tag:blogger.com,1999:blog-71229377538165104342024-03-24T15:49:07.347+05:00English language and literatureSami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.comBlogger54125tag:blogger.com,1999:blog-7122937753816510434.post-73449636087222511442024-03-24T15:48:00.001+05:002024-03-24T15:48:10.679+05:00Group Discussions Practices in Improving English Vocabulary Learning Among ESL Learners<p> </p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Group
discussions practices in improving <a name="_Hlk132871359"></a><a name="_Hlk132869597"><span style="mso-bookmark: _Hlk132871359;">English
vocabulary </span></a><span style="mso-bookmark: _Hlk132871359;">learning</span>
among ESL learners</span></b></p><p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> </span></b></p><p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Authors: <br /></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;">1.<span> </span>Mehwish Jameel, M Phil Applied Linguistics,
Minhaj University, Lahore, Pakistan. Email:</span> <a href="mailto:mishi4785@gmail.com"><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;">mishi4785@gmail.com</span></a><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;">
(Corresponding Author)</span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> <span style="font-size: small;"> 2</span>.<span> </span>
</span></span></span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;">Farah Zahid , M Phil English Linguistics,</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">
, Department of English Linguistics, Islamia University of Bahawalpur,
Pakistan.</span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;"></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> <span style="font-size: small;">
3.</span><span><span style="font-size: small;"> </span> </span></span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sami Ul Haq, M Phil Research Scholar,
Department of EnglishLiterature and Linguistics, Lahore Leads University Lahore,
Pakistan.</span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;"></span></p>
<p class="MsoNormal" style="line-height: 150%;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Abstract</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
ability to write and communicate in English is a crucial skill for academic
success of students. Therefore, improving one's command on the <span style="mso-bidi-font-weight: bold;">vocabulary knowledge</span> is essential for
advancing English language skills. As a result, this study was undertaken using
a qualitative technique to investigate students’ perceptions about the group
discussions<b> </b>strategies their teachers employ to improve English
vocabulary learning among them. <span style="mso-bidi-font-weight: bold;">The
population of this study consisted of all the enrolled students in the two
schools of high schools in Hyderabad. By using convenient sampling technique, 20
students were recruited to collect the data from conducting interviews. The
findings of the study indicate the significance of group discussions in
increasing ESL learners' vocabulary knowledge by number of ways. These include
active engagement of learners, their exposure to different perspectives,
opportunities to practice speaking, and constructive feedback they receive
teachers. Therefore, ESL instructors are encouraged to incorporate group
discussions practices in their classrooms. Educators can include those activities
that stimulate active involvement, allow for peer relationships, and provide
constructive feedback.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Keywords:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;"> Group discussions; English vocabulary; ESL
learners; active engagement; constructive feedback</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Introduction</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">English
is widely regarded as the most understood language globally, with an estimated
1.5 billion people speaking it, including both native and non-native speakers.
This language has become a universal mode of communication for people from
diverse cultures and regions, and its importance in various fields cannot be
overstated (Coleman, 2010). Thereby, learning English is essential for
individuals who seek to succeed in today's globalized world.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">One
of the primary reasons why English is considered the most important language to
learn is its dominance in international business, politics, and education.
English is the official language of the United Nations, which is the primary
forum for international diplomacy (<span style="mso-bidi-font-weight: bold;">Beshaj,
2015). </span>It is also the language of international trade, and most business
communication is conducted in English. In addition, English is the primary
language used in higher education, with many top universities across the world
using it as the language of instruction (<span style="mso-bidi-font-weight: bold;">Zainuddin et al., 2019)</span>. Thus, learning English provides
individuals with access to global opportunities in these fields.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Furthermore,
English is the language of the internet and technology (<span style="mso-bidi-font-weight: bold;">Akram & Abdelrady, 2023; Al-Adwan et al., 2022</span>). The majority
of websites, software, and applications are developed and maintained in
English, making it an essential tool for communication and accessing
information online (Akram et al., 2021; 2022). In addition, English is the
language of science and research, with a vast majority of scientific papers
published in English. Thus, proficiency in English is crucial for individuals
who seek to pursue careers in these fields.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Moreover,
English is the language of popular culture, including music, films, and
literature. Learning English enables individuals to access a vast range of entertainment
and media from different parts of the world, which would otherwise be
inaccessible to them (<span style="mso-bidi-font-weight: bold;">Rao, 2019)</span>.
It also facilitates cross-cultural communication and understanding, as people
from different cultures can share and appreciate their art and literature
through a common language.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><span style="mso-tab-count: 1;"> </span>In addition, English is the primary
language of academia and research, and proficiency in English is necessary for
academic and professional success. Many universities and research institutions
require academic writing in English, and international academic conferences are
conducted in English (<span style="mso-bidi-font-weight: bold;">Zein et al.,
2020)</span>. Thus, being able to write and communicate effectively in English
is essential for academic achievement and advancement. In addition to the
professional benefits, being able to write and communicate effectively in
English has significant personal advantages. It allows individuals to engage
with a broader range of literature, music, and film, as well as connect with
people from different cultures and backgrounds. This can broaden one's horizons
and foster a deeper understanding and appreciation of the world (<span style="mso-bidi-font-weight: bold;">Em et al., 2022).</span></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
order to communicate and write in an efficient manner, vocabulary is an
essential component. According to González-Fernández and Schmitt (2017), it is
the collection of words and phrases that an individual use when communicating
in a given language. A strong vocabulary enables individuals to articulate
their ideas and thoughts in a way that is both clear and effective, as well as
to comprehend the nuances that are present in both written and spoken language.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
ability to write well and communicate effectively is improved in a number of
different ways by having a large vocabulary. In the first place, it enables
people to use language in a manner that is suitable and accurate (Vu &
Peters, 2021). This guarantees that their writing or communication is easy to
understand, accurate, and successful in conveying the message they aim to
express. According to Arkamy et al. (2022), using suitable vocabulary is one of
the best ways to display a high degree of language ability and acquire the
respect of the reader or listener.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Secondly,
an individual's capacity to grasp both written and spoken language is enhanced
when that individual has a vocabulary that covers a wide range of topics. It
gives individuals the ability to comprehend the meaning of words with which
they are not familiar, which is especially helpful when reading or listening to
material that is academic, technical, or legal in nature (Khan, 2022).</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Thirdly,
an individual's capacity to express themselves in a manner that is both more
vivid and creative can be improved by expanding their vocabulary. According to
Bahri et al. (2022), this enables people to more effectively communicate their
thoughts by making use of a greater variety of evocative words and phrases.
Writers, poets, and other creative workers who rely on their linguistic
abilities to captivate their audience may benefit from this in a particularly
significant way.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Moreover,
having a sound vocabulary is an essential component of success in academic and
professional fields. In academia, it is important to use technical vocabulary
to express ideas and to understand the vocabulary used in academic research (<span style="mso-bidi-font-weight: bold;">Schmitt, 2019)</span>. In the professional
world, using the correct vocabulary is crucial in various fields, such as law,
medicine, and engineering, where precise and accurate language is necessary for
success (<span style="mso-bidi-font-weight: bold;">Schmitt, 2019).</span></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Many
students in Pakistan have difficulty with vocabulary, despite the fact that it
is considered to be an essential component of English language instruction in
the classroom. This is due to a number of different factors. To begin, the
instruction of the English language in many Pakistani schools is not of a high enough
standard. According to Akram and Yang (2021), it's possible that educators lack
the skills or resources necessary to properly instruct students in English
vocabulary. Additionally, class sizes can be large, making it challenging for
teachers to give individualized attention to each student (<span style="mso-bidi-font-weight: bold;">Fareed</span> et al., 2016). Secondly,
students in Pakistan may not have adequate exposure to English outside of the
classroom. In many cases, English is not spoken at home or in the local
community (<span style="mso-bidi-font-weight: bold;">Jadoon et al., 2020)</span>.
This limits opportunities for students to practice and improve their vocabulary
in natural settings. Moreover, many students in Pakistan may lack motivation to
learn English vocabulary (<span style="mso-bidi-font-weight: bold;">Hambali,
2018)</span>. They may not see the practical value of English in their daily
lives, or they may find the learning process boring or difficult.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Addressing
the challenge of English vocabulary learning in classrooms is crucial to
improving the language proficiency of students. One potential solution to this
problem is to incorporate interactive group discussions activities into English
language classrooms. Interactive group discussions activities involve students
working in pairs or small groups to review and provide feedback on each other's
writing or speaking English (<span style="mso-bidi-font-weight: bold;">Lim &
Griffith, 2003). </span>This approach has several potential benefits for
vocabulary learning. Firstly, interactive group discussions can increase
student engagement and motivation (Zhang et al., 2016). By providing students
with an opportunity to collaborate with their peers, they can become more
invested in the learning process. Secondly, by reviewing and providing feedback
on their peers' work, students critical thinking and analytical skills may be
developed, which can help to enhance their own vocabulary knowledge and
understanding (<span style="mso-bidi-font-weight: bold;">Liang & Fung, 2021).
</span>Thirdly, by receiving feedback on their own writing or speaking,
students can identify areas for improvement and work on refining their language
usage (Liaw, 2009).</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 18.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Research
on the effectiveness of group discussions in language learning has primarily
been conducted in Western countries, and there is limited research on its use
in ESL contexts in Pakistan. This lack of research highlights the need for
further investigation into the benefits of group discussions as a tool for
improving vocabulary learning outcomes for ESL learners in Pakistan. To address
this gap in research, this study aims to investigate the effectiveness of group
discussions practices in improving vocabulary learning outcomes for ESL learners
in Pakistan. The study aims to accomplish the following questions: </span></p>
<ol start="1" style="margin-top: 0cm;" type="1"><li class="MsoNormal" style="line-height: 150%; mso-list: l0 level1 lfo1; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">How
do students perceive the effectiveness of <span style="mso-bidi-font-weight: bold;">group discussions</span> strategies used by teachers to improve
their English vocabulary learning?</span></li></ol>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">What
are the best practices for teachers to design and facilitate group discussions
that promote ESL learners' vocabulary development?</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Research
Method</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
researcher used a qualitative technique and conducted student interviews to
investigate students' impressions of what and how their teachers employ peer
feedback strategies to improve their English vocabulary. The interviews were
semi-structured (i.e., a mix of open-ended and closed-ended questions) and
directed by probing questions, allowing the researcher to collect in-depth
information (Kallio et al., 2016). As a result, it is regarded as the most
appropriate approach to investigate in depth the peer feedback procedures used
by teachers to cultivate English vocabulary among pupils. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sample
size and population</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
population of this study included all of the students enrolled in two schools
of high schools in Hyderabad. The researcher employed a procedure known as
convenient sampling to collect the data, and 20 students were chosen at random
to do so. Following that, the researcher personally performed all of the
interviews after gaining permission from the different school principals.
Furthermore, in order to safeguard the anonymity of those who participated in
the study, their genuine names were replaced with fictitious ones. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Data
Analysis</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A
semi-structured approach was taken to recording and transcribing each
individual interview. The researcher went through the process of listening to
and analyzing each recorded interview with a student to determine how well it
matched into the various categories of student interviews. Follow-up interviews
were carried out by the researcher in order to gain a detailed and
all-encompassing picture of the ways in which students see the challenging
components of academic writing. The creation, processing, and categorization of
transcriptions were all aspects of the qualitative analysis technique that were
required as part of the process. It was essential to track down the data, give
it a more precise definition, place it in the appropriate categories, and add to
it (Rubin & Rubin, 2011). We looked at motifs from interviews as well as
motifs from other pieces of literature. When the coding was finally done,
detailed descriptions were provided for each of the themes. Following the
clarification, organization, and integration of the primary themes, the primary
issues, as well as maybe a variety of findings, were brought to light (Rubin
& Rubin, 2011). A narrative provided an account for the evolution of ideas
when it finally came around.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Results
and discussion</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">The comments made by the participants, which were
directed by the research objectives of the study, pointed out a number of benefits
with regards to the English vocabulary learning they gain while engaging their
selves in the group discussions. These benefits are listed below:</span></p>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -18.0pt;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Active
engagement</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Group
discussions are an effective way of promoting active engagement among ESL
learners, as they encourage learners to actively participate and engage with
the learning process. <span style="mso-bidi-font-weight: bold;">This benefit was
also highly highlighted by the participants of the study, According to a
student:</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"Group discussions help me to be more engaged
in the learning process. It is a great way to learn new vocabulary and to
reinforce what we have already learned."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">It is therefore important for ESL teachers to encourage
group discussions in the classroom as a regular part of the learning process
and assign topics that are relevant and interesting to the learners to promote
active engagement. In addition, instructor should also provide clear guidelines
and expectations for group discussions to ensure that all learners are actively
participating.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Some students linked active engagement with their
level of motivation to learn new vocabularies. Sari (2020) also acknowledges that
one of the benefits of group discussions in improving English vocabulary
learning among ESL learners is that it can increase their level of motivation.
As students actively engage in group discussions, they become more interested
and invested in the topic being discussed. This, in turn, can increase their
motivation to learn new vocabulary words and apply them in their communication.
According to a student:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"When I am actively participating in a group
discussion, I am more focused and motivated to learn. I am also able to learn from
my peers, as we share our knowledge and ideas."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Another student noted:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"When we discuss a topic in a group, I feel
more motivated to learn new words and phrases because I want to be able to
participate in the discussion and express my opinions effectively. This makes
learning new vocabulary more enjoyable and less intimidating."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">In addition, </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">when learners are
actively engaged in the learning process, they are more likely to remember and
retain the new vocabulary they learn. <span style="mso-bidi-font-weight: bold;">This
benefit of group discussions in vocabulary learning has been supported by
research studies as well. For instance, Lin (2018) specified that when learners
are actively engaged in the learning process, they are able to make deeper
connections between new vocabulary words and their existing knowledge, which
enhances their overall understanding and retention of these words. In the same
manner, a student stated:</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"During the group discussions, I am able to
learn and remember new vocabulary words more easily. When we discuss the meaning
and usage of these words in a group, it helps me to reinforce my understanding
and retain them for longer periods of time. It also helps me to use these words
more confidently in my speaking and writing tasks."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">It is therefore important for ESL teachers to incorporate
technology tools, such as online discussion forums or video conferencing, to
promote group discussions inside and outside of the classroom.</span></p>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -18.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Exposure
to different perspectives</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Group discussions provide learners with exposure to different
perspectives and ideas, which can be a valuable way to broaden their
understanding of the English language. This benefit was also highlighted by the
participants of the study, According to a student:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"Group discussions helped me learn new words and
phrases that I had never heard before. It was interesting to hear different
perspectives from my classmates and it gave me a better understanding of the
English language."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">It is therefore important for ESL teachers to set
clear learning objectives for each group discussion session to ensure that
learners understand what they are expected to achieve. This can help learners
to focus on the topics discussed and make the most of the learning opportunity.
In addition, teachers can provide learners with diverse topics for group
discussions. This will help learners to broaden their understanding of the
English language and develop a more diverse vocabulary. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">As learners interact with their peers, they get the
chance to hear different opinions, beliefs, and experiences, which can help
them to view the world in new ways. Through this exchange of ideas, learners
can also develop a more diverse vocabulary as they are exposed to new words and
phrases that they may not have encountered before. Komaruddin et al. (2021) also
identify that when learners are exposed to different perspectives, they are
also encouraged to think critically and reflect on their own understanding of
the language. This can help them to become more confident in their abilities to
express themselves in English and to communicate effectively with others. A
student expressed this sentiment, stating that:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"group discussions help me to learn different
ways of expressing the same thing, which makes me more confident in using
English."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Another student stated:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">"I never knew the word '</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">
<span style="mso-bidi-font-weight: bold;">emergence' before my group discussion.
My peers used it in their conversation, and I asked them about the meaning.
They explained it to me, and now I have learned a new word that I can use in my
writing."</span></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Furthermore,
exposure to different perspectives can help learners to become more culturally
aware and sensitive. As they learn about different cultures and perspectives,
they can become more empathetic and understanding towards others. This can be
particularly important for ESL learners, who may be from different cultural
backgrounds and may be learning English to interact with people from diverse
backgrounds. Therefore, facilitators should try to ensure that there is a mix
of learners from different cultural and linguistic backgrounds in each group. A
<span style="mso-bidi-font-weight: bold;">student stated:</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"I
feel like group discussions have helped me to learn more about different
cultures and perspectives. Through these discussions, I have been exposed to
new ideas and beliefs that I may not have otherwise encountered."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">Another student mentioned:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"This
has helped me to become more culturally aware and sensitive, which I think is
an important aspect of language learning."</span></p>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -18.0pt;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Opportunity
to practice speaking</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Group
discussions offer a comfortable and supportive environment where ESL learners
can practice speaking English, which can be highly beneficial in improving
their speaking skills. This benefit was also mentioned by the participants of
the study, as one student noted:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"Group
discussions allowed me to practice speaking in English without fear of being
judged or making mistakes."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">It is therefore important for ESL teachers to </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">promote
active engagement among learners, it is essential to encourage learners to
actively participate and engage with the learning process. Teachers can provide
opportunities for learners to share their perspectives, ideas, and experiences
on the topic of discussion. In addition, teachers should also encourage
learners to practice speaking English and to gain confidence in their ability, teachers
should create a safe and supportive environment for group discussions. Learners
should feel comfortable to make mistakes and receive constructive feedback from
their peers and the facilitator.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Susanti
et al. (2021) also specified that group discussions, provide opportunity to the
learners to speak in a non-threatening environment where they can express their
thoughts and ideas without fear of judgment. This can help them to overcome
their anxiety and gain confidence in their ability to speak English.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Moreover,
group discussions can also help learners to improve their pronunciation,
intonation, and overall speaking fluency, as they receive feedback from their
peers and the facilitator, as one student stated:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"Participating
in group discussions has helped me to improve my pronunciation and intonation
in English. When I speak, my peers and the facilitator give me feedback on my
pronunciation and help me to identify areas for improvement. This has made me
more aware of my own pronunciation and has helped me to speak more fluently and
confidently in English."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Yasmin
(2022) also specified that through the active participation and feedback of
their peers in the group discussions, learners can identify areas of
improvement in their speaking skills and work on them accordingly. This can
lead to improved speaking proficiency and increased self-confidence. It is
therefore important for teachers to provide learners with opportunities to
practice their speaking skills through various activities, such as debates,
role-plays, and group presentations. In addition, teachers should also offer
feedback and guidance on pronunciation, intonation, and overall speaking
fluency, to help learners identify areas for improvement and develop their
language skills.</span></p>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -18.0pt;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Constructive
feedback</span></b></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
group discussions, learners have the opportunity to give and receive feedback
on their language use, pronunciation, and grammar. Through this process,
learners can identify areas where they need improvement and work on developing
their language skills, as one student stated:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"When
I participate in group discussions, I feel comfortable making mistakes because
I know my peers will give me constructive feedback. This helps me to identify
my weaknesses and work on improving my language skills. I also enjoy giving
feedback to my peers, as it allows me to help them improve their language
use."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">It
is therefore important for ESL teachers to use group discussions as a way to
identify areas where learners need improvement and to tailor future lessons and
activities to address these areas. In addition, teachers should also provide
specific feedback on language use, pronunciation, and grammar, and offer
suggestions for improvement. Yu and Lee (2016) also mentioned that Constructive
feedback, ESL learners receive during group discussions can be particularly
helpful for them, as it can help them to recognize their errors and weaknesses
and take steps to address them.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span>In
addition, during group discussions, learners can also receive feedback from
their facilitator. The guidance and feedback received from the facilitator can
be extremely valuable in promoting the English vocabulary learning of the
learners. The facilitator can correct errors in language use, pronunciation,
and grammar, and offer suggestions on how learners can improve their language
skills, as one student stated:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-left: 36.0pt; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">"During
group discussions, our facilitator always corrects our errors and suggests
better ways of expressing ourselves. This has helped me to become more
confident in my ability to speak English and to use new vocabulary
correctly."</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">It
is therefore important for ESL teachers to provide learners with opportunities
to receive feedback from the facilitator and to ask questions about areas where
they may need improvement. This can help learners to identify areas for growth
and to work on developing their language skills more effectively. Kuyyogsuy, S.
