Monday, 2 November 2015

MYsem:3 presentations


1.My presentation topic: characterisation of Mrs.Ramsay "To The Lighthouse"
                    
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2.Topic:Study of the Both the characters Hester Prynne & Kunti
      
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Mayuri77 paper 10 from davemayuri18


 3.Topic:Background reading from Ania Loomba's Colonialism/ Postcolonialism.
       
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Paper11 post from davemayuri18

 4.Topic: What is Bilingualism?

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Sunday, 1 November 2015

Paper - 9 Archetypal reading of The Waste Land


                    Name: - Dave Mayuri p.
                 Std: - M.A.

              English SEM: - 3 
               Paper no: - 9. The Modernist Literature 
              Topic name: - Archetypal reading o The Waste Land
               Roll no: - 13 
              Submitted by: - Department of English. M.K.B.U.

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      Introduction of The Waste Land:-     
                                         The waste land is a masterpiece long poem by T. S. Eliot. It was widely regarded as “One of the most important poems of the 20th century” and a central text in modernist poetry. Published in 1922, the 434 line. Poem first appeared in the United Kingdom in the October issue of the creation and the United states in the November issue of the dial. It was published in book form in December 1922. Among its famous phrases are:  
                 “April is the cruelest month,”  
                 “I will show you fear in handful of dust,”     
          and the mantra in the Sanskrit language “Shantih shantih shantih”. 
                                      
                    Eliot poem loosely follows the Holy Grail and The Fisher king combined with vignettes of contempory British society. Eliot employs many literary and cultural allusions from the western canon, because of this, critics and scholars regard the poem as obscure. The poem shifts between voices of satire and unannounced changes of speaker, location, and time and conjuring of a vast and dissonant range of cultures and literature. 

                        The poem’s structure is dividing into five sections:-  
  
1) The burial of the Death. 
2) A game of chess.
3) The fire sermon.
4) Death by Water.
5) What the Thunder said.
      
              Let’s start into the,

Archetypal reading of The Waste Land:-
                Let’s start into the point first of all introduced of what is Archetypal criticism, let’s see,

What is Archetypal criticism:-
                  In literary criticism the term archetype denotes recurrent narrative design, patterns of action, character-types, themes, and images which are identifiable in a wide variety of literature, as well as in Myth, dreams and even social rituals. 
                   
                     Such recurrent items are held to be the result of elemental and Universal forms or patterns in human psyche, whose effective embodiment in a literary work evokes a profound response from the attentive reader, because he or she shares the psychic archetypes expressed by the author.
                  
                    Bodkin’s Archetypal patterns in poetry the first work on the subject of archetypal literary criticism, applies Jung’s theories about the collective unconscious archetypes, and primordial images to literature. Frye’s thesis in “The Archetypes of literature” remains largely unchanged in Anatomy of criticism. 

What are the examples of Archetypes in literature:-  
                
                Archetypes fall into the two categories: characters, situations/symbols. It is earliest to understand them with the help of examples. Listed below are some of the most common archetypes in each category.

Characters examples:-   

1). The hero – the courageous figure, the one who’s always running in and saving the day.
2). The outcast the outcast is just that. He or she has been cast out of society or has left it on a voluntary basis. The outcast is figure can often times also be considered as a Christ figure.
3).The star- crossed lovers- this is the young couple joined by love but unexpectedly parted by fate. 

Situation/ symbol examples:-  
                    
                       Archetypal symbol very more than archetype narrative or character types, but any symbol with deep roots in a culture’s mythology, such as the forbidden fruit in genesis as even the poison apple in snow white is an example of symbol that resonates to archetypal criticism. 

1). The Task:-  a situation in which a character, or group of characters, is driven to complete duty of monstrous proposition.

2).Water:- water is symbol of life, cleansing, and rebirth. It is a strong life force and is often depicted as a living reasoning force. 
  
            Water- birth- death- resurrection creation; purification and redemption; fertility and growth  

 3) Sea/ ocean:- the mother of all life; spiritual mystery; death and/ or rebirth; timelessness and entirely. 

