Sunday, October 20, 2019

Postcolonial p_ 11

Topic: Critical analysis of “Orientalism”
Name: Nasim Gaha
Roll: 22
Email id: gahanasim786@gmail.com
Enrolment no: 2069108420190014
Sem-3
Submitted to Department of English MKUBU.


About Edward Said
Born in Palestine in 1935, Said was educated first in Jerusalem and Cairo and then at Princeton and Harvard. He joined the faculty at Columbia University as a professor of English and comparative literature in 1981 where he continued to research, write and teach until his death in 2003.

About Edward Said; Orientalism
         "Orientalism” is a way of seeing that imagines, emphasizes, exaggerates and distorts differences of Arab peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Edward W. Said, in his groundbreaking book, Orientalism, defined it as the acceptance in the West of “the basic distinction between East and West as the starting point for elaborate theories, epics, novels, social descriptions, and political accounts concerning the Orient, its people, customs, ‘mind,’ destiny and so on.”According to Said, Orientalism dates from the period of European Enlightenment and colonization of the Arab World. Orientalism provided a rationalization for European colonialism based on a self-serving history in which “the West” constructed “the East” as extremely different and inferior, and therefore in need of Western intervention or “rescue
               The “East” as differentiated from the “West”, which includes the Middle East, Near East, Central Asia, South Asia and the Far East, is today top of mind with news breaking in a stream of anxiety, fear, economic and political pressures, social conflict, unrest and war. When one does a WorldCat.Org search for the keyword “Orientalism” one is presented with over 16,000 entries, including over 7,000 peer-reviewed articles. A Google search returns over 870,000 listings. Clearly, Edward Said hit a worldwide nerve when he published Orientalism in 1979. Said opens by defining Orientalism as three interdependent ideas. First he states, “The most readily accepted designation for Orientalism is an academic one … Anyone who teaches, writes about, or researches the Orient – and this applies whether the person is an anthropologist, sociologist, historian, or philologist … is an Orientalist, and what he or she does is Orientalism.” Second, “Orientalism is a style of thought based upon an ontological and epistemological distinction made between “the Orient” and (most of the time) “the Occident.”  Here he presents a key duopolistic theme repeated and expanded upon throughout the book. Said’s third meaning, “Which is something more historically and materially defined than either of the other two. … Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient – dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style for dominating, restructuring, and having authority over the Orient.”  And with this third                                                              definition, Said references Michel Foucault’s ideas about discourse as a source of power, and how one can reveal the hierarchies of power structures through the analysis of texts. Knowledge is power, or if you’d rather, texualized discourse is power.  Said proceeds to outline his methodology for the book and adds a personal dimension, ending with a resonate statement, calling out his own secular humanism, “If this stimulates a new kind of dealing with the Orient, indeed if it eliminates the “Orient” and “Occidental” altogether, then we shall have advanced a little in the process of what Raymond Williams has called the “unlearning” of “the inherent dominative mode.”  This aspiration desire that people can and should work to obliterate (or eliminate) the duopolistic and negative results of seeing the world as East or West, European or Asiatic, Oriental or Occidental, ‘us’ or ‘them’, is reiterated throughout Said’s text. It is a fundamentally important point that one should keep in mind while reading his analysis, since it is a hopeful consideration that mitigates some of his harsher social criticisms.
Thornton Wilder is considered one of America's most important authors, although The Matchmaker is not generally thought of as one of his most important works. Taken as an evening's entertainment, the play has always been well respected by critics. Negative views have only come when critics have thought the work of such an important author should do more.
Wilder's place in American literature is secure, if only because he is the only writer to have won Pulitzer Prizes for both fiction (for The Bridge of San Luis Rey) and drama (for both Our Town and The Skin of Our Teeth). Overall, his reputation as a dramatist has held up better than that as a novelist.
The Bridge of San Luis Rey is still required reading in literature classes, but it is seldom read outside of schools, and his other novels have disappeared. Our Town, on the other hand, remains one of the most enduring and most frequently performed works in America, performed by over four hundred amateur groups each year. Wilder's first critical and popular success came with The Bridge of San Luis Rey in 1927. Not only did it win the Pulitzer, but it sold millions of copies. Just three years later, though, a critical backlash began with a 1930 article by Michael Gold for the New Republic and a second article he wrote later that year for New Masses, in which he said, "Yes, Wilder writes perfect English. But he has nothing to say in that perfect English. He is a beautiful, rouged, well-dressed corpse, lying among the sacred candles and lilies of the past, sure to stink if exposed to the sunlight." His criticism struck a chord with other reviewers, who began taking Wilder to task for his failure to address complex social problems. As Jackson Bryer explained the critics' complaints in his essay commemorating Wilder's one-hundredth birthday, "What these critics were saying was that Wilder was not sufficiently attuned to the problems of his day, that by setting his novels in remote times and places, he was ignoring the present." Bryer went on to explain that it had to be that way. Unlike other major writers of the day, such as Faulkner or Hemingway, Wilder grew up in different places on different continents, and so he had no place that he could feel deep in his heart was his own. It was natural for him to set his fictions in different times and places, even though some critics took this as a sign of aloofness. The most obvious distancing mechanism is the surly personality of the play's main character, Horace Vandergelder. Certainly, there are elements to his character that anyone can relate to, but just as certainly there are not people coming away from the theater telling themselves, "He's like me." He is a curmudgeon, a crank, and a tightwad, too money conscious to recognize true love and too stingy to let his employees have one evening off out of the week. He distrusts the young, but he also has no respect for the law. He parts with cash sparingly, a few dollars here and there, but he carries a huge amount in his purse, which he is surprisingly careless enough to lose. In short, he is a compilation of unpleasant human traits, which would make him a fine secondary character. As the lead, he serves to remind audiences of the extremist nature of comic characters. Putting Horace Vandergelder in the middle of the play is like focusing a movie camera so tightly on a science fiction monster that a zipper in the back of the suit eventually shows.
      Because Wilder had, by the time The Matchmaker was produced, won two Pulitzers and established himself as a fixture of the American literary scene, reviewers had to lower their expectations in order to think of the play in the right sense. As Rex Burbank was to put it in his overview of Wilder's career in 1961, "There is less claim to serious attention and contemplation in this play than in any of Wilder's other full-length works; and it should be enjoyed for what it is—a farce." The lack of social insight that became a rallying cry against Wilder in the 1930s helps readers understand the spirit of The Matchmaker, according to Burbank: "one enjoys laughing at Vandergelder's absurdities but is not constrained to give much thought to their social or ethical significance."

Saturday, October 12, 2019

youth festival 2019

youth festival 2019



  • Youth Festival 2019
Maharaja Krishnakumarsinhji Bhavnagar university
Four day- 25,26,27,28




  • Bhajan


Skit





I have only one theme of skit which was presented by our department,it was about LGBT.Now,the government also declares that now any one can take relation of Lesbian and Gay ,they have no one to restricted them. With a good chain of dialogue it was shown to the audience. Theme was connected towards current situation.My classmate performed well on their role .


