English Literature

Angelina Gaspar Faculty of Humanities and Social Sciences Catholic Faculty of Theology, University of Split, Croatia ABSTRACT This paper presents a corpus-based approach to semi-automatic extraction of English phrasal verbs, very productive, but complex and often non-transparent lexical units, via particles (prepositions, adverbs) they consist of and which are among the top-ranking functional words in the list of running words of the British National Corpus (BNC). The research is carried out on a comparable English corpus of publicly available legal texts consisting of 392 255 words and using WordSmith Tools 6.0. The evaluation of the system efficiency is conducted via the statistical measures of Precision, Recall and F-measure, whereas the list of phrasal verbs is checked against the reference source Cambridge Phrasal Verbs Dictionary (2015). The results show that the process of semi-automatic extraction of phrasal verbs requires a considerable human intervention as well as control...

The education system in the Kingdom of Saudi Arabia is on the verge of digital advancement. Primarily, this research paper aims to examine how a digitally competent teacher can help the institution and its learners to achieve high-level competency in digital and academic learning, as well as to develop critical thinking. It also intends to focus on the characteristics of e-teaching and the consequences of learning competency with its implication in female undergraduate colleges of King Khalid University. For the data collection, both the qualitative and quantitative approaches were employed. Several teachers were interviewed on their experiences with the utilization of digital sources, whereas, a large group of students from distinct study areas responded to a questionnaire to provide their feedback on their e-learning experience. The analysis indicates the necessity of appropriate trainings for e-teachers to handle the unexpected situations that occur during the teaching or evaluating process. Despite being a challenging task, they found it very useful to make students engaged with varied activities. The results also demonstrate that the eteaching experience with digital media enables the teachers to assess their digital competence and teaching efficiency.

Peter Weis's Aesthetics of Resistance, a well-known novel in the world literature, is initiated with the figure of the Heracles in Greek mythology to explain the European's anti-despotism and quest for freedom. Uprising to the divinity and the power of infinite and fighting against the slavery are the first steps to achieve freedom. During the mythical periods, extraordinary authority never allowed the sharing of power and freedom within its hegemony. The desire to protect and sustain its absolute power has led to violence among the lower class. Oppressed masses faced with extreme oppression and violence have created their own heroes to open a path of emancipation throughout the flow of history. Weiss's novel includes the theoretical fictional narrative which is focused on this particular socio-political context. Weiss also depicts the political and historical analyses of fascism from Ancient Greece to the Spanish Civil War and to Italian and German fascism by unveiling ...

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

The important role of language in education has long been recognised, both as a learning medium and as a way of communicating expected learning outcomes. Since 1989, education policy in Queensland has required that statements about language education must be included in all Senior (the final two years of secondary school) syllabus documents. This requirement has entailed a concerted attempt to integrate language and communication in each subject offered in the post-compulsory curriculum. As an introduction to a national study of language and literacy education in the post-compulsory years, a scan of all Senior syllabus documents in Queensland was undertaken. This paper presents the findings of this scan and explores the emerging understandings, at policy level, about the relationship between language and curriculum. It is concluded that inclusion of the Language Education Statement has been useful in directing the attention of different subject areas to language issues with development leading to more embedded and subject specific considerations of literacy. draws a useful distinction between the intended and the enacted (or delivered) curriculum of the classroom. There exists, however, a further official level at which curriculum operates. This is the curriculum approved at the level of government through the relevant statutory bodies. In Queensland, the Board of Senior Secondary School Studies (QBSSSS, known as the Board) is responsible for developing official curriculum for post-compulsory schooling. Syllabus documents are developed by Subject Advisory Committees (SACs) which are comprised of subject specialists appointed by the Board. These documents guide the development of workplans and school-based assessment systems for all students in the upper years of high school. This paper attempts to map the way in which language education has evolved, at the official level of curriculum, by examining the way in which it is constructed in these senior syllabus documents. In turn, this is used to explore the significance with which language issues across the curriculum are perceived. Throughout the paper language and related terms (for example literacy and communication) are defined as they emerge through statements made in the official syllabus documents.

