Wednesday, 28 November 2018

Chimamanda Ngozi Adichie

Sunday Reading: Talks by Chimamanda Ngozi Adichie

 This Blog is a part of Sunday Reading task given by teacher to know about the Novelist  Chimamanda Ngozi Adichie and we have to discuss three videos given below. 


Here is the Link of the First Video  :-Click Here ! 
 
In this video she talked about the danger of single story which all have. and all belives the in their single story till they don't  know about the whole literature and world. everone have their own true stories.
 she talked about how was she in her childhood , bright and creative. when she started to write the effect of her reading British story in her writing.she wrote about white people. than she read African writers . but the British stories opened the world of imagination. till this she thought there was no one for this in African literature.

Here is the Link of the second video :-Click Here !

In second video she talks about faminism. she tells some incidents from her life and how others looks at a faminist or faminism. she talks about the quality of man and woman. there is only difference in the body of them. a woman can also do as much things which a man can. we should change our mindset. she talked about raising girls and giving them everything which a boy gets in this patriarchy.

Here is the link of the Third Video :- Click Here !

In third video is on well known term Post truth and truth. we all belives in the truth which was said by some political leaders. we should search truth in order to live life healthy. because if we believe in every word which they say we may lead to the downfall of democracy or an individual one.

Tuesday, 13 November 2018

Sem-3 paper-12 assignment

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Name: Joshi Riddhi
Topic: What are the strategies for learners to learn English language?
Roll no: 30
Paper no 12:ELT
M.A: Sem-3
Enrolment no. : 2069108420180028
Year: 2017-19
Submitted to:
S.B. Gardi Department of English
Maharaja Krishnakumarsinhji
Bhavnagar University


English Language Learners (ELL) are a growing student population. As they take up a larger and larger percentage of classroom students, it means that educators need to become skilled in accommodating and reaching these students.
However, unlike ESL teachers who have intensive training on how to reach these students, classroom teachers receive very little training concerning how to properly accommodate these new English speakers within their classrooms. This can create a difficult situation for both the teacher and the ESL student. 
It can be challenging to address the needs of ELL students within the same classroom, as they can each differ in their first language, as well as in the degree of their English language skills. When you teach a lesson, you don’t know how much your ESL students can retain. Therefore, the key to meeting the needs of English Language Learners is to plan lessons that are accessible to a wide range of students and that utilize language-focused instruction.
Six Tips to Accommodate the Needs of English Language Learners
Vocabulary and Language Development
Teachers introduce new concepts by discussing vocabulary words key to that concept. Exploring specific academic terms like “algorithm” starts a sequence of lessons on larger math concepts and builds the student’s background knowledge.
When introducing new vocabulary or academic vocabulary, it’s important to do so with visual aids to help ESL students understand what the new words mean. In order to build the vocabulary of your ELL’s, they should be provided with opportunities for word learning through wide reading, exposure to high-quality oral language, the promotion of word consciousness, explicit instruction of specific words, and modeling and instruction in independent word learning strategies. 
Guided Interaction 
Teachers structure lessons to enable students to work together to understand what they read—by listening, speaking, reading, and writing collaboratively about the academic concepts in the text. By working collaboratively, ELL students can work off of other students to help them comprehend and learn what is being asked of them.
Explicit Instruction
Utilize clear instructions or direct teaching of concepts, academic language, and reading comprehension strategies to complete classroom tasks. Explicit instruction refers to task-specific, teacher-led instruction that overtly demonstrates how to complete a task and can be used to teach students both basic and higher-order reading skills. 
This will help ESL students to understand what is being asked of them by providing them with clear, specific, and easy-to-follow procedures as they learn not only a new skill or strategy but also the language associated with it. 
Real World Examples & Context-Based Learning
Context-Based Learning refers to the use of real-life and fictitious examples in teaching environments in order to learn through the actual, practical experience with a subject rather than just its mere theoretical parts.
This way of learning can help ELL’s immensely by providing them with concrete examples with which to comprehend the learning content presented to them in English. As well, implementing students’ interests and real-life examples helps them to gain interest in the subject matter.
Research shows that when students are interested in something and can connect it to their lives or cultural backgrounds, they are more highly motivated and learn at a better rate.
Graphic Organizers & Modeling
Visual learning is extremely helpful to all students, and especially ELL learners. It provides clues and visual cues to the language context to help English Language Learners grasp concepts, thereby making the content more accessible to the students.
Visual aids used in the classroom are essential for English language learners. Visual aids provide a different form of explanation and provide the students with information that they may not have understood if it was presented to them in written or spoken form.
If a student cannot read or understand spoken English, drawings, videos in their native language, graphs, etc. help the students immensely in learning the content that is presented to them. You can implement a variety of visual aids, such as graphic organizers, pictures, diagrams, and charts.
Authentic Assessment
Teachers model and explicitly teach thinking skills (metacognition) crucial to learning new concepts. With authentic assessments, teachers use a variety of activities to check students’ understanding, acknowledging that students learning a second language need a variety of ways to demonstrate their knowledge of concepts that are not wholly reliant on advanced communication skills.
Just because a student doesn’t have a firm grasp of the language, doesn’t mean that they don’t grasp the learning concept. Therefore, allowing ESL students other outlets to show their knowledge can help them succeed in the classroom. 
Examples of some authentic assessments include performance-based assessments, project-based assessments, criterion-referenced assessments, and methods that allow students to show and practice knowledge in non-language dependent ways such as Venn diagrams, charts, drawings, mind maps, and PowerPoint slides. 
There are many, many different accommodations available for your students. 
However, all of these accommodations aren’t equal.
What works for one student may not work for another…
and what worked at one point in time may lose its effectiveness over time.
This is why it is so important to continually evaluate your teaching and your students’ learning. This will help you know whether your accommodations and modifications are effective or not. 
During this evaluation, it’s important to solicit and consider student feedback. If your student doesn’t feel like the modifications are helping, then it’s time to try something new.
It’s also great to use your colleagues as the valuable resources they are. Tap into the knowledge of your school’s ESL teachers and discuss the subject with your fellow teachers. Most teachers will have experiences of accommodating ESL students and will have ideas and examples of accommodations that they’ve used successfully.
Keep in mind that the ultimate goal of your instructional accommodations is to make the learning process easier for your ELL students.
Put forth the time and effort necessary to carefully select effective accommodations and you will see how these small changes can make a world of difference!

