Chimamanda Ngozi Adichie

Chimamanda Ngozi Adichie:

     Chimamanda Ngozi Adichie born on 15 September 1977, is a Nigerian novelist, writer of short stories, and nonfiction. Chimamanda Ngozi Adichei acclaimed novelist famous feminist. In recent year Adichie has become an international authority on feminism.

She is also a good speaker. Her three most popular talks.

1)  The Danger of a single story
2) We should all be feminist
3) Talk on importance of truth in post truth Era

> We Should All be Feminists

  

    Adichie's perspectives on feminism and her compelling argument that we should raise boy and girls the same. Sometime get the feeling that in all the commotion people forget that Adichie is before all els a fantastic writer of fiction. This is not so unusual for writers of color or anyone else who can be asked question about identity.

   She talk and write about patriarchy culture that people strongly believe woman always give respect man, it is our culture. Human beings make culture neither culture make human beings. So she concluded fact is not our culture but culture mean dancing and singing and etc.

Dr. J.H Khan

Dr. J.H Khan:

      Department of English has organized guest lecture for student. And I have attended three day session of Dr. Javed Khan. He come from Sardar Patel University Vallabhvidhyanagar. Dr. J.H Khan deals with English Language Teaching. He has excellent in his subject came to interaction with us.

     It was a unique experience to attend his lecture. I have got the idea about English Language Teaching (ELT). How is different from others. He thought that if you will work hard definitely you get success in life.

Teaching Skills:

1) Communication Skill 

2) Self Confidence

3) Self line

4) Team Working and etc...

Key concept on ELT: Discuss in Class

TENL:- Teaching English an Native Language.

EFL:- English as Foreign Language.

ESP:- English for Specific Purpose.

ESL:- English for Second Language.

EAP:- English for Academic Purpose.

Moreover, for profession also it help much because English for specific purpose used in various fields like Medical, science, commerce, etc. And for normal people also English language is important for communication with the world. So, For everyone ELT is very important to learn and acquire. 

Dr. Jay Mehta

Dr. Jay Mehta

     Department of English organized guest lecture by Dr. Jay Mehta for 4 days. Jay Mehta is formal of English Department MKBU. Dr. Jay Mehta has great skill to teach E.A Poe's Short Stories. He has talked about Poe's short stories like....

>The Tell Tale Heart 

>The Black Cat 

>The Fall of the House of Usher 

>The Cask of Amontillado 

>The Purloined Letter

>The Gold Bug

     As we know thar Edgar Allan Poe is the master of Macabre. He is famous for horror, fear, bloodshed, lie and various psychological abnormalities. He gave a new concept to see the world.

Characteristics of Poe's Short stories:

-Writer of Diction language

-Autobiographical elements in his writing

- Great creator of suspense

- Inner conflict in characterization

- Balance in head and heart

- He brings the poetic in short stories

- Death and darkness of human mind

- Tone of melancholy and sadness

- Singularity of effect- A skillful artist

Assignment Paper No.12

Assignment Paper No.12

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Paper No.12

 Name: Ravji Jalondhara
 Roll No. 28
 Enrollment No.
 Paper No.12 (ELT)
 Assignment Topic:
 Batch: 2017-19
 Email Id: ravjijalandhara@gmail.com
 Words: 1658
 Submitted to: Department of English MKBU

 English teaching as a second language.

• Introduction:

        The spread of the English language is rampant all over the world. English language has been widely used and considered as the universal language. English is very powerful that it has been used when negotiating with very prominent personalities. With regards to worldwide meeting, the language of English is officially the language being spoken. The language of English is also known as the first language of the countries of Australia, Canada, the Commonwealth Caribbean, Ireland, New Zealand, the United Kingdom as well as the United States of America; and the second language of the Commonwealth countries like India, Sri Lanka, Pakistan and South Africa as well as the other international organizations.

         The modern English is quite described as global lingua franca, and it is the major communication tool for science events, business, aviation, entertainment and diplomacy. The Indian software engineers created the global computer and IT revolution, which has now spread over the whole world. In doing so a happy synthesis has taken place between the American English and English as spoken in India. The Indian English has got worldwide acceptability in all walks of life, particularly in business, finance and in the field of science and technology.

• Position and Role of English in India:

        English through a foreign language has always occupied a unique position in the educational system in India. Despite of the fact that it received a great setback after independence, it continues to be a major language having a prestigious position in our society. After independence, it received a hostile treatment not only at the hands of our political leaders but also some eminent scholars.
      