Being of a fuzzy nature, learner-centeredness has been approached and grasped differently by teachers and teacher educators at various learning contexts. Despite its preponderance in educational arena since roughly half a century ago, learner-centered education (LCE) seems to still be surrounded by a myriad of misconceptions, delusions and uncertainties. Part of this haziness and perplexity in applying LCE appears to have resulted from lack of proper training with regard to its judicious implementation in compliance with the specific contextual features and requirements. Striving to establish a context-sensitive and culturally-responsive approach to LCE in the Iranian educational context, the researchers in the current study embarked on a training program for EFL teachers, in which the basic tenets of a learner-centered methodology were introduced through hands-on practice and involvement. Teachers’ conduct prior and successive to training workshops was screened via preand post-obse...

3 Abstract: The ability to write an effective summary might be regarded as one of the most important writing skills a college student is supposed to acquire. To gain an adequate level of expertise in summary writing, learners need to draw on sound strategies, among the least-heeded instances of which mention might be made of the use of overriding move patterns that configure any piece of academic writing. In an attempt to bring the educational/academic stakeholders into closer terms with the implications of move analysis for the partially- neglected, yet prominent skill of summary writing, the researchers in the current study amassed a corpus of 141 written summaries of 4 short stories from 55 BA English Literature students at Urmia State University. Resorting to a top-down approach in analysis of discourse, the researchers, then, went about the analysis of the obtained data based on the Swalsian definition of move. Later, in their hunt for the possible impact of writing power on th...

Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight in...

Como ciudadanos de los siglos XX y XXI, estamos muy habituados al placer innegable de ver adaptaciones cinematográficas de obras notables de la Literatura Universal. A menudo las imágenes confieren al texto un poder de seducción "inherente a" y "exclusivo de" la expresión visual, y, sin embargo, sería absurdo negar que no siempre una imagen vale por mil palabras. Si toda traducción implica traición, la traducción de un texto literario en imágenes debería presentar el mismo inconveniente. Pues bien, he aquí unas breves reflexiones sobre las pequeñas o grandes traiciones de James Ivory -en realidad James Ivory y Hesketh Harvey como responsables del guión-al adaptar cinematográficamente Maurice de E. M. Forster 4 , si se tiene en cuenta la urgencia, incuestionable a mi juicio, de preservar e ilustrar, con la máxima precisión, el conjunto de referencias griegas que hacen creíble una historia de amor masculino en la Inglaterra 5 de principios del siglo XX 6 . Por otra parte, me gustaría señalar que, aun discrepando a menudo, admiro las pulcras y exquisitas adaptaciones de J. Ivory de las novelas de E. M. Forster -A Room with a View, Howards End y Maurice-, de modo que estas reflexiones han sido escritas gracias a él y no en su contra, confesión ésta que considero necesaria aunque sólo fuera por la cortesía

Como ciudadanos de los siglos XX y XXI, estamos muy habituados al placer innegable de ver adaptaciones cinematográficas de obras notables de la Literatura Universal. A menudo las imágenes confieren al texto un poder de seducción "inherente a" y "exclusivo de" la expresión visual, y, sin embargo, sería absurdo negar que no siempre una imagen vale por mil palabras. Si toda traducción implica traición, la traducción de un texto literario en imágenes debería presentar el mismo inconveniente. Pues bien, he aquí unas breves reflexiones sobre las pequeñas o grandes traiciones de James Ivory -en realidad James Ivory y Hesketh Harvey como responsables del guión-al adaptar cinematográficamente Maurice de E. M. Forster 4 , si se tiene en cuenta la urgencia, incuestionable a mi juicio, de preservar e ilustrar, con la máxima precisión, el conjunto de referencias griegas que hacen creíble una historia de amor masculino en la Inglaterra 5 de principios del siglo XX 6 . Por otra parte, me gustaría señalar que, aun discrepando a menudo, admiro las pulcras y exquisitas adaptaciones de J. Ivory de las novelas de E. M. Forster -A Room with a View, Howards End y Maurice-, de modo que estas reflexiones han sido escritas gracias a él y no en su contra, confesión ésta que considero necesaria aunque sólo fuera por la cortesía

On the occasion of this conference 3 , when the S.E.E.C. (Spanish Society for the Classical Studies), honoured me suggesting I wrote a paper on "Classical Tradition", having no better guarantee, as far as I am concerned, than my uninterrupted years of keen dedication to such an extensive topic, I considered several possibilities. The most prudent option was undoubtedly to choose the analysis of the so-called 'explicit classical tradition' in any author, time, literary or artistic movement, etc. The most risky one was to dare to lift the veil which, until now -that is to say, until my presumably "valuable" contribution to Philology-had prevented the discovery of an "implicit Classical Tradition", which some excessively modest writer had put in a safe place. Finally, I had a wide range of less extreme options which, in my opinion, are not always given the attention they deserve. And then I thought of E. M. Forster (1879-1970) because of the mastery he showed in practically all the above mentioned cases 4 .