Work cited:
https://resumes-for-teachers.com/blog/english-second-language/six-strategies-meeting-needs-english-language-learners-ell/

Sem-3 Paper-11 Assignment

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Name: Joshi Riddhi
Topic:Theme of Midnight’s children
Roll no: 30
Paper no 11: Post-Colonial Literature
M.A: Sem-3
Enrolment no. : 2069108420180028
Year: 2017-19
Submitted to:
S.B. Gardi Department of English
Maharaja Krishnakumarsinhji
Bhavnagar University


Summary:
Saleem sinai begins by mentioning his date of birth: August 15th, 1947. This is the same day that India gained its independence from the British Empire. Even though this story is his autobiography, Saleem begins his tale in earnest nearly thirty years prior to his birth.
His grandfather Aadam Aziz just returned to India after becoming a doctor in Germany. He falls in love with a patient named Naseem.  He can only see one part of her body at a time due to her father's strict rules about preserving her modesty.
Book One: Mercurochrome
Aadam and Naseem fall in love and are soon married. They soon realize that they are a bad match, but they remain together. Aadam begins to wither away while Naseem, who now goes by Reverend Mother, gets more robust and powerful with each child she bears.
Book One: Hit-the-Spittoon
Reverend Mother continues to become more angry and resolved, and Aadam falls in line politically behind Mian Abdullah. He and his personal assistant Nadir are the victims of an assassination attack, though Nadir is able to get away. He is permitted to hide in Aadam's basement.
Book One: Under the Carpet
Aadam's second child, Mumtaz, falls in love with Nadir. Because Nadir is in hiding, though, he and Mumtaz have a secret marriage. They live together in the Aziz household's basement until Mumtaz becomes ill. Her father does a physical and discovers that she is still a virgin even after two years of marriage. Nadir runs away and divorces Mumtaz, but she soon becomes interested in Ahmed Sinai. The two get married, and Ahmed changes Mumtaz's name to "Amina."
Book One: A Public Announcement
Like her parents, Amina does not have a healthy marriage with Ahmed. Still, she tries to make herself fall in love with her husband. She soon becomes pregnant. One day, she saves a man from being killed by a Muslim-hating crowd, and he tells her that his cousin will tell her son's future.
Book One: Many-headed Monsters
Anima follows the man she saved to his cousin, and the mystic prophesies that Amina's son will be the same age as his homeland, and that noses and knees will be important. He also vaguely details different events in the child's life that will be significant.
Book One: Methwold
Amina and Ahmed move into a grand estate owned by William Methwold. He instructs that his Indian tenants use proper English manners and habits. Though the tenants are angry about having to use Western customs, things like kitchen appliances and cocktail hour become second nature to them.
Book One: Tick, Tock
Amina goes into labor and has her son at midnight on August 15th, 1947. In the next room, another woman has a child at the exact same moment. Mary Pereira, a midwife at the clinic, sees a chance to impress her revolutionary lover and switches the name tags on the two baskets. Amina and Ahmed leave the hospital with Saleem, the narrator, while their true biological child, Shiva, is raised in the slums by a poor singer.
Book Two: The Fisherman's Pointed Finger
Mary, feeling bad about her sin, devotes herself to being Saleem's nanny for the rest of her life. She is like a mother to him. Ahmed, though, makes some bad investments, and the government freezes his assets. Saleem's sister, Brass Monkey, is conceived during this time before Ahmed becomes too cold and distant for Amina to reach.
Book Two: Snakes and Ladders
Though Mary is devoted to raising Saleem, she is still in love with her revolutionary lover. However, he is murdered by the police while trying to blow up a nearby clock tower.
Book Two: Accident in a Washing-chest
Saleem, feeling the pressure of being the first-born son, begins to hide in the washroom when he gets older. One day, he accidentally sees his mother undress while hiding. She catches him and punishes Saleem to one day of silence. It is during that day that Saleem begins to hear thousands of voices in his head. When he tells his family that the voices are divine, he is chastised for being sacrilegious.
Book Two: All-India Radio
Saleem realizes that the voices belong to every person in India. When he focuses, Saleem can narrow in on the children who were born in the first hour of India's independence -- the children of midnight. They also have magical powers that vary in strength based on how close they were born to midnight. He also learns that Amina and Ahmed's biological son, Shiva, has powerful knees that are able to kill humans with their strength.
Book Two: Love in Bombay
Saleem falls in love with an American girl, but she doesn't pay him any attention. He tries to impress her with his newly-found bicycle skills, but she is more interested in a riot that is occurring nearby. Saleem becomes angry, so he uses his mental powers to push into the girl's mind to try and find out why she doesn't like him. She can feel him intruding, and Saleem discovers that he can dig deep into people's minds.
Book Two: My Tenth Birthday
Saleem laments his birthday. He knows that 1,001 children were born at midnight ten years earlier, but only 581 children lived to see their tenth birthday with him. Ahmed is becoming more despondent as he continues to lose money, regardless of how hard he tries.
Book Two: At the Pioneer Cafe
Saleem uses his mental abilities to follow Amina around the town. He discovers that she is having an affair with Nadir. He also introduces himself to Shiva, the boy whose life he was supposed to have. Shiva is angry and aggressive, and he wants to rule the children of midnight with an iron fist, though Saleem wants to do otherwise.
Book Two: Alpha and Omega
At a school dance, Saleem gets the tip of his finger cut off. His parents race him to the hospital for surgery. When the doctors ask for blood, Amina and Ahmed try to donate theirs. But the doctor informs them that Saleem is not a match for either parent.
Book Two: The Kolynos Kid
Ahmed, angry with the revelation that Saleem is not his, sends Saleem away for a few months. He lives with his filmmaker uncle and movie-star aunt. He is attracted to his aunt, and he gropes her one day while she is crying. The two send Saleem back to his parents.
Book Two: Commander Sabaarmati's Baton