• Aims of learning and teaching in English:

           Developing competence in language is important to the pupil both as an individual and as an active member of society. With this aim in mind, good English courses are constructed so as to ensure that pupils engage regularly and at suitable levels in worthwhile language activities which have four dimensions.

         They use, learn and practice the skills of language, they experience and reflect on imaginative works, and they build up knowledge of important concepts in language and literature; in so doing they acquire attitudes of interest and concern for meaning in language. These skills, experiences, concepts and attitudes constitute the basic objectives of learning and teaching in English.

• The Translation Method:-

         The translation method that is known as Grammar-translation method or the classical method of teaching English came to India with the Englishmen who wished to originate an English knowing class of people to manage administration. Even the learned teachers of classical language like Persian, Sakskrit, Latin, German, French, English, etc.

        Have also been taught by this method. In this method, the purpose is to teach the pupils grammar, translation, meaning of new words, phrases and sentences. The teacher explains the meaning of each new word by translating them into mother-tongue.

       At the same time, he indicates the grammatical rules and forms. So it lays emphasis upon reading. Mother tongue predominates over the teaching. It is profitable that when English words, phrases and sentences are translated into the student's mother-tongue, his comprehension becomes better and quicker. The working knowledge of mother-tongue assists them in learning the grammar of a foreign language.

        It does not require any material aid except textbooks. It can be employed even in over crowded classes. Students 34 studying in Hindi medium schools find it easier to learn English through translation method. But now English has so many variety of use, this method is not considered as effective and workable as it was.

• Problems and Probable Solutions:-

        Language is a product of a particular culture that is formed by its geographical situation, nature, climate and human beings, their manners of living, their habits and conduct etc. In return language explains all these. Everybody knows that the two cultures/races can never be the same. There is no perfect language which can explain all cultures and every environment. The idioms, phrases and vocabulary, which are evolved in the culture and surroundings of a particular country, hardly get matching equivalents in any other language.

       The English words like field, drawing room, ice, etc. have no equivalents in Hindi or other Indian languages. So, word-for-word translation is really impossible. For instance, 'a' and 'the' in 'a book' and 'the book' can not be translated into Hindi. Prepositions in English make a wealth of phrases for which equivalents can not be searched in Hindi, for example 'on' in.

• The Direct Method:-

        The direct method (natural method) that was first introduced in France in 1901 came into practice as a reaction due to the limitations of translation method. The motives of the method came from Germany and were made popular by the International Phonetic Association of French teachers founded in 1886. The exponents of the natural method presumed too much of likeness in learning the mother tongue and the foreign language.

     That is to say, the maximum exposure of the learner to the target language without interpositions from the mother-tongue in the smallest degree would empower the learner to learn the language, we should create the atmosphere or chances more for learning the English language in the school atmosphere than they are learning the mother-tongue in the home atmosphere.

       In the direct method new words associated with real objects are introduced at systematic intervals. They are orderly and prudently chosen for forming sentences. The teacher employs typical tools in the classroom which are known as his techniques. He presents new sentences, words, phrases, idioms, etc., then he helps the students to speak them in discussion. Frequent use of 'see and speak' technique is employed for assisting them to read. The students observe the activities and see the black-board while taking part in the discussions. The teacher promotes the natural expression in the target language without giving a chance to think of native language.

        The direct method succeeded in replacing the translation method, because it has certain advantages. It is an instinctive method of teaching because English is taught as mother-tongue is taught. As it emphasizes spoken English, students get fluency of speech. They frame their thoughts directly in English without the improper interference of the mother tongue. They become sharp in understanding spoken English. They also possess nice pronunciation.

• Problems and Probable Solutions:

     Though, the several educationists consider the direct method as a perfect method for teaching English as a second language, yet we can not ignore the difficulties related to it. This signifies that the meaning of the new phraseology of an alien language tends to make the student think and express in his own mother tongue. According to D.H. Scott "The clever youngster thrives on the direct method by defeating it".

        Second, this method lays emphasis on aural-oral appeal; but the spoken sounds of it may be profitable for some pupils but not for all. There are many pupils who benefit more by visual appeal. Visual presentation is more fruitful for them than merely vocal. This method is not productive for such students because it ignores reading and writing work. The students may suffer from defects in reading and writing if this problem is not cured by employing other methods.

       Third, grammar that is essential is not taught in a systematic manner. According to this method grammar should be taught inductively and indirectly, but such text-books in which grammar and reading material are closely related are not in the syllabus. Fourth, this method demands an environment of English and that environment is almost impossible to create in such rural and remote schools. It is essential for providing practice in oral work that classes should be of the little strength as well as of 43 the same kind.