4) Rivers: - death and rebirth; the flowing of time into eternity; transitional phases of the life cache…
   Example- Death by Water, polluted river in Waste land. 

5)Sun:- fire and sky closely related creative energy; thinking, enlightenment, wisdom, spiritual vision. 
Rising sun- birth, creation, enlightenment
Setting sun- death 
 
Archetypal reading of The Waste Land:-  
                    At first glance, The Waste Land appears fragmentary even incoherent. The themes of the cruelty of physical existence and the poem’s difficult first part  

 1)  “The Burial of the Death,”
                   Give way to the simpler but no less horrify portrayal of upper and lower class life in. 

 2) “A Game of chess”
                   The materialism and fearful ennui of the one the abortions and physical decay of the other  
                And part 3 and part 4 are more deeply and overtly ironic. 
              “In Fire sermon” the reader finds neither the spiritual love that Buddha and Augustine advised nor the sexual passion    that they warned against but only perfunctory sexual     encounters that leave the partners as separate and unfulfilled as they were before. 
        “Death by Water” Eliot turns the symbol of physical and spiritual life into yet another from of death in age given over to dying.  
                “What the Thunder said” is at once the most pessimistic of the poem’s five sections. The fact that it ends with the Hindu words and Sanskrit language “Santih” (the peace that passes understanding) repeated three times may be constructed like the thunder heralding the needed, life- bringing rain as a sign of recovery or as yet another of the may fragments the Eliot and his narrator have shored against their not the readers ruin, a ruin which grows more perspective, more total throughout the poem. 
                  
             The ambiguity of the final section of Eliot’s dense and difficult poem is appropriate in that Eliot wishes to leave the reader not with moralistic solution but with a difficult and necessary choice; either the spiritual life that the reader finds so conspicuous by its absence or the spiritual death that Eliot chronicle so exhaustively. Composed as a “Stream of consciousness by the blind and androgynous seer, “Tiresias”, of Greek myth, 
                      
                        The waste land depicts a secularized world in need of spiritual redemption. Eliot not only wishes to describe The Waste land; he wants the reader to experiences it, to the absences as well as the presence of some deeper level of meaning. 

Waste land Archetype:- 
             
                      Gray, brown, black, Either way too much water or way too little. Marked by antagonism, hatred, war, Nature is destructive loss of innocence; scarcity of food, shelter love despite constant toil. Our hero quest ultimately focuses on reaching his garden setting, whatever that can be a physical or symbolic setting. We’re all trying to move toward our own personal garden setting. Ironically, sometimes in our efforts to create our garden we’re actually creating a Waste land. 
-         Environmentally
Emotionally
Spiritually
Physically

Archetypal themes:-
     Hero – good overcoming evil
     Obstacle- struggle with self, struggle with nature
      Quest – death and rebirth
      Initiation- coming of age, loss of innocence
      Outcast- alienation, isolation of archetypal

“The Burial of the Dead”:-
      
                               The first section of the waste land takes its title from a line in the Anglican burial service. It is made up of four vignettes, each seemingly from the perspective of a different speaker. The first is an autobiographical snippet from the childhood of an aristocratic woman, in which she recalls sledding and claims that she is German, not Russian. the women  mixes a Mediation on the seasons with remarks on the barren state of her current existence.  
                              The Waste land opens with a reference to Chaucer’s Canterbury tales. In this case, though, April is not the happy month of pilgrimages and storytelling it is instead the time when he land should be regenerating after a long winter.
                         
                             Regeneration, though, is painful, for it brings back reminders of a more fertile and happier past. In the modern world, winter, the time of forgetfulness and humbleness, is indeed preferable. The topic of memory particularly when it involves remembering the dead is of critical importance in the waste land. Memory creates conformation of the past with the present, juxtaposition That points out just how badly things decayed. 

Life in death and Death in life:-     

 Life-death-Rebirth:-
   
                Recurrent pattern runs through all Archetypal reading / myth: winter (death), April showers (re -birth). Fertility myth; of fertility god orisis the effigy stuck with grains buried in water- sprouting  of grains signify rebirth. Christianity- crucify (death) of Christian and resurrection (re-birth) to redeem humanity from sin. 
                   
