Suchergebnisse

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.

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.

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 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).

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. Thanks to generous funding from Virginia Tech and its participation in TOME (Toward an Open Monograph Ecosystem), the ebook editions of this book are available as Open Access volumes from Cornell Open (cornellopen.org) and other repositories.

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.

This dissertation traces the role of figural language and aesthetic form in representations of English political sovereignty between 1589 and 1674. The ideological power of the monarch emerges in part from his or her association with various figures of authority, including the father, the human mind, and God; I show that early modern poets—including George Puttenham, William Shakespeare, Ben Jonson, Andrew Marvell, and John Milton—disrupt the connection between the monarch and his or her metaphoric vehicles, highlighting contradiction rather than presupposing the union of the sensible body and the intelligible figure in the ruler. At the same time, they often register nostalgia for an idealized political past that ironically resembles monarchical order. Not only is this temporal predicament crucial for understanding the patterns of revolution and restoration that characterize the seventeenth century, but I argue that the same dynamic is at work in contemporary critical accounts of the period: recent interest in embodiment and aesthetics risks repeating T. S. Eliot's nostalgia for early modern England as a cultural space where thought and sense could intersect, forgetting the problematic political implications of such fusion. In moving from the Elizabethan era to the Restoration, I do not seek to provide a narrative of progressive political demystification; rather, I chart an ambivalence about monarchy that emerges from the legal and figural grounding of sovereignty itself. It is for this reason that the fantasies of order and control once associated with the king return among even the most ostensibly radical republicans and in later moments of the critical tradition, including our own.

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.

The Partition of India was the process of dividing the sub-continent along sectarian lines, which took place in 1947 as India gained its independence from British Empire. The northern part predominantly Muslim, became nation of Pakistan and the southern predominantly Hindu became the Republic of India, the partition however devastated both India and Pakistan as the process claimed many lives in riots, rapes, murders and looting. The two countries began their independence with ruined economies and lands without an established, experienced system of government, not only this, but also about 15 million people were displaced from their homes. The Partition of India was an important event not only in the history of the Indian subcontinent but in world history. Its chief reason was the communal thinking of both Hindus and Muslins; but the circumstances under which it occurred made it one of the saddest events of the history of India. No doubt, the Hindus and the Muslims were living together since long but they failed to inculcate the feelings of harmony and unity among themselves. The fanatic leaders of both communities played a prominent role in stoking the fire of communalism. The partition was exceptionally brutal and large in scale and unleashed misery and loss of lives and property as millions of refugees fled either Pakistan or India.

The Partition of India was the process of dividing the sub-continent along sectarian lines, which took place in 1947 as India gained its independence from British Empire. The northern part predominantly Muslim, became nation of Pakistan and the southern predominantly Hindu became the Republic of India, the partition however devastated both India and Pakistan as the process claimed many lives in riots, rapes, murders and looting. The two countries began their independence with ruined economies and lands without an established, experienced system of government, not only this, but also about 15 million people were displaced from their homes. The Partition of India was an important event not only in the history of the Indian subcontinent but in world history. Its chief reason was the communal thinking of both Hindus and Muslins; but the circumstances under which it occurred made it one of the saddest events of the history of India. No doubt, the Hindus and the Muslims were living together since long but they failed to inculcate the feelings of harmony and unity among themselves. The fanatic leaders of both communities played a prominent role in stoking the fire of communalism. The partition was exceptionally brutal and large in scale and unleashed misery and loss of lives and property as millions of refugees fled either Pakistan or India.

This paper examines the role and the position of the English Literature component in the current Malaysian English curriculum.A brief historical overview of the role and the position of English literature in the Malaysian curriculum will be provided. English literature has been through volatile changes throughout the years and is often seen to play a secondary role to help increase English proficiency of students.In the preliminary National Education Blueprint (2013 – 2025), once again English literature is juxtaposed as a tool to help increase English proficiency.Given the many revamps the curriculum in Malaysia has undergone, this paper argues that there is a general state of ambivalence towards the role and position of English Literature in the curriculum.This paper proposes that English Literature as a subject should be reconceptualised given its potential to help educate and prepare young Malaysians for the impact of globalization and the vibrant changes and challenges in the Malaysian political and social context.Literature should no longer be considered merely as a tool to increase English proficiency; it should serve as a bridge to educate young Malaysians about their rich literary traditions, heritage and culture.

This dissertation examines motion as a literary trope in several late medieval English texts. The types of movement examined here fall into three categories: physical motion recurring in narrative, mobility of textual form that produces the phenomenon of motion in the reader or listener, and the variety of movements external to the narrative but related to the text. Each chapter is organized around an individual author or genre, and Chapter One explores two of Geoffrey Chaucer's early dream vision poems: The House of Fame and The Parliament of the Fowls . Attention to Chaucer's engagement with motion as a concept of natural philosophy and as a desirable state of being reveals connections between his writing and the physics of William of Ockham, and suggests the centrality of fragmentary and complex movement to Chaucer's own poetics. Chapter Two turns to William Langland's Piers Plowman , analyzing its mobile, convoluted, and jarring form, the compulsive nature of its narrative motion, and the poem's involvement in extra-narrative movements--including those that were subversive and revolutionary. Chapter Three examines movement as it appears in several fourteenth-century metrical romances, primarily surrounding the tropes of the quest and the forest. Finally, Chapter Four analyzes movement in Sir Thomas Malory's fifteenth-century Morte Darthur with a focus on simple narrations of travel, the aesthetics of the motion of battle and journeying, the way this text looks back to earlier romances in relation to this subject, and how it uses motion outside of the primary narrative frame to expand the vision of a randomized, always-moving Arthurian world. The organizing contention running through these chapters is that each text studied here employs motion as a central preoccupation, that the complexity and importance given to the trope in these works relates to the philosophical and scientific context of fourteenth-century England, and that these representations and embodiments of motion tend to have similar features: complexity, fragmentation, randomization, and a form that produces the phenomena of acceleration and jarring transitions. Finally, movement is presented as an impulse: a primary state of existence independent of any defined direction or destination.