When he comes back, Saleem's little sister, Brass Monkey, is the new favorite of the family. Saleem then learns that his neighbor's wife is having an affair. He feels betrayed since his mother was having an affair, so he arranges things such that the affair would be discovered. The neighbor shoots and kills his wife and her lover.
Book Two: Revelations
Everything is fine until Mary, still grieving about her actions, admits to switching the children at birth. She runs away from the family and leaves their lives in ruins.
Book Two: Movements Performed by Pepperpots
Amina, Saleem, and Brass Monkey move to Pakistan after Ahmed becomes a violent drunk. They live with Amina's sister Emerald, and they are the poor disgrace of the family. At Brass Monkey's fourteen birthday party, she sings for her guests. They are amazed at her voice, and everybody starts to call her "Jamila Singer," her real name.
Book Two: Drainage and the Desert
Amina, Saleem, and Brass Monkey are called back to India four years later. Saleem then gets a serious sinus infection, and his parents make him undergo surgery to get them cleared. He realizes that he has lost his power of telepathy, but in its place is a powerful sense of smell.
Book Two: Jamila Singer
All four family members move to Pakistan to start a new life. Jamila becomes famous as a singer, and Ahmed enjoys moderate success making bath linens.
Book Two: How Saleem Achieved Purity
The Sinais' happiness in Pakistan is short-lived. India invades Pakistan and begins to bomb the city where the Sinais live. All of Saleem's family is killed except for Saleem and his sister during an air raid. A spittoon flies through the air and hits Saleem on the head, and he loses all of his memory.
Book Three: The Buddha
After a time jump, Saleem is in the Pakistani army. He memory and identity are still lost. The army uses his super sense of smell like they would a dog's, and Saleem becomes disillusioned with his orders to constantly kill Indians.
Book Three: In the Sundarbans
Saleem leads a group of young soldiers to the jungle. The trip is harrowing as they nearly die and come into contact with ghostly spirits. However, Saleem finds his identity in the forest.  He tells his entire life story to his four young companions. Their attempt to escape the jungle leaves the other four members of his group dead.
Book Three: Sam and the Tiger
Saleem returns to Pakistan and meets Parvati-the-witch, one of the children of midnight whom he knew when he was younger. Using her magic, Parvati smuggles Saleem back into India.
Book Three: The Shadow of the Mosque
Once back in India, Saleem goes to live with his one remaining uncle. His uncle, who works for the Indian government, receives a folder that looks suspicious to Saleem. He is soon kicked out for not being devout enough, so he returns to the slums and lives with Parvati and her father figure, Picture Singh. Parvati urges Saleem to marry her, but he refuses constantly.
Book Three: A Wedding
In retaliation to Saleem's rejection, Parvati uses her magic to summon Shiva, Saleem's midnight twin, and becomes pregnant with Shiva's child. Shiva, who is violent to begin with, becomes even more violent until Parvati breaks the curse she has over him. He leaves immediately, and Saleem marries Parvati so her child is not raised without a father.
Book Three: Midnight
The prime minister of India, who believes in magic and mysticism, has heard about the children of midnight. She uses Shiva to capture and torture Saleem into telling the government the names of all the children of midnight. Once they are all compounded, the prime minister has all the young men and women sterilized. She knows surgery will cause them to lose their powers. She also doesn't want any of their children rising up and trying to take her down with their own powers.
Book Three: Abracadabra
Because Parvati had died when Saleem was captured, he and Picture begin raising Parvati's son by themselves. They make a trip to Bombay and visit a nightclub so Picture can challenge a snake charmer to a match. Saleem finds out that the food he's eating is made locally, so he goes to the pickle factory. When he arrives, he is greeted by his nanny, Mary Pereira. She takes care of him and his son while the sickly Saleem writes his memoirs.

Naming as an Identity                                                          
Midnight’s Children has strong ties with the idea that naming creates identity. The majority of names in the novel allude to the archetype that the character resembles. Saleem’s grandfather Aadam, for example, alludes to the Biblical Adam who was the first man. Saleem’s grandmother takes on the name Reverend Mother after she becomes engulfed in her religious identity. The women in the novel change their name after getting married, essentially leaving their unmarried identity behind and becoming a new person in union with their husbands. For a while, Saleem even forgets his own name during a time when he is not particularly proud of his actions. He has lost his moral compass and has therefore lost the name which gives him meaning and direction.
Post-Colonialism
Before becoming an independent nation, India was under the rule of the British Empire. The British used their influence to erase the customs of India and impose their own culture and morality. The Indians, however, found it difficult to recall their own culture. Many cast aside the “old ways” of polytheistic religion and ornate ceremonies, and instead tried to veer the country to follow Western culture. Others tried to return to their customs but were caught identity crisis. The shadow of the British Empire still clouded India’s vision, making it difficult to move forward with their own identity. Characters like William Methwold and Evie Lilith Burns served as reminders of how white characters were able to make Indians feel subservient and out-of-place in their own country.
The Unreliability of Oral Storytelling
Midnight’s Children is told entirely through the voice of Saleem, who is recalling the mystical events of his life on his deathbed. He expects Padma, who represents the readers, to completely believe the series of events that comprise his life, which is difficult because his story is filled with supernatural occurrences set against a realistic world. Yet at the same time, there are moments in the novel when Saleem admits that he might have forgotten a date or mixed up a series of events due to his failing mental health. This puts the reader in a difficult position: they can either fully believe Saleem’s occultish story and forgive his slights of memory, or they can take everything Saleem says with a grain of salt. Either way, Saleem’s authority as a reliable narrator is undermined through both magical realism as well as his admission of mixing up dates and events.