          “Of hardly less Important of readers, however, is knowledge of Eliot’s basic method. The waste land is built on a major contact a device which is a favorite of Eliot’s and to be found in many of his poems. The contract is between two kinds of life and two kinds of death. Life devoid of meaning is death: sacrificial death may be life giving, an awaking to life. The poem occupies itself to a great extent with this paradox, variation upon it.
 
                        The fact that men have lost knowledge of good and evil, keeps them from being alive, viewing the modern Waste land as a realm in which the inhabitants do not even exit.
                     ‘April is the cruelest month, breeding
                      Lilacs out of the dead land, mixing
                      Memory and desire, stirring
                      Dull roots with spring rain 
                      Winter kept us warm, covering 
                      Earth in forgetful snow, feeding. 

This is life –in-death; similarly, death-in-life is exemplified as a life of complete inactivity, listlessness and apathy. That is why winter welcome to them and April is the cruelest of months, for it reminds them of the stirring of life and, they dislike to be roused from their death-in-life. 
         
“A Game of Chess”:-
              
                       A game of chess is the second part of our journey with sign part. “The game of chess”, Eliot depicts the lovelessness in marriage in an age where sex is sterile the title ‘the game of chess’ has been borrowed from Middleton’s women beware women it uphold the fact that our indulgence in luxurious and materialistic world is akin to the game of chess, which can blind us religious and moral obligations.
            
                     A suggest that sex has become a Matter of moves and counter- moves and a source of memory pleasure, a sordid game of seduction, and exploitation of innocent.
                   
                     The sex- relation of is meaningless routine, a mere mechanical relationship bringing them no satisfaction the typist and clerk e text. Not only has sex been vulgarized and commercialized there also prevailed abnormal sex-practice of various kinds. All European is burning with lust and sexuality. Unreal city…Condon Bridge is falling down. A social document of neurosis Bourdon, ennui, frustration, disillusionment despair and hopelessness of the modern “Hollow Man” stuffed in mind with straw. 
  
   “The Fire Sermon”:-       
                      
                             The title, the longest section of the waste land, is taken from a sermon given by ‘Buddha’ in which he encourages his followers to give up earthly passion and seek freedom from earthly things a turn away from the earthly does indeed take place in this section, as a series of increasingly debased sexual encounter concludes with a river song and religious incantation. The section then comes to an abrupt end with a few lines from St. Augustine’s confession (“burning”). 
                     
                           Tiresias, in Greek mythology, a seer, or prophet, from tables, said to have been trucked blind by the goddess Athena because he had seen her bathing. Tiresias assumes many masks and his voice of inmates of the modern waste land, and at times with ghostly voices from the past….
                 
                         The whole poem is Tiresia’s, ‘streams of consciousness and Tiresias, blind, and important spirituality embittered, old and important, who is the protagonist of the poem In the waste land, wandering about in great quest stands for modern man in quest of true spiritual light and visible moral values. 
              
                        Oneness of characters and experience: not only does Tiresias melt into the other character of the poem, but the melting of the characters into each other is, of course as aspect of the general process.

  “Death by Water”:-       
                
                             The shortest of the poem “Death by Water”, describes a man, plebes the Phoenician, who has died, apparently by drawing. In death he has forgotten his Wordily cases as the characters of the sea have picked his body apart. The narrator asks his body apart. The narrator asks his reader to consider phelbas and a recall his or her own morality. 
                   
                            “fear death by water” she says, after pulling the card of the drowned sailor, Eliot further emphasize phebals deride up antiquity and irreverence by placing this section in the distant past.

“What the Thunder Said”:-      
                   
                                  Here also Eliot implies path to regenerate the denizens of the Waste land. Eg. What the thunder said: Datta-give; Dyathawam-sympathies; Damyata-self control.
                    