me hizo el honor de proponerme la elaboración de una ponencia sobre "Tradición Clásica", sin otro aval, por mi parte, que años ininterrumpidos de dedicación voluntariosa a esta materia inabarcable, barajé posibilidades distintas. Lo más prudente, sin duda, era el análisis de la llamada "tradición clásica explícita" en cualquier autor, época, corriente literaria o artística, etc. Lo más arriesgado, osar alzar el velo que hasta ahora -es decir, hasta mi pretendida "valiosa" contribución a la Filología-había impedido el descubrimiento de una "tradición clásica implícita" puesta a buen recaudo por algún escritor excesivamente púdico. Por último, se abría aún un amplio abanico de opciones menos extremas, que no siempre reciben, a mi entender, la atención adecuada. Y pensé entonces en E. M. Forster (1879-1970) por la maestría que demostró en casi todos los supuestos mencionados hasta ahora 2 . Familiarizado ya con la lectura y estudio de los clásicos grecolatinos en la escuela de Tonbridge 3 , y profundizando en ellos en el King's College de Cambridge 4 , convierte a la Grecia clásica y al amor platónico en el núcleo cohesionador de una ilusionada exaltación homoerótica en Maurice 5 ; deja que el tópico literario de la Arcadia se insinúe en la protesta antiurbana de Mrs. Wilcox en Howards End; plantea la tensión Oriente / Occidente también en términos de su concepción distinta de la "forma" en A Passage to India y The Hill of

THE SHIFT OF COMPOUND NOUNS IN THE ..GREAT ..GATSBY'S MOVIE SUBTITLES Kami menyatakan bahwa skripsi tersebut sudah dapat diajukan pada sidang Munaqasyah untuk memenuhi salah satu syarat memperoleh gelar Sarjana Sastra Inggris. Atas perhatiannya, kami ucapkan terima kasih.

Josep Vallverdú ha estat valorat extensament com a autor infantil i juvenil ja que ha esdevingut un dels escriptors preferits pels joves catalans des de l'inici de la seva carrera als anys seixanta. Per a ell, aquest gènere i la traducció van suposar un mitjà per recuperar la literatura i cultura catalanes, alhora que acomplia la seva vocació literària. Sobretot des de final dels anys vuitanta, també va escriure assajos i el que ell anomena «llibres personals», que inclouen un gran ventall de formes com ara memòries, dietaris, articles de premsa, assajos sobre la seva obra i llibres de viatges per Catalunya i altres indrets. L'anàlisi dels diferents camps que ha cultivat explica per primera vegada que els seus llibres per a lectors joves han rebut els premis més prestigiosos i altres mostres de reconeixement i popularitat. Aquest fet es deu a l'excel•lència en la construcció dels personatges, l'ús de diverses veus narratives i el ritme. Tot i això, l'èxit dels seus llibres personals és més limitat i sovint han estat valorats com a documents d'un període històric descrits per un dels seus protagonistes. La presència del desengany en els últims dietaris fa qüestionar si Vallverdú es lamenta per no haver aconseguit més reconeixement com a escriptor o si està desil•lusionat perquè no s'ha aconseguit el projecte col•lectiu de recuperació de la cultura catalana pel qual sempre ha lluitat. La seva voluntat de ser valorat en diversos camps també el va portar a explorar la literatura de frontera (o per a joves adults) amb dues novel•les inspirades en els clàssics d'aventures Robinson Crusoe i L'Illa del Tresor. Les dues continuacions comparteixen nombroses característiques amb els títols per a lectors més joves, i l'anàlisi d'aquestes obres obre camí en la recerca sobre els límits de la literatura vallverduniana per a edats diferents; aquesta tesi també denota la influència en les seves novel•les de les traduccions fetes per ell i la relació entre les diverses parts de la seva producció literària.

This study was designed to find out whether there was any significant relationship between cognitive styles and fluid intelligence. To this end, the Group Em bedded Figures T est (GEFT ) and Standard Progressive Matrices (SPM) were administered to three hundred fifty five undergraduate and graduate university students as m easures of cognitive styles and fluid intelligence, respectively. The students were first divided into two distinct groups, i.e., field dependent (FD) and field independent (F I), on the basis of their scores on the GEFT. The perform ance of these two groups on the SPM was then analyzed and com pared with the GEFT. The T-Test analysis showed that the FI students" scores on the SP M were significantly higher than those of the FD. The findings are discussed and suggestions are made for future research.

