Showing posts with label english. Show all posts
Showing posts with label english. Show all posts

Monday 3 April 2023

MA English Study Material Bhavnagar University

 M.A. English - Study Material

Maharaja Krishnakumarsinhji Bhavnagar University






Sunday 26 February 2023

English Studies

What is English Studies? Which areas are included under it? What are research prospects in English Studies?


 

Questions for Research Prospects in English Studies:

  1. What do you think are the most pressing issues facing English Studies today? How can researchers in the field address these issues?
  2. How do you think English Studies can benefit from interdisciplinary collaboration with fields like computer science, linguistics, and psychology?
  3. In what ways can English Studies research be made more accessible and relevant to the wider public?
  4. What are some potential ethical concerns related to English Studies research, such as representation in literature, the use of digital tools, or the translation of texts?
  5. How do you think English Studies research can contribute to broader societal issues, such as social justice, diversity and inclusion, or environmental sustainability?
  6. What are some potential challenges and opportunities for collaboration between English Studies and other language and literature fields in India and other parts of the world?
  7. What new research trends and technologies do you think will emerge in the field of English Studies in the next decade?
  8. How do you think English Studies research can help address issues related to language policy, language teaching, and language learning in various contexts around the world?


What is English Studies?

English Studies is an academic discipline that focuses on the study of the English language, its literature, and related cultural artifacts. It encompasses a wide range of fields, including literary criticism, linguistics, cultural studies, and creative writing.

English Studies involves the analysis of various types of literature such as poetry, drama, fiction, and non-fiction. It also covers the historical development of the English language, its grammar, syntax, and phonetics. Moreover, it examines the cultural and social context in which literature is produced, disseminated, and consumed.

English Studies has important practical applications. For instance, it helps to develop critical reading and analytical skills, which are crucial in various professions such as journalism, law, teaching, and publishing. It also provides insights into how language is used in various social and cultural contexts, which can be useful in communication and intercultural relations.

Overall, English Studies is a multi-disciplinary field that seeks to understand and appreciate the complex and multifaceted nature of the English language and its literary and cultural expressions.

Does it include English Language Teaching (ELT) also?

Yes, English Studies includes English Language Teaching (ELT) as an important subfield. ELT involves the study and teaching of the English language to non-native speakers. It covers various aspects of language learning, such as grammar, vocabulary, pronunciation, reading, writing, listening, and speaking.

ELT draws on the principles and practices of linguistics, pedagogy, and applied linguistics. It aims to develop learners' language proficiency, communicative competence, and intercultural awareness. ELT also encompasses the use of technology, materials, and assessment methods to enhance language learning and teaching.

As a subfield of English Studies, ELT is concerned with the relationship between language and culture, the role of English as a global language, and the social and political implications of language teaching. It also considers the diverse needs and backgrounds of language learners and the ethical and professional responsibilities of language teachers.

Overall, ELT is an important component of English Studies, as it contributes to the understanding and dissemination of the English language and its cultural significance in global contexts.

Does it include Digital Humanities and Electronic Literature?

Yes, English Studies includes Digital Humanities and Electronic Literature as important subfields. Digital Humanities refers to the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. It involves the application of computational methods and tools to literary and cultural studies, including text analysis, data visualization, and digital publishing.

Electronic Literature, on the other hand, refers to literary works that are created and/or experienced through digital media. This includes works that use hypertext, multimedia, and interactive elements to engage readers in new ways. Electronic Literature is often seen as a form of experimental literature that challenges traditional notions of authorship, reading, and interpretation.

Both Digital Humanities and Electronic Literature are interdisciplinary fields that draw on various disciplines such as computer science, media studies, cultural studies, and literary studies. They offer new ways of analyzing and interpreting literary and cultural artifacts, and they also provide new opportunities for creative expression and engagement.

As subfields of English Studies, Digital Humanities and Electronic Literature expand the boundaries of traditional literary and cultural studies, and they help to address new challenges and opportunities in the digital age.

Does it include Comparative Literature and Translation Studies?

Yes, English Studies includes Comparative Literature and Translation Studies as important subfields. Comparative Literature is a discipline that studies the literary works and cultural expressions of different languages and cultures, and seeks to understand their similarities and differences. It involves the analysis of literary texts from multiple cultural and linguistic traditions, and explores themes, motifs, and cultural references that are shared or unique to particular traditions.

Translation Studies, on the other hand, is concerned with the theory and practice of translating literary and cultural texts from one language to another. It examines the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.

Both Comparative Literature and Translation Studies are interdisciplinary fields that draw on various disciplines such as linguistics, cultural studies, and literary studies. They offer new insights into the cultural and linguistic diversity of the world's literature, and they provide tools and methods for understanding and communicating across linguistic and cultural boundaries.

As subfields of English Studies, Comparative Literature and Translation Studies contribute to the study and dissemination of literary and cultural texts in English and other languages, and they help to foster cross-cultural understanding and appreciation.

Does it include Film Studies?

Yes, English Studies includes Film Studies as an important subfield. Film Studies is a discipline that analyzes the art, culture, and history of cinema as a form of artistic expression and mass media. It involves the study of film as a visual and narrative art form, as well as its social, political, and cultural contexts.

Film Studies covers a range of topics, including film theory, history, aesthetics, genre, and criticism. It also explores the relationship between film and other art forms, such as literature, theater, and visual arts. Film Studies draws on a variety of disciplinary perspectives, including literary studies, cultural studies, art history, psychology, and sociology.

As a subfield of English Studies, Film Studies contributes to the understanding and appreciation of cinema as a form of artistic expression and cultural artifact. It provides tools and methods for analyzing and interpreting film texts, and it also offers insights into the social, political, and cultural issues that are reflected in and shaped by cinema.