                               Eliot bringing together the wisdom of the east and west and show that spiritual regeneration can come, if only we heed the voice of the Thunder
 DA
 Datta:- devote to noble cause
 DA
 Dayadhvam:- sympathies with the sorrow and suffering of others
 DA
 Damyata:- self-control over’s passion and desires. 

Conclusion:- 
                               Eliot’s allusions to composers writer holy books, and so forth underscore the abiding presence of this deeper level. More importantly, so, too does the poem’s underlying plot, drawn from the legends of the fisher king and the Holy Grail. The presence of this mythic subtext implies both the fallen, confused state of the modern age and Eliot’s alternative to it.
                          
                              Northrop frye,  T. S. Eliot New York  grove press 1963. An analysis of Eliot‘s work primarily the critical perspective of myth excellent conclusion on the archetypal aspect of The Waste Land.

Paper - 12 ELT-1 : What is a TBL ?


             Name:- Dave Mayuri P.
              M.A. Sem:-3.
             Roll no:-13.
            Paper no 12. English Language teaching (ELt-1).
              Assignment topic name:- What is TBL?
             Submitted by:- Department of English. M.K.B.U.
   
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 What is Task-based Language Learning(TBL)?

Introduction:-  
                       Task based language learning (TBL) focus on the use of the authentic language and on asking students do meaningful tasks using the target language. Such task can include visiting a doctor, conducting and interview, or Teacher and student or calling customer service for help. Most approaches to language teaching can be described as ‘Form-based’. Such approaches analyse the language into an inventory of forms which can then be presented to the learner and practiced as a series of discrete items. J. Wills(1996) defines a task as an activity ‘where the target language used by the learner for a communicative purpose in order to achieve an outcome’. Here the notion of meaning is subsumed in ‘Outcome’.

What is TBL?   
   Task based language learning. 
             Task based language learning (TBL) also known as Task based language Teaching (TBLT), or task based instruction (TBI) focus on the use of authentic language and on asking students do meaningful tasks using the target students do meaningful tasks using the target language. Such task can include visiting a doctor, conducting an interview, or calling customer service for help.
                Assessment is primarily based on task outcome  in other words the appropriate completion of real world tasks rather than on accuracy of prescribed language forms. This  TBL especially. Popular for developing target language fluency and student confidence as such task based language learning can be considered a branch of “Communicative language teaching”.

          What is a Task?
Definition of Task:-
1). A task involves a primary focus on meaning.
2). A task has some kind of ‘Gap’ (Prabhu    identified the main types as informal gap, reasoning gap, and opinion gap.)
3).The participants choose the linguistic resources needed to complete the task.
4).A task has a clearly defined non linguistic outcome.

Prabhu(1987) identified four broad task types:
1 information Gap
2 Reasoning Gap
3 Problem solving
4 Opining Gap

Stern (1992) offers a similarly useful typology. Learners can be asked to:
-       Give and follow instruction;
-       Gather and exchange information
-       Solves problem;
-       Give information talks in the classroom;
-       Task parts in role play and Drama activity.

1    Information Gap activity:- which involves a transfer of given information from one person to another or from one place to another generally calling for decoding or encoding of information from or in to language.
            One examples is pair work in which each member of the pair has a part of the total information. The activity often involves selection of relevant information as well as, and learners may have to meet criteria of completeness and Correctness in making the transfer.

2. Reasoning Gap:-
                   Reasoning gap activity, which involves deriving some new information from given information though processes of inference, deduction, practical reasoning. or a perception of relationship or patterns.
                 One example is working out a teacher’s timetable on the basis of given class timetables.
               The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that intially comprenced. There is a piece of reasoning which connects the two.                                         

3. Opinion Gap:-
                    Opinion gap activity which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation One example is story completion another is taking part in the discussion of social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.

                      According to Jane Wills Task based language learning TBL consists of the pre-task cycle, and the language focus.
 
The components of a Task are:

1.Goals and objectives.
2.Input.
3.Activities.
4.Teacher role.
5.Learner role.
6.Setting.
           