 

One act play :-

 

It was held at Atal auditorium , so with sitting we can't enjoy it because we have to critical view upon it we can't see it for sake of enjoyment , we have to apply some themes with our studies. According to Aristotelian tragedy we feel pity ,emotion , feelings and fear with the character of play.we feel the catharsis with the actor or actres. There are themes about women and right for women ,they role in society,their voice in society.


• Quiz competition :-



The competition of Quiz, Elocution and Self made read poem were organised at the department of English. I participated in quiz with my two classmate. For quiz competition you need sense of past ,political knowledge or also have to aware about current affairs. There are some confusing questions,we know the answer but still we confused for a second.So, I feel that I need more reading about General knowledge then it would be better.


Mono Act-

Ruchi Joshi from department participated in mono act her mono acting really marvelous, she try to present harsh reality of the society how inhuman spoiled other life even this type of person doesn’t relazed their blunder. It is like tragedy of human society some making mistakes and suffer other.


 


Thank you

Wednesday, October 9, 2019

ELT p_12

Topic: The Role of English language in India
Name: Nasim Gaha
Roll no -22
Paper no -12
Email id: gahanasim786@gmail.com
Enrollment no: 2069108420190014
Submitted to Department of English mkubu

Role of English language in India. Languages:
Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on.
Ours is a country with Multilingual, Multicultural, and pluralistic milieu. Social aspirations can best be fulfilled when they are allowed to function through the mother tongue. Therefore it is natural to think of mother tongue for the purpose of education. But the necessity to have a common language for interaction has led to the learning of English.
Role of English language in India. Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on. Thus, though a foreign language, English occupies a unique position in the Indian educational system. Even after independence, it continues to be a major language having a prestigious position in our society. This chapter attempts to focus attention on the role of the English language and the changing needs of English Language Teaching and learning in India. English speaking and English listening are given a very high priority in the Indian educational system. The elite society in India sends their children to English-medium schools and even the poorest of the poor aspire to send their children to the same since English is seen as a language that provides upward economic and social mobility.
Eight essays
Teaching of EST in Indian conditions by R.S Sharma
Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi
Socio-cultural Dimensions of English as a second Language by Rekha Aslam
Teaching of English : A Plea for practical Attitude by R.K.Singh
 Teaching English as a second language in India focus on objective shivendra k. vermae by
English for Academic Purposes by Liz HampLoyns
English for specific Purposes by Tony
Intercultural communication by Claire Kramsch


Teaching of EST in Indian conditions by R.S Sharma
The term EST was given by R.S.Sharma through his research work. English is global language and that is why we will find English language all most in every field. There are many languages; English is used prominently in the field of science and technology.
What is EST?
As learner and features of technical English taken tougher will enable us to outline clearly the materials and methods use in science and technical students. Teaching of EST in India suffers from some serious drawbacks. The course & methods are unrelated to the specific academic and professional needs of the science student. In 1977, it was realized that the problems of English for special purposes were largely unrecognized this country. Wherever necessary in IIT's, engineering or agriculture students in role, processes and context of major subject matter of which area course and teaching English methods.

The teacher’s role in a learner-centered classroom of EST:
The teacher’s role in a learner-centered classroom of EST is absolutely critical. It takes practice. It takes patience. It requires a willingness to try new things, fail, reflect, revise, redeem and repeat. The teacher has to use many techniques in the teaching process. The teacher in a learner-centered classroom of EST has to:
 Introduce challenging, engaging ideas that inspire student questions.
 Find a happy medium between giving students too much direction and too little.
 Establish routines and structures in the classroom that support inquiry.
 Engage in frequent conversations with students.
 Focus students on generating arguments based on evidence.
 Provide opportunities for students to choose how they demonstrate their learning.
 Connect students with experts in fields relevant to their inquiry and facilitate their conversations.
 Teach skills and processes that students need to know in order to engage in effective inquiry.  Provide time for reflection and meta-cognition within the structure of learning cycles.
 Maintain the students to have their mood and mind happily and hilariously all the time.


Conclusion:-     EST is English foe academic purpose thus its chief aim is to complete the requirements and needs of the students as well as organization, and for that need analysis is necessary and the analysis should be kept in mind, materials and methods of teaching should be according to need analysis. And for that a professor V. Chandra Sekhar Rao suggested that Learner centered approach is of worth.

Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi

Introduction

The term second language is in two different ways-
(I)English is second language after one or more Indian languages, which are primary and more significantly,
(ii) In School Education, the second language is what is introduced after the primary stage and has a pedagogical as well as a functional definition, particularly in the context of the ‘three-language formula’.
                   The significance of English as Second language can only be understood in the larger and in the historical perspective. It is to be noted that English in India is a symbol of linguistic Centolalism whereas the numerous Indian language are seen to represent linguistic regionalism from Macaulay to Murayama Singh, we have seen now in Indian the movement from one to the other. Following the withdrawal of the British from India, the language question naturally came to the fare, in which the central issue was the role and status to English vis-à-vis Indian language, both were vernacular and classical. This Conceptual structure has three parts:

What is First Language?
First language means mother tongue .Primary language that the child would learn. First language has an importance influence on the second language acquisition. First language is our identity.
What is second language?
“A person’s second language or L2 is a language that is not the native language of the speaker, but that is used for communication with the people of another language.”

English language is Global language. English is not our mother tongue. It’s language of England. English is necessary thing because each and every requires English. English is Language of power. To survive in this modern era it is necessary to require basic knowledge of English language.  Second Language acquisition (SLA) is also closely related to cognitive psychology, and education.  According to Kreshan, the Acquisition of a language is naturalistic process, where as learning a language is a conscious one.

1)   The First Language broadly is the language introduced in the School as a subject from grade I to X and it is commonly used as the medium of instruction at the school level and as the medium of expression by the Lerner in his social Communication. It is usually the mother-tongue or the regional language of the child.

2)   The Second Language, i-e, L2 is that language which is introduced compulsorily either of the end of primary stage or in the beginning of the lower secondary stage after the attainment of sufficient proficiency in the first language by the learner. The main objective of the second language is to enable the speaker for wider participation in society, and the nation leading to Secondary socialization.

3)   The Third Language: L3 is introduced simultaneously or after the initiation of second language. Generally in grade VIII.The main objective of introducing the third language is to prepare the learner for all-India mobility leading to ternary socialization and give the learner  a working knowledge of the language so that the learner may read, comprehend and express correctly in that language.

4)   Notice that as defined above, English functionally, is L3; the third language-it cannot be L2.But English is allowed to be introduced and studies as the second language.