Moreover, Film Studies offers practical applications in various fields, such as media production, journalism, education, and cultural policy. It helps to develop critical thinking, communication, and media literacy skills, which are increasingly important in the digital age. Overall, Film Studies is an important component of English Studies that enriches our understanding of the cultural and artistic dimensions of cinema as a global phenomenon.

What sort of researches are done in and under English Studies?

English Studies covers a wide range of research areas and methodologies. Some of the key research areas within English Studies include:

Literary Studies: This involves the analysis and interpretation of literary texts, including poetry, fiction, drama, and creative nonfiction. Literary Studies covers various approaches such as close reading, genre analysis, historical and cultural context, and critical theory.

Linguistics: This involves the study of language and its structure, including phonetics, phonology, syntax, semantics, and pragmatics. Linguistics also covers areas such as sociolinguistics, discourse analysis, and psycholinguistics.

Cultural Studies: This involves the study of culture and its manifestations, including media, popular culture, and visual arts. Cultural Studies explores the relationships between culture and society, and the ways in which cultural practices and products shape and reflect social values and identities.

Digital Humanities: This involves the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. Digital Humanities covers various areas such as text analysis, data visualization, digital publishing, and online communities.

Translation Studies: This involves the theory and practice of translating literary and cultural texts from one language to another. Translation Studies covers areas such as the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.

Film Studies: This involves the analysis and interpretation of cinema as a form of artistic expression and mass media. Film Studies covers areas such as film theory, history, aesthetics, genre, and criticism.

Researchers in English Studies use a variety of research methodologies, including qualitative and quantitative research, archival research, textual analysis, ethnography, and case studies. They also use a range of tools and technologies such as digital archives, multimedia resources, and computer-assisted analysis. Overall, English Studies is a dynamic and diverse field that encompasses a wide range of research areas and methodologies.

Does the research methodology in English Studies include Comparative Literature?

Yes, the research methodology in English Studies may include Comparative Literature as a subfield, and researchers in English Studies may use comparative methods to analyze literary texts from multiple linguistic and cultural traditions. Comparative Literature involves the study of literary works from different languages and cultures, and seeks to understand their similarities and differences.

In Comparative Literature, researchers use various methods such as close reading, comparative analysis, and intertextual analysis to explore the relationships between literary texts from different traditions. They may also use theories and approaches from other disciplines such as cultural studies, postcolonial studies, or gender studies to analyze the cultural, social, and historical contexts of the texts they study.

Comparative Literature is an interdisciplinary field that draws on a range of theoretical and methodological approaches to analyze and interpret literary texts. Researchers in English Studies may use comparative methods to analyze the relationships between texts written in English and texts written in other languages, or between literary traditions from different regions of the world. Comparative methods can offer new insights into the literary, cultural, and historical dimensions of literary works, and can help to enrich our understanding of the diversity of human experience across linguistic and cultural boundaries.


What are futuristic research prospects in English Studies?

English Studies is a dynamic and evolving field, and there are several futuristic research prospects that hold promise for the future. Some of these prospects include:

Digital Humanities: The use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship is a rapidly growing area within English Studies. Digital Humanities methods such as text mining, network analysis, and data visualization are being used to analyze literary texts and cultural artifacts in new ways, and to uncover patterns and connections that were previously hidden.

Environmental Humanities: The intersection of literature, culture, and the environment is an emerging area of research within English Studies. Researchers in this field explore the relationships between human societies and the natural world, and how these relationships are reflected in literary and cultural texts. This field offers promising prospects for addressing urgent environmental challenges such as climate change and biodiversity loss.

Global Englishes: The study of English as a global language is an expanding area of research within English Studies. Researchers in this field explore the various varieties of English spoken around the world, and the cultural and linguistic implications of English as a global language. This field offers promising prospects for understanding the dynamic relationships between language, culture, and globalization.

Posthumanities: The study of posthumanism and posthuman futures is an emerging area of research within English Studies. Researchers in this field explore the intersections of human and non-human life, and the ethical, social, and political implications of emerging technologies such as artificial intelligence, robotics, and biotechnology. This field offers promising prospects for addressing urgent ethical and social challenges that are emerging in the 21st century.

Intersectionality: The study of intersectionality and the multiple dimensions of identity is a growing area of research within English Studies. Researchers in this field explore how social categories such as race, gender, sexuality, and class intersect and interact in complex ways, and how these intersections are reflected in literary and cultural texts. This field offers promising prospects for understanding the diversity of human experience and promoting social justice and equity.

Overall, English Studies is a rich and diverse field that offers many promising research prospects for the future. As the world continues to evolve and change, English Studies will continue to play an important role in helping us to understand and navigate the complex cultural, social, and environmental challenges of the 21st century.

Is there any futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence like ChatGPT?

Yes, there are several futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence (AI) like ChatGPT.

One area of research is the development of machine learning models and algorithms that can analyze and interpret literary texts in new and innovative ways. These models can help researchers to identify patterns, themes, and connections across large corpora of literary texts, and to uncover new insights into the relationships between literature, culture, and society.
Another area of research is the development of AI-powered tools and applications that can assist in the analysis and interpretation of literary texts. For example, AI-powered language models like ChatGPT can be used to generate automated summaries, to identify important themes and motifs, and to generate predictions about the content and structure of literary texts.
A third area of research is the use of NLP and AI to facilitate the study of non-English literary texts. Machine translation and cross-lingual NLP tools can be used to translate literary texts from one language to another, enabling researchers to study literary traditions from around the world in new and innovative ways.
Overall, NLP and AI offer exciting prospects for the future of English Studies, and are likely to play an increasingly important role in helping researchers to analyze and interpret literary texts, and to uncover new insights into the cultural, social, and historical dimensions of literature.