        This is not suitable for overcrowding classrooms. The conditions become more serious in some schools where enough materials and devices are not furnished. The managing system of them is very bad. So it can not be called a perfect method.

• The Bilingual Method:-

This method is a special method, as it is an intermediate path between two commonly rejected methods, namely the translation method and the direct method. It has the positive qualities of both the translation method and the direct method. It lays stress on conditioning situations but not completely like the direct method. Situations are created simply, by providing the mother-tongue equivalents of English words in this method. Sentence is the unit of teaching and a lot of practice is done in sentence structures. It allows the use of mother-tongue, but not like the translation method.

        It utilizes the mother-tongue by using it in a confined way. It is used to make the sense of new words, phrases, idioms, sentences and grammatical rules clear. Word-for-word translation is always avoided. The teacher is the only person who can use the mothertongue and not the students and it is merely used during beginning stages. It is dropped as pupils proceed in learning English.

• Conclusion:

Well, what is most needed is a positive change in our attitudes towards the teaching of English. The main and simple aim of teaching English is to enable the students to acquire an ability to use English effectively. In order to achieve this aim we will have to introduce change in our syllabi, methodologies of language teaching, materials (including audio and video materials), training programmes, attitude to students and system of evaluation. We may need to change the school/college - its physical structure, its atmosphere, its functions, its facilities, its roles and responsibilities.

       So teaching of English in Indian classrooms along with its curriculum, written materials, teaching system, etc. do not help the students to meet the new requirements of today.

Works Cited:
Upadhyay, A. English teaching as second language. 2014. 2 november 2018 <http://shodhganga.inflibnet.ac.in/bitstream/10603/21589/1/thesis%20(ankur%20upadhya).pdf>.

Assignment Paper No.11

Assignment Paper No.11

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Paper No.11

 Name: RavjiJalondhara
 Roll No. 28
 Enrollment No.
 Paper No. 11 (Postcolonial Literature)
 Assignment Topic: Different between Colonialism and Postcolonialism
 Batch No. 2017-19
 Email Id:ravjijalandhara@gmail.com
 Words:1601
 Submitted to: Department of English MKBU

 Different between Colonialism and Postcolonialism.

Introduction:

        The term “Postcolonialism” refers broadly to the ways in which race, ethnicity, culture, and human identity itself are represented in the modern era, after many colonized countries gained their independence. However, some critics use the term to refer to all culture and cultural products influenced by imperialism from the moment of colonization until today. Postcolonial literature seeks to describe the interactions between European nations and the peoples they colonized. By the middle of the twentieth century, the vast majority of the world was under the control of European countries. At one time, Great Britain, for example, ruled almost 50 percent of the world. During the twentieth century, countries such as India, Jamaica, Nigeria, Senegal, Sri Lanka, Canada, and Australia won independence from their European colonizers.

        The literature and art produced in these countries after independence has become the object of “Postcolonial Studies,” a term coined in and for academia, initially in British universities. This field gained prominence in the 1970s and has been developing ever since. Palestinian-American scholar Edward Said’s critique of Western representations of the Eastern culture in his 1978 book, Orientalism, is a seminal text for postcolonial studies and has spawned a host of theories on the subject. However, as the currency of the term “postcolonial” has gained wider use, its meaning has also expanded.


• Postcolonialism:

       "Postcolonialism" and "Post-colonialism" are the same thing. The most common accepted form of the word is that without the hyphen. "Postcolonialism" is a field of study that incorporates many sub-fields, including history, anthropology, literature, and what is known as "area studies," specialization on one or more regions of the world (e.g., the Middle East or South Asia) or specific countries (e.g., Egypt, Russia, France, etc.).

       It examines the effects on native or indigenous cultures of outside (usually referencing European) influences imposed through the process of invasion, occupation, and exploitation (i.e., colonialism). The formal structure of colonialism having been removed through the process, often violent, sometimes peaceful, of decolonization, what is left behind is a complex amalgamation of foreign and domestic influences.

         There is no shortage of good examples, as colonization affected most of the world, either from the perspective of the imperial power or from that of the occupied nation. Among those examples is the enduring influence of French colonialism in Southeast Asia, where the French language remains in use decades after independence was attained in such nations as Cambodia, Laos and Vietnam (although, each of these nations uses as their primary language that which is native to the ethnicities involved) and French architectural influences dominate many towns and cities. The effects of colonialism, however, run much deeper in terms of the watering-down of indigenous influences in favor of those that were imposed by the outside. Similarly, the use of English across much of India is an enduring legacy of that country's many years of incorporation into the British Empire, as are the legal and civil service systems that are dominant in the ancient culture of India.