Mythology and the Epic Story

Hindu, Christian, Greek, and other religious mythologies are Saleem’s props that lend credence to his elaborate tale of India’s creation. He sets his grandfather up as a progenitor by comparing him to the first man in Christian mythology, Adam. With respect to his “evil” counterpart, Shiva, he conjures the Hindu god to compare Shiva’s position as a major player in the story with the god’s own influence on people’s lives. The same goes for Parvati, who represents the caring and motherly form who has a strong control over Shiva as well as everyone else in India. Throughout his story, Saleem makes connections between himself and Scheherazade, the storyteller from One Thousand and One Nights. To set up his story as an epic adventure, he uses classic traditions from Homer’s The Odyssey as a way to draw further parallels to his own journey to find himself.

Boundaries and Borders

From the moment that England breaks ties with India, India is given autonomy and independence. In theory, this means that India should have finite, indisputable borders. Midnight’s Children takes a different approach, saying that boundaries and borders are often more blurred than one might think. This is seen in the characters time and again -- for example, the struggle for presence between Aadam and Reverend Mother. Saleem is able to surpass the boundaries of his body by telepathically shoving himself into someone else’s brain. In the national sense, the impermanence of borders is apparent even at the beginning of India’s independence when these countries decide to create new borders, separating Pakistan from India. The only problem with this is that these borders were unable to separate Hindus from Muslims as they were intended to do.

Racism and Sexism

Left over from colonialism is the idea that white skin is desirable and pure. While the Western characters exhibit these ideas more prominently, the ideas seep through to the Indian characters. Saleem’s father’s cousin relays these racist thoughts when she begins harping on other dark-skinned Indians. When Jamila Singer appears in public, she is covered in a white silk chadar to symbolize her purity. Sexism is also prevalent in the novel, with many male characters (even Saleem) ignoring women’s autonomy and identity. Both Amina and Parvati accept their new first names after becoming married, and neither Sonny nor Saleem respect Brass Monkey’s and Evelyn’s insistence that they don’t want to be in a relationship with boys who are pursuing them. Instead, the boys doggedly pursue the girls regardless of what the girls want.

Class and Social Structure

It is impossible to overlook Saleem’s journey through India’s different social structures. Saleem begins his life in an upper-middle class family, enjoying a beautiful home and having enough money to be comfortable. Their wealth is created from their capitalistic lifestyle, left over from British Imperialism. But as soon as Saleem’s parents split up, his social standing is significantly lowered to the point where he, his mother, and his sister are recognized as the needy relatives. Once India enters the war, Saleem loses all hopes of ever belonging to “respectable” society and instead lives in the slums, spreading the word about how a communist government would be more inclined to help the poor break free from their squalor. All these different parts in Saleem’s life are representative of the vast differences in class and social structures present in India.

Work cited:
https://www.gradesaver.com/midnights-children/study-guide/summary
https://www.gradesaver.com/midnights-children/study-guide/themes


Sem-3 Paper-10 Assignment

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Name: Joshi Riddhi
Topic: Characters in “Mourning becomes Electra”
Roll no: 30
Paper no 10: American Literature
M.A: Sem-3
Enrolment no. : 2069108420180028
Year: 2017-19
Submitted to:
S.B. Gardi Department of English
Maharaja Krishnakumarsinhji
Bhavnagar University

Brigadier General Ezra Mannon
Ezra Mannon is the son of Abe, brother of David, husband of Christine, and father of Lavinia and Orin. He is a handsome and stately man with the classic Mannon mask-like expression. He has a problematic relationship with his son, is very close to his daughter, and wishes to have a deeper relationship with his wife. Ezra is beloved by the townsfolk although the Mannons are considered a very curious family. He was estranged from his brother because David sired a child by a French nurse, and refused to help the woman when she needed money. Thus, his discovery of Adam Brant's true identity as the son of Marie Brantome causes him to despise the man even more than he did just knowing Christine loves him. Christine and Adam conspire to kill Ezra by replacing his heart medication with poison.
Christine Mannon
Christine is Ezra's wife and mother to Lavinia and Orin. She is stunningly beautiful and sensuous woman who falls into a romantic relationship with Adam Brant. Christine possesses an unhealthy affection for her son but hates her daughter, who reminds her of her grotesque wedding night with Ezra. Christine plots, schemes, lies, and manipulates to get rid of Ezra, preserve her relationship with Brant, and protect her secrets. She commits suicide after Brant's murder.
Lavinia Mannon
Lavinia, the daughter of Ezra and Christine and sister to Orin, is initially a thin, dour young woman. She loves her father excessively and despises her mother, especially when she discovers her mother's relationship with Brant and when Christine tries to manipulate Orin. After her parents' deaths she experiences a sexual awakening on a trip to the South Sea Islands, but has trouble retaining that joie de vivre when she returns to the Mannon home and Orin's mental illness and despair over Christine's death make him want to expose the family secrets and ruin Lavinia's chances for love with Peter. After Orin commits suicide, Lavinia realizes she has to live alone in the Mannon house for the rest of her days and put the curse to rest.