How can research projects in English Studies solve real life issues? What sorts of solutions can research in English Studies offer to which types of problems?

Research projects in English Studies can solve real-life issues by offering insights and solutions to a range of social, cultural, and historical problems. Here are some examples of how research in English Studies can address real-world issues:
Cultural Understanding and Dialogue: Research in English Studies can promote cultural understanding and dialogue by exploring the relationships between literature, culture, and society. By studying literary texts from different cultures and traditions, researchers can help to bridge cultural divides and promote cross-cultural communication and understanding.
Social Justice and Equity: Research in English Studies can promote social justice and equity by exploring the ways in which literature reflects and shapes social norms and values. Researchers can analyze how literary texts represent marginalized communities and identities, and how these representations contribute to broader social and political struggles for equality and justice.
Environmental Awareness: Research in English Studies can promote environmental awareness by exploring the relationships between literature, culture, and the environment. Researchers can analyze how literary texts represent the natural world, and how these representations contribute to our understanding of environmental issues such as climate change, biodiversity loss, and environmental justice.
Education and Literacy: Research in English Studies can promote education and literacy by exploring the ways in which literature can be used to promote critical thinking, creativity, and communication skills. Researchers can study the role of literature in education, and how literary texts can be used to engage students and promote lifelong learning.
Mental Health and Well-Being: Research in English Studies can promote mental health and well-being by exploring the ways in which literature can be used to promote empathy, compassion, and emotional intelligence. Researchers can study how literary texts represent mental health issues, and how these representations can promote understanding and reduce stigma.
Overall, research in English Studies can offer solutions to a wide range of real-life issues by promoting cultural understanding, social justice, environmental awareness, education, literacy, and mental health and well-being. By studying literature and culture, researchers in English Studies can help to address some of the most pressing challenges facing our society today.

In this era of STEM and digital revolution, to what extent is researches in English Studies relevant?

In this era of STEM and digital revolution, research in English Studies remains highly relevant, as it offers unique insights into the social, cultural, and historical dimensions of human experience that are not typically addressed by STEM fields. While STEM fields focus primarily on the development of new technologies and scientific discoveries, English Studies focuses on the study of literature, culture, and society, and how these shape and are shaped by human values, beliefs, and practices.

In fact, the rise of digital technologies and the increasing importance of data-driven decision-making have created new opportunities for research in English Studies, as researchers can now use digital tools and methods to analyze and interpret literary texts and cultural artifacts in new and innovative ways. For example, natural language processing (NLP) and machine learning algorithms can be used to identify patterns and themes across large corpora of literary texts, enabling researchers to uncover new insights into the relationships between literature, culture, and society.

Furthermore, the study of literature and culture is essential for developing critical thinking, creativity, and communication skills, which are increasingly important in a wide range of professions, including business, law, education, and public service. Research in English Studies can help to promote these skills by fostering an understanding of the cultural, social, and historical dimensions of human experience, and by encouraging students to engage critically with complex texts and ideas.

Overall, research in English Studies remains highly relevant in the era of STEM and digital revolution, as it offers unique insights into the human experience that are essential for developing a well-rounded understanding of our world and for addressing some of the most pressing challenges facing our society today.

In what ways can research within English Studies facilitate and contribute to collaborative research endeavors involving the study Indian Regional languages such as Gujarati, Hindi, Marathi, Bangla, Telugu, Tamil, Malayalam, and Kannada?

Research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. Here are some ways in which research in English Studies can contribute to collaborative research with other Indian regional languages:

Translation Studies: Research in English Studies can help to promote translation studies, which involves the study of the theory and practice of translation between different languages and cultures. By studying the process of translation between English and other Indian regional languages, researchers can help to bridge linguistic and cultural divides, and to promote cross-cultural dialogue and understanding.

Comparative Literature: Research in English Studies can contribute to comparative literature, which involves the study of the relationships between different literary traditions and cultures. By comparing literary texts from English and other Indian regional languages, researchers can identify similarities and differences in themes, styles, and literary techniques, and can explore how these reflect broader cultural and historical trends.

Cultural Studies: Research in English Studies can contribute to cultural studies, which involves the study of the relationship between culture and society. By studying the cultural practices and traditions of different Indian regional languages, researchers can explore how these reflect broader social, political, and economic issues, and can identify areas of overlap and divergence with English-language cultures.

Digital Humanities: Research in English Studies can contribute to digital humanities, which involves the use of digital tools and methods to study literature and culture. By using digital methods to analyze and compare literary texts from English and other Indian regional languages, researchers can uncover new insights into the relationships between these different cultural traditions, and can identify areas of commonality and difference.

Overall, research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. By studying the relationships between different literary traditions and cultures, researchers can help to bridge linguistic and cultural divides, and to promote a more inclusive and diverse understanding of Indian literature and culture.

How can scholars in English Studies engage in collaborative research with those studying literature in Indian Regional languages?

There are several possibilities for collaborative research in Indian Regional language literatures under English Studies. Here are a few examples:

Translation Studies: One possibility for collaborative research is in the field of Translation Studies. Researchers can collaborate with scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This would not only help to bridge linguistic and cultural divides but also provide access to a wider audience for literature in regional languages.

Comparative Literature: Another possibility is in the field of Comparative Literature. Collaborative research could involve the comparison of literary texts from different Indian regional languages with English-language literature. This would help to identify similarities and differences in themes, styles, and literary techniques, and explore how these reflect broader cultural and historical trends.

Cultural Studies: Collaborative research could also be undertaken in the field of Cultural Studies. Researchers could collaborate with scholars of Indian regional languages to explore how the cultural practices and traditions of these languages reflect broader social, political, and economic issues. This would help to identify areas of overlap and divergence with English-language cultures and promote cross-cultural understanding.