Second language acquisition (SLA) courses are a perennial feature of graduate level teacher preparation programs in Applied Linguistics and TESOL. While there has been recent interest in exploring the interfaces of second language acquisition research and classroom teaching , the teaching of SLA courses at the university level is little studied. This report describes a faculty-initiated self reflection and development program done by two new U.S.-and Japan-based graduate faculty teaching SLA for the first time. The authors' responses to a written interview protocol, analyzed using pedagogical reasoning model, revealed the challenges they faced and also the strategies they employed in teaching SLA content to M.A. students. The authors argue for a greater awareness of faculty development in TESOL and applied linguistics, and a new view of SLA teachers and students as stakeholders in SLA. The Electronic Journal for English as a Second Language Home About TESL-EJ All Issues Books How to Submit Editorial Board Access Sitemap Type search text here! Search . For these reasons and more, studies that seek to understand faculty learning are likely to play a crucial role in understanding the beliefs that graduate level teachers bring to their profession, the types of knowledge they rely on, and how they make sense of their professional worlds.

Diplomatic terminology serves as a cornerstone in international relations, facilitating communication, negotiation, and conflict resolution among nations. This scientific article delves into the multifaceted landscape of diplomatic language, analyzing its usage, significance, and impact on global diplomacy. Through a comprehensive review of scholarly literature and real-world examples, this paper elucidates the role of diplomatic terms in shaping diplomatic discourse, enhancing mutual understanding, and fostering diplomatic relations on the international stage.

It has become a tradition to use the succession of Gogol's short novel The Nose from Laurence Sterne's Life and Opinions of Tristram Shandy as a key to its interpretation, and to identify its kinship to the 'noseology' in 1820s' and 1830s' Russian literature and the peculiar type of Russian Sternianism, which originated as a result of the novel's reception in Russia. In this research perspective, set originally by V. V. Vinogradov, so much work has been completed that its potential seems to have been exhausted. Nevertheless, certain vagueness and several logical gaps have been identified in the established visions about Sterne's influence on Gogol. The task of the present study is to bridge these inadequacies and to clarify the mechanisms that helped transform Sterne's 'noseology' into the puzzling world of Gogol's The Nose. The examination conducted in this paper demonstrates that the essential link between the whimsical logic of Gogol's short novel, and especially the paradoxical substantiation of the theme of the nose in it, on the one hand, and Sterne's novel Tristram Shandy, on the other, is manifested as re-actualization of an entire network of motifs that were established by the source novel and were reproduced in specific ways both in The Nose and in Gogol's other works. As a result of this process, strange associative groupings that seem to have been deprived of meaning were set firmly as fixed configurations. A characteristic of the specific mechanism manifested in Gogol's autotextuality is the fact that the cluster of interconnected images and notions issuing from Sterne's novel was repeated again by means of varying combinations of elements. Each of these single derivative substantiations is incomplete with regard to the paradigm, and though inexhaustible and scattered throughout various texts by Gogol, they still remain recognizable parts of a common constellation, whose prototype was created by Sterne.

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü Tezlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır

This academic paper explores the complex web of psychological manipulation orchestrated by Big Brother in George Orwell's 1984, examining the profound impact on individuals' psychology. Drawing from a watchful analysis of the novel and of diverse scholarly articles on Orwell's 1984, the theoretical framework integrates Hannah Arendt's "The Origins of Totalitarianism" and Dr. Robert Cialdini's "Influence: The Psychology of Persuasion." The primary objectives is to unknot the complex dimensions of Big Brother's influence, exploring how totalitarianism shapes belief systems, utilizing doublethink as a manipulative tool and how they successfully persuade psychology. The research investigates the shades of psychological persuasion and analyzes Big Brother's mechanism of control, authority, and obedience. Doublethink, Newspeak, telescreens, and pervasive surveillance acted as a tool to manipulate precisely the collective mindset of the dystopian society, shaping individual and collective consciousness. Show casing the complexities of mind control in Orwell's dystopian masterpiece.