5)   Here is how the report of the working Group on the study of Language (NCERT, 1986) presents the chronological distribution of the three languages, through the school system in the context of the three language formula:

Conclusion
It is the absence of grammar centered teaching that accounts for so much stress on methodology, ‘Method” and ‘methodology’ are dharma in western tradition it is assumed that it the method is right , the god will be automatically achieved , if the facts are correct , with the right method , we are bound to reach the right conclusion. This assumption has created a widespread concern for selecting and refining the right methods. The classical simplicity and democracy of learning / teaching in which the black board the wooden slate , the ink-pen , the ink pot , and a primer or book were all that was needed , is now perhaps instrievably lost  may be it  is not right to abandon technology , may be technological gadgets have a proper use, but surely a country with a huge body of learners needs to examine all these rather closely for , there is no doubt that just as rituals or karma kanda  killed – before it itself was disastrously killed = the sprite of a whole way of life, the rituals of  language teaching takes the enthusiasm and the intellectual challenge out of language teaching , which is reduced to a mechanical routine and process in which “How” become more important the both “What” and “Why”.

Postcolonial p_ 11

Topic: Critical analysis of “Orientalism”
Name: Nasim Gaha
Roll: 22
Email id: gahanasim786@gmail.com
Enrolment no: 2069108420190014
Sem-3
Submitted to Department of English MKUBU.


About Edward Said
Born in Palestine in 1935, Said was educated first in Jerusalem and Cairo and then at Princeton and Harvard. He joined the faculty at Columbia University as a professor of English and comparative literature in 1981 where he continued to research, write and teach until his death in 2003.

About Edward Said; Orientalism
         "Orientalism” is a way of seeing that imagines, emphasizes, exaggerates and distorts differences of Arab peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Edward W. Said, in his groundbreaking book, Orientalism, defined it as the acceptance in the West of “the basic distinction between East and West as the starting point for elaborate theories, epics, novels, social descriptions, and political accounts concerning the Orient, its people, customs, ‘mind,’ destiny and so on.”According to Said, Orientalism dates from the period of European Enlightenment and colonization of the Arab World. Orientalism provided a rationalization for European colonialism based on a self-serving history in which “the West” constructed “the East” as extremely different and inferior, and therefore in need of Western intervention or “rescue
               The “East” as differentiated from the “West”, which includes the Middle East, Near East, Central Asia, South Asia and the Far East, is today top of mind with news breaking in a stream of anxiety, fear, economic and political pressures, social conflict, unrest and war. When one does a WorldCat.Org search for the keyword “Orientalism” one is presented with over 16,000 entries, including over 7,000 peer-reviewed articles. A Google search returns over 870,000 listings. Clearly, Edward Said hit a worldwide nerve when he published Orientalism in 1979. Said opens by defining Orientalism as three interdependent ideas. First he states, “The most readily accepted designation for Orientalism is an academic one … Anyone who teaches, writes about, or researches the Orient – and this applies whether the person is an anthropologist, sociologist, historian, or philologist … is an Orientalist, and what he or she does is Orientalism.” Second, “Orientalism is a style of thought based upon an ontological and epistemological distinction made between “the Orient” and (most of the time) “the Occident.”  Here he presents a key duopolistic theme repeated and expanded upon throughout the book. Said’s third meaning, “Which is something more historically and materially defined than either of the other two. … Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient – dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style for dominating, restructuring, and having authority over the Orient.”  And with this third                                                              definition, Said references Michel Foucault’s ideas about discourse as a source of power, and how one can reveal the hierarchies of power structures through the analysis of texts. Knowledge is power, or if you’d rather, texualized discourse is power.  Said proceeds to outline his methodology for the book and adds a personal dimension, ending with a resonate statement, calling out his own secular humanism, “If this stimulates a new kind of dealing with the Orient, indeed if it eliminates the “Orient” and “Occidental” altogether, then we shall have advanced a little in the process of what Raymond Williams has called the “unlearning” of “the inherent dominative mode.”  This aspiration desire that people can and should work to obliterate (or eliminate) the duopolistic and negative results of seeing the world as East or West, European or Asiatic, Oriental or Occidental, ‘us’ or ‘them’, is reiterated throughout Said’s text. It is a fundamentally important point that one should keep in mind while reading his analysis, since it is a hopeful consideration that mitigates some of his harsher social criticisms.
Thornton Wilder is considered one of America's most important authors, although The Matchmaker is not generally thought of as one of his most important works. Taken as an evening's entertainment, the play has always been well respected by critics. Negative views have only come when critics have thought the work of such an important author should do more.
Wilder's place in American literature is secure, if only because he is the only writer to have won Pulitzer Prizes for both fiction (for The Bridge of San Luis Rey) and drama (for both Our Town and The Skin of Our Teeth). Overall, his reputation as a dramatist has held up better than that as a novelist.
The Bridge of San Luis Rey is still required reading in literature classes, but it is seldom read outside of schools, and his other novels have disappeared. Our Town, on the other hand, remains one of the most enduring and most frequently performed works in America, performed by over four hundred amateur groups each year. Wilder's first critical and popular success came with The Bridge of San Luis Rey in 1927. Not only did it win the Pulitzer, but it sold millions of copies. Just three years later, though, a critical backlash began with a 1930 article by Michael Gold for the New Republic and a second article he wrote later that year for New Masses, in which he said, "Yes, Wilder writes perfect English. But he has nothing to say in that perfect English. He is a beautiful, rouged, well-dressed corpse, lying among the sacred candles and lilies of the past, sure to stink if exposed to the sunlight." His criticism struck a chord with other reviewers, who began taking Wilder to task for his failure to address complex social problems. As Jackson Bryer explained the critics' complaints in his essay commemorating Wilder's one-hundredth birthday, "What these critics were saying was that Wilder was not sufficiently attuned to the problems of his day, that by setting his novels in remote times and places, he was ignoring the present." Bryer went on to explain that it had to be that way. Unlike other major writers of the day, such as Faulkner or Hemingway, Wilder grew up in different places on different continents, and so he had no place that he could feel deep in his heart was his own. It was natural for him to set his fictions in different times and places, even though some critics took this as a sign of aloofness. The most obvious distancing mechanism is the surly personality of the play's main character, Horace Vandergelder. Certainly, there are elements to his character that anyone can relate to, but just as certainly there are not people coming away from the theater telling themselves, "He's like me." He is a curmudgeon, a crank, and a tightwad, too money conscious to recognize true love and too stingy to let his employees have one evening off out of the week. He distrusts the young, but he also has no respect for the law. He parts with cash sparingly, a few dollars here and there, but he carries a huge amount in his purse, which he is surprisingly careless enough to lose. In short, he is a compilation of unpleasant human traits, which would make him a fine secondary character. As the lead, he serves to remind audiences of the extremist nature of comic characters. Putting Horace Vandergelder in the middle of the play is like focusing a movie camera so tightly on a science fiction monster that a zipper in the back of the suit eventually shows.
      Because Wilder had, by the time The Matchmaker was produced, won two Pulitzers and established himself as a fixture of the American literary scene, reviewers had to lower their expectations in order to think of the play in the right sense. As Rex Burbank was to put it in his overview of Wilder's career in 1961, "There is less claim to serious attention and contemplation in this play than in any of Wilder's other full-length works; and it should be enjoyed for what it is—a farce." The lack of social insight that became a rallying cry against Wilder in the 1930s helps readers understand the spirit of The Matchmaker, according to Burbank: "one enjoys laughing at Vandergelder's absurdities but is not constrained to give much thought to their social or ethical significance."