Orin Mannon

The son of Ezra and Christine and brother of Lavinia, Orin is a newly-returned soldier of slight build and sternness of demeanor. He has an unhealthy fixation on his mother and hates his father; he vacillates between loving his sister and accusing her of terrible things. The mental perturbations he suffered in the war haunt him throughout the play and intensify his reaction to his mother's death and Lavinia's sexual behavior. Although he knows he should marry the pure Hazel, he is so racked with guilt over his assumption that he was to blame for his mother's suicide that he sexually propositions his sister so she will never leave him. When she refuses and he realizes what he has done, he shoots himself.

Captain Adam Brant

A clipper ship captain and a handsome, roguish man. He is the son of David Mannon and the French nurse Marie Brantome, Adam nurses a hatred of the Mannon family for the way they treated his mother. He falls in love with Christine, though, which is a way to revenge himself on Ezra. After she convinces him that they must rid of Ezra, he procures the poison that kills the man. He is later murdered by Orin with Lavinia's aid.

Peter Niles

A friend of Orin's and brother of Hazel, Peter works in the US Artillery corps. He is kind and family-oriented; he loves Lavinia and wishes to marry her, but her shocking behavior at the end of the play and her insistence that she is bad for him eventually convince him otherwise.

Hazel Niles

Peter's kind and beautiful sister. She is in love with Orin and he, in turn, is entranced by her purity, but Orin rejects her because he is too tortured by the war and the events within the Mannon household.

Seth Beckwith

A trusted handyman of the family. Seth is loyal to the Mannons, particularly Lavinia, and helps her when she requests it. He seems to be a leader of the townsfolk and can often be found singing "Shenandoah."

Marie Brantome

A beautiful and vivacious French Canuck nurse who took care of Abe Mannon and fell in love with his son David. She gave birth to Adam Brant and took care of him on her own after David spiraled into drunkenness and violence. She struggled at the end of her life and asked Ezra for help but he refused; she died in her son's

Abe Mannon

The patriarch of the Mannon family. He is father to David and Ezra, grandfather to Lavinia and Orin. He is a stern Puritan figure, unyielding in his ideas of rightness and rectitude. He expels David from the family after his affair with Marie is discovered.

David Mannon

Ezra's brother and Abe's son, David falls in love with Marie and sires Adam Brant. His exile from the family ruins his life and he turns to drink. He beats his wife and quarrels with his son.

The Chantyman

A drunken singer whom Adam Brant meets right before his death. He complains about his money being stolen, sings snippets of songs, and asks Brant to take him on his next trip. Brant considers the man's singing of a dirge a bad omen, which it certainly is.

Amos Ames

A friend of Seth's and a local carpenter. Amos is portly and gossipy and is married to Louisa.

Louisa Ames

Amos's wife and a woman prone to malicious gossip.

Minnie

Louisa's cousin, a rather silly and gossipy woman.

Josiah Borden

The manager of the Mannon shipping company.

Emma Borden

Wife of Josiah.

Doctor Joseph Blake

The kindly but opinionated elderly physician who attends to Ezra's body. He admires the General greatly and does not tolerate criticism of him.

Everett Hills

The Congregational minister. He is prosperous, self-important, unctuous, and timid.

Mrs. Hills

The minister's wife.

Joe Silva

A Portuguese fishing captain with a loud voice, portly body, and dark hair. A friend of Seth's.

Ira Mackel

An elderly farmer and friend of Seth's.

Abner Small

A hardware clerk with a raspy voice, thin frame, and bright eyes. He takes a bet to stay in the empty Mannon house but is too afraid of ghosts to last long.
Work cited:
https://www.gradesaver.com/mourning-becomes-electra/study-guide/character-list


Sem-3 Paper-9 Assignment

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Name: Joshi Riddhi
Topic: Theme in “To the Lighthouse”
Roll no: 30
Paper no 9: Modernist Literature
M.A: Sem-3
Enrolment no. : 2069108420180028
Year: 2017-19
Submitted to:
S.B. Gardi Department of English
Maharaja Krishnakumarsinhji
Bhavnagar University




Ephemerality
Few novels capture the ephemeral nature of life as poignantly as Virginia Woolf's To the Lighthouse. Reality, when conceived of as a collection of fleeting moments, seems as chaotic and fluid as ocean waves. Each of the main characters struggles with this realization, and they all grasp for symbols of permanence and stability despite their understanding of the transience of experience. Mrs. Ramsay, consumed by a need to connect herself to lasting experiences, looks to the pulsating glow of the Lighthouse to unite her experience with a sense of endurance. For her, the steady stroke of the Lighthouse light represents stability and permanence. For this reason, she connects herself to it, unites herself with it, in the hope of gaining a similar sense of connection both to her present and to eternity. In fact, she seeks not only to unite herself with the permanent objects in the physical world, but also to unite her friends, family, and guests in the creation of lasting beauty.
Whereas Mrs. Ramsay's search for permanence lies in the emotional realm of experience, her husband's is based entirely in the intellectual sphere. He longs to transcend his own lifetime with an important philosophical contribution, yet feels practically certain that this goal is unachievable. Lily Briscoe suffers from a similar fear that her paintings will be thrown into the attic, never to be fully appreciated and never to make a lasting impression.
By the culmination of the novel, however, Lily is able to surrender this need for permanence and meaning, and she is thus finally able to fulfill her artistic vision. This final scene suggests that Lily can only achieve a sense of fulfillment because she is able to relinquish her need for a permanently significant existence. She finally embraces the ephemeral nature of the countless experiences that constitute a lifetime.
Subjective Reality
The omniscient narrator remained the standard explicative figure in fiction through the end of the nineteenth century, providing an informed and objective account of the characters and the plot. The turn of the 20th century, however, witnessed innovations in writing that aimed at reflecting a more truthful account of the subjective nature of experience. Virginia Woolf's To the Lighthouse is the triumphant product of this innovation, creating a reality that is completely constructed by the collection of the multiple subjective interiorities of its characters and presented in a stream-of-consciousness format. Woolf creates a fictional world in which no objective, omniscient narrator is present. There is a proliferation of accounts of the inner processes of the characters, while there is a scarcity of expositional information, expressing Woolf's perspective on the thoughts and reflections that comprise the world of the Ramsays.
Time is an essential component of experience and reality and, in many ways, the novel is about the passage of time. However, as for reality, Woolf does not represent time in a traditional way. Rather than a steady and unchanging rhythm, time here is a forward motion that both accelerates and collapses. In "The Window" and "The Lighthouse," time is conveyed only through the consciousness of the various characters, and moments last for pages as the reader is invited into the subjective experiences of many different realities. Indeed, "The Window" takes place over the course of a single afternoon that is expanded by Woolf's method, and "The Lighthouse" seems almost directly connected to the first section, despite the fact that ten years have actually elapsed. However, in "Time Passes," ten years are greatly compacted into a matter of pages, and the changes in the lives of the Ramsays and their home seem to flash by like scenes viewed from the window of a moving train. This unsteady temporal rhythm brilliantly conveys the broader sense of instability and change that the characters strive to comprehend, and it captures the fleeting nature of a reality that exists only within and as a collection of the various subjective experiences of reality.
The Presence of the Lighthouse
The Lighthouse is distant, old, and set against a landscape that fades to the farthest horizon, encompassing the length of visible space. This is a majestic image of a pillar of presiding stability and constant observation. It is a presence that extends beyond the physical and chronological boundaries of the Ramsays and their world, observing them and illuminating the rooms in which the contents of their minds are bared.
The Lighthouse offers a life force to Mrs. Ramsay and her family, propelling both the plot (the novel opens with the conflict surrounding James's desire to go to it) and the streams of consciousness that ensue. It has a clear and significant presence in this world, yet it is inanimate, not conscious, and it is a figure characterized by its distance from the immediate events of the novel. It seems somewhat elusive and intangible, having indistinct boundaries and features. The setting of the Lighthouse recedes into a realm "uninhabited by men" and therefore signifies a realm and life force that the characters cannot enter themselves. It is distant, intangible, and elusive.
Yet its qualities are permanent and everpresent. The Lighthouse is Mrs. Ramsay's source of stability and permanence, and it is the force that defines and joins the members of the Ramsay family. It is even present in their home during the ten years that the family is not there--presiding over the abandoned house.

Art as Unity and Permanence

In the novel, art is defined by Lily (the novel's central artist) as something able to unify disparate elements into a cohesive whole. When she looks at her canvas, awaiting the fulfillment of her vision, she contemplates how she will incorporate several people and objects into the work in order to create a unified and singular product. This goal, she believes, is the responsibility of the artist, and her artistry represents her way of finding a sense of meaningful permanence in her existence.
Unity is also directly associated with permanence in the novel. Mrs. Ramsay's most active desire is to create moments of complete connection and unity between people. At her dinner party, she is disturbed by the lack of cohesion, and it is not until a fleeting moment when everyone seems to merge and assimilate into a single unit that she feels fulfilled. Such moments provide her with a sense of stability and endurance, for she knows that they will continue to exist in the memories of others even after she is dead.
In Mrs. Ramsay's preoccupation with cohesion, and in the connection between cohesion and art, Mrs. Ramsay herself comes to be a sort of artist. Lily acknowledges this figuration near the end of the novel, creating yet another connection with the deceased woman.

The Dichotomous Representation of Water

Waterhas a great role throughout the novel, in particular as the characters spend a great deal of time looking at the sea that separates the Ramsay's summer home from the Lighthouse. The symbolism of the water is complex, however, for it seems to represent both permanence and ephemerality. Mrs. Ramsay enjoys listening to the waves beating against the shore. The rhythm is steady and constant, serving as a symbol of consistency and eternity. She learns to depend upon this sound, and it soothes her, providing a deep sense of stability.
Yet water also represents a destructive and erosive force. As Mr. Ramsay stands outside viewing the sea, he reflects that the piece of land beneath his feet will one day be completely worn away and consumed by the sea. In this sense, the sea is a constant and eternal force that magnifies its effects over time and ultimately proves the ephemerality of whatever it touches.

Time

Time is one of the major themes of To the Lighthouse. Most of the adult characters fixate on the concept of time in one way or another. Mrs. Ramsay cannot help but notice that the present moment becomes the past, and she seeks objects in the external world to ground her in the moment. She also frets endlessly about how time will change her children's lives. She does not want James and Cam to grow up, for she knows that they will inevitably suffer. In essence, she wishes to stop time for her children, allowing them to be young and carefree forever.
Mr. Ramsay is obsessed with the future and, more specifically, the future of his career. He desperately longs to achieve greatness as a philosopher, but is almost certain that he will not, and he is preoccupied by envisioning the future and predicting whether or not he will be recognized and remembered. He is grief-stricken with the notion that no one will read his books after he has gone, and he laments the fact that young scholars are not interested in his work because they are, after all, the future leaders in the field.
Lily Briscoe is also preoccupied with time, but her fixation changes shape over the course of the novel. Originally, she shares similar concerns with Mr. Ramsay, wondering if her paintings will amount to anything and whether anyone will ever see them. By the final section of the novel, however, her thoughts are located more in the past and in her memories of Mrs. Ramsay. It is partially the effect of these memories that propels her forward and brings her vision into focus.