Literary translation studies have contributed significantly to the progress of society by fostering intercultural contact and the sharing of ideas and values. This study examines how literary translation studies have affected the development of society, emphasizing how they have affected language, culture, politics, and identity. The study also looks at the difficulties that literary translators encounter when attempting to cross linguistic and cultural barriers, including concerns with power, representation, and authenticity. The final section of the study addresses the direction literary translation studies will take in an increasingly globalized society. Literary translations have made it possible for readers to access works of literature from other cultures and countries, which has helped to break down barriers and promote cross-cultural understanding. By reading literature from other cultures, people are exposed to different perspectives, values, and ideas, which can broaden their horizons and foster a greater appreciation for diversity. The study, analysis and transfer of literature from one language to another are all aspects of literary translation. It considers the setting, culture, and time and place of the original text.

Introduction Discussing women's status during the sixteenth century, Virginia Woolf argues that women dominate poetry "from cover to cover" but are absent from history. In fiction, a woman casts her spell over the lives of "kings and conquers" but in reality, she is "the slave of any boy whose parents forced a ring upon her finger." In real life, contrary to their portrayals in literature, women "could hardly read" (Woolf 1957, 33). In the same context, Helene Cixous argues "the repression of women has been perpetuated over and over, more or less unconsciously, and in a manner that's frightening since it's often hidden or adorned with the mystifying charms of fiction" (Cixous 2001, 2043). The text's fictional discourse marks the beginning of a different deconstructive challenge emerging from within academic feminism in the Middle East. Questioning the ethics of a phallocentric culture, El Saadawi interrogates the narr...

Within defined political and aesthetic contexts, the 1967 war poetry was an attempt to redescribe and re-constitute projections of the war in Arab media and popular culture. Repudiating war and its diabolical motives, several Arab poets question and subvert a complex pattern of nationalist myths that gave rise to the 1967 war and sustained it. In this context, the paper explores the provocative war poetry of the great Arab poet, Nizar Qabbani , written in the aftermath of the 1967 war between Israel and three Arab armies. In his denial of the process that aims to obscure the war and bury its atrocities beneath cultural amnesia, Qabbanireveals narratives of trauma and pain demystifying a phenomenon that centuries of history have glorified. Within the parameters of contemporary critical theory, the central argument, in the paper, aims to interrogate the war narratives purveyed by Arab politicians and official state media and their destructive impact on collective Arab memory. The poems, investigated in the paper, aim to engage the politics and the language of war questioning the myths and the monolithic political discourse that triggered the war a nd paved the way for the defeat.

The Hausa people, known for their language and culture, inhabit regions across West Africa.  Their origins are debated, but the Bayajida legend is widely recognised. The Hausa language is a vital lingua franca in Northern Nigeria and beyond. Orature, the oral transmission of literature, is central to the Hausa tradition. This includes fables, myths, and diverse forms of
poetry. Hausa literature is rich, encompassing both oral and written works. Ajami script was used for religious texts, while Boko script marked the start of modern prose. Major literary categories include fiction, plays, poetry (waƙoƙi), epithets, and proverbs. This paper focuses on waƙoƙi, exploring how they reflect Hausa trading and occupational activities. These songs reach a wide audience through radio and other means of broadcast. Hausa oral songs are classified into various types, including occupational songs. Work songs, in particular, lighten the burden of labour. They bring cheer and energy to tasks like grinding and farming. The
Hausa economy, historically based on agriculture and industry, is reflected in these songs. The Hausa are skilled farmers, traders, and craftspeople. Their organized markets and diverse occupations are celebrated in waƙoƙi. Singers like Sarkin Taushin Katsina highlight the historical presence of traditional occupations. Alhaji Mamman Shata Katsina's songs encourage participation in economic activities and praise individuals for their contributions. Shehu Ajilo's and Ibrahim Narambaɗa’s songs emphasise the importance of farming and various crafts. The paper concludes that Hausa oral songs serve as valuable records of Hausa's
economic and occupational practices. They show the close connection between Hausa's verbal art and daily life. The interpretations presented are not exhaustive, as these songs can have multiple meanings depending on context and audience.

Among the portraits in Horace Walpole’s renowned collection at Strawberry Hill were a number of images of Bianca Cappello, a Medici grand duchess of some notoriety. Here the rediscovery of a late sixteenth-century Italian miniature once displayed in Walpole’s cabinet is discussed; long thought to depict Cappello, it is now attributed to Lavinia Fontana.