Postcolonial p_ 11

Topic: Critical analysis of “Orientalism”
Name: Nasim Gaha
Roll: 22
Email id: gahanasim786@gmail.com
Enrolment no: 2069108420190014
Sem-3
Submitted to Department of English MKUBU.


About Edward Said
Born in Palestine in 1935, Said was educated first in Jerusalem and Cairo and then at Princeton and Harvard. He joined the faculty at Columbia University as a professor of English and comparative literature in 1981 where he continued to research, write and teach until his death in 2003.

About Edward Said; Orientalism
         "Orientalism” is a way of seeing that imagines, emphasizes, exaggerates and distorts differences of Arab peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Edward W. Said, in his groundbreaking book, Orientalism, defined it as the acceptance in the West of “the basic distinction between East and West as the starting point for elaborate theories, epics, novels, social descriptions, and political accounts concerning the Orient, its people, customs, ‘mind,’ destiny and so on.”According to Said, Orientalism dates from the period of European Enlightenment and colonization of the Arab World. Orientalism provided a rationalization for European colonialism based on a self-serving history in which “the West” constructed “the East” as extremely different and inferior, and therefore in need of Western intervention or “rescue
               The “East” as differentiated from the “West”, which includes the Middle East, Near East, Central Asia, South Asia and the Far East, is today top of mind with news breaking in a stream of anxiety, fear, economic and political pressures, social conflict, unrest and war. When one does a WorldCat.Org search for the keyword “Orientalism” one is presented with over 16,000 entries, including over 7,000 peer-reviewed articles. A Google search returns over 870,000 listings. Clearly, Edward Said hit a worldwide nerve when he published Orientalism in 1979. Said opens by defining Orientalism as three interdependent ideas. First he states, “The most readily accepted designation for Orientalism is an academic one … Anyone who teaches, writes about, or researches the Orient – and this applies whether the person is an anthropologist, sociologist, historian, or philologist … is an Orientalist, and what he or she does is Orientalism.” Second, “Orientalism is a style of thought based upon an ontological and epistemological distinction made between “the Orient” and (most of the time) “the Occident.”  Here he presents a key duopolistic theme repeated and expanded upon throughout the book. Said’s third meaning, “Which is something more historically and materially defined than either of the other two. … Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient – dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style for dominating, restructuring, and having authority over the Orient.”  And with this third                                                              definition, Said references Michel Foucault’s ideas about discourse as a source of power, and how one can reveal the hierarchies of power structures through the analysis of texts. Knowledge is power, or if you’d rather, texualized discourse is power.  Said proceeds to outline his methodology for the book and adds a personal dimension, ending with a resonate statement, calling out his own secular humanism, “If this stimulates a new kind of dealing with the Orient, indeed if it eliminates the “Orient” and “Occidental” altogether, then we shall have advanced a little in the process of what Raymond Williams has called the “unlearning” of “the inherent dominative mode.”  This aspiration desire that people can and should work to obliterate (or eliminate) the duopolistic and negative results of seeing the world as East or West, European or Asiatic, Oriental or Occidental, ‘us’ or ‘them’, is reiterated throughout Said’s text. It is a fundamentally important point that one should keep in mind while reading his analysis, since it is a hopeful consideration that mitigates some of his harsher social criticisms.
Thornton Wilder is considered one of America's most important authors, although The Matchmaker is not generally thought of as one of his most important works. Taken as an evening's entertainment, the play has always been well respected by critics. Negative views have only come when critics have thought the work of such an important author should do more.
Wilder's place in American literature is secure, if only because he is the only writer to have won Pulitzer Prizes for both fiction (for The Bridge of San Luis Rey) and drama (for both Our Town and The Skin of Our Teeth). Overall, his reputation as a dramatist has held up better than that as a novelist.
The Bridge of San Luis Rey is still required reading in literature classes, but it is seldom read outside of schools, and his other novels have disappeared. Our Town, on the other hand, remains one of the most enduring and most frequently performed works in America, performed by over four hundred amateur groups each year. Wilder's first critical and popular success came with The Bridge of San Luis Rey in 1927. Not only did it win the Pulitzer, but it sold millions of copies. Just three years later, though, a critical backlash began with a 1930 article by Michael Gold for the New Republic and a second article he wrote later that year for New Masses, in which he said, "Yes, Wilder writes perfect English. But he has nothing to say in that perfect English. He is a beautiful, rouged, well-dressed corpse, lying among the sacred candles and lilies of the past, sure to stink if exposed to the sunlight." His criticism struck a chord with other reviewers, who began taking Wilder to task for his failure to address complex social problems. As Jackson Bryer explained the critics' complaints in his essay commemorating Wilder's one-hundredth birthday, "What these critics were saying was that Wilder was not sufficiently attuned to the problems of his day, that by setting his novels in remote times and places, he was ignoring the present." Bryer went on to explain that it had to be that way. Unlike other major writers of the day, such as Faulkner or Hemingway, Wilder grew up in different places on different continents, and so he had no place that he could feel deep in his heart was his own. It was natural for him to set his fictions in different times and places, even though some critics took this as a sign of aloofness. The most obvious distancing mechanism is the surly personality of the play's main character, Horace Vandergelder. Certainly, there are elements to his character that anyone can relate to, but just as certainly there are not people coming away from the theater telling themselves, "He's like me." He is a curmudgeon, a crank, and a tightwad, too money conscious to recognize true love and too stingy to let his employees have one evening off out of the week. He distrusts the young, but he also has no respect for the law. He parts with cash sparingly, a few dollars here and there, but he carries a huge amount in his purse, which he is surprisingly careless enough to lose. In short, he is a compilation of unpleasant human traits, which would make him a fine secondary character. As the lead, he serves to remind audiences of the extremist nature of comic characters. Putting Horace Vandergelder in the middle of the play is like focusing a movie camera so tightly on a science fiction monster that a zipper in the back of the suit eventually shows.
      Because Wilder had, by the time The Matchmaker was produced, won two Pulitzers and established himself as a fixture of the American literary scene, reviewers had to lower their expectations in order to think of the play in the right sense. As Rex Burbank was to put it in his overview of Wilder's career in 1961, "There is less claim to serious attention and contemplation in this play than in any of Wilder's other full-length works; and it should be enjoyed for what it is—a farce." The lack of social insight that became a rallying cry against Wilder in the 1930s helps readers understand the spirit of The Matchmaker, according to Burbank: "one enjoys laughing at Vandergelder's absurdities but is not constrained to give much thought to their social or ethical significance."