Digital Humanities: Finally, collaborative research could be conducted in the field of Digital Humanities. Researchers could collaborate with scholars of Indian regional languages to apply digital tools and methods to study literature and culture. This would help to uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference.

Overall, collaborative research in Indian Regional language literatures under English Studies has the potential to promote cross-cultural dialogue, foster a deeper appreciation of the diversity of Indian literature and culture, and provide new insights into the relationships between different literary traditions and cultures.

What are the research questions in the field of English Studies?

There are many research questions that can be explored in the field of English Studies, depending on the particular subfield or area of interest. Here are a few examples of research questions that scholars in English Studies might ask:

  1. How do literary texts reflect and shape cultural attitudes and values?
  2. What are the linguistic and stylistic features of different literary genres, and how do these features contribute to our understanding of the texts?
  3. How do language and culture interact, and how do they shape each other?
  4. What are the social and political implications of different approaches to literary interpretation and analysis?
  5. How can digital tools and methods be used to analyze language and culture, and what new insights can be gained through these approaches?
  6. What are the ethical considerations involved in translating literary texts from one language to another, and how can translators negotiate these considerations?
  7. How do literary texts from different cultures and traditions compare and contrast with each other, and what insights can be gained from these comparisons?
  8. How have the themes and motifs of literary texts changed over time, and what factors have contributed to these changes?
  9. How do literary texts represent different social and cultural groups, and what are the implications of these representations?
  10. What are the cultural and historical contexts that have shaped the development of different literary traditions, and how have these contexts influenced the texts that have emerged from them?

These are just a few examples of the kinds of research questions that scholars in English Studies might explore. The specific questions that researchers ask will depend on their particular interests and areas of expertise, as well as the subfield of English Studies that they are working in.

With reference to this discussion, can you suggest PhD Research topics for English studies?

  1. "Exploring the Intersection of Digital Humanities and English Studies: A Case Study of Electronic Literature"
  2. "Comparing Narrative Structures in English and Indian Regional Language Literatures: A Comparative Study"
  3. "English Language Teaching in the Digital Age: An Examination of the Effectiveness of Digital Tools and Methods in Language Learning"
  4. "Translating Cultural Concepts in Indian Literature: An Ethical Analysis"
  5. "Redefining Shakespearean Tragedy in Contemporary Literature: An Analysis of Postmodern Adaptations"
  6. "Reimagining the Gothic in Postcolonial Literature: An Exploration of the Use of Gothic Elements in Works by Writers of the Indian Subcontinent"
  7. "The Politics of Language in Literature: A Study of How Language is Used to Represent Power Dynamics in Contemporary Fiction"
  8. "Globalization and the English Language: An Analysis of the Impact of English as a Global Language on Local Cultures and Languages"
  9. "Fostering Multilingualism in English Language Teaching: An Investigation of the Use of Multilingual Approaches in Language Learning"
  10. "Queer Theory and Literature: A Study of the Representation of Queerness in Contemporary Literature"

These are just a few potential research topics - the specific focus of a PhD research project will depend on the interests and expertise of the individual researcher. However, I hope these examples can serve as inspiration for those interested in pursuing PhD research in English Studies.

Summary:

English Studies is an interdisciplinary field that encompasses the study of literature, language, and culture. It is a diverse field that includes many subfields such as literary theory, linguistics, cultural studies, film studies, digital humanities, and translation studies. In this discussion, we explored the scope and relevance of English Studies in the modern world, as well as the potential for collaborative research with other Indian regional languages.
We began by discussing the historical evolution of English Studies, which has undergone significant changes over the years. From a focus on traditional literary analysis to the incorporation of new fields like cultural studies and digital humanities, the study of English has become more interdisciplinary and diverse in recent years. Today, English Studies encompasses a wide range of subjects and approaches, from close reading of literary texts to the use of digital tools and methods to analyze language and culture.
One of the key strengths of English Studies is its ability to provide insights into the cultural, social, and political contexts in which literature and language are produced. By studying literature and language in their historical and cultural contexts, English Studies can offer unique perspectives on the world we live in. For example, by examining the language used in political discourse or media, English Studies can shed light on the ways in which power is constructed and maintained in society.
We then went on to discuss some of the subfields of English Studies in more detail. Comparative Literature, for example, involves the study of literary texts from different cultures and languages, allowing researchers to identify common themes and motifs across different literary traditions. Film Studies, on the other hand, involves the analysis of film as a cultural artifact, exploring the ways in which film reflects and shapes social and cultural attitudes.
Digital Humanities is another subfield that is becoming increasingly important in English Studies. By applying digital tools and methods to the study of literature and culture, researchers can uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference. For example, by analyzing large corpora of texts using natural language processing techniques, researchers can identify patterns and trends in language use over time and across different cultures.
We also discussed the potential for collaborative research between English Studies and other Indian regional languages. Translation Studies, for example, involves the collaboration of scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This not only helps to bridge linguistic and cultural divides but also provides access to a wider audience for literature in regional languages.
Overall, English Studies is a rich and diverse field with many subfields and approaches. It offers unique perspectives on the world we live in and has the potential to solve real-life issues by shedding light on the cultural, social, and political contexts in which literature and language are produced. With the increasing focus on interdisciplinary research and collaboration, English Studies is likely to remain relevant and important in the modern world.

Friday 3 August 2018

Mobile Learning - Improve English Language Skills

Mobile Learning

There is no need to define Mobile Learning. Even the kids in every nook and corner of the world know it very well. If you still have a question, What is Mobile Learning?

Mobile phones are so smartly designed and in the continuous process of improving its smartness that it can be a very easy and handy device to learn anything, anytime, anywhere. In a real sense, smart mobile phones are breaking the barriers of 'time and space'. Such devices make us realise the truth of Thomas Friedman's The World is Flat. Mobile Learning is one of the world flatteners .