The paper is based on the study conducted on attitudes towards using Open Book Quizzes (OBQs) for learning literature in English as a Second Language (ESL) classroom among 40 pre-service and 35 in-service teachers learning the degree Bachelor of Education in English Language Teaching (B.Ed. ELT), in second year attached to the Department of Language Studies (DLS), Faculty of Education (FE), University of Vocational Technology (UoVT), the one and only university established for Vocational sector in Sri Lanka. Different evaluation methods have been used in literature modules conducted in different semesters but the use of OBQs are quite less. Different research articles have been published based on using quizzes for different disciplines, but there is a great gap between using OBQs for learning or teaching literature modules in the language classroom compared to the other subject areas. The study was based on two objectives as to explore the
attitudes of undergraduates towards OBQ as a tool for learning literature and to identify attempts made by undergraduates for scoring well. Here, the sample was selected using the purposive sampling method as needed for conducting OBQs as a mode of formative assessments in the module fiction. In the study, the mixed method has been used as the research design to collect qualitative data through semi-structured interviews and quantitative data collected through questionnaires shared among the respondents via Google Forms. The collected data were analyzed using descriptive statistical analysis. Based on the analyzed data, both in-service and pre-service teachers had a negative attitude towards using OBQs for learning literature in the classroom but with the experience gained after facing the first OBQ, their attitude towards using OBQs for learning literature changed in positive way. The respondents have not encountered any other quizzes in their semesters
and this was a novel experience for them in facing OBQs in literature modules. Misconceptions prevailed on OBQs were seen before facing the first OBQ and those got changed based on the experience and identifying
the wrong techniques such as referring the dictionary to know the meaning of unknown words and writing the meaning in the text itself, reviewing old quizzes, searching internet notes except reading the text, read study notes as techniques applied in studying for OBQs. With the motivation received by the teacher and after eradicating misconceptions regarding using OBQs for gaining learning experience, the learners prefer to face OBQs for other literature modules such as drama, prose and short story as well.

The spiritual-scientific thought of Rudolf Steiner offers a basis for understanding how and at what level Shakespeare was, in fact, bent on living through human tragedy, in all its repercussions, with the result that he finally arrives at the profound forms of higher human evolutionary life-experience that we find magically represented in his late plays.

The nineteenth century Europe witnessed a rapid change in the prevalent law and order system. As the codification of the law begun in almost every European nation, the need to prove the efficiency of the new police system became imminent. Especially in case of Britain and France, an invisible competition ensued, where both of the nations tried to project itself as superior to the other in terms of the effectiveness of their new law and order. At this crucial juncture, the detective ‘hero’ in the European Literature was born. Not surprisingly, the first detective proper, Auguste Dupin of Edgar Allan Poe is a French by birth. However, it is Sir Arthur Conan Doyle’s Sherlock Holmes series that has been one of the most celebrated detective series of all time. The reason behind such massive popularity is that the protagonist, Sherlock Holmes, successfully represents a distinctly British sentiment, that makes Holmes a cultural icon. Hence, it is also exported to the colonies later as a method of cultural imperialism. While it brings a massive cultural change by forwarding the imperial interest, it simultaneously also exposes various shortcomings of the contemporary London. The proposed paper intends to put the character of Sherlock Holmes under the microscope. It is through his interaction with other people, that Conan Doyle has portrayed different factions of the contemporary British society. The paper will attempt to explore how in A Study in Scarlet (1887) Holmes only maintains a transactional relationship that is governed by utility with himself and all the people (such as the policemen, the Baker Street “irregulars” and even Dr. Watson) he comes in contact with. In this context, the paper will also examine how such transactional relationship with these ‘lesser beings’ created a new equation of power that comes with knowledge, substituting the previous feudal system of Britain.