The Subversion of Female Gender Roles

Many of the women in To the Lighthouse either overtly or silently subvert conventional female gender roles. Lily Briscoe, for example, has no desire to marry, but rather wants only to dedicate herself to her work (much like Mr. Ramsay and Mr. Bankes). She is independent and self-sufficient, and she is able to disregard Mr. Tansley's chauvinistic comments about women being unable to paint. Despite Mrs. Ramsay's persuasion, she holds her ground throughout the novel, refusing to become any man's wife. These choices and ideas were very unconventional in the early 20th century.
Three of Mrs. Ramsay's daughters (Nancy, Rose, and Cam) also silently reject the life that their mother chose for herself, in all of its domesticity. They know that they want their lives to be different and more complex than what they perceive as the limited realm of wife-mother, and they are headstrong and adventurous.
Moreover, the novel promises only misfortune for the women who accept the roles carved out for them. Mrs. Ramsay dies unexpectedly at a relatively young age. Prue, shortly after getting married, dies as a result of childbirth. Even Minta, who had been a somewhat unconventional lady, suffers in her marriage, for Paul leaves her for another woman. The novel seems to punish the women who accept positions as wife and mother, while it abounds with young women who are sure that they want a different existence.
These are the themes which we referred in “to the lighthouse” text.

Work cited:
https://www.gradesaver.com/to-the-lighthouse/study-guide/themes

Thursday, 8 November 2018

Morden symbols in various short poems

The Embankment- T.S.Hulme
  In the pem The Embankment by Hulme we find the modern symbol ,as  modernism has negative to e this poem also have that tone. The symbols are:
(1)Gold heels on the hard pacement
(2) The old stare-eaten blanket of the sky
Here we find nostalgia one of universal human Laws.

Darkness-Joseph
Very title is about darkness which symbol off something like downfall. And the symbol off hope is stare but it is no longer. As toilet says but a silver ribbon of light witch is suggest broken stare.
 The boy it says 'I look it and pass on 'mean the modern man is indifferent about all this.

Image- Edward Storer
 The title itself suggest that the poem  is a image Victorian society ,which he rejects. The lovers are aburning with this so-called Victorian good thoughts  and belife.
In a station of metro Ezra pound
 The title suggest the dual Victorian and modern age machinery is came in Victorian age but the poem belongs from the modern age. It talks about the  monotonus life of modern people like a living dead.
The symbols are :
Petals
Black bough

The pool- Hild Doolittle
 The pool- gives an idea about swimming pool ,which is against nature of water.The water in pool can't move. The water in pool is usually not pure but rotten. and with full of Chemical which means it has suggest hypocrisy of Humman society.
  Water in sea or in river has life but pool has not.

 Insouciance-Richard Aldington
The symbols in the poem are:
Dreary Trenches
Truding cheerily
Flock-winged

Morning at the window-T.S.Eliot
 The whole poem has nagative words. And suggest 'living dead' and aimless life of people

The nagative symbols are:
Dumb soul
Fog
Twisted face
Muddy skirts
Aimless smile
The Red wheelbarrow-Williar carlos william
 This is very short poem,but it gain great afford to understand. There is many dual sumbol like red-white and rain-water and wheel-barrow.
As i belive the word 'white chicken' suggest a child.

Ancedote of the Jar-Wallace Stevens
The title suggest that the pome is about Jar. Poet placese the Jar at a hill of Tenessee and that kind of story is begun.
'L(a-E.E commuings)
 It is a very good and intelligent poem  by its arrengment. The one line suggest many things at a time-like fall, lonliness and a last leaf also. Last leaf symbolize the inevitable death.

Conclusion:-
Morden literature is complex to understand and have many symbol. But it takes inteactual mind to understand.

"Waiting for godot"- task activity

 


1} what connection do you see in the setting (“A country road. A tree Evening.”) of the play and these painting?
Ans: - In this play he symbolize through country side road a tree etc very well. Waiting represents hope or something uncertain thing which is not clearly shown here. tree symbolize that slowly and steadily something will change and something will happen.

2} The tree is the only important ‘thing’ in the setting. What is the importance of tree in both acts? Why does Beckett grow a few leaves in Act II on the barren tree - The tree has four or five leaves - ?
Ans. we can consider it with two world war in some ways that after world war first all things goes barren and then after some times leaves comes which we can connected with hope.

3} In both Acts, evening falls into night and moon rises. How would you like to interpret this ‘coming of night and moon’ when actually they are waiting for Godot?
Ans. As per my view we can connected it with light after darkness. night shows darkness and moon shows light we can connected that with world wars also night is darker part and moon represents hope.

4} The play begins with the dialogue “Nothing to be done”. How does the theme of ‘nothingness’ recurs in the play?
Ans. From the beginning to the end nothing is done they are only keep on waiting no one came no one goes all things are meaningless or absurd and they are talking is also meaningless. "Nothing to be done" is totally appropriate with play because they are only done waiting and also not know that for what they are waiting that's why nothingness occurs here.

5} How are the props like hat and boots used in the play? What is the symbolical significance of these props?
Ans. As per my views Hat connected with inner part and boot connected with outer part. so hat represent inner struggle and boot represent physical struggle.

6} Do you think that the obedience of Lucky is extremely irritating and nauseatic? Even when the master Pozzo is blind, he obediently hands the whip in his hand. Do you think that such a capacity of slavishness is unbelievable?
Ans. No, perhaps this kind of slavishness can be believe because after long time of slavery it is being their inner habit to obey their master even when master is not looking which we find here. and that kind of example we can find in may places like Africa.