Mobile Learning - English Language Skills

With the fourth generation advancements in technology enabled language laboratories, it is no longer a secret that all skills (Listening, Speaking, Writing and Reading) can easily be mastered through mobile devices like Phones or Laptops or Tablets or Phablets. With the advancement is Artificial Intelligence and inventions of VCD (Voice Command Devices), it is increasingly becoming easy to learn and master language skills with the help of smart mobile devices. Amazon Dot and Google Home are amazing Voice Command Devices which can be useful in an unbelievable way to improve language skills like Speaking and Listening.
All the mobile applications meant of communication are useful for improvement of all four basic language skills.

Best Mobile Apps for English Language Learning

Even though all communication apps can be used by teachers to teach language skills, there is always a need for self-learning mobile applications. In a way, there is nothing wrong in such demands. Technology and its artificial intelligence has to work on its own to make learners independent from the teacher.
Here are a few links which may help learners to make their own choices for the mobile app which may best suite their need:

Saturday 24 January 2015

Introduction to Education and Technology

Introduction to Education, Technology and ELT

This blog is based on the classroom discussion of the below given presentation, videos and images.

  • Reading Resources: 
  • Presentation 1: Education and Technology




Introduction to Education and Technology from Dilip Barad



  • Video 2:Sugata Mitra: School in the cloud- SOLE



  • Video 3: Sugata Mitra: Future of Learning




  • Video 4:Salman Khan: Let's use video to reinvent education





    Video 5: Marc Prensky: Digital Natives, Digital Immigrants Video 6: David Crystal: The Effect of New Technologies on Engish: Video 7: David Crystal: The Biggest Challange for English Language Teachers in the times of Internet: Video 8: David Crystal: Texting is 'Good' for English Language
  • Image 1:


  • Image 2:

  • Image 3: 

  • Image 4: (Removed)


  • Image 5: 
  • Image 6: 

  • Image 7: 



    Quizzes:


    Quiz 1:
      http://goo.gl/forms/nkP9oqE4E6


      Wednesday 5 February 2014

      The Sense of an Ending: Julian Barnes: Teacher Resource & Worksheet

      ·        Worksheet: The Sense of an Ending

      While reading the novel, keep following points in your ‘memory’:
      1.     Title of the Novel – the Sense of an Ending.
      a.      The Ending seems to be that of the old man Anthony Webster who is near the ‘end’ of his journey of life. He ponders – feels nostalgic about the ‘past’. As humans near their end, they crave more for their youthful days. Santiago of ‘The Old Man and the Sea’ also dreams of lions, his fist-fight of younger days and of Manolin when he quite feeble and near his end. . . thus you can illustrate examples of memory reconstruction of past events from the novel.
      b.     But, that is not the sense which title conveys. It is part truth. The other part of the sense of an ending is presented in this quote: “You get towards the end of life – no, not life itself, but of something else: the end of any likelihood of change in that life.” (Page 86). Something is ending, in a sense, that it is changing; taking new shape; developing new understanding; reaching to newer perspective; some dawning of new understanding – not about the outside world, but that of self – self-revelation
      c.      Apart from this, there are two lives ending in suicide in the novel. That of Robson and Adrian. It leads into the debate on the issue of suicide – issue of eros and thanatos.

      2.     The beginning of the novel: novel begins with a kind hazy, vague, blurred fast moving scenes in the beginning of a movie – like shiny wrist (it gets clear later on page no. 78 – “I thought of my inner wrist looking shiny, of my shirt sleeve furled to the elbow.”); steam rising from a wet sink as a hot frying pan (it gets clear on page 23); gouts of sperm circling a plughole (it gets clear on page 68); river rushing nonsensically upstream (it gets clear on page 72); bathwater long gone cold behind a locked door (it gets clear on page 34.)

      3.     The scenes in the school classroom and discussion on:
      o   Unrest during the reign of King Henry the Eighth in England > novel ends with the word ‘unrest’ > the word recurs 7 times in the novel.
      o   Eros and Thanatos
      o   First World War
      o   Philosophy: “I can’t know what it is that I don’t know.”
      o   Robson’s suicide
      o   History: lies of victorious or self-delusion of the defeated – memories of those who are neither defeated nor victorious
      o   Anthony Webster’s affair with Veronica Mary Elizabeth Ford
      o   Weekend visit to Kent > Fords class consciousness > Father Mr. Ford and Son Jack > curious behaviour of Mrs. Sarah Ford > Kitchen > breakfast of eggs > hot pan in wet sink > waving hand at waist height by Sarah
      o   Their breakup > stagnation disliked by Veronica > Tony is peaceable with stagnation > Veronica calls his attitude ‘cowardly’ > Tony considers himself ‘peaceable’ > letter from her mother Mrs. Sarah (letter non-existent, only memory)
      o   Letter from Adrian (letter non-existent, only memory)> about his ‘going out’ and affair with Veronica > Tony warns against Veronica’s dumping, virginity, ‘damage’ etc in reply letter to Adrian
      o   Completes his studies > long vacation in States for 6 months > Affair with Annie, and then to separate without recrimination or blame >‘easy come, easy go’> meantime Adrain commits suicide > he remains unaware
      ·        Comes back home > letters from Alex > about suicide of Adrian > interesting debate on the idea of Suicide: “philosophically self-evident that suicide was every free person’s right: a logical act when faced with terminal illness or senility (medical suicide - euthanasia; a heroic one when faced with torture or the avoidable deaths of others (Soldiers, warriors rush on the battlefield); a glamorous one in the fury of disappointed love (Romeo-Juliet etc) . . . or spiritual suicides (people taking samathis > living people buried > or suicide is ‘knowingly walk towards death’ and embrace it with deliberate attempt to kill oneself (like Bhagat Singh or Swami Vivekanand).
      o   Adrian had explained his reasoning (for suicide): that life is a gift bestowed without anyone asking for it; that the thinking person has a philosophical duty to examine both the nature of life and the conditions it comes with; and that if this person decides to renounce the gift no one asks for, it is a moral and human duty to act on the consequences of that decision.
      o   Tony’s marriage with Margaret > her remarrying restaurant man > daughter Susan > her two children > Tony retires > does work of charity for Hospital distributing and recommending books > waiting for his turn . . .
      o   Part one ends with: “And that’s a life, isn’t it? Some achievements and some disappointments. It’s been interesting to me, though I wouldn’t complain or be amazed if others found it less so. Maybe, in a way, Adrian knew what he was doing. Not that I would have missed my own life for anything, you understand. I survived. “He survived to tell the tale”—that’s what people say, don’t they? History isn’t the lies of the victors, as I once glibly assured Old Joe Hunt; I know  that now. It’s more the memories of the survivors, most of whom are neither victorious nor defeated.
      4.     In part 2 of the move, we have seen:
      o   how many things he narrated from his memory turn out to be real/true
      o   how Julian Barnes uses memory-narration of Tony to exemplify the theory of deconstruction > which also resemble Post-modernism
      o   how the words like ‘memory’, ‘damage’, ‘unrest, ‘history’ etc are revisited to give deeper significance (Ref: Ferdinand de Saussure’s Sign>Signifier>Signified; Derrida’s ‘trace of meaning, decentering meaning, differAnce, free play of meaning etc)
      o   Quest for Adrian’s diary for Tony is like King Arthur’s Knight’s quest for Holy Grail > when it is found > what happens?
      o   how the narrative turns out to be thriller with some secrets, suspense to be uncovered > and a shocking surprise!
      o   How can we reconstruct entire narrative as an objective reader and what difference does it make from than of memory-narrative of Tony?