England's most distinct characteristic is that of its location. Separate from the rest of the European continent, the island culture of, what some would say, compulsory travelling sailors was of critical importance to keep England in touch with the rest of Europe. This did not only include scientific discoveries or new developments in agriculture or education and law, but that of the arts too. It is therefore no surprise that Sir Thomas Wyatt, regarded as the renaissance era's first great English poet, was part of King Henry VIII's representatives in the Tudor court. Sir Thomas Wyatt spent some time in 1527 in Italy where it is assumed he was first exposed to Francesco di Petracco's work published in Canzoniere in 1525. The Italian Renaissance poet, born in 1307, is credited as the father of the Italian language as it exists in its modern form particularly after his rediscovery of Cicero's letters which initiated the Renaissance Humanism. His work formed the model for lyrical poetry, imitated and adapted throughout Europe, and he is acknowledged for developing the concept of the Dark Ages. Wyatt adapted Petrarch's sonnets into the English language, but faced the literary challenge of adapting the works in such a manner, including recontextualization and a change in purpose, as to suit the needs of the English society in the sixteenth century. Almost two hundred years after the humanist Petrarch wrote his sonnets, Wyatt revised the poems in diction, imagery, structure, tone, and voice, departing from the original Italian or Petrarchan sonnet, to what created the platform for the Shakespearean or English sonnet. The unique change and adaptation of Petrarch's work is particularly evident in Sir Thomas Wyatt's 'Whoso List to Hunt' written between 1530 and early 1540.

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CLASS DETAILS:

Along with the live tutorials, which will be conducted on Google Meet, the enrolled students will be facilitated with the following perks, which are covered within the total fee you pay at the time of enrollment:

• PDFs of the prescribed texts taught in the course • Each tutorial will be followed and preceded by a doubt-clarification session.

• In this course, in addition to the thematic concerns and key works of each literary period, we will also discuss in detail the probable MCQ questions that can be asked for each age.

• Each student attending the class will be asked to attempt an essay of 500 words on the texts taught for the reflective essay portion of Jamia's M.A. English Entrance Exam. Our team will evaluate this essay assignment and reviews will be offered in the next class or personally through email.

• We will also guide you in constructing an argument, citing the authors and their works, and developing your ideas into critical and reflective essays.

• Additional readings, annotated readings, unpublished essays, and reviews of some of the essays will also be offered along with the primary texts.

• Though many standard textbooks cover the entire extent of the History of English Literature, we recommend "The Routledge History of Literature in English", 3rd ed. by Ronald Carter and John McRae, 2021. for our classes. It is also the recommended reading in Jamia's official syllabus for both B.A. and M.A.

• Note: The timings for the classes are adjustable. The class decides on the timings once the students have paid their fees and have been added to the official WhatsApp group. After a discussion between the teacher and the students, we agreed on a time which is comfortable for everyone.

begins his literary career in a complex age, confused by the currents and cross-currents of various movements. As a historian of Indian English Literature, he has kept a close watch over the trends generated by Colonialism, Nationalism, Modernism and Post Modernism since 1943, when he published his book Indo-Anglian Literature. He records the twist and turns which go on to characterize the Indian English Literature. He watches with interest, the emergence of poets who make a persistent effort to give native English poetry an identity of its own and to make it as the chief vehicle of complete expression of contemporary consciousness. However, as we have seen in the first chapter, he is sore at the 'current selftortured poignancy and vagabond eccentricity in theme, stance and expression' (Iyengar729). He does not like the development of the satiric, the ironic, the trivial and the local poetry that Modernism and Post Modernism bring in their way to offset the national, the romantic and the spiritual poetry of the nationalistic era. He ensures that the exploration of the diseased mind, whether sub-conscious or unconscious, cannot produce good poetry to cater to the aesthetic and spiritual needs of the humanity. With the aforesaid infirmities of Indian English Poetry in his mind, Iyengar assumes the self appointed task of overhauling it. He follows the poetic path developed by Sri Aurobindo, the spiritual or the Overhead Poetry which embodies the descent of divinity in man and the ascent of humanity to God. However, he knows that for doing this, the poetic fraternity should cultivate a new outlook. A poet has to look for, 'a new orientations, and openings of fresh channels of feelings in [his] response to the ancient classic' (Kantak 115). He has to do a lot more as 'he will first have to lay aside his preoccupations with Western literature and consciously seek realignment with main stream literary tradition of his own country, indeed an identification that could be uninhibited and total' (Kantak 115). Iyengar agrees with Aurobindo's notion of the re-appraisal of the ancient myths in order to attune them to the contemporary mood. To quote him, …….To take with a reverent hand the old myths and cleanse them of soiling accretions ,till they shine with some of the antique strength, simplicity and solemn depth of beautiful meaning, in an ambition which Hindu poets of today may and do worthily cherish. To accomplish a similar duty in a foreign tongue is a more perilous endeavour.' (NandaKumar 83) According to Iyengar, myths are the great treasure house of poetic themes. They are still relevant to serve spiritual needs of a spiritually bankrupt age. They can provide the cultural vitamins and spiritual proteins to the ailing humanity. 'The primary myth', observes V.Y. Kantak 'has that vitality, is capable of putting on newness appropriate to the temper and psychic needs of a new epoch ' (116). However the need of the hour, as Iyengar feels, is the acclimatization of the ancient myths to the modern times. Iyengar tries to transform myths but in his own way. He goes www.researchscholar.co.in Impact Factor 0.793 (IIFS)