In short, "postcolonialism" refers to the long-term influences of foreign occupation on countries and regions formerly colonized by wealthier, stronger European powers. It is not technically incorrect to hyphenate the phrase, but the non-hyphenated form is acceptable.



• Colonialism:

        Colonialism is often discussed as the history of imperial expansion and colonization which was generally initiated during the age of exploration. Colonialism is usually discussed as a European domination of American, African and Asian lands. This is true, but this could also include examples like the Roman and Persian empires. Empires that have taken over other countries have often established colonies as a way of staking out territory. In literary analysis, colonialism refers to literature and criticism dealing with the periods of colonialization. This can be from the perspective of the colonized or the colonizers.

         The term colonialism as used in literary studies on the most basic level means the same thing it does in standard English. It refers to one nation establishing colonies in a region outside its borders. This is different from the types of conquest that expand a nation's borders in that it may only involve establishing limited enclaves or bureaucracies.

         Literary criticsare interested in the way colonialism affects the literatures of both imperial and subjugated nations. One particular area of interest is hybridity, in which literary works take elements from both traditions. Another area of interest is how literature and the other arts can act as part of imperial ideology or as sites of resistance to imperialism.

         Many literary critics also work in the field of postcolonialism, examining how the literatures of former colonies have been shaped by the experience of colonialism and how they struggle to reinvent themselves as culturally and politically independent.

• Postcolonial Literary Study:

       Postcolonial literary study is in two categories: (i) that of the postcolonial nations, and (ii) that of the nations who continue forging a postcolonial national identity. The first category of literature presents and analyzes the internal challenges inherent to determining an ethnic identity in a decolonized nation. The second category of literature presents and analyzes the degeneration of civic and nationalist unities consequent to ethnic parochialism, usually manifested as the demagoguery of "protecting the nation", a variant of the Us-and-Them binary social relation. Civic and national unity degenerate when a patriarchal  regime unilaterally defines what is and what is not "the national culture" of the decolonized country; the nation-state collapses, either into communal movements, espousing grand political goals for the postcolonial nation; or into ethnically mixed communal movements, espousing political separatism, as occurred in decolonized Rwanda, the Sudan, and the Democratic Republic of the Congo; thus the postcolonial extremes against which Frantz Fanon warned in 1961.


• Marxism  (Colonialism)

       In recent years, scholars have devoted less attention to the debates on colonialism within the Marxist tradition. This reflects the waning influence of Marxism in the academy and in political practice. Marxism, however, has influenced both post-colonial theory and anti-colonial independence movements around the world. Marxists have drawn attention to the material basis of European political expansion and developed concepts that help explain the persistence of economic exploitation after the end of direct political rule.

Although Marx never developed a theory of colonialism, his analysis of capitalism emphasized its inherent tendency to expand in search of new markets. In his classic works such as The Communist Manifesto, Grundrisse, and Capital, Marx predicted that the bourgeoisie would continue to create a global market and undermine both local and national barriers to its own expansion.

            Expansion is a necessary product of the core dynamic of capitalism: overproduction. Competition among producers drives them to cut wages, which in turn leads to a crisis of under-consumption. The only way to prevent economic collapse is to find new markets to absorb excess consumer goods. From a Marxist perspective, some form of imperialism is inevitable. By exporting population to resource rich foreign territories, a nation creates a market for industrial goods and a reliable source of natural resources. Alternately, weaker countries can face the choice of either voluntarily admitting foreign products that will undermine domestic industry or submitting to political domination, which will accomplish the same end.

In a series of newspaper articles published in the 1850s in the New York Daily Tribune, Marx specifically discussed the impact of British colonialism in India. His analysis was consistent with his general theory of political and economic change. He described India as an essentially feudal society experiencing the painful process of modernization.

According to Marx, however, Indian “feudalism” was a distinctive form of economic organization. He reached this conclusion because he believed (incorrectly) that agricultural land in India was owned communally. Marx used the concept of “Oriental despotism” to describe a specific type of class domination that used the state’s power of taxation in order to extract resources from the peasantry. According to Marx, oriental despotism emerged in India because agricultural productivity depended on large-scale public works such as irrigation that could only be financed by the state. This meant that the state could not be easily replaced by a more decentralized system of authority.