7} Who according to you is Godot? God? An object of desire? Death? Goal? Success? Or . . .
Ans. According to me Godot is Dilemma between life and death or uncertain aspect of life which is never clear or certain that it is sure or not.

8} Which of the following sequence you liked the most:
o Vladimir – Estragon killing time in questions and conversations while waiting
Vladimir and Estragon: The Hat and the Boot
o Pozzo – Lucky episode in both acts
o Conversation of Vladimir with the boy
Ans. All three is totally absurd and that's why m not sure about any one of them Their dialogues are not in sequence or clear that about what they are talking but many dialogue symbolize deeper meaning also like conversation of Vladimir and boy.
Thank You.

Reflective review of dr.jay mehta sir



We have often guest lectures  in our English Department MKBU. In this our Head of Department invite  various Professors  from  other universities. Same tradition From 18th to 22september we have Dr. Jay Mehta Sir’s lecture on Edger Allen Poe’s short stories. But, Dr. Jay Mehta is not a guest, he is one of gems from our English Department MKBU. He is like a family member of our Department. Right now He is Lecturer  at  R.C.. Technical College Ahmedabad.


Here, I wat to share my experience of learning under him. Basically his subject was Edger Allen’s Short story, which is totally different from Poetic. But, he teach us Poe with use of various examples of poems. His style of beginning of class is an amazing form pf teaching, it catches the attention of everyone in class. In this four days, He has talked about Poe’s  short stories like…


1) The Tell Tale Heart
2) The Black Cat
3) The Fall of the House of Usher
4) The Cask of Amontillado
5) The Purloined Letter
6) The Gold Bug

And Last Session on Poems and Poets of Gujarati/Hindi  Literature.
Normally He starts his session with reciting poetic lines and writing a quote on board. On the very first day he wrote on board that, ‘ The theories we believe, we call them facts and the facts we disbelieve, we call them theories.’ And then he entered in talk about Father of detective stories ( Edger Allen Poe). And give  A comparative psychological  exploration of selected stories of Poe.


So, with the Poe’s horror, terror, fear, bloodshed, burying lie, macabre and various psychological abnormalities, we feel pleasure of poetry. Poe is master of ‘Tales of  mystery and imagination’. Two types of short story he writes 1.Tales of horror and terror. 2Tales of ratiocination. Poe’s use of word shows he is accurate in using vocabulary and reading of original stories through Sir’s mouth we really feel Poe’s sharpness against sense.
‘Man Fear to death as children fears darkness’


Element of Fear is in center of all the stories. Psychological analysis with Freud’s theories like over consciousness, OCD- Obsessive Compulsive Disorder, PS- Paranoid Schizophrenia, sadism and machoism, Neurosis, Psychosis, Freudian slip means…’It’s never slip of tongue  it’s slip of mind, and many other things like weakness and grey area of human mind and cultural Consciousness etc., Point of Gothic literature and element of it in Poe’s writing is also well described by Sir. This universal significance in Stories of Poe shows the permanence value because before Freud or development of psychology Poe wrote all this thing metaphorically in his writing.


After learning Poe’s six stories from Sir, we can characterize Poe as...

-Writer of Diction language
-Autobiographical elements in his writing
- Great creator of suspense in writing
- Inner conflict in characterization
- Balance in head and heart
- He brings the poetic in short stories
- Death and darkness of human mind is major theme 
- Tone of melancholy and sadness
- Singularity of effect
-.A skillful artist


Along with Poe and his selected Short stories, our last lecture on Poets and poem at the last day. And it’s really an unforgettable lecture. In this Session we talked about various poets and we presented our own creating writing also. I presented my Gujarati poem ‘યાતના’ and got વાહવાહ in sir’s comment. I feel Sir’s personal experiences of life would bitter or not like a Climbing of stairways but like a mountain. But as Sir said in his class that…

” If you born for write..
Where are your tear?


Thus, I found Jay sir is also an a wonderful Writer…his two poem ‘હુ જાતે જાદુગર’, ‘અંતરનો  Hamlet’  both are fabulous. And his memory power is surprising He recite a many lines of Gujarati, Hindi and English poems. He introduce several poet in front of us for reading poems like…Ramesh Parekh, Anil Chavda, Khalil Dhantejvi, Suresh Joshi, Saumay Joshi, Dushyant Kumar,Miskkn, Irshad, Galib, Gulzar, Harivanshray Bachhan, Rahet Indori, Amrut Ghayal, Esha Dadawala, Gani Dahiwala  and many others. In addition he gave information about various application and website useful for reading literature in various languages.

Websites for Gujarati songs and poems
2.Rankar 
4.Jalso Application
Other Facebook page like…
-Shabdmehfil
-Shodhganga
5. Mirza ghalib in youtube
6. Sahitya acadamy
7. Poem hunter
8. Rekhta.org

He haf suggested so many poets and writers whose works are very creativr and different:
Like,
Gulzar, befam, ghayal, harish muniya, ramesh parekh, mukul choksi, yesha dadawala, a.k. ramanuj, bhavesh bhatt, mukesh joshi, jalan matri, saumya joshu, harivanshray bacchan, misky, rahat indori, galib, ahmed faraz, mehndi hasan, manoj khandesiya, anil chavda, i.k. vijliwala.

At last I want to end this with one line spoken by Jay Sir… ‘Every Good things going to end.’ But ultimate truth is we met and apart For meet another time… as spring meet to leaf.!


He is so emotionally attached to the academic area of MKBU. He always love to be part of it. Here i want share his autograph in my bool with his poem.