(2019) also specified that the facilitator can also help to create a supportive
learning environment, where learners feel comfortable practicing their English-speaking
skills and taking risks with new vocabulary. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Conclusion</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;"></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-bidi-font-weight: bold;">The study emphasizes the significance of group
discussions in increasing ESL learners' vocabulary knowledge. According to the
findings, group conversations motivate learners to actively interact and engage
in the learning process, resulting in improved retention and recall of new
terminology. Learners who actively participate in group conversations are more
motivated to learn and retain new terms, which can aid in the development of a
larger vocabulary over time. Group conversations expose students to a variety
of opinions and ideas. Learners can improve their comprehension of the English
language, learn new terms and phrases, and become more culturally aware and
sensitive through interactions with their peers. Another advantage of group
discussions is that they create a safe and supportive atmosphere for ESL
students to practice speaking English. Finally, group discussions provide an
opportunity for ESL students to provide and receive constructive comments on
their language use, pronunciation, and grammar. Based on these findings,
instructors can increase ESL learners' vocabulary understanding by encouraging
group discussions in their English language lessons. Educators might include
activities that stimulate active involvement, allow for peer relationships, and
provide constructive feedback. This can assist ESL students in expanding their
vocabulary, being more culturally aware and sensitive, and improving their
speaking skills. </span></p>
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<p></p>Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-45556377376463535132024-03-24T15:29:00.000+05:002024-03-24T15:29:15.365+05:00Power and Resistance: A Critical Racial Study of Harris ‘s The Other Black Girl (2021)
<p align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 150%;">Power
and Resistance: A Critical Racial Study of Harris ‘s The Other Black Girl
(2021)</span></b></p><div align="center" class="MsoNormal" style="line-height: 150%;"><b><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 150%;"> </span></b></div>
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-indent: -18pt;"><h3><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">Authors:</span></span></h3>
<p align="center" class="MsoListParagraphCxSpMiddle" style="line-height: 150%; mso-list: l0 level1 lfo1; text-align: center; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Rimsha
Sameen, M Phil English Literature, the Islamia University of Bahawalpur.<span style="mso-list: Ignore;"> </span></span></p><p align="center" class="MsoListParagraphCxSpMiddle" style="line-height: 150%; mso-list: l0 level1 lfo1; text-align: center; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Dr.
Aleem Gillani, Assistant Professor, IR/Deputy Director of Academics &
Diplomatic Relations, Minhaj University Lahore, Pakistan. Email: </span><a href="mailto:syedaleemgillani@gmail.com"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">syedaleemgillani@gmail.com</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> <span style="font-size: small;"> 3.</span> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sami Ul Haq, M Phil Research Scholar,
Department of English Literature and Linguistics, Lahore Leads University
Lahore, Pakistan.</span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;"></span></p>
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<![endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"></span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: Calibri;"></span></div>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Abstract</span></h1>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Zakiya
Dalila Harris’ masterwork The Other Black Girl (2021) examines black women’s
experiences with racism. American civilization is matured, yet white-black
inequalities have caused it to rethink rules and perceptions. Minority ethnic
groups are subjugated, but the challenge is how to achieve equal rights under
racism. This study explores black women’s lives in America and the “other side”
of racism. The qualitative investigation is descriptive. Delgado and Jean
Stefancic (2001) study American race and prejudice using Critical Race Theory.
Racism also involves exploring race and seeking equal rights. Racism also
involves contemplation and “creation of resistance” against racial behaviour.
Resistance production seeks power and equal rights. Delgado and Jean Stefancic
(2001) defined resistance as literature, media war, defensive behaviour,
solidarity of minor ethnic groups, mainstreaming of black women, and fighting
racial thought. Power, equal rights, and identity can make a society
standardised, according to the study.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Kew
Words</span></i></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">: Racism, Resistance and Power</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> </span></p>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Introduction</span></h1>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Harris’
novel The Other Black Girl (2021) explores race and power in American culture.
Harris wrote The Other Black Girl on June 1, 2021, and different departments praised
the novel. The Other Black Girl, a New York Times bestseller, follows five
Black women at Wagner Books from 1983 to 2018 to discuss systemic internalised
racism, Black female experiences, professional advantages, and media portrayal.
The Other Black Girl will be a Hulu limited series.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Black
Wagner editor Kindra Rae Phillips narrates the four-part novel. In 2018, Nella
Rogers, Wagner’s lone black editorial assistant, endured her coworkers’
hypocrisy and wished for a community member. Office politics cause paranoia.
Nella is editing “Pins and Needles,” a book with a racist caricature of a Black
woman, and she wanted to share her experiences with natural hair products. She
also shared her book thoughts. Wagner surprises Nella by recruiting Black woman
Hazel-May McCall and they bonded.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Diana
Gordon’s Burning Heart release party in October 1983 opens the second part.
Nella’s illness is revealed here. Hazel damages Nella’s credibility by
defending Pins & Needles in a companywide marketing conference. Her Black
employees from other floors favour Hazel. Hazel damaged Shani’s career before
Wagner. Hani joins Resistance to avenge Hazel.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
third part shows Black women vs. Resistance. Hazel hosts Nella and Shani at
Curl Central, a natural hair cafe. Shani reports the Resistance, Kindra Rae
asks about the hair care container Hazel gives Nella. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Diana
recalls the events from 1983 to 2018 in the final portion. She met her lover
Richard Wagner’s childhood buddy Imani. They failed to make Kindra Rae compliant
with their black woman formula. After decades, the three converts young Black
women nationwide using “Lead Conditioners” like Hazel.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
the narrative, Nella works at Wagner, a famous shop, where she is alone because
of her colour and wants a colour match to share with. Alienation preys on her.
She then writes and publishes a book. She thinks the book can show black people’s
actual experience if the narrator and writers are black. Social networking,
book writing, thesis writing, and discovering authors and editors are all part
of the novel’s process.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Race
is a social construct that divides people by outward traits that are thought to
represent deeper divisions. These classifications fluctuate with time since
they are social rather than physical. Because of how racism is entrenched in
our society and how different cultures view it, it remains important (Wolf,
2018).</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Racism
is “an ideology of racial domination” (Wilson, 1999, p. 14), in which one or
more racial groups claim biological or cultural superiority to justify or
mandate the horrific treatment or social position(s) of others. This belief
believes that some races deserve greater rights, benefits, and opportunities
than others. Racialization is the classification of humans into “races” based
on their perceived physical characteristics, such as skin colour or eye shape
(see Section Racism as a Social Process). Racism is racialization with social
implications. Analytically, racism differs from racial imbalance and
discrimination. “Racial inequality” relates to outcomes, while “discrimination”
means unequal treatment (in income, education, health, etc.). Racism is often
involved in both processes, but present racial inequities and prejudice are not
always caused by it. Racism is often engaged in both processes (Pager &
Shepherd, 2008). The sociology of racism investigates “when,” “how,” “why,” and
“to what extent” each of these three events repeats. Social scientists in the
post-Civil Rights period must conceptualise and measure racism in its more
subtle, diffuse, and long-lasting forms.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Delgado
and Stefancic’s 2001 Critical Race Theory describes race and prejudice’s
stages. This idea says racial prejudice is based on race, ethnicity, social
class, wealth, and status. This theory includes the oppressed. Societal racism
includes personal, social, and institutional forms. Rights-based judicial
injustice is common in other countries.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Racism
also equalises status. Resistance and power can restore social norms and
values. Racism can lead to equal rights. This study examines the novel’s
protagonists’ race, resistance, and power.</span></p>
<h2 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Statement of the Problem</span></h2>
<p class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Racism
and prejudice affect underprivileged groups. Racism threatens values and
conventions. Racism must be confronted to achieve social equality. Empowerment
and fight against social injustice lead to equal power.</span></p>
<h2 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Research Objective</span></h2>
<p class="MsoListParagraph" style="line-height: 150%; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -18.0pt;"><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">To understand the other side of racism
which lead towards resistance and gaining of power for equal status in the society.</span></p>
<h2 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: "Times New Roman";">Research Question</span></h2>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -18.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">How resistance
and struggle for power affects the lives of black women in The Other Black Girl
in American society?</span></p>
<h2 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: "Times New Roman";">Significance of the
Study</span></h2>
<p class="MsoNormalCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Zakiya Dalila Harris’ debut novel is The Other
Black Girl. The novel was well-received and made the author famous quickly. The
study explores black-white racism. The study explains resistance
against racism to gain power in society. To comprehend women’s professional
actions and attitude, it will enrich the knowledge of teachers, students, and
researchers to understand the racial aspects and resistance for power gaining. </span></p>
<p class="MsoNormalCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: "Times New Roman";">Literature Review</span></h1>
<p class="MsoNormalCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racism implies that one group is better than
another. It can also be more embedded in values, attitudes, and stereotypical
perspectives. Hate crimes and racist slurs demonstrate it. They can become
subconsciously ingrained in systems and institutions over time. Racism is
personal, institutional, and societal (Ontario, 2022).</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Since race is a social construct, the
Commission uses “racialized person” or “racialized group” instead of “racial
minority”, as “Non-White” or “visible minority.”</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racism goes beyond racial prejudice. Despite the Code’s efforts to
eliminate racism through public education and human rights, the current human
rights complaint mechanism cannot address every occurrence of racism. Yet,
racism fosters racial prejudice (Ontario, 2022).</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racism is when systems, policies, actions, and attitudes give
different races uneven chances and results. Racism is more than prejudice. It
occurs when institutional or individual bias coexists with the ability to
discriminate, oppress, or restrict others’ rights.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racism includes laws, rules, beliefs, and
other restrictions that prevent people of colour from enjoying justice,
dignity, and equity. Intimidation, aggression, verbal or physical abuse, and
harassment are possible. Racism also exists in unjust institutions and systems.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racism is:</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“A
social construct that arbitrarily separates people into smaller social groups
based on qualities such shared feeling of group membership, beliefs,
behavioural patterns, language, political and economic interests, history, and
ancestral geographical base,” ethnicity is defined as. (p. 88)</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Individual racism is “the attitudes, ideas,
and behaviours that support or perpetuate racism.” Racism can be conscious or
unconscious and aggressive or quiet. Racist jokes, insults, and thinking White
people are superior are examples (Wijeysinghe, et, al. 1997, p. 89)</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Active racism supports the persecution of
targeted racial groups while defending “the rights” of the agent group. White
culture, values, and people justify these goals (p. 89).</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Active racism supports the persecution of
targeted racial groups while defending “the rights” of the agent group. White
people, culture, and beliefs are used to justify these goals (p. 89).</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">An influential book in the topic of disability
studies is by Thomson (1997). One of the earliest investigations on the
connection between race and disability is what makes it noteworthy. According
to Thomson (1997), the process of recasting disability as a feature of
ethnicity rather than a form of disease can be used to “move it from the arena
of medicine into that of political minority” (p. 6). Her work tries to draw
parallels between the discrimination, stigma, and cultural obstacles faced by
people with disabilities and the homophobia, racism, and sexism experienced by
queer-identified people, people of colour, and women. The purpose of this
comparison is to highlight the commonalities between these events. In Baynton,
the use of the idea of a disability to excuse prejudice and unfair treatment of
women, African Americans, and immigrants is highlighted (2001). One of the
first comprehensive monographs on the subject of race and disability was Rowden’s
2009 book (specifically on African Americans and blindness). Intersectionality
is used by Erevelles and Minear (2010) to examine how race, class, gender, and
disability are mutually constitutive. Racism and mental health are the main
topics of Jarman’s (2011) study. Intersectionality is used by Erevelles and
Minear (2010) to examine the connections between racism and mental illness.
Senier & Barker (2013) is a special issue that focuses on the subject of
indigeneity and disability, which is one that is frequently disregarded. The
following collections of articles and special issues on race and disability are
crucial resources. A thorough examination of the interactions between race,
ethnicity, and disability is provided by James and Wu (2006). Bell (2011)
presents a body of study that focuses primarily on the relationships between
blackness and disability across a range of artistic forms, such as music, film,
photography, and literature.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Research on unfairness and inequality in the
US was done by Bleich et al. in 2019. Using current data, this report offers a
thorough, all-encompassing evaluation of the racism that Black Americans
experience throughout the nation. It is now widely known that the vast majority
of black Americans believe that racism and discrimination are still pervasive
throughout the nation. Adults of African heritage claim that they have
experienced persistent bias in their daily lives, in a range of social
settings, and in their contacts with others. The need for medical care,
receiving unfair police treatment, becoming the object of racial slurs, or
other minor transgressions are examples of these situations. No matter their
gender, social standing, or neighborhood’s racial makeup, people of African
origin report racial discrimination at much higher rates than do white people.
All demographic groups may attest to this. Despite popular belief to the contrary,
these findings corroborate past studies that showed black Americans still
experience significant barriers to fair treatment throughout public
institutions, particularly with the police and health care. This has a negative
impact on their health and safety. These results reveal that black People
continue to confront significant barriers to equal treatment, particularly in
the areas of law enforcement and health care (Pew Research Center, 2017).
Discrimination, according to studies, is a significant obstacle to receiving
timely and high-quality medical care.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">This body of research is furthered by the
large proportion of black individuals who claim to have encountered bias in
clinical encounters and to have avoided seeking medical care out of fear of
prejudice (Weitzer & Tuch, 2005). Despite the Patient Protection and
Affordable Care Act’s (the first federal law to include a broad prohibition on
sex discrimination in health programmes) inclusion of specific
antidiscrimination provisions, discrimination in health care remains a
significant issue for black Americans, further widening the gap in health
outcomes between blacks and whites (Geronimus et, al., 2006). Based on
financial class, gender, and the racial make-up of their neighbourhoods, there
was a startling lack of variance in the experiences of discrimination among
black individuals. This might be explained by the large percentage of black
adults who claimed to have experienced discrimination in various circumstances.
The experiences of discrimination varied by domain, which is consistent with
earlier research showing that reporting of discrimination varies depending on
both demographic characteristics and the type of discriminatory treatment that
was assessed. Also, no matter the category, being in a neighbourhood with a
sizable black population did not suggest any kind of discrimination. This goes
against the findings of earlier studies, which indicated that residing in areas
with a greater percentage of black individuals was linked to lower levels of bias
(Rodriguez, 2008).</span></p>
<p class="MsoNormalCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: "Times New Roman";">Research Methodology</span></h1>
<p class="MsoNormalCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Present study is qualitative based on the
textual analysis. This study is confined to the analysis of the Other Black
Girl under Critical Racial Theory by Delgado and Jean Stefancic (2001). </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">According to Delgado and Jean Stefancic
(2001), resistance against racism and prejudice is necessary for the social
creation of norms and balance, which can be achieved through the power balance
and power realities. Theoretically, only by standing up to oppressive authorities
can civil liberties be restored (p. 86). In order to maintain the fight and win
equal rights, criminal defence is necessary (p. 131). As society accepts its
dominant institutions, resistance ensues on the stage (P. 135). In matters of
childbirth and abortion, women should be able to make their own decisions with
full autonomy (P. 30). According to CRT, a black storyteller must have
extensive experience describing and rebutting racism from white listeners.