The electronic media which was developed in the 20 th century as a fast means of communication and entertainment has spawned in our times many social platforms like Twitter, Facebook, Whatsapp, Instagram, etc. which, like rebellious children, are challenging the parent. Propelled by artificial intelligence, these platforms now seek to mould human mind and perception. Literature, which was so far considered an innocuous means to provide aesthetic pleasure and fulfil man's search for truth is now threatened in many ways by social media. While the speed, spread and accessibility of social media is a matter of envy for literature, its trivialization of lofty ideals and pursuits,alongwith usurpation of the time available to man is a matter of grave concern. The social media's claim of giving a fillip to creativity is open to question. In the process, conflict affects not only human mind and body, but also values which have been held in esteem through the ages. What kind of future of mankind is being shaped is the issue explored in this paper.

“I wonder if I am fanciful,” Yeats writes in his introduction to Pound, Fenollosa, and Tokuboku’s nō translations in Certain Noble Plays of Japan, “in discovering in the plays themselves . . . a playing upon a single metaphor, as deliberate as the echoing rhythm of line in a Chinese or Japanese painting.” Richard Taylor argues that Yeats was “primarily influenced” by this aspect of nō; that is, “their concentration upon a single image.” Pound, who had edited the nō translations while wintering at Stone Cottage with Yeats, had made a similar discovery: in his 1914 “Vorticism” article, Pound suggests that nō, like “hokku,” is “gathered about one image”; and the following year, he proposed that nō has “Unity of Image” and are “built into the intensification of a single Image.” My recent monograph, Ezra Pound’s Japan, attempts to demonstrate how this idea was influential for Pound’s subsequent poetic career as it was for Yeats’s. This intepretation of nō has even impacted later Japanese-language scholarship on nō, especially that of Konishi Jin’ichi in his Nihon bungei shi (“A History of Japanese Literature”).

Many scholars, including Eileen Kato, have observed that Pound and Yeats derived this idea from Fenollosa via the notebooks his widow, Mary McNeil Fenollosa, gave to Pound. “Fenollosa wrote very clearly,” Kato writes, “about the unity of image in the great Noh plays.” Indeed, in his 1901 article on nō, Fenollosa contends that it features a “concentration upon a single emotional theme”; and, in his notes for a 1903 lecture on nō, he adds that “The Beauty and Power of No is its concentration. Every element—costume, motion, verse, and music—unite to produce a single clarified impression.” Both of these were written following his attendance of multiple lectures on nō given to him by the famous nō actor Umewaka Minoru, whom he first met in 1883. It is also likely, furthermore, that another possible source for Pound’s and Yeats’s respective notions of the “single metaphor” and the “single Image,” Laurence Binyon’s Painting in the Far East, with its claim that in East Asian art “Every statue, every picture, is a series of ordered relations, controlled as the body is controlled in the dance, by the will to express a single idea,” takes its inspiration from Fenollosa.

But where did Fenollosa, in turn, get this idea from? Kato “suspect[s] that [Fenollosa’s] excellent teacher Umewaka Minoru may have brought this to Fenollosa’s attention to begin with.” While this claim can never be entirely discounted, this paper seeks to argue instead that Fenollosa’s view of nō as consisting of a “single clarified impression” is in fact a confirmation of his long-held views on aesthetics, which he developed through reading the lectures on aesthetics of the famous German philosopher G.W.F. Hegel. At Harvard, Fenollosa read English paraphrases of Hegel’s Aesthetik, which proposes that “Unity is an essential characteristic” of beauty. Early evidence of the influence of Hegel’s aesthetics of unity on Fenollosa is already apparent in the latter’s 1882 Ryūchikai lecture, in which he discusses the importance of art that is gathered into a “single idea.” When working at the Boston Museum of Fine Arts, he also emphasised the value of “thinking and feeling in terms of the single image.” This paper will seek to explore how Hegel’s Aesthetik shaped the way Fenollosa and thus, ultimately, Pound and Yeats, came to see nō.