American literature p-10

Topic: Edgar Allan Poe Short story
Name: Nasim Gaha
Roll no:22
Email id: gahanasim786@gmail.com
Enrollment no: 2069108420190014
Sem-3
Submitted to Department of English MKUBU.



About: Edgar Alone Poe
He was born in 19 January 1809 and died 7 October 1849. He was American short-story writer, poet, critic and editor. He was famous for his cultivation of mystery and the macabre.
Famous work
“The Cask of Amontillado”
“The Masque of the Red Death”
“The Tell-Tale Heart”
“The Murders in the Rue Morgue”
The Fall of the House of Usher”
" The Purloined Letter”
"The Gold Bug"
“The Black cat”


“The Fall of House” use In them
The Fall of the House of Usher, supernatural horror story by Edgar Poe published in Burton’s Gentleman’s Magazine in 1839 and issued in Poe’s Tales of the Grotesque and Arabesque (1840).
 Fear, Imagination, and Madness
Fear is a pervasive theme throughout “The Fall of the House of Usher,” playing a prominent role in the lives of the characters. The story shows that fear and imagination feed off one another. The narrator is afraid of the old mansion, even though there is no specific threat. He recognizes that the individual aspects of the mansion are normal, but when put together, they convey an ominous presence. He is more terrified by the house’s reflection in the tarn, a distorted and ultimately imaginary image, than by the actual house.
The narrator sees Roderick losing his sanity and grip on reality, and while there is no obvious cause, the narrator admits he feels the same terror and madness setting on him. Roderick lives in a constant state of fear, which soon infects the narrator, making him superstitious as well. Roderick’s imagination makes him believe that the house is sentient, and this belief makes him fearful of his surroundings. Roderick states that he will eventually “abandon life and reason together,” and in doing so he will completely lose touch with reality and give in to his delusions.
“The Purloined Letter” use in theme
Logic
The hallmark of "The Purloined Letter" is its use of abstract logic by C. August Dupin. The story is one of what Poe called his "tales of ratiocination," which employed reason—rather than horror, as in many other Poe stories—as a narrative tool. Dupin, who also solves the cases in some of Poe's other tales of ratiocination, is a detective who uses deductive reasoning to solve the case of the stolen letter.
In the story, Dupin relies on what he knows of the situation to deduce the correct hiding spot of the letter. Pupin’s reasoning is based on three factors: what he knows of the Prefect's behavior and thought processes; what he knows of the Minister's behavior and thought processes; and what he knows of human nature in general.
As Dupin explains to the narrator, he knows, both from recent conversations with the Prefect and from past knowledge, that the Prefect follows "principles of search, which are based upon the one set of notions regarding human ingenuity" to which the Prefect was accustomed. Dupin notes that the Prefect has "taken it for granted that all men proceed to conceal a letter.... in some out-of-the-way hole." In the Prefect's experience, when somebody wants to hide...

“The gold BUG” USE IN MYTH

A mystery story need not necessarily involve an intellectual theme in the ordinary sense of the term. The gradual unraveling of the mystery and the suspense created are usually sufficient to hold the reader’s interest. The reader receives pleasure from matching his wits with the character attempting to solve the mystery and the character who created the mystery. In Edgar Allan Poe’s detective and mystery stories such as “The Purloined Letter” and “The Gold-Bug,” the main characters themselves, such as Dupin and Legrand, receive this kind of pleasure, as well as expectations of monetary reward. At the same time, in their explanations of their procedures, they often make comments on human nature that serve as themes.
One such theme is expressed by Legrand as he tells the narrator how he decoded Kidd’s cipher. Legrand has the skills in logic and the past experiences with such codes to succeed at the task. Yet more fundamentally, he bases his attempt on the conviction, he says, that any mystery that one human intelligence can construct, another human can solve if the person applies his or her intellect properly and persistently. Thus armed, Legrand cracks the code with little difficulty, to the amazement of the narrator.


“The Tell-Tell-Tell Heart” use theme

Two major themes in Edgar Allen Poe’s “The Tell-Tale Heart” are guilt and madness. The narrator is seemingly unable to cope with his guilt and eventually confesses everything to the police, ruining his “perfect crime.” The narrator’s sanity is also in question. His justifications for killing the old man and his actions throughout the story suggest that the narrator has, in fact, descended into madness.

“The cask of Amontillado” use in myth
e Cask of Amontillado" is a powerful tale of revenge. Montresor, the sinister narrator of this tale, pledges revenge upon Fortuna to for an insult. Montresor intends to seek vengeance in support of his family motto: "Nemo me impune lacessit. No one assails me with impunity.

“The black cat” use myth
"The Black Cat," one of Edgar Alone Poe 's most memorable stories, is a classic example of the gothic literature genre that debuted in the Saturday Evening Post on August 19, 1843. Written in the form of a first-person narrative, Poe employed multiple themes of insanity, superstition, and alcoholism to impart a palpable sense of horror and foreboding to this tale, while at the same time, deftly advancing his plot and building his characters. It's no surprise that "The Black Cat" is often linked with "The Tell-Tale Heart," since both of Poe's stories share several disturbing plot devices including murder and damning messages from the grave—real or imagined.
Love and hate are two key themes in the story. The narrator at first loves his pets and his wife, but as madness takes hold of him, he comes to loathe or dismiss everything that should be of the utmost importance to him. Other major themes include:
Justice and truth: The narrator tries to hide the truth by walling up his wife's body but the voice of the black cat helps bring him to justice.
Superstition: The black cat is an omen of bad luck, a theme that runs throughout literature.
Murder and death: Death is the central focus of the entire story. The question is what causes the narrator to become a killer.
Illusion versus reality: Does the alcohol release the narrator's inner demons, or is it merely an excuse for his horrendous acts of violence? Is the black cat merely a cat or something imbued with a greater power to bring about justice or exact revenge?
Loyalty perverted: A pet is often seen as a loyal and faithful partner in life but the escalating hallucinations the narrator experiences propel him into murderous rages, first with Pluto and then with the cat the replaces him. The pets he once held in highest affection become the thing he most loathes. As the man's sanity unravels, his wife, whom he also purports to love, becomes someone who merely inhabits his home rather than shares his life. She ceases to be a real person, and when she does, she is expendable. When she dies, rather than feel the horror of killing someone he cares for, the man's first response is to hide the evidence of his crime.

Conclusion
ho was Edgar Allan Poe? When I look back at my literary studies, I have a recurring memory of the fascination I and my fellow students felt when we started reading Poe’s short stories and narrative poems. Not only did we feel intrigued by the horror in his stories, but we also enjoyed the deductive reasoning and creative imagianation of Dupin, the famous detective who first appeared in his The Murders in the Rue Morgue. Poe’s writing is often associated with his tales of mystery and macabre, and he is also seen as an important figure in the birth of detective fiction.



Modernist litrature p- 9

Assailment The modernist literature p-9
Topic name: Character analysis of “The Birthday party”
Name: Nasim Gaha.
Roll No: 22
Email id : gahanasim786@gmail.com
Enrollment no : 2069108420190014
Sem-3
Submitted to Department of English MKUBU.