        In Western Europe, feudal property could be transformed gradually into privately owned, alienable property in land. In India, communal land ownership made this impossible, thereby blocking the development of commercial agriculture and free markets. Since “Oriental despotism” inhibited the indigenous development of economic modernization, British domination became the agent of economic modernization.


• Effects of Colonialism on Indian Children’s:

       Colonial governments generally did little to change the lives of local children, particularly in rural areas. There were some attempts to regulate what imperial authorities regarded as abuses. For example, colonial officials frowned on marriages that were contracted for young girls, though they did not usually press their concerns very vigorously. While colonial officials often criticized "natives" for working children too hard, the colonial economy usually depended on continued child labor, so there was little change here.

        Gradually, colonial administrations did introduce some new educational opportunities, supplemented often by missionary efforts. So some children were exposed to formal schooling, which in some cases pulled them away from family traditions and into new contact with Western values. Schools for girls might also influence socialization for women's roles, again pulling away from tradition. Educational opportunities were limited, however, so the impact of this aspect of colonialism was only gradually felt.




Works Cited:
editorial, enotes. Post colonialism biography. 2 october 2015. november 2018 <https://www.enotes.com/topics/postcolonialism>.
Editorial, enotes. What is the difference between colonialism and post colonialism. 3 september 2015. 3 november 2018 <https://www.enotes.com/homework-help/what-difference-postcolonialism-post-colonialism-497169>.
Kohan. Standford Encyclopedia of Philosophy. 3 july 2011. 3 november 2018 <https://plato.stanford.edu/entries/colonialism/>.

Assignment Paper No.10

Assignment Paper No.10

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Paper No.10

 Name: Ravji Jalondhara
 Roll No. 28
 Enrollment No. 2069108420180024
 Paper No. 10 (American Literature)
 Assignment Topic: EdgarAllanPoe as a Short Story Writer
 Batch No. 2017-19
 Email Id: ravjijalandhara@gmail.com
 Words: 1633
 Submitted to: Department of English MKBU


About Edgar Allan Poe:

       Edgar Allan Poe was an American writer, editor, and literary critic. Poe is best known for his poetry and short stories, particularly his tales of mystery and the macabre.

       Poe was born in Boston, the second child of two actors. His father abandoned the family in 1810, and his mother died the following year. Thus orphaned, the child was taken in by John and Frances Allan of Richmond, Virginia. They never formally adopted him, but Poe was with them well into young adulthood. Tension developed later as John Allan and Poe repeatedly clashed over debts, including those incurred by gambling, and the cost of secondary education for Poe. He attended the University of Virginia but left after a year due to lack of money.

       Poe quarreled with Allan over the funds for his education and enlisted in the Army in 1827 under an assumed name. It was at this time that his publishing career began, albeit humbly, with the anonymous collection Tamerlane and Other Poems (1827), credited only to "a Bostonian". With the death of Frances Allan in 1829, Poe and Allan reached a temporary rapprochement. However, Poe later failed as an officer cadet at West Point, declaring a firm wish to be a poet and writer, and he ultimately parted ways with John Allan.

      Poe and his works influenced literature in the United States and around the world, as well as in specialized fields such as cosmology and cryptography. Poe and his work appear throughout popular culture in literature, music, films, and television. A number of his homes are dedicated museums today. The Mystery Writers of America present an annual award known as the Edgar Award for distinguished work in the mystery genre.

• Shorts Stories by Edgar Allan Poe:

"The Angel of the Odd" (1844) Comedy about being drunk

"The Balloon Hoax" (1844) Newspaper story about balloon travel

"Berenice" (1835) Horror story about teeth

"The Black Cat" (1845) Horror story about a cat

"The Cask of Amontillado" (1846) A story of revenge

"A Descent Into The Maelstr�m" (1845) Man vs. Nature, Adventure Story

"Eleonora" (1850) A love story

"The Facts in the Case of M. Valdemar"  (1845) Talking with a dead man

"The Fall of the House of Usher" (1839) An old house and its secrets

"The Gold Bug" (1843) A search for pirate treasure

"Hop-Frog" (1845) A midget seeks revenge

"The Imp of the Perverse" (1850) Procrastination and confession

"The Island of the Fay" (1850) A poetic discussion

"Ligeia" (1838) A haunting supernatural tale

"The Man of the Crowd" (1845) How to follow someone

"Manuscript Found in a Bottle" (1833) Adventure at sea

"The Masque of the Red Death" (1850) The horror of the plague

"Mesmeric Revelation" (1849) Conversation with a hypnotized dying man

"The Murders in the Rue Morgue" (1841) A detective story

"Never Bet the Devil Your Head" (1850) A comedy with a moral

"The Oval Portrait" (1850) A tragic love story

"The Pit and the Pendulum" (1850) A torture chamber

"The Premature Burial" (1850) About being buried alive

"The Purloined Letter" (1845) A detective story

"Silence - A Fable" (1838) A dream

"Some Words With a Mummy" (1850) A mummy speaks

"The Spectacles" (1850) A great little comedy about love at first sight

"The System of Dr.Tarr and Prof.Fether"  (1856) Inside an insane asylum

"The Tell-Tale Heart" (1850) A murderer's guilt.