Standing, or the “right to redress,” is at dispute (P. 92). Minorities need to
put aside their differences in order to form a unified front against racism and
oppression (P. 58). How people view and use power can help the world overcome
bigotry and racism (P. 57). Black women in America have the power to determine
what ideas are accepted by the general public (P. 58). Constructed social
conflict against institutionalised racism and sexism is one route to political
empowerment (P. 75). Literature has the potential to bolster effective tactics
in the fight against institutionalised racism (P. 76). CRT (P. 102) addresses
all the core problems of capitalism, wealth, and distribution. Money is the
colonial force that rules over the masses (P. 112).</span></p>
<p class="MsoNormalCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: "Times New Roman";">Data Analysis</span></h1>
<p class="MsoNormalCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“This meant one of two things: One of her
white colleagues had started using Brown Buttah. Or—more likely, since she was
pretty sure none of them had accidentally stumbled into the natural hair care
aisle—there was another Black girl on the thirteenth floor.” (Part 1, Chapter
1, P, 13)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Critical Race theory of Delgado and Stefancic (2001) explores the
things, which are presented in the people in shape of superiority and the
prejudice. As the American society is prey of prejudice and have the racial
roots about black people so the black people have to prey of these types of
prejudice where the white people are idealized even in the advertisement. As
Nella is working in company and the hair are tended to be presented in a way
that these look like more shining and the products are more idealized. The way
of idealizing and adoption is as the example is given of the “white colleagues”
as she is prey of the complexity and the structured racism can be observed in
the previous line in which the Nella has wish of having a same coloured female
in the company.<span style="mso-spacerun: yes;"> </span>CRT (2001) further
discuss about the depiction of the racial aspects and prejudice through art. As
it is known that, the art is of the two types, composed and drawn. The drawn
art is there where the depiction of the white girl is idealized and she is
presented as the symbol of the beauty. This tendency show that the Black people
are intended to present white people in the idealized way so that their actions
would also be adopted and accepted in the society. This tenet of CRT is of the
resistance and power gaining in the prejudice society by Nella. CRT (2001)
discusses about the criminal defense to approach the right state of power but
here the persuasive attitude is presented for the purpose gaining equal status
in the society. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“Realizing that they would have to walk by her
own cube to get there, Nella looked up. Through the small crack in her
partition, she spotted the swath of dark locs, the flash of a brown hand.”
(Part 1, Chapter 1, P, 17”</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The lines present the tenets of racial prejudice, which has been felt
by Nella. She is prey of structured and institutional prejudice where she is
lone and have no common things of sharing for the people. White people are
presented in the lines as they are intended to work according to their will and
choice and have no intentions for the other community. CRT (2001) views that
the prejudice is not official rather than it is the socially constructed
phenomenon. The line “Realizing that they would have to walk by her own cube to
get there, Nella looked up” illustrates that Nella is preyed of social
prejudice and the racial behaviour where she is has to feel the feelings of
alienation and “other” which presents that she has to suffer interpersonal and
institutional prejudice where she is not given such prestige and is not given
the freedom of sharing and discussion in the people. The phrase at the end of
the line “, Nella looked up” clarify that she is at the state of feelings that
there would be resistance against such of the behaviour as CRT (2001) in
perspectives of power views that the society accept the power (p. 135) so the
social concertation of the powers is necessary. Here the feelings of Nella can
be observed as she is in finding the social power and social construction of
power by its ethnicity. CRT (2001) views that social power is gained when a
person is “standing” which means that he/she is able to “redress” the
situation. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>“Now,
Nella was no fool. She understood that characters of color were in vogue, as
was maintaining vigilance when it came to calling out anything that lacked
proper representation. Nella was not the one doing the calling out, but she
closely monitored social media so she could support whoever did. She read think
pieces by day and retweeted that the Oscars were indeed too white by night, and
following the infamous Black-boy-in-a-monkey-hoodie incident, she took a
six-month-long break from shopping at H&M—a big deal for someone who loved
buying cheap basics in the summertime. She could see the common thread of perceived
sub humanity that ran between the cultural faux pas of major corporations and
the continuous police killings of Black people.” (Part 1, Chapter 2 , P, 20)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Critical Theory of Racism by Delgado and Jean Stefancic (2001)
explains, “Perception towards power and its practice can enable the society
against prejudice and racism (P. 57)”. In the lines, it is clear that Nella is
in need of such friends and company, which would be of the same ethnicity. She
is intended to write the book about the racial prejudice in the society, she
understand that without knowledge, and feelings of the same affected character,
it is impossible to present the same and accurate things. CRT (2001) explores
that the unity of the minorities and the minor groups can lead towards taking
power and the power is the only things, which can produce resistance in the
society against the running prejudice. The line “Nella wasn’t the one doing the
calling out, but she closely monitored social media so she could support
whoever did” clarify that she is intended to take power in the society so that
the resistance could be produced and the intended aspects of the equality and
elimination of the prejudice could be possible in the society. CRT (2001)
explains the unequal aspects and the perceptions towards the society so it can
be said that the social prejudice and the personal prejudice leads towards
thinking the social power is necessary and without taking the social power it
is impossible to have the same and the proper rights. Critical Theory of Racism
by Delgado and Jean Stefancic (2001) clarify, “The black women can set
mainstream validity of thoughts in American society (P. 58)” and the narrator
Nella is presenting as she is in search of such characters, which could give
voice to the marginalized segments of the society. Representation of Black
people is seemed abandoned as in the Oscar awards as the novel presents “She
read think pieces by day and retweeted that the Oscars were indeed too white by
night, and following the infamous Black-boy-in-a-monkey-hoodie incident, she
took a six-month-long break from shopping at H&M—a big deal for someone who
loved buying cheap basics in the summertime” so that things are much clear in
this regard where the equal rights and the division of equal awarding and
nomination is abandoned. Taking the strength of social media, Nella is seemed
intended to present such of the tendencies through which the resistance could
be produced against the constructed and institutional racism to gain the power.
CRT (2001) as clarify that “power can be gained through constructed struggle in
the society against the prejudice and racism existed in the society (P. 75)” so
Nella is intended to have same views to recollect the feelings and reunite the
people of minor groups against the constructed prejudice running in the society
to eliminate the constructed racial behaviour in the society.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“Not too long after Vera called the diversity
meetings “extracurricular,” dashing Nella’s hopes for a promotion anytime soon,
Nella met up with Malaika at their favorite Mexican spot. Enchiladas usually
salved her wounds, but Nella spent a good minute and a half staring at her
plate before finally positing the question that she and Malaika always asked
one another when they’d been slighted: “Do we think it’s a race thing? This
no-promotion thing?” (Part 1, Chapter 2, P. 22)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The lines present the attitude of Nella who is in search of the equal
rights and is intended to raise her voice for the marginalized segment, as the
black people have to suffer. Race is a social construction, not a thing that
occurs naturally. It is a behavior that white people have a predisposition to
engage in, and it can be observed in a range of institutional, interpersonal,
and private circumstances. The lines depict the unfair legal proceedings that a
white person must endure. The Critical Race Theory by Delgado and Jean
Stefancic (2001) exposed how institutions and people have prejudices engrained
in them.<span style="mso-spacerun: yes;"> </span>Power is an other aspects,
which can give the true statues in the society. The worlds as “Vera called the
diversity meetings “extracurricular,” dashing Nella’s hopes for a promotion
anytime” presents that something is going to be happened out of the course and
this course is of the things which are related to the promotion of the
products. However, the situation is quite different when the products are
presents through the hand of white people and white people are shown as they
are the true representation of the society and the society is constructed through
them.<span style="mso-spacerun: yes;"> </span>Critical Theory of Racism by
Delgado and Jean Stefancic (2001) clarify, about resistance and powers as “Resistance
is met on the stage when the social powers are accepted by the society (P. 135)”.
Here the resistance is shown by the words of Nella as she speaks out ““Do we
think it’s a race thing? This no-promotion thing?” it shows that the tendency
of Nella is of the resistance and she is intended to have the equal rights as
white people have. These intentions are due as Nella is intended to post her
voice against the things which are happening neglecting the minorities and the
minor ethnic groups of the society. Claim of Nella is diverse to the situation
which show that she is not taking care of the protocols and is intended to
impose her voice and same is of Critical Theory of Racism by Delgado and Jean
Stefancic (2001) stating, “There is need of criminal defense to preserve the
resistance so that the equal rights would be gained (p. 131)”. Here Nella is at
the state of defense not taking care of the protocols and intended to raise the
voice against racism.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>““Hell,
yeah. That’s a factor, too. She’s protecting what’s hers for as long as she
can… you know, the way some white people insist on only reproducing with other
white people because they want to preclude the population of mixed-race babies
that’s obviously gonna rule the country by 2045. But here’s what I say to
myself whenever Igor gives me shit at work about little things that don’t
really matter, like his Twitter bio. Girl—I’m saying this to you now, Nell, not
me—you are a double threat. You understand me?You’re not just Black, you’re
Black and you’re young. And if she’s smart—and she must be, since she’s been
doing this for what, thirty years?” Malaika paused, continuing only after Nella
confirmed this with a nod. “If she’s smart, she knows that girls like you…” She
smiled a small, silly smile. “And me… are the future.”“ (Part 1, Chapter
2,<span style="mso-spacerun: yes;"> </span>P. 24)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The discussion between Nella and Malaika is about the ongoing
situation of Blacks in the country where their rights are swallowed and their
social status is neglected due to of being<span style="mso-spacerun: yes;">
</span>black. Institutional, personal, and social injustice can ruin a society,
and racial prejudice causes many problems for it. Black people preparing to protect
“Blackness” shows that injustice has social roots and that society must cope
with its ramifications, which include destabilization and demoralization.
Delgado and Jean Stefancic’s proposed theory of racism (2001) examined the
components that demonstrate that racism is a social construction that deals
with inequality and the oppression of other ethnic groups based on color and
creed rather than an inherent attribute. Here the resistance against the
constructed social injustice and social prejudice is shows. The lines “Hell,
yeah. That is a factor, too. She’s protecting what’s hers for as long as she
can… you know, the way some white people insist on only reproducing with other
white people because they want to preclude the population of mixed-race babies
that’s obviously gonna rule the country by 2045” presents as the racial
behaviour is much crucial and the crucial issues of racial ending is there
where the perception<span style="mso-spacerun: yes;"> </span>of a black girl is
presented as she is thinking that the social and familial injustice can lead
towards end of the blacks in the country. CRT by Delgado and Jean Stefancic
(2001) suggests, “The black story teller have great experience in describing
the prejudice especially countering the white people. The issue is of “standing”
which means, “right to redress” (P. 92)”. Here the description of the feelings
are presented by the black girls as they are prey of social injustice and
prejudice and intended to have resistance against the injustice. These
intentions and the constructions can lead them towards gaining of social powers
for equal rights. The expressions as “Girl—I’m saying this to you now, Nell,
not me—you are a double threat. You understand me?You’re not just Black, you’re
Black and you’re young” are kept as the threats to the existence of the black
people where the future prediction is presented that the young black girls have
to feel social insecurity and the social insecurity can be issuing for the
virginity of the young girls because they are not at the state preserve their
rights. Another meaning which are convinced in the text, are that the existence
of black people is at risk and they are prey of social prejudice as well as the
social insecurity where their existence is at risk and can be raped at any
time. The far beyond meanings are conveyed that the power would be achieved and
this can only be gained through resistance and the resistance is the ultimate
tool to get power and to be secured in the American society. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“ Their confusion was understandable enough,
and Nella did her best to rein everyone back in toward the task at hand with
her own small “objective” observations. But she couldn’t bring herself to say
that maybe higher-level employees shouldn’t primarily hire people with Ivy
League degrees or personal connections, because her own résumé had been boosted
by an editor friend of one of her professors at the University of Virginia. And
the zinger she really wanted to deliver—Yes, we just published “that Black
writer” last year, but that writer, along with the last six Black people we’ve
published here at Wagner, was not a Black American, he was from an African
country, and while that’s definitely an example of diversity, it’s also really
not—wouldn’t work, either. It would only unleash a whole new slew of gradations
that Nella didn’t even feel comfortable grappling with on her own yet, let
alone with her white employers.” (Part 1, Chapter 2,<span style="mso-spacerun: yes;"> </span>P. 32)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The lines present the situation of black people in America who are
intended to publish their books and have to face a number of issues. The book
is about the racism and its exploration in the society. In American society,
socioeconomic class and blackness are interwoven. Because of social
constructions of norms and intents, where the standards for understanding other
people are changed and transformed into new standards, people in society
develop bias. Delgado and Jean Stefancic’s book CRT (2001) discusses different
forms of unfairness that might upset society’s balance and generate
instability. CRT (2001) expresses that the things are not in favouring to the
black people and they are intended to take equal rights in the divided society
where the white people are dominant. CRT by Delgado and Jean Stefancic (2001)
suggests, “The black story teller have great experience in describing the
prejudice especially countering the white people. The issue is of “standing”
which means, “right to redress” (P. 92)”. In the lines, the storytellers are
the black people and they things that their feelings can be better conveyed
when they compose the books themselves. Struggle, unity and the resistance are
the elements, which are core in taking the power. The early first lines “Their
confusion was understandable enough, and Nella did her best to rein everyone
back in toward the task at hand with her own small “objective” observations”
show that Nella is at the state of struggle and she is intended to have the
equal power in the society as the black people required. Publishing books
denotes that they wants to feel their feelings among the masses and want to
gain the equal rights in the society. The mains aspects is taking the equal
rights in the society so Critical Theory of Racism by Delgado and Jean
Stefancic (2001) views that “The black women can set mainstream validity of
thoughts in American society (P. 58)” and it is clearly described in the lines
that Nella is intended to have equal rights and tendency in the society where
she could gain the expected results. Depiction of the women in the books and
their feelings can true present the situation where the situation is in favour
of the black people and they would be able to get equal rights and would not be
preyed of the racial behaviour in the society. Nella is intended to publish the
book only with the names of Black people of USA as it is told “Yes, we just
published “that Black writer” last year, but that writer, along with the last
six Black people we’ve published here at Wagner, was not a Black American, he
was from an African country, and while that’s definitely an example of diversity,
it’s also really not—wouldn’t work, either.It would only unleash a whole new
slew of gradations that Nella didn’t even feel comfortable grappling with on
her own yet, let alone with her white employers” so the lines show that she is
intended to present the true picture of the society as it is clear the native
feelings can be better judged rather than presenting an author of the other
continent or the state. Things are clear here where the roots of the feelings
and subjugation are intended to be presented in the books and gaining of equal
rights and power is the main concern so that the social behaviour could be
changed about black people and they could have get rid from the social
injustice, prejudice and racial behaviour due to their colour. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“Nella traced a finger down the second page of
Maisy’s assistant packet, careful to avoid the large grease stain in the top
right corner. She wondered which of Maisy’s assistants had left that
mark—definitely not Yang, who never ate anything at her desk except green
grapes and red pears, and not Emily, whom Nella had never seen eat anything at
all. Heather, the one who’d just graduated from King’s College London and was
always quick to drop a “bloody” here and a “loo” there, had hardly been at
Wagner long enough to get her name on her cube. Nella supposed the perpetrator
had been Erin herself. All those bags of Lay’s. All that noisy crunching.”
(Part 1, Chapter 2, P, 36)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Lines show that the racial behaviour where the interpersonal racial
behaviour is presented based on the prejudice describing the unrest between the
speakers. Delgado and Jean Stefancic (2001) provide a comprehensive explanation
of the situation in CRT that is negative to the marginalized minority, who are
referred as both locally and legally as the accusers. The situation is very
different when killings are called disrespectful and the perpetrator is
portrayed as a victim of society. This social construction and deconstruction
can lead to racial injustice. Racial injustice is dependent on race and is
socially constructed rather than being a natural reality, claims CRT (2001).
The lines show that the educated person are also prey of the racial behaviour
and are intended to show that the race and prejudice is also shown by the
educated present too. It can also be said that the educational institutes are
also laden which such of the thinking where the race and prejudice is also
frequent based on such intentions in which the black people are not considered
equal to the whites. The written world “bloody” and “loo” show that the racial
behaviour is there when the to call other as “bloody” is trend in the society.
These intentions can be said as the attitude of the people, which is socially
constructed, and this behaviour lead towards unequal perception of humans and
setting them in the specific term where humans are subjugated and considered as
the other people, not equal to them. Here the intentions of Nella are clear
that she is intended to remove such of the distanced and wants to eradicate the
prejudice among the people because the people are fully laden with wrong
perception and are not intended to show that their life is not only limited to
the negative behaviour yet to produce harmony and justice. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>“Nella
hadn’t been able to put Burning Heart down for the entire month of August, and
even though it rounded out at a whopping five hundred pages, she’d read it
three times in rapid succession. She wrote about it for a freshman summer
reading project in September, and nearly eight years later, it provided the
backbone for a senior thesis that she’d never managed to publish. Since Burning
Heart had been both written and edited by Black women, she placed its societal
impact front and center, along with two other books that were edited and
written by individuals of the same race—arare feat, Nella had come to learn.”