About Harold Pinter


Harold Pinter was born on Oct. 10, 1930, the only son of a Jewish tailor, in Hackney, East London. He won a scholarship to the local school, Hackney Downs Grammar School. In 1948 he entered the Royal Academy of Dramatic Arts and then joined a repertory company as an actor and toured England and Ireland. After marrying actress Vivien Merchant in 1956, he began writing plays, giving up the poetry, short stories, monologues, and an autobiographical novel.

Here fames work:
The Room (1957)
The Birthday Party (1957)
The Dumb Waiter (1957)
A Slight Ache (1958)
The Hothouse (1958)
The Caretaker (1959)
A Night Out (1959)
Night School (1960)
Birthday party(1957)
Birthday party  is the second full-length play by Pinter first published in London by Encore Publishing in 1959. It is one of his best-known and most frequently performed plays.
About all character
Stanley Webber
Meg Boles
Petey
Lulu
Goldberg
 Dermont McCann

Stanley Webber:
A man who has been living for the past year in Meg and Petey Boles’ boarding house. Stanley is reclusive and unkempt, wearing filthy old pants and a pajama top. If Meg didn’t go out of her way each morning to make sure he ate breakfast and drank his tea, it seems he would never leave the comfort of his bedroom. This is perhaps because he has come to this seaside town in order to hide from his past life, although Pinter never clarifies what Stanley is running from. All the same, he leads an isolated existence, refusing to venture beyond the boarding house and claiming that he’d have “nowhere” to go even if he did leave. Having become accustomed to this kind of solitude, Stanley is distraught when Goldberg and McCann come to the boarding house and start interrogating him, making him feel guilty despite the fact that they never actually reveal what he’s done. Unfortunately, Meg and Petey hardly notice the effect these newcomers have on Stanley, even when he finally has a mental breakdown as a result of their tormenting. At the same time, the darkness Goldberg and McCann bring out in Stanley is shocking, as he eventually tries to strangle Meg and rape Lulu (one of his acquaintances). As such, Pinter portrays him as someone who has either always been dangerous, or who has been pushed to the edge by Goldberg and McCann’s psychological games. Indeed, by the end the play, Stanley is completely unhinged, finding himself incapable of communicating or standing up for himself, which is why he allows Goldberg and McCann to escort him out of the boarding house and away from his sequestered life.

Meg Boles
She is wife of Petey. Along with her husband, Petey, Meg is one of proprietors of the boarding house in which Stanly lives. What Meg lacks in intelligence, she tries to make up for in fastidiousness, constantly trying to please her guests and establish routines that will impose order on the boarding house. Her connection to Stanley is particularly bizarre, as she treats him maternally and romantically, forever scolding him to eat his breakfast while also making potentially sexual remarks about their relationship. What’s most interesting about Meg, though, is that she devotes herself to order and routine even when it doesn’t make sense to enforce these everyday practices. For example, when she runs out of cornflakes one morning, she still insists that Stanley should come downstairs to eat breakfast, caring more about going through her habitual motions than acting in accordance with reality. This is the same kind of naïveté that makes it hard for her to see that Goldberg and McCann when they arrive are intent upon psychologically torturing Stanley. Instead of recognizing their malicious motives, she simply focuses on throwing Stanley a birthday party (though he tells her it’s not his birthday). What’s more, on the morning after the party, she acts as if nothing extraordinary has happened, even though Stanley tried to strangleherand then tried to rape Lulu. Knowing how important it is to her to maintain order and routine, Petey tells her at the end of the play that Stanley is still upstairs sleeping when—in reality—Goldberg and McCann have taken him away for good.


Petey Boles
 Meg’s husband, and the co-proprietor of the boarding house in which Stanly lives. Petey is an affable man whose presence is rather minor in his own home, since he spends most of his time working at the nearby beach, where he puts out chairs for the public. Attuned to his wife’s eccentricities, Petey has no problem indulging Meg’s obsession with order and routine. When, for example, she talks about the same topics every morning, he simply goes along, agreeing that Stanley should come downstairs so that he isn’t late for breakfast. In fact, he even has this conversation with Meg at the end of the play, when Stanley is no longer in the house because McCann and Goldberg have taken him away. Despite the fact that he’s not very present, Petey is perhaps the only character in The Birthday Party who worries about Stanley after McCann and Goldberg psychologically torment him. In fact, he’s the only person who notices a change in Stanley at all, as made evident by the fact that he tries to stand up for him and, when this fails, yells, “Stan, don’t let them tell you what to do!”

Lulu
A young woman who visits Meg and Petey’s boarding house. Before McCann and Goldberg arrive, she tells Stanly that he ought to go outside for some air, prompting him to invite her to run away with him. When she asks where they’d go, though, he simply says, “Nowhere,” and then declines her invitation to go on a walk. Later, Lulu comes to Stanley’s birthday party and flirts with Goldberg, telling him that she has always liked older men and that he looks like the first man she ever loved. During the game of “blind man’s bluff,” she and Goldberg continue flirting and fondling one another. When Stanley plays the blind man, though, the party takes a dark turn and, when the lights cut out, he approaches Lulu and attempts to rape her. Thankfully, Goldberg and McCann stop him, and Lulu and Goldberg presumably continue their romantic evening, as made evident by the conversation they have the following morning, when she accuses him of having sex with her without having any intention of starting a relationship. “You taught me things a girl shouldn’t know before she’s been married at least three times!” she laments, but Goldberg only says that now she’s “a jump ahead.” With this, McCann enters and tries to get her to confess her sins, an attempt that drives her out of the boarding house.

Goldberg

A charming, swift-talking man who arrives at Meg and petey’s boarding house with his associate, McCann, with the intention of locating Stanley Webber. Goldberg introduces himself as Nat, but he frequently refers to himself as “Simey” while telling stories. Confusingly, he also calls himself “Benny” at one point, suggesting that his past is just as jumbled and inscrutable as Stanley’s. In fact, these two men seem to know one another, though when Stanley asks McCann if either he or Goldberg have spent time in Maidenhead, McCann upholds that they haven’t. Nonetheless, Goldberg later references the same Maidenhead tea shop that Stanley has already talked about, suggesting that he is indeed from the same town. Regardless of whether or not they hail from the same place, though, talking about the past is something Goldberg does quite often, speaking wistfully about old acquaintances and relatives and telling his listeners about the life advice he received from these people. This, it seems, is what Goldberg wants most: to be the kind of person who’s full of wisdom. Unfortunately, though, he himself has very little to offer in the way of life advice, and this is something that upsets him. Still, he’s smooth and socially confident, as made evident by the fact that he easily wins over Meg by complimenting her dress. He also gains the affection of Lulu, with whom he flirts during Stanley’s birthday party. The next morning, they have a frank conversation in which she lampoons him for having sex with her without intending to begin a relationship. However, Goldberg has other matters on his mind, focusing first and foremost on psychologically disturbing Stanley and taking him away from the boarding house.


