This blog is an experiment in using blogs in higher education. Most of the experiments done here are the first of their kind at least in India. I wish this trend catches on.... The Blog is dedicated to Anup Dhar and Lawrence Liang whose work has influenced many like me . . . .
Saturday, August 07, 2010
UGC Sponsored National Seminar on Linguistic and Literary Terrain of Translation Salesian College, Sonada - A Report
III year BA Optional English: Mid-semester examination Aug 2010 note
Question paper pattern
Marks: 5x10=50
I MA English -Western Aesthetics Mid-semester Exam Aug 2010 note
- All questions are compulsory.
- The first three questions carry 15 marks each and the last question carries 5 marks.
- There is no word limit. However, your answers should sufficiently reflect the discussions in the prescribed essays/talk.
- You are permitted to carry relevant material to the examination hall.
- Evaluation Criteria: 50% weight for the understanding of the arguments in the essays as reflected in the answers; 20 % for reading beyond the text and the classroom discussion; 20% for structure of the answer – Introduction, body, conclusion, citation; 10% for language, punctuation.
Wednesday, August 04, 2010
Gettysburg Address by Abraham Lincoln for II year American Literature Course
Wikipedia article
Audio reference link
for II year American Literature Course
II year JPEng and CEP Questions
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Let me attempt answers here for the questions asked in the comments section below.
Reg. Liberty Song
1. The liberty song which I understand became a very popular (pop) song during the last phase of struggle against England leading to declaration of Independence. The Stamp Act became a breaking point which was capitalized by the leaders asking for independence from England. The argument was, since England was not using the money collected from the American colonies for the welfare of the White residents of America, England had not right to collect it. Stamp Act insisted on collecting money by way of stamp on all legal translations and claims. The Act helped leaders demanding freedom more popular support from the colonies.
The Liberty Song has that background. It was written about three years after the Stamp Act. However, you will find the concern mentioned above in the poem as well. They do not want to pay, if they cannot be taken care of well.
For more on the Stamp Act click here for the wiki article
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2. I am not able to understand the second question, hence, apologies. My position is that native american story telling did not become part of any visible, dominant narrative tradition of USA. However, I admit I am subject to correction.
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3. Thomas Paine's work is Propaganda writing
For more on that you may click and refer to the following links
a. From 'On Papers.com'
b. From 'Dream Essays.com'
c. From enotes
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4. Links to 'Song of Myself'
a. From 'Sparknotes'
b. From 'Wikipedia'
c. From 'Bookrags'
d. From 'enotes'
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5. Links for 'Purloined Letter' as Dark Romantic
a. From Wiki on Dark Romanticism
b. From Passgen : 'What is Dark Romanticism?'
c. From Associated content
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Hope this will be some use. All the best.
Guest Lecture on Capitalism/ Capital and related concepts
Thursday, July 29, 2010
Framing Questions - An Approach/ MA Previous
Notes by Shilpi Rana
Asking questions or we can say rather good questions is all the more important even than providing answers.Pinto Sir made us acquainted with the types of consequences of the questions raised.He said that asking questions is the first step to become a "scholar".
To explain the art of preparing questions we took THE GENERAL PROLOGUE of Chaucer's THE CANTERBURY TALES and we were asked to prepare questions on it.Some of the questions raised were as follows :
- How is the fourteenth century society portrayed through the characters in THE CANTERBURY TALES?
- Elaborate on the literary devices in THE CANTERBURY TALES.
- Describe the stratification of the societythrough the analysis of the characters in THE CANTERBURY TALES.
- Are Chaucer's characters his own voice?
- Describe the influence of the church in THE CANTERBURY TALES.
- How is the concept of morality depicted in THE CANTERBURY TALES?
- What are the medieval concepts of literature engaged in THE CANTERBURY TALES?
- Is there more positive characters than negative characters in THE CANTERBURY TALES?
- Discuss the concept of eroticism in THE CANTERBURY TALES.
- How is the corruption of the church portrayed in THE CANTERBURY TALES?
After the above questions we had, we were explained what type of questions should be asked as we being postgraduate students.
CONCLUSION :
- Ask questions which can make a long arguement. The answer of the question asked should not be a short and straight away answer, it should have a good content and should go on for pages. We can add "Discuss" or "Elaborate" or "Elucidate" to the questions.
- We must keep the time frame in mind while asking questions. Do not impose concepts which the time does not permit. Ask questions on the literary concepts used during the time and its impact on the then society.
- Ask questions on the literary techniques on the part of the author. What is the research area of the author and how is the work received by society as a whole, by the readers and as well as by us individually. For eg. In which genre of work does THE CANTERBURY TALES fall into - Is it novel, poem, epic, drama, etc.? The answer would be it is a Frame Narrative(where there are many stories within a story) like the stories of PANCHATANTRA, VIKRAM BETAAL , ARABIAN NIGHTS etc.
- Ask questions making an interplay of the characters in the text.
- Raise questions on the debates appeared in the text itself.
- Ask questions on the author's perspective itself.
These were some of the useful tips on how to frame correct questions even in order to perceive the text well.
Wednesday, July 28, 2010
Philis Wheatly
Phillis Wheatly was a kidnapped African slave child who was sold from the South Market in Boston to a well to do Susanna Wheatly. In her childhood she experienced special, much indulged comfort and only token slavery. She quickly learned Latin, English and the Bible and began writing in 1764. Her poems were based on the themes of morality and piety, along with patriotic American pieces, an epithalamium, and a short racially self conscious poem, “Thoughts on being brought from Africa and America”.