      5.     Please give your responses to these points in the comments below this blog:
      o   What is the meaning of phrase ‘Blood Money’ in Veronica’s reply email?
      o   How do you decipher the equation: b = s – v x/+ a1 or a2 + v + a1 X s = b?
      o   Adrian’s diary is willed to Tony by Sarah Ford. Why did Sarah Ford own it? Why was it in the possession of Veronica?
      o   Was the mentally retarded middle aged ‘Adrian’, Tony’s friend who did not commit suicide and was suffering from trauma and thus gone mad, and was living with hidden identity?
      o   How was Veronica related to Adrian, the one suffering in care-in-the-community?
      o   Do you see any missing block – some dot which is not getting connected with the whole or dot missing to get full sense of the novel - in the plot of this psychological thriller?
      o   Do you see any possible reason in the suicide of Adrian Finn?
      o   In the light of new revelations, how do you read character of Veronica? Instinctive, manipulative, calculating, stubborn, haughty, sacrificial, trustworthy, good Samaritan?
      ·        What do you mean by Unreliable Narrator? Is Tony Webster classifiable as Unreliable Narrator?

      Study Questions ‘The Sense of an Ending’:
      1.            The novel in two parts, narrates almost similar events but from different perspectives. Surprisingly, perspectives are from Tony Webster’s conscious memory-recollection. Make an attempt to tell the story in linear narrative including events from both the parts of ‘The Sense of an Ending’.
      2.            "History is that certainty produced at the point where the imperfections of memory meet the inadequacies of documentation." How far can you agree with this definition of Adrian? Justify you answer with reference to your reading of ‘The Sense of an Ending’.
      3.            Discussion with Old Joe Hunt, the teacher in school. Pg 4-5 (something happened), pg 10-11 (can’t know-don’t know, history of historians, pg 16-17 (lies of victory, onion, memory – documentation), pg 56 (neither victorious, nor defeated)
      4.            “The question of subjective versus objective interpretation, the fact that we need to know the history of the historian in order to understand the version that is being put in front of us.” Do you agree? Give substantial illustrations from ‘The Sense of an Ending’.
      5.            Explain how through the memory of Tony Webster, Julian Barnes justifies the universal truth that ‘one cannot know what one does not know’.
      6.            “History isn’t the lies of the victors . . . It’s more the memories of the survivors, most of whom are neither victorious nor defeated.” Justify this view of Tony Webster with the help of your reading of ‘The Sense of an Ending’. (Qtd. From pg 56)     
      7.            “You still don’t get it. You never did, and you never will. So stop even trying”. Justify with reference to the universal reality that Anthony Webster faces about seeing, perceiving and understanding events of real life in Julian Barnes’s ‘The Sense of an Ending’
      8.            “Julian Barnes's Booker-long listed novella is a meditation on ageing, memory and regret.” Justine Jordan
      a.                Pg. 80 – In email to Veronica Tony: “. . . one of the differences between youth and age: when we are young, we invent different futures for ourselves; when we are old, we invent different pasts for others.
      b.               Pg. 81 – nostalgia = feeling of regret and guilt
      c.                Pg 105 – the memory becomes a thing of shreds and patches. It is a bit like the black box airplanes carry to record what happens in a crash. If nothing goes wrong, the tape erases itself. Therefore, if you do crash, it is obvious why you did; if you do not, and then the log of your journey is much less clear.
      9.            “It would be a mistake to dismiss this as a mere psychological thriller. It is in fact a tragedy, like Henry James’s The Turn of the Screw, which it resembles.” Anita Brookner
      a.                (Key: Governess tries to save kids from haunting memory of sexually abused children in form of ghost visitation – ultimate death of Miles, the boy – debate on the real existence of Ghost or mere representation of haunting memory)
      10.        It's a book about history and how we recall events.” Robin Leggett
      11.        The Sense of an Ending, fittingly, deals with grave existential questions.”   A. J. Kirby)
      a.                (KEY: the theme of suicide: Two suicides – Robson and Adrian Finn. Pg 17 – Robson’s suicide. Pg 47-49 – Adrian Finn’s suicide)
      12.        “Mr. Barnes plays with the maxim that it’s better to regret the things you have done than the things you haven’t, and thus rages against living life complacently.” A. J. Kirby
      13.        “The Sense of an Ending” looks at the ways in which people distort or tailor the past in an effort to mythologize their own lives. - Michiko Kakutani.
      14.        Put your argument in light of Roland Barthes views: ‘Myth converts history into nature. And the task of the mythographer is to rediscover the element of history (truth-fact-past) that motivates the myth, to elicit what is specific to a given time and place, asking what interests are served by the naturalization of particular convictions and values.’
      15.        The Sense of an Ending is a short book, but not a slight one. In it, Julian Barnes reveals crystalline truths that have taken a lifetime to harden. He has honed their edges, and polished them to a high gleam.”- Liesl Schillinger
      16.        ‘Damage’ recurs as a motif in the novel. Whom do you think is ‘damaged’ and who is the ‘damager’?
      a.                Damage : the letter written by Tony to Adrain and Veronica
      b.               It damages Veronica’s relation with Adrain
      c.                Perhaps, leads Adrain to meet Sarah Ford > their affair
      d.               Sarah’s pregnancy > which may have lead to Adrain Finn’s suicide!