(Part 1, Chapter 3, P. 46)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">CRT (2001) looks on the possibility of both
social and material segregation when characters are maintained with a
prejudiced tone and objectives. The legal and social systems that tend to treat
black people as if they are not truly a member of society are two ways that
institutional racism might be examined. The lines show that Nella is intended
to publish her books and the thesis to explore and present the racial behaviour
inlaid in the society. Things are not as common and real as are presented in
the society. The intentions behind publishing the books and the thesis are to
show the prejudice of the society whose preys are the black people. Critical
Theory of Racism by Delgado and Jean Stefancic (2001) explains, “power can be
gained through constructed struggle in the society against the prejudice and
racism existed in the society” (P. 75) and it is further stated that “Literature
can support in reinforcing the powerful strategies against the structured
racism” (P. 76) so Nella want to present the racial tendencies of the people
towards the black people. The lines are laden with the CRT (2001) intentions of
exploration that the literature composed by the women can be supportive to
understand the racial behaviour and the racial tendencies. Here the lines are also
illustrating the Nella is herself black woman and she is intended to construct
such of the resistance against the social behaviour that she is prey of racial
behaviour and she has intentions that she could be able to eradicate the social
injustice. She is also able to understand that the resisting behaviour can be
supportive for the black people and these black people have to presents
resistance so they could be able to gain the true status in the society. CRT
(2001) states that literature can also be best tool to engage the people to
understand the racial behaviour as same is seen in the lines as Nella is
intended to publish the books, thesis and is also working on social media to
construct such of resistance against prejudice which could enable the society
to give equal rights to the black people.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“I eyed my friend, who was having a hard time
standing in one place for more than a few moments. Clearly, she’d helped
herself to more than a couple of glasses of wine, which explained the messy
lipstick, the “perfumed assholes,” and the fact that she was again linking her
arm in mine—this time, more forcefully. “I can’t believe I’m the one telling
you this,” she said, “but Kendra Rae Phillips, you need to chill the hell out
and take a deep fucking breath.”“ (Part II, Kendra Rae,<span style="mso-spacerun: yes;"> </span>P. 72)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">People’s attitudes are not standardized, and the new era necessitates
sacrifice and loyalty demands, claims CRT (2001). Because human behavior and
tendencies are not based on loyalty, they should be based on logic. Subjugation
of woman and it is entirely life suppression is also raised in CRT (2001). It
is clearly mentioned that the life and the body of the female is the owner of
the female and nobody cannot rule her. Critical Theory of Racism by Delgado and
Jean Stefancic (2001) views that “The black women can set mainstream validity
of thoughts in American society (P. 58)” so the lines depicts that black woman
is sexually assaulted and it is told “she’d helped herself to more than a
couple of glasses of wine, which explained the messy lipstick, the “perfumed
assholes,” and the fact that she was again linking her arm in mine—this time,
more forcefully”. This presents that the it was not only harassing yet it was
attempt of rape where the female was intoxicated and later was messy with the
body love. Critical Theory of Racism by Delgado and Jean Stefancic (2001)
mentioned that, “Women has right to have control and command on her body in
giving birth or abortion<span style="mso-spacerun: yes;"> </span>(P. 30)” so the
main thing which is presented her is the abandoned of the body control and she
is sexually assaulted due to wine. It presents that the life of the minor
ethnic groups is known as the life of the subjugated things rather than the
life of the standardized person. The question which is intended to explore the
meaning of the text is “to produce resistance” against such assaults. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Owen had groaned and rolled over on his side,
even though they both knew he had no qualms about watching Roots—or reading it,
for that matter, if that proposition had also been on the table. He was more
than happy to be inundated with “Black Thangs,” as Nella called them, either
through the Black literature and film canons, or straight from Nella herself as
she recapped her day-to-day feelings —which was the case on the morning after
the Colin Incident. Owen was always ready to discuss the latest hot-button
issue circulating on Twitter: blackface, underrepresentation, police shootings
of unarmed Black men and women. But it was because he was never too eager—he
didn’t feel the need to call all of the things racist all of the time, like a
few of the white men she’d dated and known before him—that made Nella trust him
the most. He had nothing to prove; he was perfectly content that his worldview,
established thirty years earlier by a lesbian couple in Denver and glued in
place by a daily viewing of Democracy Now!, had set him on the right course. “
(Part II, Kendra Rae,<span style="mso-spacerun: yes;"> </span>P. 77)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Contrary to what many people think, race is a social construction. It
is a deeply rooted trait in white people that can be brought to light in
institutional, interpersonal, and private contexts. The lines show how a person
of color must go through an unjust judicial process. In 2001, Delgado and Jean
Stefancic’s Critical Race Theory revealed entrenched prejudice and racism. The
lines show that there would be resistance against the roots of prejudice being
made for the black people. CRT (2001) says that the unity of the minor groups
can play vital role in producing resistance against the social aspects so in
this regard, it can be understood that the social media is the platform through
which the resistance can be produced and the intended results can be gained.
Here in the lines, the narrator is intended to create her own indemtity in the
legitimated way showing that their unity can play vital role in power gaining
and social media is the best tool to spread the awareness and power gaining. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“The list of hypotheticals, longer than each
of Nella’s brown arms and legs all put together, went on to include not just
hair, but love interests. If she had had Black friends as a child, maybe she
would have gone on more than just one date with Marlon, a Black UVA classmate
who’d asked her out in baggage claim after they met on a plane one holiday
season. Maybe she’d feel less self-conscious about holding Owen’s hand on
various subway platforms, because then, at least she’d know—even if that Black
teenager across the way who was giving her side-eye didn’t—that she’d been
courted and bedded by a man with the same ancestral lineage as her own at least
once.” (Part II, Kendra Rae,<span style="mso-spacerun: yes;"> </span>P. 83)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Institutional, individual, and social injustice are some of the issues
that racial prejudice causes for society, and these issues can ultimately cause
civilization to fall apart. The measures adopted by black people to defend “Blackness”
show that injustice has social roots, that it will have a bad impact on morale,
and that it will destabilize society. Delgado and Jean Stefancic’s proposed
theory of racism (2001) examined the components that demonstrate that racism is
a social construction that deals with inequality and the oppression of other
ethnic groups based on color and creed rather than an inherent attribute. It is
clear in the lines the students also have to face the prejudice due their
blackness and such type of things lead towards gaining of the equal rights in
the society. These rights could be in shape of the positive identity, no
calling of names and using identity as the positive way rather than
inferiority. Rights and the norms are interlinked so the narrator is intended
to have such of the rights which could give the black people positive image in
all of the institutes including the schooling place. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“The guy manning the door took a break from
his phone so he could look me up and down. I didn’t mind it so much. I’d done
the same to him when I’d stumbled up to the entrance of Joe’s Barbershop a few
seconds earlier, studying as much of him as the shadows beneath the building’s
awning would allow. I got a decent look, and I’ll say this: I’d never been to
Harlem, but he looked exactly as I’d always imagined Black guys in Harlem would
look: Tall, dark, and cute. The kind of Black guy that reminded me of one of
the many debonair, coiffed men who speckled my grandfather’s collection of army
photos. Old school, 1940s, with skin the color of wet sand and a kind smile
that suggested he’d much sooner call a woman “brown sugah” than “bitch.”“ (Part
II, Shani,<span style="mso-spacerun: yes;"> </span>P.93)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Blackness and social class are interconnected in American culture.
People form prejudices because of the social construction of norms and
intentions because the new standards that are subsequently established limit
their ability to grasp the perspectives of others. Delgado and Jean Stefancic
CRT (2001) discusses the numerous forms of unfairness that can upset social
order and hasten its fall. Here the own ethnicity is destroyed where the writer
is intended that there would be unity of purpose and the unity of people
against the prejudice and the racial aspects in the society. These are seemed
abandoned in the lines and no resistance is there rather than the own ethnic
groups are intended to radicalized the status of black women. The lines show
that the male member of the society are also subjugated and have to feel a
number rod issues. Even they serve in the army and believes in the loyalty
towards their country but many times, they have to go from a number of issues.
Critical Theory of Racism by Delgado and Jean Stefancic (2001) clarify, about
resistance and powers as “Resistance is met on the stage when the social powers
are accepted by the society (P. 135)”.<span style="mso-spacerun: yes;">
</span>Here the intentions behind illustrations love for country seemed at the
risk and loyalty for the country seems on the risk due to the behaviour of the
social constraints, which are against the black people. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“I shivered and did as I was told, even as I
realized someone—Will, probably— had put his hands on my shoulders to guide me.
Everything was dark, pitch-black dark, so I let him pull me forward, straining
my eyes to detect chains hanging from the ceiling, or suspicious swaths of dried
meat lining the baseboards— anything that would confirm that I was foolish to
be there.” (Part II, Shani, P.95)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Delgado and Jean Stefancic (2001) characterize the situation in CRT in
a way that is obvious is not in the best interests of the oppressed minority,
who are referred to as the accusers both locally and legally. The situation is
very different in this instance since the murderer is portrayed as a victim of
societal injustice and the crime is viewed as insulting. This social construction
and deconstruction can lead to racial injustice. (CRT (2001) says racial
injustice is founded on race and is a social construction rather than a natural
occurrence.<span style="mso-spacerun: yes;"> </span>The line show that the
sexual subjugation is much there for the black people in American society and
they keep it as the racial prejudice when their existence is neglected and
called as “bitch” which denotes that the equal norms and identity is not
provided to them by the society which creates the question of existence and
resistance. In this regard, gaining of power can be supportive to revise the
thoughts of the society and livings aspects of the society.<span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“The words “Leave Wagner” worked their way up
and down Nella’s brain, stretching wider and wider and echoing louder and
louder until her subconscious started playing them back to her in different
genres: country, rap, polka, and then —perhaps the cruelest of all—big band. It
got so bad that at about three minutes after five, she got out of bed so she
could get herself as “together” as she possibly could.” (Chapter 7, P, 97)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">CRT (2001) asserts that there is social and material segregation
existing when characters are maintained with a prejudiced tone and objectives.
The legal and social systems that tend to treat black people as if they are not
truly a member of society are two ways that institutional racism might be
examined. The line show that Nella have to suffer a lot at Wagner and she is
told to leave the place and she could not be adjusted at the place due to the
racial behaviour and intention in the society. Critical Theory of Racism by
Delgado and Jean Stefancic (2001) mentioned that, “Women has right to have
control and command on her body in giving birth or abortion (P. 30)”.<span style="mso-spacerun: yes;"> </span>Here the women is intended to be controlled
and is intended to secure the things which are quite diverse. The ideal place
which likes the status of the females as working lady and an ideal lady of
working but the female have to leave as the norms of the company are not truly
followed. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 22.7pt; margin-top: 0cm; text-align: justify;"><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">“Nella hadn’t been just bullshitting to make
herself feel better. It had been the truth. Ask her how much it pained her to
be the only Black person in the room, and the answer varied depending on the
day. It pained her to have to blacks’ plain cultural moments to people who didn’t
understand them, like the seriousness of Kanye’s mental breakdown or the
significance of seeing Black women wearing protective scarves in Girls Trip.
And no, Nella had not read every Notable Black Book with gusto (she’d started
The Bluest Eye at least five different times and had never gotten past the
first chapter), so she could not speak to how this or that upcoming Black
writer compared with Toni Morrison in her prime. .” (Chapter 7,<span style="mso-spacerun: yes;"> </span>P, 101)</span></i></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Analysis</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 1.0cm;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Instead of being a biological or natural occurrence, racism is a
socially manufactured phenomenon. According to Delgado and Jean Stefancic’s
(2001) Critical Race Theory, everything is socially constructed. Social
pressure and established social standards may inspire ideas of justice and
retaliation. CRT by Delgado and Jean Stefancic (2001) suggests, “The black
story teller have great experience in describing the prejudice especially
countering the white people. The issue is of “standing” which means, “right to
redress” (P. 92)”. Compromising the differences by the minorities can lead
towards the united resistance against the racism and power in general (P.
58).<span style="mso-spacerun: yes;"> </span>The lines are also in the same
perspectives telling that the black people are subjugated and are not at the state
of unity where their unity can format their behaviour of power and intentions
as the resistance against the social illegal aspects of the society. </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<h1 style="line-height: 150%;"><span style="color: windowtext; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-hansi-font-family: "Times New Roman";">Conclusion</span></h1>
<p class="MsoNormalCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Racial and prejudiced behaviour persists in
American society despite legal and societal measures. Racial prejudice is
social, not legal or personal, although it has roots in American history. The presented
phenomenon depicts an idealised white girl as a beauty icon. This shows that
Black people idealise white people to ensure that society accepts their
actions.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Yet, the persuasive attitude promotes social equality, unlike the
criminal defence, which seeks power.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">A social concentration of powers is necessary
to see Nella’s feelings as she searches for social power and ethnicity-based
power. Nella’s ascension to power is designed to enable resistance, equality,
and the elimination of prejudice. Social bias and personal prejudice lead to
the belief that social power is important and that without it, equal rights
cannot be achieved.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">After abolishing equal rights and nomination and reward, this side
becomes evident. Nella uses social media to show how to reject manufactured and
institutional racism to attain power. It is also explored that constructed and
institutional racism would be resisted.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella allows underrepresented groups to
rediscover their prior feelings and find common ground in their struggle
against socially manufactured racial behaviour by sharing their opinions.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella’s remark shows that she is not following protocol and is trying
to assert herself.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella resists and battles for white rights to
attain her aims. Nella aims to speak out against occurrences that show
disregard to societal minorities and their ethnic groups, therefore these goals
are justified.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">After completion, this product advertising
course will cause many incidents. Nevertheless, when white people are portrayed
as society’s representatives and as its creators, the situation is entirely
different. White individuals show the products here.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Society causes injustice, which can destabilise and lower morale.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The perception of a black girl is an important
part of the problem of racial extinction. This girl thinks social and familial
injustice could wipe out black people in the country. The black girls, victims
of societal injustice and prejudice, describe their feelings to inspire readers
to fight back. These aims and structures can help people gain social power and
equal rights.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">The text implies that black people are easy
targets for societal prejudice and socioeconomic insecurity, making them
vulnerable to rape at any time. The far-reaching consequences are that power
will be achieved and that resistance is the only way to gain power and security
in American culture. Racism and its study in society are also found. American
society links race and social class. The books aim to explain sentiments and
oppression and promote equal rights and power. This is done in hopes of
changing society views about black people and freeing them from social
injustice, prejudice, and racist behaviour caused by their skin colour.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Black authors better capture their feelings
and experiences. Nella struggles, and society expects her to have the same
power as black people. Taking power requires struggle, solidarity, and
resistance. They create books to spread their views and gain social equality.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella will have the same rights and tendencies
as society to attain her goals. The books’ description of women’s feelings
might actually present a condition that benefits black people. This would mean
black people would have equal rights and not be victimised by society’s racism.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">These statements show that the educated are
also victims of bigotry and prejudice. Educational institutions are likewise
plagued with race and prejudice based on aims that place black people below
whites.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella aims to eliminate prejudice and
distance. Because individuals are fully saddled with the wrong view, they are
not designed to show that their existence is not only confined to negative
behaviour but also to peace and justice.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella, a black lady, hopes to end social
injustice by resisting the social behaviour that makes her a victim of racism.
Nella wants to fight racism since she was a victim. She also understands that
resisting can help black people and that they must resist to acquire actual
social position. She understands that black people must resist to acquire
actual status.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Nella will publish the books, finish her thesis, and use social media
to fight racism. This resistance could provide black people equal rights if
successful.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Characters should have the same rights as
others when they are repressed and unable to work in prestigious palaces. Also,
the narrators should have generated behaviour to improve their lives and goals
rather than be subjugated. Race-based behaviours suggest that the characters
are designed to depict a scenario in which their lives are in jeopardy and they
look to be on opposite sides of an issue. Survival and role-playing questions arise
from black and white preconceptions. The motivations of gossipers and companies
are easy to suspect, which might lead black people to distrust each other.
Nella should fight for equal rights to end prejudice and racism.</span></p>
<p class="MsoNormalCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; text-align: justify; text-indent: 36.0pt;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: Calibri;">Although law enforcement and the judiciary are
responsible for upholding the rule of law, the media is shamefully dividing the
community. “Second-generation” African Americans are considered unfit for the
position. Nella’s concerns are portrayed, and she worries about finding mates
of the same ethnicity, yet she appears abandoned.Nella’s professional
achievements and abilities are recognised, but her blackness gives her the
status as a person who is unfit for the circumstances and unable to
improve.Individuals tend to achieve their goals this way. CRT studies white
people’s public tone and behaviour segregation.Racial prejudice inhibits the
state from offering characters equal rights, making the standardised place not
the state. Black individuals liked working at “Wagner” since their identity and
label didn’t matter. Since the characters must face several barriers to avoid
discussing about her or her identity, the question concerns their mental
health.Media inducing, print media, social media, and mainstream media can best
oppose social behaviour.Characters seek tools and equipment that empower
underprivileged groups.</span></p>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: Calibri;"> </span></p>
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<![endif]-->Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-24152232474329525272015-02-11T19:27:00.000+05:002015-02-11T19:27:05.372+05:00Shakespeare’s use of language in PlaysSami Ul Haq
Athya Rehman
M Phil English Literature
13 December 2014
Shakespeare’s use of language in Plays
Since medieval age to the present, many people read, love, perform, and enjoy Shakespeare’s poetry , and plays, but in the same way, many people, even competent and best performers, while travelling on Shakespearian road of literature, jams; complaining: they don’t get Shakespeare. Not surprising, he can be very tough to handle for different reasons.
In this assignment I will try to highlight different aspects of the language used by Shakespeare in his plays, let first have background information about him. Shakespeare ( April 1564- April 1616) , one of the great poet, playwright, and actor, wrote 38 plays , 154 sonnets, and two long narrative poems, his plays have been translated to other languages and performed at the “Globe Theatre”, and “The New Place Theatre”. He married to Anne Hathaway, and was part owner of a playing company. His plays were mainly tragedy, comedy and history, in the last phase of his life he wrote tragicomedies’ (romances).
His wrote plays in conventional pattern, rather than natural need of characters. In poetry he used metaphor, conceits, similes, blank verse of iambic pentameters by mixing traditions and free style as in “Romeo and Juliet”, “Richard iii”, and “Midsummer Night’s Dream”. We can observe his adaptation of traditions in the soliloquy of Richard iii. A literary critic A C Bradley says about his style:
“More concentrated, rapid, varied in construction, less regular,
not seldom Twisted or elliptical” (Bradley , 91)
In first phase of his career, he wrote comedies, in second comedies and histories, and in third phase he abandoned romantic comedies, started writing tragedies, in fourth phase he adopted a new style of comedies. During last phase of his literary career, he adopted styles such as “Run on Lines” (Irregular pauses and stops).
Ifor Evans writes about later romances:
“The language has on the whole, a quietness, a thinness, an absence of over tunes or subtle associations” 201.In contrast Vivan Salmon says:
“Dramatic energy and economy of expression: which characterizes Shakespeare’s mature style”.
He took advantage of the absence of grammar by placing (“Subject, Verb, and Object” (SVO)) wherever he pleased. For example in king Laer he places verb before the subject, in Edger’s “Met I my father”(5.3.188). Sometimes the object before the verb as in Gloucesters “I such a fellow saw”(4.1.33). We can also refers to Grazia’s example from Othello, in his recollection “That handkerchief/ Did an Egyptian to my mother give”.