• Genre:

        The genre of Poe’s works, their plot structure, type of narration, word choice, imagery, devices with the help of Poe creates and heightens the effect of suspense and horror. Works such as “The Black Cat” and “The Fall of the House of Usher” serve as vivid examples of Poe’s effective horror creating technique.

       When the story opens, we are confronted with a gloomy atmosphere. When his eyes fall upon the House of Usher he says, “A sense of insufferable gloom pervaded my spirit” and he is further horrified by images he sees of the house in the tarn. Here, Poe succeeds in creating a sense of fear and suspense in our minds. There is also a use of colour imagery which creates an impact on our senses and feelings made by the shades of light. Poe paints his gloomy settings with four main colours: Black, Red, Grey and Yellow.

       Edgar Allan Poe, an important writer and a poet, during the Victorian Gothic period is credited with producing many tales of mystery, and terror. Poe’s first collection of short stories “Tales of Grotesque and Arabesque” was published in 1839.Poe’s imaginative writings within several different modes of discourse show how Poe both followed yet departed from a variety of literary approaches and genres.

         In ‘Poe and Gothic Tradition’, Benjamin Franklin Fisher begins by placing Poe among Anglo-American Gothic novelists and then provides close readings of several of Poe’s Gothic tales to show how he manipulated and challenged the conventions of gothic fiction and horror. Also best known for his tales of mystery and macabre, Poe was one of the earliest American practitioners of short story and is considered the inventor of detective fiction genre.

• Literary Theory:

       Poe's writing reflects his literary theories, which he presented in his criticism and also in essays such as "The Poetic Principle". He disliked did a criticism and allegory, through he believed that meaning in literature should be an undercurrent just beneath the surface. Works with obvious meanings, he wrote, cease to be art. He believed that work of quality should be brief and focus on a specific single effect.To that end, he believed that the writer should carefully calculate every sentiment and idea.


• Psychological Dimensions:

      Poe’s story "The Tell-Tale Heart" first published in January 1843. It is a gothic story which involved the psychology of man that how psychology operates and it draws man to become devil. It is told by an unnamed narrator who endeavors to convince the reader of his sense (sanity), while describing a murder he committed.

“TRUE! --Nervous --very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses --not destroyed --not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily --how calmly I can tell you the whole story.” – This is the starting of the story.

          Throughout the reading of story, reader can understand that there is a factor of Psychology, that how its operate and how it inspires human to do some deed. Here reader can apply psychology of that servant that the Vulture eye of Old man, leads him to do murder of an old man.

Briefly, Poe said that a short story should:
     1.  be able to be read in one sitting.  Poe defined this as being from one-half hour to one or two hours.  Nowadays, with television, radio, playstations and Ipod for alternative entertainment, this may seem like a long time.  But the one sitting rule is still a good one, even if that one sitting is five minutes.

      2. strive for unity of effect.  Poe believed the aim of the short story was to create a mood, an ambience, or as he called it, an “effect.” The effect Poe himself often sought to create was terror or horror.  While many writers today completely ignore this rule, you may notice in reading short stories a single effect--nostalgia, sadness, elation, whatever.

     3. begin with the first sentence.Obviously.   But it means more than    that.  Poe insisted that the effect should be created from the very first line.  His best short stories, such as “The Tell-tale Heart,” attempt to create this effect from line one:  “True--nervous--very, very dreadfully nervous I had been and still am;  but why will you say that I am mad?  The disease had sharpened my senses, not dulled them.  Above all was the sense of hearing acute.  I heard all things in the heaven and in the earth.  I heard many things in hell.  How then, am I mad?”  Well, this fella does seem to be one can short of a six-pack.  And we know it from line one.

    4.  have nothing in it that detracts from the design.  The story should lead directly and inevitably to the conclusion without excess or digressive material.  Get to the point and stay there.

    5. aim for truth.  Not truth, literally. That is, you can still include events that might not literally occur.  Lord knows Poe did.  He wrote all sorts of wild stories, and so can you.  But he believed that the story should remain true to the way people really act in a given situation, true to the human heart.