Initially her poems were not published as the subscribers felt that it was part racially motivated. With the prestigious co-operation of Countess of Huntingdon and Susanna Wheatly, her book was published in London in 1773. This was the first volume known to have been published by a black American, man or woman. Her poems have elements of neoclassical poetic norms.
Her poems represent a deeply self conscious art. Her sense of herself as an African and an American makes her in some way a dual provincial in relationship to the eighteen century Anglo-Atlantic cosmopolitan centre. The language of poem is both American (refines English) and African (non refined and broken English) in nature.
Her poems included not only Christian elegies, but also highly original English translations from the Latin of Ovid, biblical paraphrases and poems about nature, imagination and memory. She was highly influenced by the Bible.
On Being Brought from Africa to America
In just eight lines, Wheatley describes her attitude towards her condition of enslavement -- both coming from Africa to America, and the culture that considers her color so negatively. Wheatley begins by crediting her slavery as a positive, because it has brought her to Christianity. She makes a clear distinction between God (frightening and fearful) and Saviour( hope). The word "benighted" means "overtaken by night or darkness" or "being in a state of moral or intellectual darkness." Thus, she makes her skin color and her original state of ignorance of Christian redemption parallel situations.
She credits "mercy" with her voyage -- but also with her education in Christianity. Both were actually at the hands of human beings. In turning both to God, she reminds her audience that there is a force more powerful than they are -- a force that has acted directly in her life. She cleverly distances her reader from those who "view our sable race with scornful eye" -- perhaps thus nudging the reader to a more critical view of slavery or at least a more positive view of those who are slaves. She directly talks about the Europeans treatment to the African community.
"Sable" , refers to a self-description of her color which is very valuable and desirable. This characterization contrasts sharply to the "diabolic die" of the next line, as it means poisonous evil color. In the second-to-last line, the word "Christian" is placed ambiguously. She may either be addressing her last sentence to Christians -- or she may be including Christians in those who "may be refined" and find salvation. She reminds her reader that Negroes may be saved. The implication of her last sentence is also this: the "angelic train" will include both white and black. She believes that everyone is entitled to redemption.
The poem is biblical in nature, and we can say that she criticizes Africa at some point and also she talks about African from an outsider point of view. She distances herself from her pagan land (Africa) as she is now civilized. Although we can say that Wheatly re-defines Christianity, she believes that Africans can be redeemed. There was notion of Africans being referred to ‘cians’, which believed that Africans can never be redeemed of their sins. Thus, at a certain level it can be said that it is ‘anti Christian’ in nature as it defies the norms of the Bible.
Phillis Wheatley takes on the role of one who has the right to command: a teacher, a preacher, even perhaps a master or mistress( saviour).In looking at Wheatley's attitude towards slavery in her poetry, it's also important to note that most of Phillis Wheatley's poems do not refer to her "condition of servitude".
On Imagination
Wheatly personifies Imagination as a woman, a queen. The thyme scheme of the poem is aabbccdd. This poem stands as an ode in praise of Imagination.
“Thy wond’rous acts in beauteous order stand”. He praises beauty and glorifies the creation- creation of poetry. This poem is the form of invocation in order to justify the sacredness of Imagination. Wheatly draws a comparison between ‘Fancy’ and ‘Imagination’. She says that fancy is ordinary in nature which has the capacity to only capture one’s mind. Also ‘fancy’ can be tampered whith, while Imagination is very powerful, it has an element of ‘fascination’ about it. “Such is thy pow’r, nor are thine orders vain”. Also, fancy can’t be remembered while imagination lasts longer and at times is forever itched in our memory.
She raises the level of Imagination to the divine god himself and claims that Imagination has pinions, wings to soar high. “And leave the rolling universe behind”. There is a reference of Galileo’s theory which states that the world is round. “There in one view we grasp the mighty whole”, there is reference to view everything as a whole, there is a sense of holistic view about every minute detail. “Leader of mental train”, thoughts or mind have the ultimate power, the ultimate sovereign ruler about whom we have to bow.
Wheatly urges her soul to rise and contemplate the majesty of God through the vastness and orderliness of his creation. Though God himself is unseen, he is made manifest in the heavens and the earth through such powerful objects as the sun. Wheatley takes the grandeur of the cosmos as proof of God's sublime, divine imagination. The poem is shaped by the pattern of day's light being following by night's darkness and the return of daylight on the following morning. Humans and the vegetative world require the productive light of the day and the restorative darkness of night, so God is not only powerful but also merciful. The poem ends with Reason and Love, personified, asking what most shows forth almighty God. The poet's answer is that everywhere one looks one sees God's infinite love made visible; humans know him through their senses. Reason falters and fails in the face of the Eternal. All that is left is for humans to praise and worship.
I MA Western Aesthetics Questions - On the Texts outside the Coursework
I MA Western Aesthetics Questions - On the Texts from the Coursework
Tuesday, July 27, 2010
Call for Papers: National Conference on Communication Skills
Organized by Department of Humanities, C.R.Engineering College, Tirupati, Andhra Pradesh
Research papers on the following sub-themes are invited:
1. Effective Listening, Speaking, Writing and Reading
2. Functional English
3. Grammar Teaching- New Methodology
4. Language Learning and Teaching by writing Computer Assisting Software
5. Any other area related to communication skills in English
6. Increasing Employability with Communication Skills
7. Technology Enabled Language Learning.
Contact details:
Professor A Ranganath Jee, HoD-H&S
Email: ranganathprof_avvaru at yahoo.co.
Ms Sai Lakshmi Yadav, Coordinator
Email: sailakshmiyadav at rocketmail.com
Chadalawada Ramanamma Engineering College, Renigunta Road, Tirupati - 517506
Phone: 0 9440373426, 09885032504
Courtesy: ELTeCS