He dramatized stories from Petrarch and Holinshed, his plot is more a center of interest, multi shaded for viewers, audiences. In romances he returned to artificial style: illusion of theatre. In some works he used punctuation in the end of lines, for scene endings he used rhyming couplet to create suspense. His work is similar to Christopher Marlow, Queen’s men performances, Frances Beaumont’s, and John Fletcher. His characters were flat and archetype’s as Macbeth comits six murders by the end of fourth act, but is still sympathized as a flawed human being.
He is credited by Oxford English Dictionary for the introduction of nearly 3000 words into language. Louis Marder about his use of words says:
“Shakespeare was so facile in employing words that he was able to use over 7000 of them- more than occur in the whole “king James” version of Bible- only once and never again”.
He invented word and phrases and also used obsolete words. In early modern English, he used iambic pentameters which leads modern reader to complexity as English is changing according to social, cultural, and artistic needs. He manipulated language by using it figuratively. Imagery is highly suggestive i.e:
Macbeth: Their husbandry in heaven,
Their candles are all out. Take thee that too
(Gives him his belt and dagger)
A heavy summons lies like lead upon me,
And yet I would not sleep,(2.1.4-7)
Another use is his inflated endings such as hath, doeth, and goeth etc, these forms were in transition from medieval to modern pronouns such as thee, thou , and thine. Scholars estimates his vocabulary about 25000-29000 words; twice of a college student. Contractions could also be found in his work such as, tis instead of it is, ope instead of open, gi instead of give, and o’er instead of over. Randel Robinson took a simple sentence of “I ate the sandwich” he unlocks it with the following few options:
I ate the sandwich
I the sandwich ate
Ate the sandwich i
The sandwich I ate
The sandwich ate i.
His work encompasses all aspects of poetry such as alliteration, anaphora, assonance etc.
In poetry, his writing is metrical with regular rhythmic pattern as in Richard iii:
A horse, a horse! My kingdom for a horse
He used concentrated language such as :
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate.
Till now we have discussed his use of language, now let to know how to unlock and understand his language. There are some steps through which we can understand the language, he used in poetry and plays, the first step is to follow the thought and understand the argument such as “To be or not to be”, and to know what a character is thinking or doing, for example in Juliet and Creaser:
But, soft! What light through younder window breaks?
It is the East, and Juliet is the sun
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou, her maid, art far more fair than she
Second step is to follow the action, as what is going on? He used soliloquies through which an individual expresses himself, as in “Romeo and Juliet” Romeo crouched down and looking up at the window, what is he doing? He is creeping, he is stocking a girl, that is the action, following it will lead us to the understanding of language.
Third step is to identify images, simile, metaphors etc. and to know, what the characters are experiencing and how they are using these words. In the following lines bold words shows his imagery, simile and metaphors and comparison of images.
But, soft! What light through younder window breaks?
It is the East, and Juliet is the sun
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou, her maid, art far more fair than she
Next step is to decipher the meter, he used iambic pentameters(means five meters of un stress and stressed syllables), to define this we would again select the same lines again let us check it out:
X / X / X / X / X /
But, soft!/ What light/ through yon/der win/dow breaks?
X / X / X / X / X /
It is /the East/, and Juli/et is/ the sun
Next step to understand is the gravity of his work, he used all poetic devices and the sum total of all of them is the gravity of his work. There are rhetorical devices and arguments, he used anti thesis : two different ideas to clear ambiguities for example “to be or not to be” or:
It is the East, and Juliet is the sun
Arise, fair sun, and kill the envious moon,
These lines are also full of gravity:
Ah, poor my lord, what tongue shall smooth thy name,
When I , thy three hour wife, have mangled it?
But wherefore villain, didst thou kill my cousin?
That villain cousin would have kill’d my husband.
In the above “smooth and mangled”, “villain,cousin ,/ villain , cousin, husband”, are thesis and anti-thesis, these all adds gravy to works. Another aspect of gravy is repeated sounds, note the repeated “h” and “k” sounds in the following lines respectively:
Petrochio: Good morrow, kate; for that’s your name, I hear
Katherine: Well have you heard, but something hard of hearing
They call me Katherine that do talk of me
Petrochio: you, lie in faith, for you are called plain kate
You bonny kate , and sometimes kate the curst
But kate, the prettiest kate in cristemdom,
Kate of kate Hall, my super dainty kate,
Take this of me, kate of my consolation:
If we talk of assonance, note the following lines:
Yet not so deeply as to thee belongs-
Myself am moved to woo thee for my wife
Katherine: Moved! In good time: let him that moved you hither
Remove you hence: I know you at the first
You are a moveable
To sum up, Shakespeare being master of language adopted words from Greek, invented new words, used phrases, his language is devoid of grammar, he enriched it with poetic devices.
To unlock and understand, we should try to follow the thought of characters, follow the action, identify the images, decipher the meter, and to understand the gravy as he locked and enriched his poetry with these poetic devices.
References
1. Charney, Maurice. How to read Shakespeare. McGraw-Hill, 1971.
2. Joseph, Sister Miriam. Shakespeare's Use of the Arts of Language. Paul Dry Books, 2008.
3. Evans, Benjamin Ifor. The language of Shakespeare's plays. Routledge, 2013.
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-7933196549646273222014-12-15T20:15:00.001+05:002014-12-15T20:15:33.852+05:00Themes of Wystan Hugh Auden’s Poetry<div dir="ltr" style="text-align: left;" trbidi="on">
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Sami Ul Haq
Sir Liaqat
M Phil English Literature
21 November, 2014
Themes of Wystan Hugh Auden’s Poetry
Wystan Hugh Auden (1907-1973) an Anglo American greatest poet, writer of 20th Century, famous for his stylistic and technical achievement, grew up as Anglo-Catholic as his grandfathers were clergymen in Church of England, his father was Medical Officer in a school and lecturer- then professor in public health, studied in Christ Church Oxford, became a friend to Isherwood; who become his mentor , Auden became a school and Michigan University teacher, moved to America, became a citizen there in 1946, died while sleeping in Austria. Poems which gain popularity after his death includes “Funeral Blues”, “Refugee Blues”, “The Unknown Citizen”, “September 1, 1939”’ and “Stop All the Clocks”.
His literary life divides into three periods, first from (1922-1939), second from (1940-1957), and third from (1958-73). During first period at the age of thirteen he started writing poems by imitating Wordsworth’s romanticism, while at 18 years of age he took interests in rural landscapes like Charles Dicken (i.e. “Egdon Heath” of “Return of the Native”), and T S Eliot’s style. Works of first period are “Poems of 1928’, drama “Paid on Both Sides” and 30 poems in 1933 with main theme of “Family Ghosts” beside sub themes of personal and social renovation, some poetry of this period is also called as “War Poetry” . During middle period, he rediscovered Anglicanism, wrote theological verse and about history, about religious, moral, and ethical themes. Poems of this period are “Canzone”, “kiros and Logos”, “A Walk after Dark”, “The Love Feast”, “Love Feast”, and “The Fall of Rome”.
In third period of his literary career he wrote “About the House” in 1965, these works are multi styled and less rhetorical. W B Yeats, T S Eliot and W H Auden all the three belongs to modern period and are in fact successors of each other’s respectively. Encyclopedia Britannica says: “By the time of Eliot’s death in 1965… a convincing case could be made for the assertion that Auden was indeed Eliot’s successor, as Eliot had inherited sole claim to supremacy when Yeats died in 1939.”
W.H. Auden’s published poems are about 400 , having multi themes, some and outstanding of these are: love, religion, politics and social concerns, citizenship, war, death, modern horrors and totalitarianism. Poems “As I Walked out One Evening”, “Lullaby”, “O Tell Me the Truth About Love”, and “Funeral Blues” all deals with the basic theme of love. He says love is sweet but cannot be achieved without sorrows, his poems from 30’s to 50’s have basic theme of unconsummated love as in “The More Loving One” he says: “If equal affection cannot be/ Let the more loving one be me” and in the last stanza of “September 1, 1939” he says: "We must love one another or die,". He did not write directly about religion, but after 1940 when reconverted to Christianity, he wrote indirectly about religion, some of these writings are “For the Time Being", "The Ballad of Barnaby", and "Song of the Devil" all these have much about theme of religion and God. Work, for which he won Pulitzer Prize in 1948 is “The Age of Anxiety”, depicts social and political theme, man’s identity in an industrialized world. Poems of middle period of his life Such as “Journey to War” which he wrote jointly with Christopher Isherwood shows a political issues , as it was the age of political turmoil, of Spain civil war, (fascism – Marxism ), Sino- Japanese war, Auden sided Marxism and the Republics, was against fascism. Some of his poems have theme of citizenship i.e. poem “The Unknown Citizen” discusses citizen’s problems and critiquing states determinism about finding meaning of life with the help of some collected data. Auden married Erika Mann, an unconsummated love for the purpose of providing her with British passport, citizenship, to shelter her from the Nazi’s crimes. Another poem “Refugee Blues” also deals with the problem of citizenship faced by Jews in America, when they were expelled from German, these lines of the verse stats:
“Came to a public meeting; the speaker got up and said;
"If we let them in, they will steal our daily bread":
He was talking of you and me, my dear, he was talking of you and me.
Auden’s poetry is anti-romantic, his themes anti-heroic as in elegies for Yeats and Freud, he did visit Germany with “US Strategic Bombing Survey” to check devastation, that is his post war experience which effected his later works, later on, this was termed as “ war poetry”, poems of this period includes: “Journey to a War” which is a travel diary, by both Auden and Isherwood, while on journey to China, it describes Sino –Japanese, Spanish Civil war, poem “September 1, 1939” written at the outbreak of WW2 with a message: "We must love one another or die," this poem opens with these lines "I sit in one of the dives / On Fifty-second Street / Uncertain and afraid / As the clever hopes expire / Of a low dishonest decade". He left Britain in 1939 before outbreak of WW2 but through poetry he shared his part , says: "Such a beautiful evening and in an hour, they say, England will be at war,".
Death is another theme in his poetry, we can see it in “Funeral Blues”, mourning, grief, and how it is experienced by the bereaved, Says: “Let aero planes circle moaning overhead/ Scribbling on the sky the message He Is Dead” other poems are “In the Memory of W.B.Yeats”, “In the Memory of Sigmund Freud” and “Musee Des Beaux Arts” (Museum of fine Arts).
Modern Sufferings is another theme which Auden highlighted in some of his poems as in “Musee Des Beaux Arts” says: “About suffering they were never wrong,/The old Masters: how well they understood/Its human position: how it takes place” , these sufferings include , unfaithfulness, sickness, time , greed , religious doubt, war and other hardships.
Auden also wrote about totalitarianism and bureaucracy in his poems as this was the age of Hitler, Mussolini, Stalin, and Franco, as in “The Unknown Citizen”, “The Shield of Achilles”, “Friday’s Child”, Refugee Blues, and “September 1, 1939”.
To sum up, Auden’s poetry is anti-romantic with anti-heroic themes, having manifold aspects and themes; he was against totalitarianism and fascism, major themes of his poems are love, politics and social concerns, citizenship, religion, war, death, modern sufferings and totalitarianism. Through his poetry he conveyed a silent message "We must love one another or die,"
References
1. Kendall, Tim. Modern English War Poetry. Oxford University Press, 2006.
2. http://www.bbc.co.uk/poetryseason/poets/wh_auden.shtml
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-26766315291907972672014-11-04T12:15:00.001+05:002014-11-04T12:15:31.741+05:00<div dir="ltr" style="text-align: left;" trbidi="on">
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Presentation points<br />
<h2>
<span class="presentation-title notranslate">Characters of Clytemnestra and Electra in Orestes trilogy</span>
<span class="title-meta">Presentation Transcript</span>
</h2>
<ul class="j-transcripts transcripts" itemprop="text" itemscope="" itemtype="http://schema.org/Text">
<li itemprop="text">
1.
SAMI UL HAQ M PHIL 2ND SEMESTER
LAHORE LEADS UNIVERSITY PAKISTAN</li>
<li itemprop="text">
<a href="http://image.slidesharecdn.com/charactersofclytemnestraandelectrainorestestrilogy-141020014938-conversion-gate02/95/characters-of-clytemnestra-and-electra-in-orestes-trilogy-2-638.jpg?cb=1413787943" target="_blank" title="Slide 2 image">2.</a>
According to Greek
she was the most
beautiful lady of the
world.
She is the wife of
Menelaus.
Her abduction by
Paris results in
Trojan war last for
10 years.
Troy was in modern
day Turkey.
www.occultopedia.com
</li>
<li itemprop="text">
<a href="http://image.slidesharecdn.com/charactersofclytemnestraandelectrainorestestrilogy-141020014938-conversion-gate02/95/characters-of-clytemnestra-and-electra-in-orestes-trilogy-3-638.jpg?cb=1413787943" target="_blank" title="Slide 3 image">3.</a>
Wife of
Thyndareus
Zeus appeared in
form of Swan to
her.
Their meeting
resulted in two
eggs.
lulebel.deviantart.com
</li>
<li itemprop="text">
<a href="http://image.slidesharecdn.com/charactersofclytemnestraandelectrainorestestrilogy-141020014938-conversion-gate02/95/characters-of-clytemnestra-and-electra-in-orestes-trilogy-4-638.jpg?cb=1413787943" target="_blank" title="Slide 4 image">4.</a>
From first egg:
Castor
Clytemnestra
Second egg:
Helen
Polydeuces
Thewonderoftwins.worldpress.co
m
</li>
<li itemprop="text">
5.
He advocates the
importance of male in
society .
This superiority is
throughout Trilogy
and specially in “The
Furies”
He is of the point of
view that intelligence
and wit while exalted
in men are
threatening
characteristics in
women.
Top10-best.com
</li>
<li itemprop="text">
6.
Agamemnon
Clytemnestra
Watch man
Herald
Messenger
Aegisthus
Soldiers
Servants (Door keeper)
Elders of Argos (Chorus)
Slave women (Chorus
Orestes
Electra
Servant
Pylades (Friend of
Orestes and son of the
king of Phoces)
Cilissa (Who nursed
Orestes)
Erynies
Priestes
Apollo
Ghost of Clytemnestra
Athna
Athnian citizens
</li>
<li itemprop="text">
7.
Clytemnestra
breaks
tradition
where as
Electra
preserves the
status quo.
</li>
<li itemprop="text">
8.
Aeschylus presented her in Agamemnon as a
simple women obsessed with the thought of
loss of her daughter.
He shows her as neither too bad nor too
good.
She is consumed with the thoughts of
revenge.
She displays more intelligence than others,
the way she manipulates the events leading
up to Agamemnon’s execution.
</li>
<li itemprop="text">
9.
“Spoke like
a man, my
lady, loyal ,
full of self
command”
(Aeschylus
116)
Elexaadams.blogspot.com
</li>
<li itemprop="text">
10.
She has been having
an open affair with
Aegisthus.
Chorus condemn her
this act with
Aegisthus although
it was a normal
practice for men in
those days to have
many extramarital
affairs. In this way
Aeschylus condemn
double standard.
She is the
protagonist of the
play.
It was she who spark
a debate between
Apollo an Furies
,weather matricide
was just.
</li>
<li itemprop="text">
11.
Agamemnon and
Clytemnestra before
marriage.(Euripides)
Agamemnon kill
Tyndarus(Clytemnes
tra’s husband).
He raped
Clytemnestra and
forced into
marriage.
Clytemnestra
welcome her
husband.
</li>
<li itemprop="text">
12.
She made a system
of bacons
(Watchman)
She want to know
first that Trojan war
is finished.
She persuaded
Agamemnon to walk
upon the sacred
tapestries which
would incur the
god’s wrath.
</li>
<li itemprop="text">
13.
She lies Electra that it was Cassandra to push
her kill Agamemnon.
She exiles Orestes to secure her position as
queen.
She reduce Electra to serventitude.
She is having no room for maternal feelings.
</li>
<li itemprop="text">
14.
She kill her husband to avenge the death of
Iphigenia.
Aeschylus Clytemnestra is ruthless and
manipulative.
Homer’s Clytemnestra weak and submissive.
</li>
<li itemprop="text">
15.
Sigmund Freud
Carl Jung
Electra complex
Psychosexual
Electra complex in
literature
Sylvia Plath poem
“Daddy”
Stages
Oral
Anal
Phallic (3-6 years0
Latent
Genetal
Wiswqeek.org
</li>
<li itemprop="text">
16.
She loses her father and brother.
She also loses the only family she ever had
(her mother) as she became a wife to
Aegisthus.
She is also reduced to serventitude by her
mother.
She also is obsessed with thoughts of revenge
(Justice to be done).
She victimizes Clytemnestra.
</li>
<li itemprop="text">
17.
Her love turned into
hatred after the
sacrifice of Iphigenia.
Clytemnestra was
obsessed with thoughts
about loss of her
daughter.
She succeeded in her
revenge by killing her
husband.
She was not having any
maternal feelings
Electra and Orestes.
She possesses manly
qualities.
She exiles Orestes to
secure her position.
She reduced Electra to
serventitude.
She was having an open
affair with Aegisthus.
Much persuasive.
Antagonist of the play.
Breaker of traditions.
Ruthless and
manipuative.
</li>
<li itemprop="text">
18.
She is also
obsessed with
thought to avange
the death of her
father.
She loses father ,
brother and finally
her mother.
She also is
succeeds in her
mission.
She is faithful to
her father.
She is the
preserver of status
quo.