      e.                The child, names Adrain is born with metal retardness > damage caused by suicide of Adrain to Sarah while she is pregnant > or her middle-aged pregnancy
      f.                 The letter damages several lives > Veronica, Adrain, Sarah and young Adrain
      17.        “Plot is not the main point; character and life are Barnes’ focus.” - Whispering Gums
      a.                It would be injustice to Barnes if we say that the novel is plotless or poorly constructed plot. It has a beginning, middle and the end. He is able to pull readers towards climax and the effect of peripatetia and anagnorisis leads to the catastrophe – the final revelation of the identity of 40 years old abnormal Adrian helps in holding on the plot.
      b.               And yet, the telling of life, the history, the memory seen through a particular character is very important in this novel.
      c.                At times, the plot seem to suffer because of the character’s meditating memory and nostalgic hindsight on past life.
      18.        “The book’s plot reads like that of a thriller paperbackfull of vengeful ex-girlfriends, youth suicide, and illicit sex.” Explain. (Geoff Mak)
      19.        “Eros and Thanatos . . . Sex and death. . . Or love and death, if you prefer. The erotic principle, in any case, coming into conflict with the death principle. And what ensues from that conflict.” How far this statement encircles the central theme of the novel The Sense of an Ending’. (Key: First explain concept of Eros and Thanatos and then illustrate from the text – love and suicide incident – and conflict in the memory of narrator)
      20.        The Beginning of the novel. Write a critique on the beginning of the novel.
      a.                “The argument in both the beginning and end of the book,” said Barnes, “is about where responsibility lies. And to what extent something like a suicide is entirely the responsibility of the person who has done it, or is there a whole chain of responsibility. And there usually is.”[1]
      21.        The Title – ‘The Sense of an Ending’.
      22.        Discussion on ‘History’ in school. Write a critique on the classroom scene where teacher and students discuss ‘History’.
      23.        The Ending of ‘The Sense of an Ending’: Psychological thriller, suspense, the group of mentally retarded young people in 30s > Initially, Tony cannot see (You just don’t get it, do you? But then you never did – Veronica) the features of Adrian in one of the young man > suddenly realizes > realization dawn on him > yet another time ‘did not get it right > thought him to be Veronica and Adrian’s son > the truth, the secret is revealed, rather casually > he is ‘Adrian, son of Sarah & brother of Veronica > Tony joins the dots – blood money as per Veronica, Sarah’s 500 pounds for the happiness she had with Adrian, Veronica sacrifices her happiness and takes care of mentally retarded Adrian, veronica as instinctive or manipulative (rather who is calculative and manipulative), all his allegations for Veronica and Adrian came to be true for his own character, not only his ‘words’ in the letter to Adrian came ‘life’, but what he said and thought and memorized as true history of survivor, proved to be limited interpretation of the events, it rather mirrored Tony’s true self to himself – leads to the deep introspection about oneself, when one passes judgments on others.
      24.        Prose style: “Elegant, witty and playful, and he often employs techniques associated with postmodern writing - unreliable narrators, a self-conscious linguistic style, an intertextual blending of different narrative forms - which serve to foreground the process of literary creation, the gap between experience and language, and the subjectivity of 'truth' and 'reality”.
      25.        Write an essay on ‘The Sense of an Ending’ as a Postmodernist novel.
      a.                Key: Postmodernism borrows from modernism disillusionment with the givens of society; a penchant for irony; the self-conscious “play” within the work of art; fragmentation and ambiguity; and a destructured, decentered, dehumanized subject. But while modernism presented a fragmented view of human history (as in Eliot’s The Waste Land – [1925]), this fragmentation was seen as tragic. Despite their pessimism, modernist works still hope, following Matthew Arnold a generation before, that art may e able to provide the unity, coherence, and meaning that has been lost in most of modern life, as church and nation have failed to do. One can locate this hope, faint as it sometimes is, in such memorable passages as the Molly Bloom section that closes Joyce’s Ullysses (1922). In contrast, postmodernism not only does not mourn the loss of meaning but celebrates the activity of fragmentation. Whereas modernism still seeks a rational meaning in a work of art, postmodernism explores the provisionality and irrationality of art.
      26.        Unreliable narrator: “Was this their exact exchange? Almost certainly not. Still, it is my best memory of their exchange.” (Pg 19)
      27.        In the introduction to the Folio Society edition of the novel he wrote a couple of years ago, he called it ‘the most perfectly deployed example of the unreliable narrator’, and explained its method thus: ‘The storyteller isn’t up to the level of his own story; he is a bumbler obliged to convey an intrigue of operatic passion which he himself only partially understands. . . . ’. In light of this remark, give your critique of the narrative style in ‘The Sense of an Ending’.
      28.        “The point is not about the ‘ugliness of letter’ which causes ‘damage’; it is rather about what he ‘thinks’ about it and how he ‘memorizes’ it”. Explain with reference to your reading of ‘The Sense of an Ending’.
      29.        ‘It is not about what we ‘do’, it is about how we ‘remember’ what we have done?’. Illustrate with reference to the novel ‘The Sense of an Ending’.
      30.        How is the so-called ‘ugly letter’ mentioned in Part One of the novel? How does the real letter presented in Part Two to the readers prove the point of ‘adequacy of document’ and ‘imperfections of memory’ in the history?