Dermont McCann

Goldberg’s associate. An Irishman who takes orders from Goldberg, McCann doesn’t know why he has been assigned to locate Stanley Webber and remove him from Meg and Petey’s boarding house. Nonetheless, he carries out his duties, acting as Goldberg’s muscle and helping him to psychologically unhinge Stanley. Like the other characters in The Birthday Party, McCann has a confusing past, such that it’s difficult to know what kind of life he has actually led until now. Nonetheless, Goldberg tells Lulu in Act III that McCann is a recently unfrocked priest, prompting McCann to pressure her into confessing her sins (though she runs away before doing so). And yet, McCann is perhaps more sensitive than he appears, considering that he seems troubled by his final interactions with Stanley. Indeed, when Goldberg asks for an update on Stanley’s mental state the day after the calamitous birthday party, McCann says, “I’m not going up there again,” insisting that he won’t return to Stanley’s room because of the fact that he (Stanley) has gone completely quiet—a fact that seems to unnerve him. Still, whether or not he empathizes with Stanley, McCann doesn’t hesitate to help Goldberg remove him from the house at the end of the scene, carting him away despite Petey’s protests.




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Monday, October 7, 2019

Then and Now Colonialism, Imperialism and Post Colonialism

  • Then and Now Colonialism, Imperialism and Post Colonialism


Hello Reader ! Welcome to my blog.

  1. What is colonialism?

According to Oxford dictionary-
Colonial word comes from the Roman ‘colonia’ which meant ‘farm’ or ‘settlement’, and referred to Romans who settled in other lands but still retained their citizenship.

Pitterbarry mentioned this words-
What is ADOPT, ADAPT and ADEPT
ADOPT: Write upon Western Writers.
ADAPT: To get Mastery upon anything.
ADEPT: Write upon Indian.

he Origin of Colonialism:-
Colonialism was a borrowed term to differentiate it from other types of expansionism. The word “colony” is borrowed from the Latin word colonia which means “a place for agriculture.” From the eleventh to eighteen centuries, the Vietnamese people founded colonies outside their place which they later absorbed through a process called namtien.
Ancient and Modern Colonialism:The ancient type of colonialism gave birth to the modern colonialism which came into effect during the “Age of Discovery” where the Spain and Portugal discovered the South and Central Americas during their sea traveling. They established trading centers and amassed the surrounding areas as a way of expanding their control. This establishment of colonies away from their home continent differentiated other forms of expansionism from colonialism. Subsequently, during the 17th century other nations were motivated to move overseas to establish their rule. France created the French colonial empire, Britain formed British empire, and Germany established Dutch empire.

What is Imperialism?



Imperialism, state policy, practice, or advocacy of extending power and dominion, especially by direct territorial acquisition or by gaining political and economic control of other areas. Because it always involves the use of power, whether military force or some subtler form, imperialism has often been considered morally reprehensible, and the term is frequently employed in international propaganda to denounce and discredit an opponent’s foreign policy.
This post -Structuralist perspective is seen in the work of such representative figures as Henry Louis Gates, Gayatri spivak, Edward said. This study makes possibility for super reader. Colonialism and imperialism both are often used interchangeably. In imperialism Dominalion by Empire belief in empire building. Like colonialism, imperialism too is best understood not by trying to pin it down to a single semantic meaning but by relating it's shifting meanings to historical process.• Colonialism/Postcolonialism discusses this question, situating postcolonial studies in relation to globalization and new imperial formations.postcolonial studies had already become, in the words of Stuart Hall, ‘the bearer of such powerful unconscious investments – a sign of desire for some, and equally for others, a signified of danger’. The so-called global war on terror, and the US invasion of Afghanistan and Iraq, it is harder than ever to see our world as simply ‘postcolonial'.One another main point is that globalization as it has been imposed upon the world by institutions like the World Bank and the IMF
Effects of Colonization:-As mentioned, post-colonialism asks the reader to enter a text through the post-colonial lens. The chart will help you see how to approach a post-colonial reading of a text. As a reader, you would look for the effects of colonialism and how they are addressed through the plot, setting, and characters' actions.

what is post colonialism?






According to Oxford dictionary-
“The study of the cultures of countries and regions, especially in Africa, Asia, and Latin America, whose histories are marked by colonialism, anti-colonial movements, and the transition to independence during the 20th century, and the study of their present-day influence on the societies and cultures of former colonizers.”.
As simple way we can say that Post- colonialism is a study on the effects of colonialism and societies concerned with both how European nations conquered and controlled Third world country.
Post- colonialism is study of culture, identity, society, politics, economic and self reflection.
Ania Loomba mentioned this definition-
To begin with, the prefix ‘post’ complicates matters because it implies an ‘aftermath’ in two senses—temporal, as in coming after, and ideological, as in supplanting.
Globalization and future of post Colonial study-
As we see colonialism effect as we see globalization for they were exploited works. Nicano Apaza say - 'Globalization is just another name for submission and domination.
According to my understanding colonialism – Before 1947 we (India) were colonied by British their civilization effected on Indian. Now colonialism effect most everywhere for example we used mobile phone, television, email, Google, clothes , game like cricket etc. So now as Indian we are colonied not free from as thinking also.
The term is not only inadequate to the task of defining contemporary realities in the once-colonised countries, and vague in terms of indicating a specific period of history, but may also cloud the internal social and racial differences of many societies. Spanish colonies in Latin America, for example, became ‘mixed’ societies, in which local born whites (or ‘creoles’) and mestizos, or ‘hybrids’, dominated the native working population. Hybrid or mestizaje here included a complex internal hierarchy within various mixed peoples.
For example Midnight’s Children movie protagonist character Saleem has hybrid identity.

Thank you......

Introductory thinking task

                                                                                                                           

                                   " TASK"                                                   
                                                                                                    1)Write  something about your favorite teacher. Give some reasons for it.                                                                                                                 
                                                                                                                                                                                            

 Ans:  my favorite  teacher taught with enjoy and easy. Without engry so I  learnt to understood  with easy  and she gave few home works so I  like my favorit  teacher.                                                                                                                                                                                                                                                        

 2)  How are you students? think and write.                                                                  

Ans:   I am serious of study time and I  dont like disturb in the clss


3)   Write is the difference between the education system in past and todys time ?  Take  help of  your presents to write thise.

               

Ans:   I am learning  with  technology.  and  parents was learning without technology. I am  learning  with enjoy and my  parents  was  learning with  works.                                                                

                         

                                                for study

Dryden's

Dryden


1) Yes i find different between both according to Aristotle's definition of tragedy here imitation means a creative process, action means arrangement of event done by the agents, serious is the aim that is why tragedy happens, complete means it carries beginning-middle-end, magnitude reveals the concept of beauty, embellished language shows the profuse use of figure of speeches, certain parts are plot, character, thought, diction, song and spectacles Aristotle definition ends with a word "catharsis". Then Dryden's definition of play ought to be a 'just' and 'lively' in his definition. The other way we can say that Dryden's definition ends with 'delight' and 'instruction' of mankind.