</li>
</ul>
</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-3570308347237104322014-09-19T23:29:00.002+05:002014-09-19T23:29:30.831+05:00Characters of the Libation Bearers : Orestia Trilogy<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Prepared by:<span style="mso-spacerun: yes;"> </span>Sami
ul Haq</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Submitted to: Madam Atyha Rehman</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;"><span style="mso-spacerun: yes;"> </span>Greek and
Classical Drama</span></b></div>
<div class="MsoNormal" style="text-indent: 4.5pt;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">08 September, 2014</span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Characters of the Libation Bearers<em><span style="font-style: normal; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"></span></em></span></b></div>
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The Libation Bearers is second
part of “The Orestia Trilogy of Aeschylus” ; that<span style="mso-spacerun: yes;"> </span>how a Trojan prince stole Helen <a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a>,
leading to 10 years of war between Greek and Troy. Agamemnon sacrificed
Iphigenia to get favorable wind for the Greek ships and thus became succeeded
in his mission. On return he was killed by his wife Clytemnestra to avenge the
death of Iphigenia. Agamemnon son Orestes was exiled and deprived from
inheritance for the fear of avenging his father. He returned and finally
avenges his father’s death.</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<span style="mso-tab-count: 2;"> </span>Major Characters of the Libation bearers
are the following:</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(i)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Orestes<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(ii)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Pylades</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(iii)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Electra </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(iv)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Clytemnestra</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(v)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Aegisthus</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(vi)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Celissa</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: list 4.5pt; text-indent: -.5in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(vii)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b>Chorus and its Leader</div>
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Brief discussions of these
characters are as under:</div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Orestes:</span></b></div>
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He is protagonist
of the play and the play is named after him, he was exiled by his mother for
fear of avenge. He remain in exile with king of Phoices and was preparing to
avenge his father’s death in the course of the play, he is well spoken and
sharp as for as the matter of avenge is concerned. He was ordered by Apollo
through Delphic Oracles which is in Phoician territory to avenge his father’s
death.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<br /></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Pylades:</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>He was companion of Orestes, the
son of Phoican king, he remain present and silent throughout the play and spoke
only once when Orestes question him : “<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Can I my mother spare? speak, Pylades</span></b>” he replied;<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-size: 12.0pt;">“</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Choose thou the hate of all men, not of gods.”</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<br /></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Electra:</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>When Clytemnestra kill her husband;
she exiled Orestes and reduced Electra to serventitude in her own house, she
was therefore helpless and was nourishing strong hatred for her mother, she were
always longing for her brother to return, she joined Orestes for calling his father’s
spirit, she was devoted to God, capable of great love and it was her concern
for her father that she joined Orestes to avenge his death.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Clytemnestra:</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>She is powerful wife of
Agamemnon, ruler of Argos, sister of Helen ,mother to Orestes and Electra.
During <span style="mso-spacerun: yes;"> </span>10 years absence of her husband
she became wife to Aegisthus, she is the tragic hero of the “Libation Bearer”.
She kill her husband to avenge Iphiginia’s death and exiled her son for fear of
avenge. She was acting , behaving and facing affairs like a man, she was much
persuasive but her argument were in vain for Orertes as when he was about to
kill her she said:</div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">“Stay, child, and fear to
strike. O son, this breast</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Pillowed thine head full
oft, while, drowsed with sleep,</span></b></div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Thy
toothless mouth drew mother's milk from me.”</span></b></div>
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<span style="line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Orestes
replied:</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Follow; I will to slay
thee at his side.</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">With him whom in his life
thou loved'st more</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Than Agamemnon, sleep in
death, the meed</span></b></div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">For hate
where love, and love where hate was due!</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; line-height: 200%; mso-bidi-font-size: 12.0pt;"></span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Aegisthus:</span></b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>He is the son of Thyestes, he
play little and crucial role in the play, when Atreus served his own children
to his brother Thyestes; he called down a curse on the house of Atreus, Aegisthus
was dedicated to avenge his brothers and became succeeded in his plan by
slaying Agamemnon through his wife, his brutality made chorus contemptible
towards him.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<br /></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Celissa:</span></b></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 2;"> </span></b>She
was nurse of Orestes, appears once on stage when Orestes told Clytemnestra
about Orestes death, she said that she raised Orestes from birth and breast
feeding him when he was angry. It was she who amend Clytemnestra message on the
wishes of chorus and told Aegisthus to come and meet stranger.</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt left 192.75pt; text-indent: 0in;">
<span style="mso-tab-count: 2;"> </span></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #002060;">Chorus and
chorus leader:</span></b></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 2;"> </span></b>Chorus
is part of every Greek tragedy; they are different type of peoples. In Libation
Bearer it is of foreign slave women- the conquest of war by Agamemnon. <span style="mso-spacerun: yes;"> </span>This play took the name “Libation Bearer” from
chorus who were there for offering libation at the tomb of Agamemnon. Chorus
represent common interest, interpretation and also comments on every action,
sometimes it also suggest course of action and foretells story, in “ Libation
Bearer” chorus is against Clytemenstra and Aegisthus as they believe that
Orestes is the agent of justice , that’s why it was the chorus who commanded
Celissa to inform Aegisthus to come without guard to meet Orestes.
</div>
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<tbody>
<tr>
<td>
<div>
<div align="center" class="MsoNormal" style="tab-stops: list 4.5pt; text-align: center;">
<br /></div>
</div>
</td>
</tr>
</tbody></table>
<div style="mso-element: footnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a> <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Sister
of Clytemnestra .</div>
</div>
</div>
</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-16390988726369708952014-09-04T15:35:00.002+05:002014-09-04T15:35:26.486+05:00 Aeschylus Trilogy Agamemnon: Themes<div dir="ltr" style="text-align: left;" trbidi="on">
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<br /></div>
<div class="MsoNormal" style="text-indent: 0in;">
Aeschylus Trilogy Agamemnon: Themes</div>
<div class="MsoNormal" style="text-indent: 0in;">
Sami ul Haq</div>
<div class="MsoNormal" style="text-indent: 0in;">
Madam Atyha Rehman</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-spacerun: yes;"> </span>Greek and Classical Drama</div>
<div class="MsoNormal" style="text-indent: 4.5pt;">
30 August, 2014</div>
<div align="center" class="MsoNormal" style="text-align: center;">
Themes of Agamemnon
by Aeschylus<em><span style="font-style: normal; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"></span></em></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
Before going for the themes of Agamemnon,
let us have a look at the history of drama. It is traced back to Greek, 6<sup>th</sup>
century BC, Thespis Aeschylus and Euripides. </div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
Aeschylus wrote about seventy
plays . Agamemnon is a part of<span style="mso-spacerun: yes;"> </span>“The
Orestia of Aeschylus”, it begins with a watchman on the duty at the roof of the
palace at Argos, waiting for a signal “Fall of Troy to Greek armies”. A bacon
flashes, and<span style="mso-spacerun: yes;"> </span>he rushed to inform
Clytemnestra<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a>,
Chorus enters and tells how a Trojan prince stole Helen <a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a>,
leading to 10 years of war between Greek and Troy. Chorus then recalls how
Agamemnon sacrificed Iphigenia, resultantly his wife killed him and his
Cassandra then she joined Augustus.</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<span style="mso-tab-count: 2;"> </span>Major themes of Agamemnon are the
following:</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
(i)Payback/ justice and revenge<span style="mso-spacerun: yes;"> </span>(ii)Fate ,curse/ Fate and free will<span style="mso-spacerun: yes;"> </span>(iii)Maturity through suffering (iv) Crises
of domestic life (v) Fear and (vi) Gender: Sparta king and God versus Argos
Queen . Brief discussion of these themes are as under:</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0in; mso-add-space: auto; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Payback/ justice and revenge:
</b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.5in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(I)<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Agamemnon shoot down a bird which was sacred to
God Atreus: plague and stopping of wind happened (payback/Justice/Revenge)</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.5in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(II)<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Agamemnon sacrificed his daughter Iphigenia and
get a favorable wind for Greek fleets <span style="mso-spacerun: yes;"> </span>(payback/Justice/Revenge)</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.5in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(III)<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Agamemnon and Cassandra killed by Clytemnestra
to avenge death of Iphigenia. (payback/Revenge)</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.5in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(IV)<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Agamemnon commanded the united Greek armed
forces in ensuing Trojan war ,upon return he was murdered by Augustus<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span></span></span></a>
(according to odyssey) and in some versions Clytemnestra did the killings
herself , some says they both did that. Augustus told Agamemnon:<span style="color: #002060;"> “Your dad hurt my siblings and my dad; so I hurt you”</span>
(payback/Justice/Revenge)</div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.5in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(V)<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Chorus declares that Clytemnistra’s son Orestes
will return from exile to avenge his father: and Orestes<span style="mso-tab-count: 1;"> </span> did the same by killing Clytemnestra and Augustus with
the encouragement of Electra (payback/Justice/Revenge)</div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Fate
,curse/ Fate and free will:</b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>Atreus kill Thyestes children
and served to him for dinner; Thyrestes then calling out <span class="st"><span style="color: #002060;">“so perish all the race of Pleisthenes ! ” </span>this
was a curse</span><b style="mso-bidi-font-weight: normal;"> <span style="mso-spacerun: yes;"> </span></b>and<b style="mso-bidi-font-weight: normal;">
</b>It was the fate due to which Agamemnon shoot down a bird sacred to God. The
result was curse in shape of plague and stopping of wind. Chorus says that
before Iphigenia’s sacrifice Agamemnon <span style="color: #002060;">“Put the
yoke strap of compulsion”<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="color: #002060; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[4]</span></span></span></span></a>. </span>This means that he
considered it as right and according to his free will so we can say that fate
,curse/ Fate and free will is also a main theme of this drama.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Maturity
through suffering:</b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span>It
is said that maturity comes through sufferings as was the case of “Adam Bede”
but there is also a<span style="mso-spacerun: yes;"> </span>wise saying that do
not learn by your own mistakes, but learn from the mistakes of others. In
Agamemnon chorus declares that Zeus makes mortals <span style="color: #002060;">“Suffer
and learn”<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="color: #002060; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[5]</span></span></span></span></a> </span>so<span style="color: #002060;"> </span>it also is another of the theme.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Crises
of domestic life:</b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>Thyestes<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[6]</span></span></span></span></a>
had an affair with Atreus’s wife ; in revenge Atreus<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn7" name="_ftnref7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[7]</span></span></span></span></a>
kill Thyestes children and served to him for dinner; Augustus kill Agamemnon
directly or through Clytemnestra; Clytemnestra<span style="mso-spacerun: yes;">
</span>kill her husband and joined Augustus; later Orestes avenge by killing
Augustus and Clytemnestra: in all these affairs we can see family and domestic
affairs side by side<span style="mso-spacerun: yes;"> </span>so this also is one
of the theme of this play.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Fear:</b></div>
<div class="MsoNormal" style="text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>A common saying that spare a rod
and spoil a child : Agamemnon was believer in this saying as for as his wife
was concerned. He thought that one could be a good ruler if one mistreats his
family . killings of children is a fear, Iphigenia’s sacrifice was also a
sacrifice and fear, Plague a fear, stopping of wind a fear, Agamemnon and
Cassandra’s murder a fear, Chorus predictions about Orestus return for avenge
is also a fear so we can see that fear is prevalent throughout the play which
is a major theme.</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;">Gender : Sparta king and God versus Argos
Queen:</b></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt; text-indent: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 2;"> </span></b>Agamemnon
was regarded as highest monarch and in Sparta he was worshipped under title
“Zeus Agamemnon”but his over exalted opinion of his position led him to insult
Chrysies and Achilles and brought disaster upon Greek. On the other hands
females were treated badly and considered irrational as chorus described <span style="color: #002060;">“How women are irrational and do not pay attention to
facts” </span>we can also see how Clytemnestra kill her husband and join
Augustus so this is another shade of the theme of this play.</div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
References
and Bibliography</div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Garvie,A.F.<i>
Choephori:Introduction.</i><span style="mso-bidi-font-style: italic;">London:</span>
Oxford U. P,1986.Print</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Knox,
Bernard.</span><span class="citation"><i> The Odyssey</i><i style="mso-bidi-font-style: normal;">:Trans by Robert Fagles,</i>Penguin Books,1996.</span> <span class="citation">ISBN 978-0-14-026886-7.</span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Aeschylus,
<i>Agamemnon</i>, 1389</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Aeschylus,
<i>Agamemnon</i>, 1602</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .5in; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in; text-indent: -.25in;">
<span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Wikipedia
the free Encyclopedia</span></div>
<div style="mso-element: footnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a> Wife of Agamemnon</div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a> Most beautiful women
according to Greek Mythology</div>
</div>
<div id="ftn3" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span></span></span></a> Cousin of Agamemnon: lover
of Clytemnestra. (later become her husband)</div>
</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText">
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<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[6]</span></span></span></span></a> Father of Augustus</div>
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<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[7]</span></span></span></span></a> Father of Agamemnon</div>
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Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-28636658283649139562014-08-01T16:05:00.001+05:002014-08-01T16:06:15.156+05:00Book review Hamlet<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="color: #76923c; font-size: 36.0pt; mso-themecolor: accent3; mso-themeshade: 191; text-transform: uppercase;">[</span></b><b><span style="font-size: 36.0pt; text-transform: uppercase;">hamlet<span style="color: #76923c; mso-themecolor: accent3; mso-themeshade: 191;">]</span></span></b></div>
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<span style="font-size: 16.0pt; mso-bidi-font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>By William Shakespeare ,Written between
1599 – 1601,performed in London, England (Probably 1601-1602) With 4,042
lines and 29,551 words, Hamlet is the Shakespearean longest Tragic play </span></div>
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</span></span></span><span style="color: black; font-family: "Verdana","sans-serif"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: +mn-cs; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: +mn-ea; mso-font-kerning: 12.0pt;">Gives a
statement telling the genre and what types of people would enjoy reading this
book.</span><span style="color: #f07f09; font-size: 18.0pt; line-height: 90%; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<i><span style="font-size: 12.0pt; line-height: 115%;">Hamlet</span></i><span style="font-size: 12.0pt; line-height: 115%;">, like Shakespeare's other plays, is written in a combination of verse
and prose. The nobles typically speak in unrhymed "Iambic Pentameter",
is a kind of rhythmic pattern. It's a ”classic Revenge Tragedy”.
Shakespeare conveys, then, is that human beings are both good and bad, and that
their complexity should not be negated, but rather explored. </span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">SAMUEL JOHNSON: from his edition of
Shakespeare's plays, 1765</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">“IF the dramas of Shakespeare were to
be characterized, each by the particular excellence which distinguishes it from
the rest, we must allow to the tragedy of Hamlet the praise of variety. The
incidents are so numerous, that the argument of the play would make a long
tale. The scenes are interchangeably diversified with merriment and solemnity;
with merriment that includes judicious and instructive observations, and
solemnity, not strained by poetical violence above the natural sentiments of
man. New characters appear from time to time in continual succession, exhibiting
various forms of life and particular modes of conversation”.</span></b></div>
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<span style="color: #f07f09; font-family: "Wingdings 2"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: "Wingdings 2"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Wingdings 2";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="color: black; font-family: "Verdana","sans-serif"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: +mn-cs; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: +mn-ea; mso-font-kerning: 12.0pt;">Gives
your personal opinions and thoughts about the book and relates the book to your
personal life.</span><span style="color: #f07f09; font-size: 18.0pt; line-height: 90%; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: 12.0pt; line-height: 115%;">This play is just a “Infelicity” to read in the sense of
inner delight at the writing, The complexity of characters, the richness of the
thought produced by the insights into human existence in constructing this
marvelous drama.<span style="mso-no-proof: yes;"> </span>Hamlet is a revenge
story where a son's quest for avenging his father's murder. But it has been
said that nothing is new under the sun. Love, lust and hatred are discovered
anew in this timeless classic. The drama pulls into an intimate engagement and
Hamlet's tragedy becomes the tragedy of every individual. No nation is a
stranger to political intrigues and love affairs. With the words "<b style="mso-bidi-font-weight: normal;">something is rotten in the</b> <b style="mso-bidi-font-weight: normal;">state of Denmark",</b> Shakespeare
underlines the universality of 'rotten'ness. The king of Denmark is killed by
his brother, who lusts after the crown and the queen. Hamlet, the prince, comes
about vows revenge. </span></div>
<div align="center" class="MsoListParagraph" style="line-height: 90%; mso-list: l2 level1 lfo3; tab-stops: list .5in; text-align: center; text-indent: -.25in;">
<span style="color: #f07f09; font-family: "Wingdings 2"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: "Wingdings 2"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Wingdings 2";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="color: black; font-family: "Verdana","sans-serif"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: +mn-cs; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: +mn-ea; mso-font-kerning: 12.0pt;">Gives a
brief summary of what goes on in the book but not giving a way the final event
( to do this, you usually just say a question such as “Who will win the
vigorous battle between ________ and ______?<span style="mso-spacerun: yes;">
</span>Read the book to find out !</span><span style="color: #f07f09; font-size: 18.0pt; line-height: 90%; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span>“To
be or not to be."</span></b><span style="font-size: 12.0pt; line-height: 115%;"> That's of <i>Hamlet</i> that Shakespeare's 500 years old play
would be full of betrayal, violence, lust, and an argument for proper mental
health. Hamlet’s father, also Hamlet, has been murdered by his own brother, who
then marries Hamlet’s mother. Hamlet is actually told this by the ghost of his
father, and it nearly destroys his mind, driving him toward madness. Shakespeare
bears to the depths of human emotions. The king, Hamlet’s uncle, is fully in
the know of his past actions, the danger he is in, and the threat Hamlet poses,
mad or not mad. Thus he plots to remove Hamlet, but would rather just exile him
rather than kill him if possible. Hamlet’s two student-days friends,
Rosencrantz and Guildenstern, blithely betray Hamlet and conspire with his
father. The minister of state, Polonius, plots with the king against Hamlet,
but again, would prefer to understand Hamlet as mad and to just exile him.