• Conclusion:

     In this sum up topic we can say that Poe's short story are very interestings deals with horror or gothic to explain pshychological thinking. With these examples of characters, we can say that, Poe’s characters have no morality and human values, but they are presented with evil deeds, monstrous figures and criminal minds. Poe’s most of the tales are psychological, horror, gothic, detective, supernatural, mysterious, they are related to crime and have characters who are abnormal, murderers and suffering from their own mentality.


Works Cited:
contributor, wikipedia. edgar allan poe. 25 octomber 2018. 2 november 2018 <https://en.m.wikipedia.org/wiki/Edgar_Allan_Poe>.
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Assignment Paper No.9

Assignment Paper No.9

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Paper No.9

 Name: RavjiJalondhara

 Roll No. 28

 Enrollment No. 

 Paper No. 9 

 Assignment Topic: Critical Appreciation of the Novel (To The Lighthouse)

 Batch No. 2017-19

 Email Id: ravjijalandhara@gmail.com

 Words: 1486

 Submitted to: Department of English MKBU

• About Virginia Woolf:

          Virginia Woolf was born on January 25, 1882, a descendant of one of Victorian England’s most prestigious literary families. Her father Leslie Stephen was the editor of the Dictionary of National Biography and was married to the daughter of the writer William Thackeray. Virginia Woolf received free rein to explore her father’s library. 

As a young woman, Woolf wrote for the prestigious Times Literary Supplement. Woolf belonged to The Bloomsbury group, the group of artists and intellectuals. Working among such an inspirational group of peers and possessing an incredible talent in her own right, Woolf published her most famous novels by the mid-1920s, including “ The Voyage Out “, “ Mrs. Dalloway “, “ Orlando “ and “ To The Lighthouse “. With these works she reached the pinnacle of her profession.

       In Woolf’s writing we find her struggle to find meaning in her own unsteady existence. Her written in a poised, understated and elegant style, her work examines the structures of human life, from the nature of relationships to the experience of time.

• Introduction: (To The Lighthouse)

        To the Lighthouse follows the tradition of modernist novelists like Marcel Proust and James Joyce, philosophical introspection, and the prose can be winding and hard to dialogue and almost no action; most of it is written as thoughts and observations.

         To the Lighthouse is divided into three sections: ‘the Window’, ‘Time Passes’ and ‘The Lighthouse’. Each section is fragmented into stream of consciousness contributions from various narrators.

1) The Window:

        Mrs. Ramsay spends her afternoon sitting at a window, reading to James. Lily Briscoe is attempting to paint them. The window encapsulates Mrs. Ramsay in a very static position, while everyone else is caught up in dynamic movement: Mr. Ramsay is walking, Lily is painting, the children are playing cricket. The window furthermore frames Mrs. Ramsay as the centerpiece of the whole tableau. Mr. Bankes gazes adoringly at her, Lily looks at her critically in order to properly paint her, and Mr. Ramsay runs over for sympathy. The window is therefore the physical manifestation of the more abstract idea that Mrs. Ramsay is the center of the household, in addition to the idea that she is separate and apart from everyone else (literally separated by a pane of glass)..

2) The Time Passes:

      The second section gives a sense of time passing, absence and death. Ten year pass during this the four-year First World War begins and ends. Mrs. Ramsay passes away, prue died from the complications of childbirth, and Andrew is killed in the war. Mr. Ramsay is left adrift without his wife to praise and comfort him during his bouts of fear and his anguish regarding the longevity of his philosophical work.

     To the Lighthouse creates a strange feeling of continuity between drastically discontinuous events. “The Window” ends after dinner, as night falls; “Time Passes” describes the demise of the house as one night passes into the next over the course of ten years; “The Lighthouse” resumes in the morning, at breakfast. Woolf almost suggests the illusion that Lily sits at the table the morning after the dinner party, even though the scene takes place a decade later. This structure lends the impression that Mr. Ramsay’s voyage to the lighthouse with Cam and James occurs the next day as James had hoped, though his world is now wholly different.

• Critical appreciation of the novel:

    Virginia Woolf‘s To The Lighthouse illustrate abridge between the world s of Victorian mother and the modern potentially independent women was to be absorbed, as Mrs. Ramsay is, by the task of being mother and wife. Her reason for existing was to complete the man rather than to exist in her own right. Mrs. Ramsay certainly sees this role for herself and is distributed when she feels, momentarily, that she is better than her support to feel good about himself and the life choices he has made. Yet the end of the Victorian era saw the rise of women to excel without men or children. Adrinne Rich, in of women Born, says To the Lighthouse is about Virginia Woolf’s need to understand her own mother and to prove, through the character of Lily Briscoe, that a women can be independent of men, as Mrs. Ramsay is not.