      31.        “Real literature was about psychological, emotional and social truth as demonstrated by the actions and reflections of its protagonists; the novel was about character developed over time.” How does this line from the novel illustrate character development of ‘Anthony Webster’ in ‘The Sense of an Ending’?
      32.        Julian Barnes reference to ‘accumulation’ and ‘responsibility’ is an attempt to secularize Hindu Karmic philosophy in rational language to make it understandable to the generation of 21st century. How far do you agree with it.
      33.        Barnes dramatizes this chain of responsibility against a backdrop of class difference : Justify your answer. (See answer in ‘Class Difference print out or in the interview on this weblink)
      1.              Julian Barnes center in not to discuss ‘class difference’ or ‘culture’. They are rather shifted on the periphery of his discourse that centers on ‘memory’, ‘history’, ‘time’ and ‘quest for truth’. Illustrate with your reading of ‘The Sense of an Ending’.
      34.        Literature - mirror - photograph - x-ray image - axe to break frozen self - dry coconut    
      a.                Cultural degradation – in form of teenage affairs, sexual behaviour, pregnant girls in school, teenage-adult suicides, easy-come-easy-go-relations, divorce etc
      b.               Class difference – Fords vs Webster & the damage caused by such behaviour
      c.                Barnes’s centre in not these issues of British Middle Class culture or society. Why?
      d.               What does the text do as a part of philosophical thinking?
      e.                It centers on ‘why people lie – falsehood; question of truth.
      f.                 Here it is not the truth or falsehood of others or told to others; it is rather the ones told to the ‘self’.
      g.               Why we memorize false facts? Why we construct convenient memory?
      35.        Explain Ann Gray’s three propositions on ‘knowability’ with illustrations from the novel ‘The Sense of an Ending’.
      a.                Identifying what is knowable
      b.               identifying and acknowledging the relationship of the knower and the known
      c.                What is the procedure for ‘knowing’?
      36.         "We thought it was a book that spoke to the humankind in the 21st Century." Dame Stella Rimington (chair of the judges for the 2011 Man Booker Prize.)
      a.                 Key:
      1.       The ‘inadequacy of documentation’ and the damage caused by it – The people of 21st century ‘keep record’ of their thinking, travels, doings and happening over social media and in cyber space. If document like a letter once written by Tony and then imperfectly memorized by him in complacent way caused ‘great unrest’ to him, what can ‘life documented on cyber space’ do if revisited? It gives one of those questions to 21st century people which Edward Snowded alarmed people against political powers / governments. People may be posting several things. It may not be illegal today. But the power redefines the rules and something that was once neither legal nor illegal, turns down to be illegal. Which may bring great unrest to an individual.
      2.      Secondly, 21st century habit of communication is not letter writing. It is email or sms. There is difference in communication in letter writing and eCommunication. There is  a lot of time between the written letter and its posting and postman delivering to the given address. The communication can be stopped at various point if we realize that the words used in letter should not have been used. We can tear the letter before posting or retrieve from post office before it is delivered. In email or sms, that is not possible. Once clicked, it is gone. No regret or remorse can stop it from delivering. Then, all these messages over whatsapp or social media are saved by people. We may have forgotten that we have communicated as such. But it may come back to us as screen shot of our forgotten communication. The damage caused by such  communication is terrible. The 21st cen people will have to grapple with it. The letter of Tony when read by him at older age gives him great unrest. He says he is not that Tony who wrote this letter. It was the yonger, angrier, damaged, envious Tony. Thus, this becomes significant to 21st readers to understand that what we communicate today, may come back to us and it may give great unrest.
      3.      Thirdly, like the metaphor of black box in airplane, we do not read our memory until and unless we meet with an accident in our relations. If there is no accident, we do not visit our memory. After accident, unlike in black box, we start looking at past events with newer developments in relations. We colour past events with new insights. We memorise it not the way it happened, but the way other events are shaping our relations. We construct chain of events / chain of responsibilities in our memory about past events with reference to new or recent happenings. This is something very significant for the 21st cen people whose life moves much faster than that of people of all previous ages/centuries.
      4.      Lastly, in this Post-truth era, it is significant to realize that we cannot rely even our own memory. Our memory may be imperfect. We may have constructed it to comfort or console us. The events may have happened it quite an antithetical way then the way we have memorized it. The inadequacy of document will lead us to believe in the lies we have imperfectly memories and thus historicized.   




      Quiz
      Click here to appear in quiz on this novel







      [1] http://www.themillions.com/2013/02/the-league-of-ordinary-gentlemen-a-conversation-with-julian-barnes.html
      [2] http://www.themillions.com/2013/02/the-league-of-ordinary-gentlemen-a-conversation-with-julian-barnes.html

      Which of the following book cover suits well with the central theme of the novel: