Orientalism

Assignment Paper E-C-305

Topic- Orientalism

Rajyaguru Mansi D

M.A. Part – 1

SEM- I

Roll No -12

Year – 2010-11

Department of English

Orientalism :

On a visit to Beirut during the terrible civil was of 1975-1976 a french Journal wrote regretfully  of the gutted downtown area that “ It had once semd to belong to – the orient of chateabriand  and  nerual” He was  right about the place, of course especially so far as a european was concerned the orient was almost a european invention and had beewn since  antiquity a  place of remance exotic beings  haunting memories and landscapes remarkable experience now it was dispperingin a sense it had happened its time was over perhaps it seemmed irrelevant that orientals them selves had something at stake in the process that  even in the time of   chataubriand and nerval orientals had lived  there  and that now it was they who were suffering the main thing for the Eudopean visitor was a european  representation ofthe orient and its contemporary fate both of which had a privileged communal significance for the jorunalistand his french readers  americans will not feel quite the same about the orient. Whichj for them is much more likelt to be associated very differently with the far east (China and japan, mainly) unlike the americans, the french and the Birtish  less so the germans, russians spanish, portuguese, italians and swiss have had a long tradition of what i related to this academic tradition.

World was II the involvement of every other European and Atlantic power. To speak if orientalism therefore is to speak mainly although not excusively, of a british and french cultural enterprise a project whose dimensions take in such disparate realms as the imagination itself, the whole of india and the Levant, the Biblical texts and Biblical lands the spice trade colomnical armies and a long tradition of colonial administrators a formidable scholarly corpus innumerable oriental  experts “ and “hands” an oriental professorate a compleex  array of “Orintal” ideas (oriantals despotism , orienral splendor cruetly senscuality )many eastern sects philosophies and wisdoms domesticated for local European use the listcan be sxtended more or less indefinitely. My point is that orientalism derives from a particular  closeness experienced between britain and France and the  orient , which until the early  nineteenth century had really meant only India and the bible lands from the beginning of the 19^th century until the end of world war II France and Britain dominated the orient and orientalism since world was II America has dominated the orient and approaches it as france and Britain once did out that closeness whose dynamic is enormously productive even it it always demonstrates the comparatively greater strength  of occident (British,French, orAmrican ) comes the large body of texts I call orientalist.

I mentioned there aspects ofmy contemporary reality i must explain and brietly discuss them now so that it can be seen how i as led to a particular course of research and writting  .

It is very easy to argue that knowledge about shakespeare of words worth is not political where as knowledge about contemporarly china ore the soviet union is my own formal and profgessional deisgnation is that of “ humanist” a title which indicated the humanities as my field and therefore the unlikely eventuality that there might be anything political about what i do in the field of course  all these lebels and terms are quite unnuanced as i use them here but the general truth of what i am pointing to is, I thing widely held onereason for saying that a humanist who srites about word worth or an editor whose speciality is keats, is not invbolved in anything political is that what he does seems to have no direct political effects upon reality in the everyday sense. A scholar whose fould is soviet economics works in a highly charged area where there is much government interest and what he might produce  in theway of stidies or proposals will  be taken  up by policy makers government  officials  institutional economists intelligence experts. The distinction between “ humannists” and person whose workd has policy implications or political significance can be broudened further by saying that the formers ideoligical color is matter of incidental importance to politics (although possibly of great moment to his colleagues in the field who may object to his colleagues in the field , who may objewct to his stalinism of fascism or too eary liberalism) whereas the ideology of the latter is woven directly into his material indeed economics, politics and sociology in the modern academy are idological science and therefore taken for granted as being “political”.

Whose goal is to reveal the dialectic between individual text or writer and the complex collective formation to which his work is a contribution.

Yet even though it includes an ample selection of writers this book is still far from a complete history or general account of oerintalism of this failing I am very conscious the fabric of as thick a discourse as orientalism has survived and functioned in western  society  because of its richness  “ all  I have done it to describe parts of that fabric at certain moments, merely to suggest the existence of a larger whole detailed interesting dotted with fascinating figures texts, and events, I have consoled myself with believing that this book is one installment of several and hope there are schgolars and critics who might want to write others. There is still a general essay to be written on inperialism and culture other studies  would go more deeply into the connection  between orientalism and pedagogy or into Italian ,Dutch Germany and Swiss orientalism or into the dynamic between scholarship and imaginative writing or into the relationship between adminstrative ideas and intellectual discipline perhaps the most important task of all would be to undertake studies in contemporary alternatives to orientalion  to ask how one can study other cultures and peoples from a liberatatrian or a nonrepressive and non manipulative , per –spective but then one would havbe to rethink the whole complex problem of knowledge and power these are all tasks left embarrassingly incomplate in this study the last perhaps self flattering observation on method that i want to make here is that i jave written this study with several audiences in mind,. For students of literatire and criticism. Orientalism offers a marvelosu instance of the interrelations between society hoshory and textuality moreover the cultiral role palyed by the orient in the west conncts  orientalism with ideology politics and the logic of power matters of relevance I think  to the literacy community for contemporary students of the dynamic between scholarship and imaginative writing or into the relationship between  administrative ideas and intellectual discipline perhaps the most important task of all would be to undertake studies in contemporary alternatives to orientalion to ask how one can study other cultures and peoples from a libertarian or a nonrecpessive and nonmanipulative per-seective But then one would  have to rethink the whole comlex problem of knowledge  and power these are all tacks left  embarrassingly incomplete in this  study . The last perhaps self –flattering observation on method that i want to make here is that i have written this study  with several audiences in mindfor students of  literature and criticism orientalism offers a marvelosu instance of the interrelarions between society history and tectuality moreover the cultural role played by the  orient in the west connects orientalism with ideology, politics and the logis of power, matters, of  relevance I think to the literacy  community for contemporary students of the orient , from university scholars  to policymakers i have written with two ends in mind : one to present their intellencual genealogis to them in a way that has not been done; two, to critize withy the hope of strring discussion the often unquestioned assumptions  on which their work for the most part depends for the general reader this study deals with mattes that  always complattention all of them connected not only with western conceptions and treatments of the other but also with the singularly important role played by western culture.

The nexus of knowledge  and power creating “ the orintal and in a sense oblitarating him as a human being is therefore not for me an exclusively academic matter. Yet it isan intellectial matter of some very obvious importance I have been able to put to use my humanistic and political concerns for the analysis and description of a very wordly matter the rise development  and conolidation of orientalism . Too often literature and eulture are presumed to be  politically even historically innocent it has regularly seemed  otherwise  to me, and certainlyt my study  of orientalism has convinced me (and I hope will convice literacy colleagues) that society and literary culture can only be understood and studied together, in addition and by an almost unsscapable logic i have found  my self writing the history of a strange  secret sharer of western anti-semitism that anti-semitism and as i have discussed  it in its islamic branch orientalism resembleeach other ery closely is a historical cultural and political truth that needs only to be mentioned to an arab polestinian for its irony to be perfectly understood but what i should like also to have contributed hare is a better understanding of the way clutoral domination has operated if this stimulates a new  kind of decalingwith the orient  indeed if it eliminates  the “orient” and “ occident” altogether then we shall habe advanced a litthe in the process of what Raymond Williams has calles the “ unlearing “ of “ the inherent dominative mode?”

Orientalism the durability and the strength I have been speaking about so far. Orientalism is never far from what denys Hay has called the idea of Europe a collective notion identifying “us”  Europeans as against all “ those non Europeans and indeed it can be argued that the major component in European culture is precisely what made that culture hegemonic both in and outside Europe the idea of European identity as a superior one in comparison with all the noneudopean peoples and cultures there is in addition the heghemonic of european ideas about the orient themselves reiterating european superiority over orintal backwardness usuallly  overriding the possibility that a more independent, or more skeptical, thinker might have had different views on the matter in a quite constant way orientalism depends for its strategy on this flexible positional superiority, which puts the westerner in a whole series of possible relationship with the orient without ever losing him the relative upper hand and why should it have been otherwise especially during the period of extraordinary .European assendancy from the late Renaissance to the present & the scientist  the scholar the missionary the traders or the soldier was in or thought about the orient because he could be there or could to think about it with very little resistance on the orients part under the general heading of knowledge of the orient and within the umbrella of western hegemony over the orient during the period  from the end of the 18^th century there emergeda complex orient suitable for study in the academy for display in the museum for reconstruction in the colonical office for theoretical illustration in anthropological biological linguistic racial and historical there about mankind and the inverse for instances of econimic and sociological theories of development , revolution cultural personality matioal or religious character additionally the imafinative examintation of things oriental was based more or less exclusively upon a sovereigin.

Western consciousness out of whose unchallenged centrality an oriental world emerged first according to general ideas about who or what was an oriental then according to a detailed logic governed not simply by empirical reality but by a battery of desires repressions, investments, and prosections, if we can point to great orientolist works of genuine scholarship like silvestre de sacy’s Chrestomathie arabe or Edward William Lane’s account of the manners and customs of the modern egyptians ,we need also to note that renan’s and gobinearies racial ideas come otu of the same umpules, and did a great many vectorian pronographic novels (see the analysis by Steven Marous of “ The Lustful Turk”)

Submitted to Dr Dilip Barad,

Department of English,

Bhavnagar University.

Communicative English

Assignment Paper E-C-304 English Language Teaching-1

Topic- Communicative English

Rajyaguru Mansi D

M.A. Part – 1

SEM- I

Roll No -12

Year – 2010-11

Department of English

Communicative Language Teaching:

Back Ground:

The origins of communicative language teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, situational Language Teaching represented the major British approach to teaching English as a foreign language. In sutiational language Teaching language was taught by practicing  basic strucress in meaningful siatution based activities but just as te linguistic theory underlying audio lingualism was rejected in the United states in the mid 1960s, Briths applied linguists began to call into question the theoretical assumptions underlying Situational Language Teaching.

By the end of the sixties it was clear that  the situational approacy…. Had run its course. There was no future in continuing to pursue the chimera of predicting language on the basis of situational events. What was required was a closer study of the languare itself and a return to the traditional concept that utterances carried meaning in themselves and expressed the meanings and tensions of the speaker and writers who created them.

Approach :

The communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972 )referred to as “Communicative competence.” Hymes wined this term in order to contrast a communicative view of language and chomsk’s theory of competence. Chomsky held that

Linguistic theory is concerned primarily with an ideal speaker-listned in a completely homogeneous speech community, who knows its languageperfectly and is unaffected by such grammatically irrelevant conditions as memory lirnitation mdistraction, shifts of attention and interest, and evers in applying his knowledge of the language in actual performance.

Learning a second language was similarly viewed by proponents of communicative language . Teaching as acquiring the linguistic means to perform different kinds of functions.

At the level of language theory, communicative language teacing has a rich, if somewhat eclectic ,theoretical base. Some of the characteristics of this communicative view of language follow :

1.   Language is a system for the expression of meaning.

2.   The primary function of language is to allow interaction and communications,

3.   The Structured of language reflects its functional and communicative uses.

4.   The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

Types of Learning and Teaching activities:

The range of exercise types and activities compatible with a communicative approach is unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum engage learners in communication , and require the use of such communicative processes as information sharing, negotiation, of meaning, and interaction ,classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing.

Learners Roles :

The emphasis in communicative language teaching on the processes of communication. Rather than mastery of language forms, leads to different roles for learners from those found in more traditional second language classrooms Bren and Candlin describe the learns’s role within CLt in the following terms :

The role of lerner as negotiator between the self, the learning process, and the bject of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes . The implication for the learner is that he should contribute as much as he gains, and theory learn in an interdependent way.

Teacher Roles :

Several roles are assumed for teachers in communicative language Teaching, the importance of particular roles being determined by the view of CLT adopted Bron and Candlin describe teacher roles in the following terms :

The teacher has two main roles : the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within te learning – teaching group. The latter role is closely related to the objectives of  the first role and arises from it. These roles imply a set of secondary roles for the teacher, first, as an organizer of resources and a resource himself second as a guide within the classroom procedures and activities ….. A third role for the teacher it that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning an organization capacities.

Needs Analyst:-

The CLT teacher assumes a responsibility for determining and responding to learner language needs. This may be done informally and personally. Through one-to one sessions with students,in which the teacher talks through such issues as the student’s perception of his or her learning style, learning assets, and learning goals, it may be done formally

Through administering a needs assessment instrument such as those exemplified in sawinon . Typically , such formal assessments contan items that attempts to determine an individual’s motivation for  studying the language. For example, students might respond on 95 point scale to statements such as the following :

I want to study because   :

1.   I think it will someday be useful in getting a good job.

2.   It will help me better understand English speaking people and their way of life.

3.   One needs a good knowledge of English to gain other people’s respect.

4.   It will allow me to meet and converse with interesting people.

5.   I need it for my job.

6.   It will enable me to think and behave like English-Speaking people.

Task Based Materials:

A variety of games, role plays, simulations, and task-based communication activities have been prepared to support communicative language teaching classes. These typically are in the from of one-of a kind items: exercise handbooks, cw cards, activity cards, pair communication practice materials, and student – interaction practice booklets. In pair communication materials, there are typically  two sets of material for a pair of students, each set containing different kinds of information. Sometimes the information is complementary and partners must fir their respective parts of the “Jigsaw” into a composite whole others assume different role relationships for the partners . Still others provide drills and practice material in interaction formats.

Many proponents of communicative language Teaching have advocated the use of “Authentic”, “From –Life” materials in the classroom. These might include language- based realics , such as signs, magazines, advertisements, and newspapers or graphics and visual sources around which communicative activities can be built , such as maps, pictures m symbols, graphs and charts.

Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions

Submitted to Devershi sir;

Department of English,

Bhavnagar University.

Characteristic of Santiago

Assignment Paper E-C-303 American Literature

Topic- Characteristic of Santiago

Rajyaguru Mansi D

M.A. Part – 1

SEM- I

Roll No -12

Year – 2010-11

Department of English

Alone Person Achieve with abstracts:

Santiago is an old fisherman of undetermined age. As a young man be traveled widely by ship and fondly remembers seeing lions on the beaches of East –America His wife died, and he has taken her picture down because it makes him sad to see it. Now he lives alone in a shack on the beach. Every day he sets forth alone in his beat to make a living.

When the story opens. Santiago has gone eighty-four days without catching a single fish. As a result, he is pitied and regarded by the other fishermen as unlucky Santiago is still respected by soe, however because of his age and his perseverance He is a very experienced fisherman who knows well the tricks of his trade , including which fish to use as bait (food for fish)

Santiago also loves baseball and occasionally gambles. He identifies with Joe DiMaggio, the great center fielder for the Yankees in the 1940s and 1950s Santiago admires how DiMaggio whose father was a Fisherman, plays in spite of bone spurs in his feet that cause him pain whenever he runs as that cause him pain whenever he runs as an old man, Santiago must also cope with the physical demands of his job in the face of the infirmities of his aging body. Yet he suffers with cut complaining, and it is this stoic attitude that has won him much respect in the community.

Santiago is not a religious person, but he does think about the meaning of life, and his religious references show that he is very familiar with roman catholic Saints and prayers .Through the Author’s relatively young companion, Manolin, readers come to sense that despite his setbacks and shortcomings Santiago remains proud of himself and  this makes his humility both touching and real . Through he strives to attain the most he ca nfor himself santiafo also accepts what life has given him without complaint.

This largeness of vision also allows Santiago to appreciate and respect nature and all living creatues , even though he must kill  some of these creatures in  order to live for example, the old man recalls how he once hooked brought in and finally clubbed to dath a female marlin while her faithful mate never left her side once during the ardeal “ That was the saddes thng I ever saw” the old man comments “ The boy was sad too and we begged her pardon and butchered her promptly.

Hemingway first wrote about true incident upon which his story is based in an article entitled “On the B/W Water’ A gulf stream Letter “ for the April 1936 issue of Esquire magazine. The octual incident took only two days, the fisherman “half crazy” and cryinh, was picked up by others after fighting the sharks; and Hemingway’s intentions in creating te character of Santiago may perhaps best be seen in examining how the authos altered the true events to shape his telling of the old man and the sea.

In Hemingway’s later versiona Santiago’s hooing the fish, hauling it to the boat, fighting the shaks, and then bringing it home takes three days and is completed in heroic fashion with no outside help nothing remains of the  fish at the end except its skeleton no mention is made of the fisherman’s state of mind other than that he wants to fish again as soon as he can.

Hemingway’s changes clearly  make Santiago more of a single heroic and tragic figure who fights alone, loses almost everything and yet still is ready to meet life again this, after a night’s sleep and a promise from mandolin that from now on they will fist together , Santiago is making plans not just to resume his life but so strive even harder next time similarly, Hemingway turned  an anecdote about a piteous . helpess fisherman into a parable of man’s tragic but heroic struggle not merely to survive but, as fello nobelist William fa>>>> expressed t, to endure.

Santiago’s struggle with the marline is the principal subject of the long third section from the moment he feels the fish touch the bait, his feeling is one of joy for the anticipated contest.

Then he felt the gentle touch on the line and he was happy.

“It ws only his turn” he said. “He’ll take it”

He was happy feeling the gentle pullng and then he felt something had and unbelievable heavy.

Throughout the long cntest his attitude toward the fish remains constant :

“fist” he said, “ I love you and respect you very much , but I will ill you dead before  this day ends “

The real story of the old man and the see begins with this distinction. In the first section two indistinct characters are  introduced  who embody the values of the practical words, the boy’s father and the successful fisherman to whom the boy is assigned . In the oldman and te boy’s discussion of their enforced separation, we see the old man’s simple recognition of the problem.

“Santiago”, the boy said to him as they climbed the bank from where the skiff was hawled up. “I could go with you again , we ‘ve made some money”.

The old mand had taughts the boy to fish and the bo loved him.

“NO.” the old man said. “ You are with a lucky boat. Stay with them.”

“But remember how you went eight-seven days without fish and then we caought big ones every day for three weeks.”

“I remember”. The old man said .” I know you did not leave me because you doubted.”

“ It was papa-made me leave. I am a boy and I must obey him.”

“I Know.” The old man said.” It is quite normal.”

Submitted to Dr Dilip Barad,

Department of English,

Bhavnagar University.

The Scholar’s Life

Assignment Paper E-C-302 Research Methodology

Topic- The Scholar’s Life

Rajyaguru Mansi D

M.A. Part – 1

SEM- I

Roll No -12

Year – 2010-11

Department of English

v Introduction:

The scholar’s business is in part constrictive to add to the sum of knowledge relating to literature and its makers and in part constrictively destructive to expose and dispel the mistakes that, as the present chapter will show, fox the pager of the literary record

(1)              Error: Its prevalence, progress, and persistence.

Good researchers are, by virtual definition, thoroughgoing skeptics. Though in personal, relations they may be benevolent and trusting, professionally they may be benevolent and trusting, professionally they must alliterate a low opinion of the human capacity for truth and accuracy beginingwith themselves. The wellspring of wisdom in research, as else where in life, is self-knowledge, Human beings, it seems, have an inherent tendency to shy away from the exact truth, and even thought our profession enjoins upon us the most rigid standards of procedure, in the most rigid standards of  procedure in research and writing none of us also, is infallible simply because we are made of mortal flesh,  we have to reconcile ourselves to a small, irreducible margin of error in our work. But fatalism cannot under any circumstances rationalize carelessness,. Granted that perfection is beyond our reach, we must devote every ounce of resolution and care to eliminating all the mistakes we can possibly detect. In the end, our conscience can be at rest. If a slip or two have survived our scrutiny, we can lay the omission to the postlapsarian stall of the race to which we belong one compelling reason why a myth persists despite exposure is that it is often so much more picturesque than the prosaic truth; a good anecdote, however doubtful its credentials, appeals to the romanticist in us. Thus a course of investigation sometimes results in a clash within us of two opposed inclinations the scientist’s devotion to alls ere fact and the artist’s sense of the superior beauty that resides in what might have been. Our choice as scholars, is clear, irrupt our rejection of the palpably under or unlikely often is accompanied by a certain regret.

    In fact, every scholar who has had occasion to compare the pre-1920 printed texts of a literary figure’s private papers with the manuscripts themselves has blood curdling tales to tell of the liberties their editors took. Sometimes, to be sure, the printed deviations from the original are accidental, the result of this occurs in the life, journals, and correspondence of salute  peps (1841), where sir Robert satchel is represented as saying in alerter to peps that he has lost his health “by sitting money years at the sack-battle” Reference in the manuscript reveals that what satchel really sat at was not the sack-bottle but the “nick-bottle” which is a quite difference kind of mansion the lesson is plain: by accepting on faith, in an article we publish, something we would have discovered was an error had we checked it a mistaken reading of a line by john claret, for example we become an inadvertent accomplice in passing the error one further step down the line and often the pleasure of exposing an inaccurate statement or a slippery assumption is reward enough for the labor it has cost.

            Furthermore,aspinall failed to take into account the foreign visitor’s characteristic readuness to convert the exceptional into the rule. In evaluating any piece of historical information, especially when it occurs in a primary source, a good working knowledge of human nature is one of the most effective pieces of equipment a scholar can passers “man” as George Eliot remarked in Felix Holt, “cannot be defined as on evidence giving animal.

2. Examining the existence.

So back to the sources Isis, then, if scholars wish to erase the mistakes that are all too likely to have occurred in the process of historical transmission back to the documents; back to the people with whom our information began; back to the “collateral evidence” that according to our sagacious monthly reviewer in 1757, is melded to “determine everything of a questionable nature” but  primary and collateral evidence noels to be weighed every bit as carefully as the statements of intermediate sources a documents age and unchallenged authenticity are no warrant of the truth of its wnternts. Again the scholar must bring into play his or her sense of the manifold ways by with full deliberation, distort the facts-or imagine them

            The scholar’s task is no easier when great writers leave of a single episode. Shelley told the story of expulsion from oxford at least five different times, never twice in exactly the same way. Add four more versions from other sources, also disagreeing in certain details, and your have a real puzzle a hands. Confronted with several variant accounts one can seldom reconcile the conflicts by counting the number of times frequently recounted one as thirtieth Majority rule is an admirable foundation-stone of democratic politics, but a slippery procedure in scholarship instead, one must carefully examine the probability of each detail as well as the circumstances under which each version was uttered. And the subject’s own versions must then be compared with the testimony of others-testimony that must in itself be delicately evaluated for a possible tincture of fanciful elaboration, slips of memory, personal bias, and so on In the end it is not usually possible for a scholar to say with absolute confidence that this, and this along, is what happened in a given episode; the best one can do is assert that, everything insider, the probabilities favor one set of details more than another

            “Exactly who said what?”-and, as we have seen, it is equally important to ask when: soon after the event, or at a long remove from after the event, or at a long remove frame it? Moreover, as we analyze primary evidence, we must, also wnsider how and under what circumstances The very language of a statement sometimes is a clue to its veracity An emotional person is an event or a judicious opinion; and the overwrought terms in which a piece of evidence is phrased may well cast doubt upon its dependability except as an index to the waitress’s state of mind

            In our own more “liberal” times, the autside pressures that once enforced evasiveness and reticence upon an auto’s biographers have diminished almost to the vanishing point But personal resentments, the jealous defense of turf, and other private motives still flourish, to complicate the problems faced by biographers of writers only recently deceased; the cases of salvia path and Anne sexton and the contentious pwple they left behind are possibly the best known present-day instances.

            3. Two applications of the critical spirit: fixing dates and testing authenticity

                  When most people’s  historical perspective is unreliable regarding events that happened before their Owen lifetime, scholars must take partial care to cultivate an acute awareness of time by very definition, the concern of literary history is with events that occurred in a certain order and are often causally related chronology often provides a decisive answer to questions of relationship where other evidence is vegue, ambiguous, or simply nonexistent. By applying our sharp time sense to the documents and received negatives before us, we can often place an event more precisely in the sequence to wich it belongs, and even more important, we may there by prove or disprove a doubtful statement. 

Out and out foreigners turn up most frequently in connection with authors who are, or have been , fashionable among collectors and whose holographs have therefore brought unusually letters, and even today a relic of the spate of bous Shelleyaa present-day Swiss collector is said to own an impressive assemblage of fake Byron manuscripts. 

           But these are isolated instances. Schools encountedr forgeries try no means are often as writers about the adventures side of library research, eager for a touch of melodrama, may imply. Nevertheless, every investigator  must, as a matter of prudent routine, keep alert to the possibility that a manuscript  or book he is examining was produced with deceptive if not clearly criminal, intent. The date may be eironeous ; the document’s handwriting may not be that of the putative author; a “ new edition of a book ay contain a text that has been reprinted without change or on that other hand, has been silently abridged . All that glisters is not gold, and as James Sutherland abserved when he was writing about the progress of error in biographies of the actress Mrs. Cantilever “ The Price of ….. truth, appears, indeed, to be eternal vigilance, and eternal skepticism”.

Alone person achieve with abstracts. Nobel award wiener was a first world war’s ambulance driver. :-

Ernest Hemingway was born in Oak Park, Illinois, in 1899. He was the second son of Clarence Hemingway, a doctor and Grace Hall Hemingway who had been aspiring opera singer, In May  of 1918, Hemingway Volunteered for duty in world what I, serving as an ambulance driver on the Italian front. This experience later served as the source material for a farewell to arms , He like the novel’s protagonist was wounded (in the legs, the old man and the sea was published in 1952 to wide critical acclaim. It had ben twelve years since Ernest Hemingway’s previous critical success Two years later, Hemingway was awarded the noble prize for literature but as he approached his sixties Hemingway’s health began deteririorating . He once robust adventurer now stiffed from hypertension, mild diabetes, depression, and paranoiac , despite treatment for mental health issue . Hemingway committed suicide on 2^nd July, 1961. He is remembered as one of the great stylistic innovators of modern American Literature.

 Submitted to Dr Dilip Barad,

Department of English,

Bhavnagar University.

The End of the novel ‘To the Lighthouse’

Assignment Paper E-C-301 The Modern Literature

Topic- The End of the novel ‘To the Lighthouse’

Rajyaguru Mansi D

M.A. Part – 1

SEM- I

Roll No -12

Year – 2010-11

Department of English

v Author Biography:

The coldest one of the city in the world which Virginia wool started this novel “To the lighthouse in 1926. When she was 44 years old. Before present years approx 84 years ago. When she was 44 years old. She has been wrote this novel and published it in 1927, Hogarth press.

Virginia Woolf’s mother was the famous daughter of William Thackeray and also she was hostess. Woolf’s father Leslie Stephen, was a Victorian critic, philosopher, biographer and scholar and also the edition of t he dictionary of National biographer, England’s most prestigious literacy family’s daughter who was born in 25^th of consciousness style.

v Stressful life of best author:

Her mother died when she was 13 years old in 1895

Her Father died when she was 22 years in 1904.

Virginia Stephen married Leonard woolf when she was 30 years old in 1912,In 1913 she published her first novel, “The voyage out” she had a third breakdown, which lasted for four years. In 1917, the Wolf’s bought a hand press and  founded hearths press in their home It published not only some of wolf’s novels but also T.s Eliot’s perms and other important works. In he third book, Monday and Tuesday, wolf experimented with form. She perfected the style of using stream of consciousness narration through he next two novels Jacob’s room in 1922 when she was 40 years old and Mrs. Dalloway in 1925 when she was 43 years old.

In describing her next novel, To the  he lighthouse, Wolfs used the language of psychoanalysis. She wrote “ I suppose that I did for myself what psychoanalysts do for their patient. I expressed some very long felt and deeply felt emotions and in expressing it I explained in and then laid it to rest” and also wood write that she found herself  in “ a position where it was easier the whole  to be eminent than abs cure.

v Learned person suicide:

On March 28, 1941 when she was 59 years old, she wrote her husband a note stating that  she did not wish to spoil his life by going mad she then drowned herself in the river ouse and committed suicide.

Stream  of consciousness

1.   A literacy technique that presents the thoughts and feelings of character as they occurs.

Psychology the consciousness experience of an individual regarded as a continuous, following  series of images and ideas running through the mind.

Stream – ‘ Of – Con’scious .ness

(Str^em^av-k^on’sh^as-nis)adj

v Definitions :

Stream of consciousness is literacy technique which ws pioneered by dorthy Richardson, Virginia woolf, and James Joyce,  Stream of consiousness is characterized by a flow of thoughts and images, which may not always appear to have a coherent structure or cohesion. The plot line may weave in and out of time and place carrying the render through the life span of a character or further along a timeline or further along a timeline to incorporate the lives (and thoughts) of charters from other time periods.

Writers who create stream of cosiciousness works of literature focus on the emotional and psychological processes that are talking place in the minds of one or more characters important character  traits are revealed through an exploration of what is going on in the mind

The first thing a reader must deal with on reading Virginia woolf’s To the lighthouse it its experimentation with from woolf uses stream of consciousness narration, a style of narration which is based on the free association of thought. A character might be looking at a boat out at sea and a memory will be triggered which talked her back ten years to a particularly Vivid Emory of a person. Tat memory, in *** might trigger another  thoughts which might take the character to another memory and so on stream of consciousness narration is unlike traditional line.

v Modernists a period of literacy production that reached its peak in the 1920s.

Virginia wolfs was a leading modernist. The modernist saw themselves as writing in radically different ways than the writers of the preceding generations they left behind the more traditional forms of representing reality to attempt to get at reality as they saw it for writers of stream of conscious ness the mind does not  evenly divide thoughts up into neat segments and the mind does not experience memory and the past chronologically , Woolf wrote, “ Examine for a moment an ordinary mind on an ordinary day . The mind receives a myriad impression ,fantastic, evanescent, or engraved with the sharpness of steal…  Life is not a series of gig lamps  symmentrically arranged; but a heinous  halo, a semitransparent envelope surrounding us from the beginning of consciousness to he end it is not the task  of the novelist to convey this varying , this unknown and uncircumcised spirit, whatever aberration or complexity it may display with as little mixture of the alien and external as possible “ Woolf was writing of a very different kind of novel The traditional novel spent most of its time on the external and let the reader infer the internal, what the characters through and felt. The modernist novel challenges the reader by violating many expectations readers bring to novel in regards to plot, character development, and time.

Woolf’s writing bears the mark of her literacy pedigree as well as her straggle to find meaning in her own unsteady  existence written in a poised understated, and elegant style, her work examines the structure of human life, from the nature of relationship to the experience of time yet her writing also addresses issue relevant to her era and literacy  circle. Throughout her work she celebrates s and analyzes the Bloomsbury values of aestheticism, feminism, and independence . Moreover , her stream of consciousness style was influenced  by , and responded  to, the work of the French thinker henri Bergson and the novelties Marce Proust and James Joyce.

This style allows the subjective mental process of Wollf’s character s to determine the objective content of her narrative in to the lighthouse (1927) one of he most experimental works, the passage of time for example it modulated by the consciousness of the characters rather than by the clock. The events of a single afternoon constitute over half the book, while the events of the following ten years are compressed  into a few dozen pages. Many readers of to the lighthouse , especially those who are not versed in the traditions of modernist fiction, find the novel strange and difficult . Its  language is dense and the structure amorphous . Compared wit the plot driven Victorian novels that came before it to the lighthouse  seems to have little in the way of action. Indeed  almost all of the event take place in t he character’s minds. Although to the lighthouse  is a radical  departure from the nineteenth century novel , it is like its more traditional counterparts , intimately  interested in developing characters and advancing both plot and themes woolf’s experimentation has much to do with the time in which she lived : the turn of the  century ws marked by bold scientific developments , Charles Darwin’s theory  of evolution undermined on unquestioned faith in god that was  until that point , nearly universal, while the rise of psychoanalysis, introduced the idea of an unconscious mind such innovation in ways of scientific thinking  had great influence on the styles  and concerns of contemporary artists and  writers like those in the Bloomsbury group , To the lighthouse exemplifies Woolf’s style and many of her concerns as a novelist with its characters based  on her  most autobiographical fictional statement and in the characters of Mr. Ramsay, Mrs. Ramsay, and Lily Briscoe, Woolf offers some of her most penetrating explorations of the workings of the human consciousness as it perceives and analyzes feels and interacts,. 

   Submitted to Dr Dilip Barad,

   Department of English,

   Bhavnagar University.