2)According to me both are equal valuable in literature. Because ancient is better in observation of nature and now a days modern is getting from new ideas and new way in literature. So I can't take side of any one.so I preferred both.

3)Yes, the arguments in favor of french plays and against English are apt. Lisideus argues that English tragicomedy is very absurd but its not true. In English plays they are very lively by nature and also it has plots and subplots which French drama don't have. As per Neander's argues that French drama are like lifeless and they does not have a subplots like English drama have.





4) In this video we can understanding about the superiority of ancient dramas and modern dramas. Dryden makes Eugenius put in an argument which comes to be a defense of Elizabethans. Eugenius does not mean that to be in particularly of the Elizabethan in trying to save the native practice and Eugenius isn't blind to the good things in Elizabethans. He says that the Modern have been following them but by this modern he is saying about including the Elizabethans as well as neo-classical Augustan. So he is walking in a position where he's holding a brief for the English dramatists and he is justifying imagination and love scenes he refers to Shakespeare and Fletcher and than says our dramas are better because the same person can roam between tragedy and comedy.























Interpretation of the play 'Breath' by Samuel Beckett

  • Interpretation of the play 'Breath' by Samuel Beckett

Hello readers, This Blog is a part of thinking activity given by professor in which students have to interpret the 30 second play 'Breath' by Samuel Beckett. Here is the link of professor's blog click here

About Samuel Beckett.



Samuel Barclay Beckett's journey of life between 13 April 1906 to 22 December 1989. He was an Irish novelist, playwright, short story writer, theater director, poet, and literary translator. A resident of Paris for most of his adult life and he wrote in both English and French languages.
Beckett's work offers a bleak, tragic comic outlook on human existence, often coupled with Black comedy and gallows humor, and became increasingly minimalist in his later career. He is considered one of the last Morenist writers and one of the key figures in what Martin Esslin called the "Theater of absurd."

1) Breath by Damien Hirst. 

During Watching this video or play, I notify one thing that There are clip moving with sound of the flow of breath out from human body for specific reason. Let me know that there are rubbish of like waste medicine and store of waste hospital which reflected happening bad thing certain place and worst life & wealth. Moreover I found symbol of 'swastika' which almost connected with Hitler and his rules. Another way If I want to saw so that It's represented sometimes our belief and religion leads towards rubbish things.

2) Breath by Liana De Jordan



In this video we can see overlaid of fruits and vegetables, some of the fruits are jointed each other and some of our separate, it may be video suggest that fruits and vegetables are a contradiction between them and they both live in the same world. And we can connect human beings also because human lives like them we are attached to a number of people even w
e are alone nobody with us.


3) National Theater school first year Technical production class project,Production of Samuel Beckett’s play Breath


This video started with darkness then through the light we can see rubbish and listen to some of the weird crying voice, maybe it means that living things exist and end. Life and death concept showed in the shown light on and listen weird voice life that is single of life journey start and when light off again weird voice and darkness it is suggest death. May be this video suggests that how life is nothing but waiting for death.



4) Samuel Beckett’s play Breath

In the last video working with background sound of child crying. So I think it's connected with generation the world and earth. Another interpretation is that human being born on the planet as a curse so that may be born as a human being on planet is rubbish thing. Moreover now I have another interpretation in my mind based on back ground sound. May be it's sound of happening rape and paining. Thus, I want to say that Here Samuel Beckett has presented reality of life and world. He also explained absurdity through the play " Breath ".

Sunday, October 6, 2019

ELT -1 First five essays



  • ELT -1 First five essays

Hello readers, welcome to my blog.Here I am going to share my view upon task which was given by vaidehi madam. This task is about ELT-1 (English language teaching). It includes many essays.The Essays are;


1). Teaching English as 'Second Language' in India" by Kapil Kapoor.(JNU,Delhi)
2). Teaching of EST in Indian Conditions" by R.S.Sharma (Banaras Hindu University)
3). "Teaching English as a Second Language in India: Focus on objectives" by Shivendra K. Verma (Central Institute of Foreign Languages,Hyderabad)
4). "Socio-cultural Dimensions English as a Second Language" by Rekha Aslam
5). "Teaching of English: A Plea for Practical Attitude" by R.K.Singh (Indian Institute of Mines,Dhanbad)
Now, let's talk about some questions and Answers.



1) What is English Language for you ?

According to my opinion nowadays We know that English is becoming as a Global language so that whenever wherever we go during that time English language become useful and needful also. I think, learning English as a international language is the best option for me because according to my point of view we learn English language for economic's perspective that If We have skills of communication and writing in English so that we have more chances for jobs and we are achieving various platform in international level also. English is of course an excellent choice, but I have to say it’s difficult for me to suggest just one language when my successes in life have come from speaking so many more languages than English. I will discuss the languages that have created opportunities for me in life. English language play vital roll in my life because It's bonding a bridge between two people,culture and country. If I know about English Language So I get more knowledge about literature and English books.


2) What kind of challenges you are facing and have faced while learning this language?

  If I am talking about myself, what kind of challenges I facing, i face problem when I am speaking. There are also mistake when I am writing but not as much while I am speaking. I have prepared what I am going to say but when I am speaking something is bounce out of mind, I don't how it happens. I feel lack of vocabulary and knowledge about particular languages. To come out of this problems we need daily practice of speaking, listening of this language. For, to learn any particular language LSRW Skill is important.

3) Write in brief your understanding about any one essay.

Here I want to talk about Essay-4 " Socio Cultural Dimensions : English as Second Language" by Rekha Aslam. In this essay Rekha Aslam depicts from history of English language. India has variety of different languages, cultures and religions So I can say that India is Multi linguistic & Multicultural country. It means that there are people have different vocabulary and structure. So my point is that When we learn English as a second Language in India, It's difficult task for each community. Here I put briefly point overviews of this essay:


4) According to you which Position English Language should be given?


As my view, the position of English in this modern era was proper, and it should be like this. All should aware about this language. I seen many example in primary school student's that they don't like English, this subject was bore to him because they don't know or aware about it. This language should spread among the world as fast as possible. Normally people don't aware about this language and its impotance, opportunity, outer world. We have to accept it because it has more benefit for us. it doesn't matter if we studied it as a second or first language. The thing was that all should taught English. Sometimes lack of confidence we don't get it proper. We are not trying to learn it.Moreover it was not a hard and lengthy language, if we can try we can learn this language.


5) How you see your future with English Language ?

I see my secure future with English. Because there was a scope for it. In market, it was a demand of English and English teacher. To use and learn new digital technology this language help me alot. I can connect with the world. With this language to there are many online courses which certificate has a more value. I also want to go further with English. One example was contemporary time that whenever we go for job or education, bank, post office, etc even there we supposed to fill up form in English. So, with this we can understand the need of English Language.