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This book explores the history of literature as a history of changing media and modes of communication from prehistory to the present. It argues that literature has evolved, and continues to evolve, in sync with material forms and formats that engage our senses in multiple ways. In telling the story of these connections, it combines an unusual bird's eye view across periods with illuminating readings of texts from (mostly) English literature.

English Language is actively playing a dominating role in today's world as a global village. English is educated from fifth standard to twelfth standard. Due to the fact Hindi language is the medium of teaching for all government schools; English actually is among the subjects to be taught. The present study aims to approach the growth and development of Indian English literature. The method is to begin with from the purpose of examine teachers who will be teaching English and also the method is secondly from the purpose of examine students who are learning English as being a subject at Upper Secondary School level. The main task of the study is to obtain data related to independent variables such as the aims of ELT for teaching English which is functioning to satisfy the desired goals of English language teaching The intention of the existing research is to examine, critically, the actual situation of English language teaching. It's an attempt for evaluation of English language teaching programs in general, its effectiveness, its weak points and how it can attain the aspirations of English language teaching course.

When a professor prepares an introduction that has this name, s/he has to deal with a lot of ​​literary works. S/he has a single semester and a limited number of hours to accomplish the mission. What could s/he do? This prompts him/her to set limits and work on them. As we know, specifying one work for each literary genre does not mean much, but this is the only option whenever you teach non-native students. After realizing the shortcomings of the prescribed plans and their negative effects on teaching English literature to non-native speakers, I prefer to introduce my experience, and share my opinion with my colleagues in the field. Hence, I rely on my experience as a background for what I discuss in this article. I conclude that the goal of the course should focus primarily on the culture of the source language. It should be offered to students at a level that allows them to discuss, read, and criticize, and not be offered to beginners who find it difficult to master all of these literary skills. I will present this topic from personal experience and discuss it in this article.

The development of English literature in the eighteenth century was strongly influenced by France and French writers. Lately there has been an attempt to belittle the French influences. It is true that in the past the Gallic influence has been exaggerated, but it really cannot be overlooked. Historically it is true to treat England and France as one country in respect to their literary activity between the middle of the seventeenth and eighteenth centuries. Roughly, there were about 100 years, between the execution of Charles I in 1649 and the execution of Louis XIV in 1793, during which there was a solid block of Franco-British or Anglo-French literary achievement. The Civil War in England gave the English political exiles in Paris a chance to acquire French taste, but this Entente Litteraire was ended when the French Revolution through Trafalgar and Waterloo caused a revulsion from the French example.

Katharine Cleland's Irregular Unions provides the first sustained literary history of clandestine marriage in early modern England and reveals its controversial nature in the wake of the Elizabethan Religious Settlement, which standardized the marriage ritual for the first time. Cleland examines many examples of clandestine marriage across genres. Discussing such classic works as The Faerie Queene, Othello, and The Merchant of Venice, she argues that early modern authors used clandestine marriage to explore the intersection between the self and the marriage ritual in post-Reformation England. The ways in which authors grappled with the political and social complexities of clandestine marriage, Cleland finds, suggest that these narratives were far more than interesting plot devices or scandalous stories ripped from the headlines. Instead, after the Reformation, fictions of clandestine marriage allowed early modern authors to explore topics of identity formation in new and different ways. ; Publication of this book was supported by Virginia Tech through the TOME Open Monograph Initiative.

"This interdisciplinary collection is a first step in the process of dismantling the imperial and unionist dominance of the discipline of English Literature and building a literary history and national literature of England. The collection brings together some of the best known and most incisive commentators on England, Englishness and English Literature from political and literary fields in order to rethink the relationship between Britain, England and English literary culture. It is premised on the importance of devolution, the uncertainty of the British Union, the place of English Literature within the Union, and the need for England to become a self-determining literary nation. The collection comprises fifteen essays, organised into four parts, moving from political discussions of the form of a devolved or independent England, through a consideration of England in canonical and contemporary literature, to an exploration of the role of the national in English Literature's disciplinary logic"--

This disseration, War in the Classroom: A Qualitative Model for the English Literature Curriculum shows how war and trauma – past and present – are a pervasive presence in pupils' lives. This book proposes how secondary school teachers can overcome their anxieties about discussing sensitive topics such as war in the classroom. Rather than ignore these, it is important for the teacher to foreground these calamities and connect them to canonical and non-canonical multimodal literature in their classrooms. This disseration outlines how the forces in society, politics, and science aim to establish calm control in and of the conflicting world we live in. Each of these force fields seek out schools, as they are one of the last strongholds of collective memory and bastion of shared culture that can affect this. This book shows how teachers can empower themselves vis-à-vis the force fields' influence by accepting the central role they play in maintaining and preserving society's collective cultural memory. Teachers have an obligation to overcome their anxiety to act and engage with humanity's violent past and present. This disseration will help them to do so. Though its focus is on English literature, this book is also valid for teachers of other subjects, such as Dutch, French, and German language and literature, and to a lesser extent history and social sciences. It is an answer to the widespread and urgent call for value-driven education. This book shows how current curricula can be reshaped in such a way that they accommodate and incorporate the concerns and demands of society, science, and politics. It shows that English literature, part of a larger English language and culture curriculum at secondary schools in the Netherlands, and war narratives specifically, is an appropriate platform to addressing the wider social, political, and scientific picture, involving current global conflicts. This dissertation suggests a multimodal approach to literature in the classroom and analyses poetry, prose, movies, and blogs; chronologically tracing art that has sprung from the ashes of the major wars of the 20th and 21st centuries, World Wars I and II, the Vietnam War, the Iraq War, and the War on Terror. Doing so broadens the required curricula extensively, moving beyond the remit of what is required of modern language and literature teachers in the Netherlands. However, this book shows that a different, more creative and expansive design of the (language) curriculum is urgently needed, to rise up to the increasing demands upon teachers, and the challenge of involving society's pressing issues of citizenship at schools, as well as being forerunner to the general curricular overhaul in the Netherlands. This book is aimed to function as a flywheel to achieve this. It suggests an extensive re-draft of the English language curriculum, emphasising the importance and strengthening the position of literature and literature education in schools. Ultimately, the broad range of literary classroom interventions this dissertation describes culminates in a qualitative literary model for the English literature curriculum, as formulated in the conclusion. This is meant to serve as a guideline for the teacher-reader of this book in their ambition to design their own literary interventions. This book aims to motivate teachers to explore similar pathways, such as taking students on excursions to Ypres, venturing away from Owen to more diverse, non-canonical war poetry in the classroom (chapter 2), moving beyond Anne Frank's diary and visiting Bergen-Belsen with pupils (chapter 3), or as inspiration to putting Vietnam War Movies on the curriculum in troublesome classes (chapter 4), or even inviting a veteran to the classroom (chapter 5).

While critical thinking is one of the ultimate requirements for students and is integrated into assessment practices in higher education, there has not been a definitive view of what it means and how it can be achieved. This limitation challenges students when they neither recognize the need to demonstrate critical thinking nor successfully perform it. To reconceptualize critical thinking in higher education, this study emphasizes how critical thinking is defined, performed, and evaluated in an English Literature course in Vietnamese higher education. Following the analyses of the course documents, the students' writing with the lecturer's comments, and the interview with the lecturer, the study revealed the distinctive view of critical thinking in relation to the characteristics of the writing genre and the Literature discipline. For critical thinking being discipline-oriented and genre-based, successfully performing critical thinking was also found challenging to the students given their limited understanding of the lecturer's conceptualization of critical thinking in this particular course. This study therefore suggests pedagogical implications to support the explication of this concept to students to improve their academic performances.