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English Literature: Victorians and Moderns is an anthology with a difference. In addition to providing annotated teaching editions of many of the most frequently-taught classics of Victorian and Modern poetry, fiction and drama, it also provides a series of guided research casebooks which make available numerous published essays from open access books and journals, as well as several reprinted critical essays from established learned journals such as English Studies in Canada and the Aldous Huxley Annual with the permission of the authors and editors. Designed to supplement the annotated complete texts of three famous short novels: Henry James's The Turn of the Screw, Joseph Conrad's Heart of Darkness, and Aldous Huxley's Brave New World, each casebook offers cross-disciplinary guided research topics which will encourage majors in fields other than English to undertake topics in diverse areas, including History, Economics, Anthropology, Political Science, Biology, and Psychology. Selections have also been included to encourage topical, thematic, and generic cross-referencing. Students will also be exposed to a wide-range of approaches, including new-critical, psychoanalytic, historical, and feminist.

This dissertation explores Middle English literary texts that consistently portray ethics as a patently emotional affair. The introduction rehashes recent neuroscientific discourses that similarly assert the centrality of emotion in processes of ethical decision-making, as well as other contemporary theoretical and historiographic accounts of emotion. Chapter 1 argues that Middle English rhetorics of righteous and sinful anger played an important role both in sparking the Peasants' Revolt of 1381 and in retroactively reevaluating the dangers of unin-hibited anger in the uprising's posttramatic wake. The second chapter discusses Middle English discourses on dread that suggest that devotees in late medieval England conceptualized the ascetic project of dreading well as integral to the ethical project of living well. The third chapter argues that the three successive versions of _Piers Plowman_, as we know them today, contain three strikingly different theologies of love and dread. Rather than reading these as evidence of one man's gradual movement from a theology of dread to one of love, it reimagines the production of _Piers Plowman_ as a densely intersubjective affair that engendered a network of differing (and deferring) theologies of love and dread. Chapter 4 turns to the famous Middle English elegy _Pearl_, arguing that the Pearl-maiden does not prompt the dreamer to happily share in her celestial estate, but instead stirs his envy of her heavenly bliss, suggesting that terrestrial devotees ought to work through, rather than eschew, their envy of their celestial loved ones. Chapter 5 focuses on another poem solely attested in Cotton Nero A.x: _Sir Gawain and the Green Knight_. While critics often read Gawain's shame at the end of the poem as sundering him from his fellow courtiers, I read Gawain's shameful confession to the court as profoundly and successfully reparative of the homosocial, chivalric habitus wounded by Gawain's life loving transgression. Moving next to Geoffrey Chaucer's _Troilus and Criseyde_, Chapter 6 builds on a scholarly tradition that reads Troilus as a masochistic courtly lover, arguing that, at the poem's conclusion, Troilus spontaneously transforms into a sadistic courtly hater. Since masochistic courtly love and sadistic courtly hate constitute different responses to social privilege, the courtly lover always already possesses the potential to morph suddenly into a courtly hater, as does Chaucer's Troilus when he channels his disappointment at having lost Criseyde's love into vengeful, militarized violence against any and all Greeks. Finally, by way of conclusion, I discuss some of the pedagogical implications of my research into Middle English ideologies of emotion, focusing particularly on the vexed question of how one might ethically teach medieval cultures of compassion.

English Literature: Victorians and Moderns is an anthology with a difference. In addition to providing annotated teaching editions of many of the most frequently-taught classics of Victorian and Modern poetry, fiction and drama, it also provides a series of guided research casebooks which make available numerous published essays from open access books and journals, as well as several reprinted critical essays from established learned journals such as English Studies in Canada and the Aldous Huxley Annual with the permission of the authors and editors. Designed to supplement the annotated complete texts of three famous short novels: Henry James's The Turn of the Screw, Joseph Conrad's Heart of Darkness and Aldous Huxley's Brave New World, each casebook offers cross-disciplinary guided research topics which will encourage majors in fields other than English to undertake topics in diverse areas, including History, Economics, Anthropology, Political Science, Biology and Psychology. Selections have also been included to encourage topical, thematic and generic cross-referencing. Students will also be exposed to a wide-range of approaches, including new-critical, psychoanalytic, historical and feminist.

Written in an engaging and accessible manner, English Literature in the Age of Chaucer serves as both a lucid introduction to Middle English literature for those coming fresh to the study of earlier English writing, and as a stimulating examination of the themes, traditions and the literary achievement of a number of particulary original and interesting authors. In addition to detailed and sensitive treatment of Chaucer's major works, the book includes chapters on his chief contemporaries, such as John Gower, William Langland and the Gawain-poet. It also examines the often underrated c.

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.