Polonius’s daughter, Ophelia is pursued by Hamlet, but is throughout suspicious
of him, but attracted at the same time. Later in the play Laertes, son of
Polonius and Ophelia’s brother, plays a role of avenger after Hamlet kills
Polonius. In the end the entire mess comes crashing down in tragic deaths of
nearly everyone within several blocks of the theater!</span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">S. T. COLERIDGE: from Lectures on
Shakespeare, 1818</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">IN Hamlet he [Shakespeare] seems to
have wished to exemplify the moral necessity of a due balance between our
attention to the objects of our senses, and our meditation on the workings of
our minds, - an equilibrium between the real and the imaginary worlds.</span></b></div>
<div align="center" class="MsoListParagraph" style="line-height: 90%; mso-list: l0 level1 lfo4; tab-stops: list .5in; text-align: center; text-indent: -.25in;">
<span style="color: #f07f09; font-family: "Wingdings 2"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: "Wingdings 2"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Wingdings 2";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="color: black; font-family: "Verdana","sans-serif"; font-size: 18.0pt; line-height: 90%; mso-bidi-font-family: +mn-cs; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: +mn-ea; mso-font-kerning: 12.0pt;">Leaves
the reader in suspense</span><span style="color: #f07f09; font-size: 18.0pt; line-height: 90%; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-size: 12.0pt; line-height: 115%;">One of those famous set of lines is advice which, early in
the play, Polonius gives to his son, Laertes, before he sets off to live in
France. This is the famous “Never a borrower or lender be.”<b style="mso-bidi-font-weight: normal;"> </b>I was really taken in this return to Shakespeare to see how
utterly timely and powerful that bit of advice is here in 2014 when borrowing
run amuck has threatened the well being of the entire planet. It’s worth
looking back on this awesome advice from Polonius:</span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">Neither a borrower nor
a lender be<br />
For loan oft loses both itself and friend.<br />
And borrowing dulls the edge of husbandry<br />
This above all: to thine own self be true,<br />
And it must follow, as the night the day,<br />
Thou canst not then be false to any man.</span></b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">It make take
our current times a full generation or more to recover from the madness of an
entire planet which acted nearly the exact opposite of that marvelous Polonius
advice. <span style="display: none; mso-hide: all;">Top of Form</span>Once Hamlet
gets this information about the murder and incestuous relationship between his
mother and his uncle, is he really mad, as the other characters readily assume,
or is he just devastated, but carefully planning his revenge? he may well be
mad, he may be playing on the fact that others read his actions that way to be
able to better ready his revenge ?<b style="mso-bidi-font-weight: normal;">.</b>There
is also a great deal of ambiguity about his mother’s views. She seems to allow
that she is very naïve and doesn’t really know what’s going on, yet one gets
the strong textual clues that she knows quite well what her new husband has
done, and she’s trying very hard to not know.Hamlet is a character that
perfectly represents the complexity of human tendencies and in the course,
itself becomes a metaphor to the inner psyche and indecisive state of mind that
every human undergoes. Hamlet understands that he was “<b style="mso-bidi-font-weight: normal;">born to set right”</b> but the Question about madness arises, either he
does mad after the death of his father or before he was ,as this psyche does
not come within some days or with a passage of time ?</span></div>
<div class="MsoNormal" style="tab-stops: 280.55pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">J. W. VON GOETHE: from
Wilhelm Meister's Apprenticeship, I 795-6</span></b></div>
<div align="center" class="MsoNormal" style="tab-stops: 280.55pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">The time is out of joint, 0 cursd spite</span></b></div>
<div align="center" class="MsoNormal" style="tab-stops: 280.55pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">That ever I was born to set it right!</span></b></div>
<div class="MsoNormal" style="tab-stops: 280.55pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">In these words, I
imagine, will be found the key to Hamlet's whole procedure. In this view the
whole piece seems to me to be composed. There is an oak-tree planted in a
costly jar, which should have borne only pleasant flowers in its bosom; the roots
expand, the jar is shivered. A lovely, pure, noble and most moral nature,
without the strength of nerve which forms a hero, sinks beneath a burden which
it cannot bear and must not cast away. All duties are holy for him; the present
is too hard. Impossibilities have been required of him; not in themselves
impossibilities, but such for him. He winds, and tums, and torments himself; he
advances and recoils; is ever put in mind, ever puts himself in mind; at last
does all but lose his purpose from his thoughts; yet still without recovering
his peace of mind.</span></b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">This play,
in addition to being gripping from the first to the last lines, is also just
filled with famous lines and speeches, slices of Shakespeare’s writing that are
well worthy of the fame they have achieved from the most famous “To be of not
to be” speech to one-liners of great significance.</span></div>
<div class="MsoNormal">
<br /></div>
</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-9140782030216042192014-08-01T16:01:00.003+05:002014-08-01T16:01:56.466+05:00Secularization of Tragedy in Modern Drama<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal" style="text-indent: 0in;">
Sami ul Haq</div>
<div class="MsoNormal" style="text-indent: 0in;">
Madam Mubarra</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-spacerun: yes;"> </span>Modern and contemporary Drama</div>
<div class="MsoNormal" style="text-indent: 0in;">
Lahore Leads University Pakistan </div>
<div class="MsoNormal" style="text-indent: 4.5pt;">
27 May, 2014</div>
<div align="center" class="MsoNormal" style="text-align: center;">
Secularization of Tragedy
in modern Drama</div>
<h2>
<span style="mso-tab-count: 1;"> </span><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 12.0pt; font-weight: normal; line-height: 200%; mso-bidi-font-weight: bold;">Before we explain secularization
of tragedy in modern drama, let us have a look at the definition of the words “Tragedy”
and “Drama” tragedy</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; font-weight: normal; line-height: 200%; mso-bidi-font-weight: bold;"></span></h2>
<div class="MsoNormal">
<span class="headlinebreaks"><span style="mso-spacerun: yes;"> </span></span><span class="linebreaks">Tragedy is <span style="mso-spacerun: yes;"> </span>pronounced as </span>/ˈtradʒɪdi/ it is <span class="definition">an event causing great suffering, destruction, and distress,
such as a serious accident, crime, or natural catastrophe i.e</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">a tragedy that killed 95 people</span><span style="mso-bidi-font-style: normal;"> <span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">[mass noun]:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">his life had been plagued by tragedy.</span></span><i style="mso-bidi-font-style: normal;"><em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> </span></em></i><span class="definition">A play dealing with tragic events and having an unhappy
ending, especially one concerning the downfall of the main character:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Shakespeare’s tragedies</span><em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">.</span></em><em><span style="font-style: normal; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-bidi;"></span></em></div>
<div class="MsoNormal">
Drama is originated from <span class="Date1">early 16th
century</span>: via Late Latin from Greek <span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">drama</span><span style="mso-bidi-font-style: normal;">,</span> from<em> <span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">dran</span></em><i style="mso-bidi-font-style: normal;"> </i>'do, act', it is pronounced as /ˈdrɑːmə/.
<span class="definition">A play for theater, radio, or television ie </span><span class="examplegroup"><span style="mso-spacerun: yes;"> </span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">a
gritty urban drama about growing up in Harlem [mass noun]</span><span class="definition"> Plays as a genre or style of literature:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Renaissance drama</span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: normal; mso-bidi-theme-font: minor-bidi;"></span></div>
<div class="MsoNormal">
<span class="definition"><span style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span></span>The activity of acting:</span><span class="examplegroup"><span style="mso-bidi-font-style: normal;"> </span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">teachers
who use drama are working in partnership with pupils</span><span style="mso-bidi-font-style: normal;"> <span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">[as modifier]:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">drama school.</span></span><i style="mso-bidi-font-style: normal;"><em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> </span></em></i><span class="definition">An exciting, emotional, or unexpected event or circumstance:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">a hostage drama</span><span style="mso-bidi-font-style: normal;"> <span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">[mass noun]:</span><span class="examplegroup"> </span><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">an
afternoon of high drama at Wembley.</span></span><i style="mso-bidi-font-style: normal;"><em><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: normal; mso-bidi-theme-font: minor-bidi;"></span></em></i></div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
History of drama is traced back
to Greek , 6<sup>th</sup> century, Thespis Aeschylus and Euripides. It is
reemerged hundreds of year later by Christian church in medieval time for<span style="mso-spacerun: yes;"> </span>Easter and Christmas services with Biblical
characters and a Christian message. These plays were called as morality plays
with themes such as good deeds, sin, virtue, life etc. in Elizabethan and Shakespearean
period drama was not completely concerning with morality but its themes were
Power politics, good- bad, love-jealousy and duty –revenge etc.</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
After the death of Shakespeare
and his contemporaries drama suffered for about<span style="mso-spacerun: yes;">
</span>two centuries ,even Congreve , Sheridan and Goldsmith could not restore
drama to the position in which it held during the Elizabethan age<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Mullik, A
Critical History Of English Literature )</span></div>
<div class="MsoNormal">
Two major figures revived drama in 1980 those are Ibsen and
G B Shaw. They treated drama with another point of view due to scientific inventions
and major shift in trends, as people<span style="mso-spacerun: yes;">
</span>started questioning Church specially Roman Catholic, other ideologies,
peoples become more educated and <span style="mso-spacerun: yes;"> </span>reason
was held uplift.<span style="color: black; font-family: "Calibri","sans-serif"; font-size: 21.0pt; line-height: 200%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Arial; mso-themecolor: text1;"> </span>As a result of growing intellectual
curiosity, humans began to question the rules and tenets of the Catholic Church.
On October 31, 1517 Martin Luther<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a>
nailed his 95 Theses to the door of the Castle Church, sparking the Protestant
Reformation. Soon after, the Catholic Church launched a Counter-Reformation,
filled with heavy propaganda.(Wikipedia)</div>
<div class="MsoNormal" style="tab-stops: list 4.5pt;">
<span style="mso-spacerun: yes;"> </span>The aesthetic movement “Art for art’s sack”
also brought change. In reaction to the Industrial Revolution (1760-1840), the
Pre-Raphaelites embarked on a second phase — the Aesthetic Movement headed by
avant-garde artists who believed that beauty, rather than the sociopolitical,
should be the objective of art. This led to the popularity of decorative art,
the innovative use of the art and design for functional objects. Middle class
and females were given importance, Victorian notions were completely rejected.
This rebellious state of mind gives birth to “Modern Drama”</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span>Due
to the philosophies of Hegel, Sigmund Freud, Nietzsche and Karl Marx the life
of people were completely changed and drama started depicting real people with
real life worries, which were dearer to them. Tolerance is stopped and people
started rethinking religion, this decline of religion, rise of atheism can be
understood in the following quotation of Nietzsche.</div>
<div class="MsoNormal">
“God is dead. God remains dead. And we have killed him. How
shall we comfort ourselves, the murderers of all murderers? What was holiest
and mightiest of all that the world has yet owned has bled to death under our
knives: who will wipe this blood off us? What water is there for us to clean
ourselves? What festivals of atonement, what sacred games shall we have to
invent? Is not the greatness of this deed too great for us? Must we ourselves
not become gods simply to appear worthy of it?”<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Nietzsche)</span><a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a>.</div>
<div class="MsoNormal">
French revolution gives another blow to old traditions old
concept of tragedy changed, Drama tragedy and comedy both went under change, as
in Shakespeare’s drama “Antony and Cleopatra” he says:</div>
<div class="MsoNormal" style="margin-left: 1.5in; text-indent: 0in;">
“If a king dies</div>
<div class="MsoNormal" style="margin-left: 1.5in; text-indent: 0in;">
Heaven itself
shoots forth its wrath,</div>
<div class="MsoNormal" style="margin-left: 1.5in; text-indent: 0in;">
If a beggar dies,</div>
<div class="MsoNormal" style="margin-left: 1.5in; text-indent: 0in;">
Nothing moves :
nothing stirs.”</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span>Unlike
Shakespeare the in the modern age tragedy is revived, Ibsen , Strindberg and G
B Shaw depicted real life in which no king or general<span style="mso-spacerun: yes;"> </span>but normal Bourgeoisie were shown as
protagonist. , as Raymond William in “Tragedy and Contemporary ideas” says:</div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
“the
tragedy of a citizen could be as real as the tragedy of a prince.”<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(William)</span></div>
<div class="MsoNormal" style="text-indent: 0in;">
In the same manner morality is
expressed in the modern times like this:</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-spacerun: yes;">
</span>“An evil system is protected by a false morality. This balance is always
delicate, </div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-spacerun: yes;">
</span>and it can seem easier and clearer to turn, not against the system , but
against the morality.”(William)</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span><span style="mso-bidi-font-weight: bold;">Tragedy</span> is derived from the Greek:<span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-style: italic;">tragōidia</span>,
"he-goat-song"<sup>, </sup>it is a form of drama based on human suffering
that invokes in its audience an accompanying catharsis or pleasure in the
viewing, while many cultures have developed forms that provoke this paradoxical
response, the term <i>tragedy</i> often refers to a specific tradition of drama
that has played a unique and important role historically in the self-definition
of Western civilization. (Wikipedia)</div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>Earlier tragedies were
based on Greek and Bible, Miracle plays and tragedies were based on biographies
of saints. 10<sup>th</sup> to 16<sup>th</sup> century tragedies were at large mystical.
Secularization is the deviation of society from ecclesiastical footings to
non-clerical values and institutions; to philosophers this is the decline of
religious level. Modern drama is the result of naturalism, Nihilism, Enlightenment,
surrealism, and realism, it portrays people with real life worries and issues, it
is somewhat opposite to idealism.</div>
<div class="MsoNormal">
In modern tragedy we can see characters act and talk like
real people in real settings. In Shakespearean drama There was suspension of
disbelief, soliloquy and aside but in Modern drama these things are replaced by
Stream of consciousness technique, which were first used by Anton Chekhov and later
by Virginia Woolf<span style="mso-spacerun: yes;"> </span>in “To the Light
House”. In Shakespearian tragedy the audiences loves to be scared but in Modern
time’s audience are kept alive to the situation so that willing suspension of
disbelief could not be happened. Modern drama, drama of comedies<span style="mso-spacerun: yes;"> </span>and drama of manners or ideas ceased to deal
with themes remote in space and time. Ibsen taught men that the real tragedy
must deal with human emotions, with things which are nearer and dearer to them
and it has its own standard, where a middle class man or women could act like
hero , there is no need of “Ideal tragic hero”.</div>
<div class="MsoNormal">
Twentieth century tragedians also depicted<span style="mso-spacerun: yes;"> </span>normal ordinary peoples , this can be seen in
Tennessee William’s “A Street Car named Desire”(1947), “The Glass
Managerie”(1944) and Arther Miller in “Death of a Salesman”(1949). In absurd
theater comedy is mixed with tragedy as in “Waiting for Godot”.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span>The
new dramatists dealt mainly with the problems of sex, of labor and of youth,
fighting against romantic love, capitalism and parental authority which were
the characteristic features of Victorianism. Modern drama deals with real life
issues, pleasant and unpleasant it portrays both sides of the tragedy. Life is
presented with detailed accuracy, regardless of moral or ideological
considerations. The woes and suffering of the poor, their misery and
wretchedness as well as the good in them, old values have been discarded
and<span style="mso-spacerun: yes;"> </span>is replaced with new one , conflict
between theses contemporary situations gives new shape to Modern tragedy ,
which became independent.</div>
<div class="MsoNormal" style="text-indent: 0in;">
<span style="mso-tab-count: 1;"> </span>The
theories of psychologists like Freud and Havelock Ellis, new biological
theories and birth control, boredom and frustration caused by the war brought
change into consideration. Sex is treated and discussed as freely as possible,
the problems of love, sex, and marriage both inside and outside of marriage is
portrayed without hesitation.</div>
<div class="MsoNormal">
Due to this new kind of tragedies, Ibsen <span style="mso-spacerun: yes;"> </span>is considered as the father of modern drama as
he introduced reality in<span style="mso-spacerun: yes;"> </span>plays, Oscar
Wilde is the father of comedy of pure entertainment, whereas George Bernard
Shaw is the father of comedy of ideas.</div>
<div style="line-height: 200%; text-indent: .5in;">
Tragedy, in the modern theater, is
a genre more honored in repute than in performance, and Ibsen, in as much as he
is admired, is not admired generally as a tragedian. In college courses
tragedy, in various guises, is taught respectfully; and having a "tragic
vision" is always considered an impressive cachet for a dramatist to
possess. Hegel did not reject moral scheme that had been called “poetic
justice”, but he described it as the triumph of ordinary morality, and the work
that embodied it as social drama rather than tragedy. What is important as such
in tragedy of Hegel is not suffering, mere suffering but its causes.</div>
<div class="MsoNormal">
<br /></div>
<div style="line-height: 200%; text-indent: .5in;">
Henrik Ibsen is
famously known as the Father of Modern Drama<span style="mso-bidi-font-weight: normal;">.<span style="mso-spacerun: yes;"></span></span><b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b>He
brought realism to the drama, he<b style="mso-bidi-font-weight: normal;"> </b>conceived
of how the theater should evolve, and, against great adversity,
fulfilled his vision. He presented Hedda a female character with a Hero
like quality which was ignored by the earlier dramatists. In “A Dolls House” he
portrayed Nora as a doll first in the hands of her father and then in the hands
of her husband, she left her husband in order to find herself, we can see in
this tragedy that there is a shift from conventional tragedies of morality or
religion.</div>
<div style="line-height: 200%; text-indent: .5in;">
George Bernard Shaw who alone
understand Ibsen but his plays are characterized by jest and verbal wet. Ibsen doctrine,
‘Be Thyself’ is much closer to Shaw concept of “superman”.</div>
<div style="line-height: 200%; text-indent: .5in;">
Shaw wrote with the purpose of
propaganda as he was influenced by the theories of Marx. He himself said:</div>
<div style="line-height: 200%;">
<span style="mso-tab-count: 1;"> </span>“my
reputation has been gained by my persistent struggle to force the public , to
reconsider their Morals”. In Mrs. Warren’s profession Shaw highlighted that for
the evils of prostitution, the society and not the procures s is to be blamed.
In “Man and Superman” Shaw dealt with his favorite theme of “Life Force”. In
getting married he dealt with unnaturalness of home life. </div>
<div style="line-height: 200%;">
Bertolt Brecht in his most famous plays “Aman is a
man”, “The three Penny Opera”, “Mother courage” and “Caucasian Chalk Circle” in
all these plays response to suffering is crucial, he tells that weight of
sufferings generates consciousness which is not hyperbolic but real, precise
and literal. This is called rejection of tragedy. In the same manner “In the
Life of Galileo” a normal man is characterized.</div>
<div style="line-height: 200%; text-indent: .5in;">
There are a lot of definitions for
tragedy from Aristotle to the present age<span style="mso-spacerun: yes;">
</span>as Raymond William says “We come to tragedy by many roads…” and as he says<span style="mso-spacerun: yes;"> </span>in “Three Penny Opera” that Pea chum using pity
as a trade.</div>
<div style="line-height: 200%; text-indent: .5in;">
In “Dance of Death” and “Master
Builder” we can see that these are secular tragedies in the form of revenge.