Principles of Task based language learning:-
-       Learners require exposure to the real and varied language of speakers of the target language.
-       Learners must be exposed to and use the kind of language that they want and need for their own interest or purposes.
-       Learners must be provided with opportunities for unrehearsed and meaningful language use in purposeful interaction where they take informed risks, make choices, and negotiate meaning while seeking solution to genuine queries.
-       Teacher Ensure that activities are interconnected and organized with clearly specified objectives and promote the desire to learn.
-       Teacher should elicit self-correction enable personalized feedback, and consider learners individual developing language systems.
-       Teacher must set activities for learners that help them notice language forms; induction/ discovery is preferable to deduction/ presentation; teachers should instruction form in the context of activities where is primary.
-       The whole language listening, speaking, Reading, and writing should be integrated.
-       Teachers evaluate learners in a formative manner and in terms of the process of achieving a goal; learners need to evaluate their own performance and progress.
 
    One feature of TBL, therefore, is the learners carrying out a task are free to use any language they can to achieve the outcome: language forms are not prescribed in advance.   
        The task based approaches, therefore, language development is prompted by language use, with the study of language form playing a secondary role. Recent research however, suggests that while communicative language form if acquisition is to maximally efficient.
Skehan (1996), e.g. argues that unless we encourage a focus on form, learners will develop more effective strategies  for achieving communicative goals without an accompanying development of exchange meanings in spite of the shortcoming of their language as a result they to exchange  meanings in spite of the shortcomings of their language. As a result they may fossilize at a relatively low level of language development.
         Skehan(1992) suggest that learning is prompted by the need to communicate, but argues that learning will be more efficient if:
1.There is a need to focus on accuracy within a task-based methodology.
2.There is a critical focus on language form within the task-based cycle.
The challenge for TBL, therefore, is to devise a methodology which affords learners the freedom to engage natural learning processes in the creation of a meaning systems, but which incentives to ‘restructure’ their system in the light of language input.
   
    An approach similar in some ways to Prabhu’s  is put forward by Breen 1987 and Candlin 1987 in their advocacy of a process syllabus. Breen and candlin agree with prabhu in they see the basic unit of syllabus design and classroom methodology as an activity of some kind.
-       The role of the teacher is not to determine unilaterally how learning will be organized and sequenced, but to consult learners and help them realize their own learning plan.
-       Prabhu’s procedural approach deliberately avoids all focus on language. Students operating with the process syllabus, however, may choose for themselves to focus explicitly on language form.
 
             TBL like CLT rests on road principles rather than precise recommendations or perceptions. The second principle is that learning will be effective only if it is related closely to language use and involves relating form and meaning.
              J.Wills 1996 offers another classification of tasks which subsumes the above types and as a generative pedagogic tool. She suggests that we first draw up series of topics suited to our learners. She then identifies a number of operations, based on chosen comparing; problem solving; sharing personal experiences; creative tasks. 
           The need for a focus on form within a task-based methodology may be met in part by manipulating the circumstances of communication in the classroom. Tasks carried out orally in manipulating the circumstances of communication in the classroom. Task which involve a presentation to the class as a whole, or the preparation of written output, demand a higher level of accuracy. this is in line with natural language use. We are more conscious of language form in public presentation than in private use. Wills and Wills 1987-96 offer a detailed rationale for these procedures, a frame work involving a pre-task phase followed by a task-planning report cycle, in which learners move from pair discussion of task to a public report of their findings.
               It is important that teacher question for the principles and procedures which inform TBL. Formal research may identify and refine questions to do with classroom practice and provide experimental findings which are indicative of answers to some of those questions, but it is important to test these finding through critical observation of classroom practice. And recently start to digital era and this time task are different role of education like email, blog task, online discussion task, etc… role of the task based learning.

Conclusion:- 
                       TBL represents an attempt to harness natural processes. But it also seems that these process and provide language focus activities based on consciousness-raising which will support these processes. The crucial challenges for TBL, therefore, are to do with design and sequencing of tasks, and the determination of how best to encourage learners to focus on language form in a way which prompt language development while, at the same time, recognizing that there is no direct relationship between language instruction and language learning.