        The issue of the change from one concept of womanhood to another is not as simple as the newer generation revolting against the older; at the same time that Mrs. Ramsay’s daughters hope to be different for her beauty and power. Prue, the eldest daughter, proudly watches Mrs. Ramsay as she descends the staircase and feels” what an extraordinary stokes of fortune it was for her to have her.”  Although this is the closest we come to knowing the thought and feeling of Prue, from others perspectives, we gather that she follows in her mother’s footstep and dies in childbirth. Does this signify the death of the old vision of womanhood? Or does it have more to do with the particular strength of Mrs. Ramsay? Perhaps it signifies the futility of the daughter who trying to imitate exactly the path of the mother.

     Mrs. Ramsay, who is identified as the ‘angel of the house’, cannot be separated from the actual physical house we see the conventional usage of feminism’s challenged. Woolf’s work challenges represented the social relationship between men and women; it is shown in the novel To the Lighthouse. In this novel Lily Briscoe and Mrs. Ramsay are the main female character. To the Lighthouse is fascinated by women, and Woolf’s To the Lighthouse asks the question of the sexuality of women, and questions the women’s role within the family. Lily does represent Woolf’s ‘ideal women’ and Mrs. Ramsay in direct contrast is portrayal (as I say before) as the ‘angel of the house.’ Woolf attempts to show these differences that to be a man or woman pure and simple, one must be women manly or man womanly, through the portrayal of Lily and Mrs. Ramsay and through Mr. Ramsay and Mrs. Ramsay. Woolf believed that patriarchy always tried to silence and repress the women and women’s humanity…, and shows these qualities in direct contrast to Ms. Ramsay, and his masculine rationality that has reason, order and lucidity. In keeping with Woolf’s ‘angel of the house’ figure, Mrs. Ramsay is projected more as a symbol as the ‘earth mother’ than as an individual, as she is never called by her first name, she represents an era of Victorian values and Lily Briscoe represents the feminist figure as she rejects irrational chaos and fragmentation, which has come to represent feminity. 

    This is shown more dearly Charles Tansley’s treatment of Lily is sensitive about the role of women and feels constantly pressurized by Mrs. Ramsay into the sensation she has when he is around , that he is constantly deprecating her work by saying “women can’t write, women can’t paint.’ Though creating Lily, Woolf is representing a different kind of women; she is investigating the variety of experiences accessible to women. Mrs. Ramsay’s character at times does seem confused on one hand she is trying to marry out people off. Her moods, responses and the slant she puts on the interactions between them all, move around and differ. As her defined role of wife and mother to every one, Mrs. Ramsay believes she is there to care for others, harmonize every one, and marries people off and protected by men. 

      She also believes that women are there to protect the men to nature their egos, and to smooth over any awkward moments. Woolf does highlight the absence of women from higher education through oppressive protocol within To the Lighthouse; this does enforce the difference of gender roles. The male figure within the novels is educated, is studying for degrees and admires each other for their academic achievements. Science within the novel is seen objectively, and is portrayed as a masculine image. Mrs. Ramsay’s gender roles are shown in soft response to Mr. Ramsay who emerges as a heroic tyrant and appear to represent the ‘typical male’. He is compared to sharp instruments, knives, axe, poker with which his son wants to hit him. 

    The language the surrounds Mr. Ramsay is assertive, opinionated, slightly patronizing and show his philosophical prowess. He reached the level of ‘ordinary experienced’; as lily calls it: he feel simply; ‘that’s a chair, that’s a table’, however in Mr. Ramsay’s term he has manage to reach Q, but not R. the use of the alphabet shows the male mind; logical, chronological and liner but also child like.

Works Cited:

<https://www.shmoop.com/to-the-lighthouse/window-symbol.html>.

<https://www.shmoop.com/to-the-lighthouse/window-symbol.html>.

Komal, Bhalani. Criticall appreciation of the novel. 24 november 2011. 3 november 2018 <http://bhalanikomal212011.blogspot.com/2011/11/critical-appreciation-of-novel.html?m=1>.

moses, hillary. time passes Virginia Woolf To The Lighthouse. 28 july 2012. 3 november 2018 <https://hillarymohaupt.com/2012/07/28/time-passes-virginia-woolfs-to-the-lighthouse/>.