene puts us in mind of a similar scene in Spenser’s Prothalamim in the Spenser’s scene the nymphs and their lovers prepare for wedding but in the contemporary scene they assemble there merely for an orgy of pleasure. The contrast is jarring, and it is a measure of the 20<sup>th</sup> century.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">There was a time when Queen Elizabeth and her favorite Earl of Leicester used to sail on the river in their beautiful barge. Its front was golden, and it was all colored red and gold. It sailed briskly as the South west wind filled the sails and there was swift current in the water. As they sailed down the river they could hear the sound of bells coming out of the white towers of the………………………..<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">The poet is reminded of the words of St. Augustine in his confessions. “To Carthage them I came, where a caldron of unholy loves sang all about my ears.” The entire modern waste land is burning in the fire of lust and save their souls. As it is said, they are all are burning in this fire. To whatever section or stratum of society they may belong, they are equally lustful and degeneration. They are all burning.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">[4]Death by Water <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;">Phlebas was a Phoenician sailor who was famous in ancient times, for their skill in navigation. Now he has been dead for a fortnight. Now he no longer remembers the cry of gulls which he used to hear during his voyages. Now he has also forgotten all about the rise and fall of the waves of come to an end. His bones were caught by a current of water under the sea. As his body rose and fell with the current, he passed the various stages of a man’s life from youth to old age. At last his body was caught in a whirlpool and was seen no more. Thus ended his earthly existence we should learn a lesson from his tragic death. Whether we are believers or non- believers, we should not seek to control our destiny and drive ourselves the boat of our life. If we do so we shall meet the tragic fate of Phlebas. Who was once as tall and handsome as we are? We should have faith in God, and leave our destiny in his hands. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">5) What the Thunder Said:- <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> The fifth part of the poem begins with an account of the arrest of Christ at the hand of his enemies. They came in search of him with torches in their hands. Their faces were dirty with secret and red with anger. He was arrested in a garden and there was frosty silence after his arrest. He suffered greatest agony in palaces and prisons made of stones. Then the mobs shouted angrily as it was rumored with their shouts. Then at last Christ was crucified but at the very moment of his crucifixion mountains indicating that soon there will be rain.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> The second passage refers to the journey of in search of the Holy Grail. They search the kingdom of king fisher and climb the mountain on the top of which. It was believed the Holy Grail was kept in a chapel called the chapel perilous. It was a difficult journey they were all thirsty. There were only rocks all around them. It was a sandy road that went up the mountains in a winding zigzag manner. They were Rocky Mountains without any water. It is song, “Drip, drop, drip” etc. sounds very much like the sound produced by the falling of the drops of water at all.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> And the third passage describes the journey of two of the Disciples of Christ who are going to the Biblical waste land of Emmaus one of them asks his companion as to who was the third person walking by his side when he counted, there were only two, he and his companion. But when he looked ahead towards the white road, he always saw a third person walking by the side of his companion. This figure was well-wrapped in a brown cloak, and had a hood over its head, so that he could not say whether it was man or a woman.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> The forth passage describes the animals journey of the modern hearths and homes. A murmuring sound of lamentation is heard in the air, as if some women were mourning and crying. There are crowds of people wandering over endless plains. The earth is cracked at places and they stumble and fall. They are ringed only by the horizon. A city is seen over the mountains, which cracks, is broken, but again assumes a particular shape, and then bursts again, in the air at the time of dusk. The towers of churches or other big buildings of that city seem to be falling down. The city may be any of the unreal cities in the modern waste land.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 115%;">Conclusion<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 13.0pt; line-height: 115%;"> In the T.S.Eliots’ “The Waste Land”, there are five types of themes and the waste land ends with the words “<i>Shantih, shantih, shantih”.<o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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