Oscar Wilde’s plays became popular due to style and wit. John Galsworthy says
that naturalistic art is like a steady lamp, held up from to time , in whose
light things will be seen for a space clearly in due proportion.</div>
<div style="line-height: 200%; text-indent: .5in;">
New realistic drama is also
revived by Lady Gregory, W B Yeats etc they introduced floury, richness of
peasant’s Irish culture and poetry into drama.</div>
<div style="line-height: 200%; text-indent: .5in;">
To conclude modern tragedy is the
result of many aesthetic movements, Naturalism, realism, nihilism and Avant
grades. Modern play wrights adopt new style , where real life is depicted
without any restriction due to religion, morality and any other, and by doing
it modern dramatist successfully dramatized normal middle class bourgeoisie and
they also treated these topics in such a way which are nearer and dearer to the
people.</div>
<div style="line-height: 200%; text-indent: .5in;">
<br /></div>
<div style="line-height: 200%; text-indent: .5in;">
<br /></div>
<div style="line-height: 200%; text-indent: .5in;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
References
and Bibliography</div>
<div align="center" class="MsoNormal" style="text-align: center; text-indent: 0in;">
<br /></div>
<div class="MsoNormal" style="text-indent: 0in;">
Gabriel, Vahanian. <i>The Death of
God</i> .New York: George Braziller, 1961.Print</div>
<div class="MsoNormal" style="text-indent: 0in;">
Palmer, R. R. <i>A History of the
Modern World</i> . New York: McGraw Hill, 2002.Print</div>
<div class="MsoNormal" style="text-indent: 0in;">
William, Raymond. Modern tragedy:Raymond
William. Pamela :McCallum, 2006.Print</div>
<div class="MsoNormal" style="text-indent: 0in;">
Styan,J.L.<span style="line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"> “Modern
Drama in Theory and Practice: <span style="mso-spacerun: yes;"> </span>Realism
and Naturalism” Cambridge 2(1981).Print</span><span style="line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> </span></div>
<div class="MsoNormal" style="text-indent: 0in;">
<span class="reference-text">Richard
,Drain. <i>Twentieth-Century Theatre: A Sourcebook</i><span style="mso-bidi-font-style: italic;">. <span style="mso-spacerun: yes;"> </span>Place : Taylor &
Francis,1999.Print</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1; text-indent: 0in;">
<br /></div>
<div style="mso-element: footnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a> Martin Luther OSA was a
German monk, Catholic priest, professor of theology and seminal figure of the
16th-century movement in Christianity known later as the Protestant Reformation</div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a> Friedrich Wilhelm
Nietzsche was a German philologist, philosopher, cultural critic, poet and
composer.</div>
</div>
</div>
</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-20813864147736595742014-08-01T15:51:00.000+05:002014-08-01T15:52:28.331+05:00Arms and the Man book review<div dir="ltr" style="text-align: left;" trbidi="on">
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Arms and the Man, </div>
<div align="center" class="MsoNormal" style="text-align: center;">
by George Bernard
Shaw(1894) Avenue Theatre </div>
<div align="center" class="MsoNormal" style="text-align: center;">
Book Review by</div>
<div align="center" class="MsoNormal" style="text-align: center;">
Sami Ul Haq</div>
<div align="center" class="MsoNormal" style="text-align: center;">
Lahore Leads
University Lahore</div>
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<br /></div>
<div class="MsoNormal">
Arms and the man a drama by George Bernard Shaw(1894) Avenue
Theatre<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a>
<span style="mso-spacerun: yes;"> </span>the author presented realities behind
the foolish ideas of <span style="mso-spacerun: yes;"> </span>pretty and
honorable war. The effect of his message lost immediately as his comedy was
followed soon by First World War<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a>
. </div>
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Victorian age was a period of self-satisfaction whereas age
of Shaw 1890’s was a period of anxiety, disgust and frustration. With the
arrival of Marxism and Materialism- man’s attitude towards religion also underwent
change. The sway of reason was held high due to revolt against authority;
temper got anti heroic. Shaw was a rebel and iconoclast like Shelley “Arms and
the Man” is a comedy by George Bernard Shaw that took place in 1885 during the
Serb Bulgarian war. The title is taken from Dryden’s first line of Virgil’s
Aenied (Arma Virumque Cano)<span class="MsoFootnoteReference"> <a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span></span></a></span>.
The play is in three acts. The <span style="mso-spacerun: yes;"> </span>theme is
that of War and Love, we can also interpret it as passion and reason or passion
and common sense. </div>
<div class="MsoNormal">
Shaw exposes what he calls the amateurism of the glory
hunting soldier through the attitude of Swiss mercenary, a professional who is
in the business not for the sake of patriotism but as a job. <span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Adam, 1996)</span>.</div>
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Captain Bluntschli said about Sergius that he is to be court
martialled because:-</div>
<div class="MsoNormal">
“Is it professional to throw a regiment of the cavalry on
the battery of machineguns? with the dead certainty that if the guns go off not
a horse or a man will ever get with in fifty yards of the fire.”</div>
<div class="MsoNormal">
In this play romanticism and professionalism are side by
side. G B Shaw was great in style and stagecraft, he was master of natural, vigorous
and modern English, his language natural without being neither casual nor
pedantic, his prose is like ordinary direct man to man speech.</div>
<div class="MsoNormal">
The scene of drama opens in a lady’s bed chamber in Bulgaria
in a small town near the Dragoman pass, late in November, 1985. Through an open
window a peak of the Balkans Snowy white, beautiful is visible. The room is
lighted by candle light. A young lady in a night gown on the balcony is gazing
at the snowy Balkans. Catherine enters with good news that at Silvnitza<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[4]</span></span></span></span></a>
a great battle was fought, won by sergius who is the hero of the hour, they
both were happy and frantically kissed each other. Raina<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[5]</span></span></span></span></a>
was deeply in love with sergius.<span style="line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal">
Actually Sergius defied the Russian commander, acted without
orders, and made the charge on his own responsibility, the Serbs and Austrians
defeated , Raina was happy about Sergius. Louka enters by saying that Serbs are
chased therefore<span style="mso-spacerun: yes;"> </span>window and shutters be
closed Raina forget to do that, resultantly a man entered in her bedroom and
started threatening her not to raise her voice and give him shelter, Raina
agrees to that . There Bluntschli spends night during which he discussed war
and soldering, Raina in turn becomes sympathetic towards him. He throws
revolver and exchange it with Raina’s clock, which he thinks better than
revolver. He revealed that he carry chocolate instead of cartridges to war. He
narrated battle scene, how chivalry was used against battery, but when he
discovered the situation he becomes apologetic. </div>
<div class="MsoNormal">
In act two Major Sergius was talking about war in garden
with Petkoff’s family he tells Catherine that soldering:-</div>
<div class="MsoNormal">
“Is the cowards art of attacking mercilessly when you are
strong , and keeping out of harm’s way when you are weak, this is the whole
secret of successful fighting.”</div>
<div class="MsoNormal">
Bluntschli arrived, cleaned, brushed and uniformed to offer
thanks and to return the coat which he had taken. Bluntschli was welcomed as he
was no enemy after signing peace treaty.</div>
<div class="MsoNormal">
In act three Bluntschli prepares draft and Sergius signed it
for sending troops somewhere. Sergius blamed Raina for making love with
Bluntschli, although he himself was flirting with Louka ,after sergius married
Louka, Blunschli become suiter for Raina and it was accepted without objection.
Theme of “Arms and the Man” is war and love but here enemy is hosted in enemy’s
house without knowing, this is full of humor and lough specially “Choclate
Cream soldier” when he was saying to Raina:-</div>
<div class="MsoNormal">
“I’ve no ammunition, what are cartridges in battle? I always
carry Chocolate instead; and I finished the last cake of that hour’s ago.”</div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>Bernard Shaw said,
his plays were “Sui Generis”<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn6" name="_ftnref6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[6]</span></span></span></span></a>
they are neither tragedied nor comedies nor tragicomedies. The same play is
humorous and serious(Archibald Henderson, 2004). He was strong hatred of
respectability; his Marxism<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn7" name="_ftnref7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[7]</span></span></span></span></a>
reading attracted him towards Socialism. G B Shaw in a Preface to Buoyant Billians<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftn8" name="_ftnref8" style="mso-footnote-id: ftn8;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[8]</span></span></span></span></a>
says:-</div>
<div class="MsoNormal">
“when I write a play I do not<span style="mso-spacerun: yes;"> </span>foresee nor intend a page of it from one end
to other; the play writes itself.”<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Shaw, Buoyant Billions, 1946-48)</span></div>
<div class="MsoNormal">
His plots are loose and realistic, his stories dwindle in to
mere situations and episodes he was the great creator of characters, in this
regard he is compared to Shakespeare and Dickens, as Scott James <span style="mso-spacerun: yes;"> </span>says about him:-</div>
<div class="MsoNormal">
“After Shakespeare no English dramatist equals Shaw in the
variety and vividness of his characters , though he lacks almost entirely that
interest in the individual which is one of Shakespaere’s quality.”<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(James, 1932)</span></div>
<div class="MsoNormal">
George Bernard Shaw was born at 3 upper Synge Street Dublin
on July 26,1856. He was the only son of George Carr Shaw and Lucinda Elizabeth
Gurley. Miss Caroline Hill was his private Tutor in 1879 he started working in
a telephone company, become member of Zetetical Society , fell in love with
several women and have affairs with them , married to Charlotte Francis Payne
Twnshed in 1896.in 1926he was awarded Nobel Prize , died on November 2, 1943
because of a broken leg and kidney trouble.</div>
<div class="MsoNormal">
In “Arms and the Man” he presented to the audience realities
behind the foolish ideas of clean pretty and honorable war. <span style="mso-bidi-font-family: "Times New Roman";">A British film adaptation was
directed in 1932 by Cecil Lewis. </span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-family: "Times New Roman";">One can
enjoy the full humor and comedy in each of the character, in fact every sight
of this drama is worth witnessing and every word worth readable , one can really
enjoy reading of “Arms and the Man’.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">References and bibliography</b></div>
<div class="MsoNormal">
<span style="mso-bidi-font-family: "Times New Roman";">Frezza,Danial,2007
”About the play wright ; George Bernard Shaw”</span></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: 0in;">
<span class="reference-text"><span style="mso-bidi-font-family: "Times New Roman";">Haus ,Robert
Tanitch, (2007),London Stage in the 20th Century.</span></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-family: "Times New Roman";">Shaw,
George Bernard (1911), in <span style="mso-bidi-font-style: italic;">Encyclopædia
Britannica</span>, (11th ed).</span></div>
<div class="MsoNormal">
<span style="mso-fareast-language: JA;">Ruth Adam(1966 ),What
Shaw really said,</span> Macdonald & Co</div>
<div class="MsoNormal">
Malik, Munawar Ali (2013),George Bernard Shaw : Arms and the
Man New Kitab Mahal</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<span style="mso-fareast-language: JA;"></span></div>
<div style="mso-element: footnote-list;">
<br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span></span></span></a> <i><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Theater</span></i><span class="st"><i style="mso-bidi-font-style: normal;">,</i> located at 417 E. 17th
Avenue in Downtown Denver,co USA</span></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a> A global war centred in Europe
that began on 28 July 1914 and lasted until 11 November 1918</div>
</div>
<div id="ftn3" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span></span></span></a> Of arms and the man I sing</div>
</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText" style="margin-left: .5in; text-indent: 0in;">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[4]</span></span></span></span></a>
Slivnitsa is a town in western Bulgaria, 22 km away from Sofia, lying on the
main road connecting the capital with the Bulgarian-Serbian border.</div>
</div>
<div id="ftn5" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[5]</span></span></span></span></a> Heroine of the play</div>
</div>
<div id="ftn6" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref6" name="_ftn6" style="mso-footnote-id: ftn6;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[6]</span></span></span></span></a> <span class="st">a Latin
phrase, meaning "of its own kind/genus" and hence "unique in its
characteristics".</span></div>
</div>
<div id="ftn7" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref7" name="_ftn7" style="mso-footnote-id: ftn7;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[7]</span></span></span></span></a> Theories of Karl Marx</div>
</div>
<div id="ftn8" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=7122937753816510434#_ftnref8" name="_ftn8" style="mso-footnote-id: ftn8;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 200%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[8]</span></span></span></span></a> <span class="Subtitle1"><span style="mso-bidi-font-family: "Times New Roman";">A Comedy of No Manners in Prose</span></span></div>
</div>
</div>
</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-3448149133192476072013-05-14T23:22:00.003+05:002013-05-14T23:25:17.460+05:00Research for promoting motivation in students (AIOU ISLAMABAD)(Presentation points)<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal">
<b><span style="font-family: Arial; font-size: 28.0pt;">PROMOTION
OF MOTIVATION IN STUDENTS</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">
<b><span style="color: blue; font-size: 20.0pt;">Introduction</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;">Motivation
is originated from “movere” which means to move.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="color: blue; font-family: Arial; font-size: 20.0pt;">Types of motivation</span></b></div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level1 lfo1; tab-stops: list 1.0in; text-indent: -.5in;">
<span style="font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(i)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Intrinsic motivation</span></span></div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level1 lfo1; tab-stops: list 1.0in; text-indent: -.5in;">
<span style="font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(ii)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Extrinsic motivation</span></span></div>
<div class="MsoNormal">
<br /></div>
<h4 style="line-height: 150%;">
<span style="color: blue; font-family: Arial; font-size: 20.0pt; line-height: 150%;">Why are students unmotivated?</span></h4>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l2 level1 lfo2; tab-stops: list .75in; text-indent: -.5in;">
<span style="font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(i)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Outside Factors</span></span></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l2 level1 lfo2; tab-stops: list .75in; text-indent: -.5in;">
<span style="mso-list: Ignore;">(ii)<span style="font: 7.0pt "Times New Roman";">
</span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Inside<span style="mso-spacerun: yes;"> </span>Factors</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="color: blue; font-family: Arial; font-size: 20.0pt;">How to promote motivation in students</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l1 level1 lfo3; tab-stops: list .75in; text-indent: -.25in;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Creating interest</span></span></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l1 level1 lfo3; tab-stops: list .75in; text-indent: -.25in;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Arousing curiosity</span></span></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l1 level1 lfo3; tab-stops: list .75in; text-indent: -.25in;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Developing achievement motivation</span></span></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l1 level1 lfo3; tab-stops: list .75in; text-indent: -.25in;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Providing incentives</span></span></div>
<div class="MsoNormal" style="margin-left: .75in; mso-list: l1 level1 lfo3; tab-stops: list .75in; text-indent: -.25in;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span dir="LTR"><span style="font-family: Arial; font-size: 14.0pt;">Producing the spirit of competition</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="color: blue; font-family: Arial; font-size: 20.0pt;">Research for promoting motivation in students</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>Ten students were asked 10 questions
(10x10=100) and then they were asked to also raise their own points about
motivation. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;"></span></div>
<div class="MsoNormal">
<b><span style="color: blue; font-family: Arial; font-size: 20.0pt;">Points highlighted by students are as under:-</span></b></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
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<tbody>
<tr style="height: 5.65pt; mso-yfti-irow: -1;">
<td style="border-bottom: double black 2.25pt; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 5;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">S.NO</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 17;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">Student NO</span></b></div>
</td>
<td style="background: #FFFFDD; border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 33;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">Reason for “Lack of Motivation”</span></b></div>
</td>
<td style="border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 265;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt;">Remarks</span></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 0;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">1</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">1</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">Shortage of staff.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">2</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">2</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am I uninterested.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">3</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">3</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am I <span style="mso-spacerun: yes;"> </span>uninterested</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">4</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">4</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">There is shortage of staff therefore I can not understand
foreign language.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">5</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">5</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am I uninterested.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 5.65pt; mso-yfti-irow: 5;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">6</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">6</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">There is shortage of staff therefore I can not understand
English language.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 5.65pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 25.0pt; mso-yfti-irow: 6;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">7</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">7</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am uninterested.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 24.25pt; mso-yfti-irow: 7;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 24.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">8</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 24.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">8</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 24.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am I uninterested.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 24.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 25.0pt; mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">9</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">9</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">I am weak in English so am uninterested.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 25.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="height: 37.55pt; mso-yfti-irow: 9; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 37.55pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 2054;">
<b><span style="font-family: Arial; font-size: 14.0pt;">10</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 37.55pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.4pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 18;">
<span style="font-family: Arial; font-size: 14.0pt;">10</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 37.55pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 282.2pt;" valign="top" width="376"><div class="MsoNormal" style="mso-yfti-cnfc: 34;">
<span style="font-family: Arial; font-size: 14.0pt;">Due to financial problems I am not interested in English
and other teaching.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 37.55pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.75pt;" valign="top" width="325"><div class="MsoNormal" style="mso-yfti-cnfc: 10;">
<br /></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;"><span style="mso-tab-count: 1;"> </span>Six questions from five teachers were
asked about how to promote motivation in students .</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 14.0pt;"></span></div>
<div class="MsoNormal">
<b><span style="color: blue; font-family: Arial; font-size: 20.0pt;">Teachers have also highlighted following points:-</span></b></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableColumns1" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 480; width: 823px;">
<tbody>
<tr style="mso-yfti-irow: -1;">
<td style="border-bottom: double black 2.25pt; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 5;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">S.NO</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 17;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">Teacher NO</span></b></div>
</td>
<td style="background: #FFFFDD; border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 329.05pt;" valign="top" width="439"><div class="MsoNormal" style="mso-yfti-cnfc: 33;">
<b><span style="color: blue; font-family: Arial; font-size: 14.0pt;">Suggestion for “Promotion of Motivation in
students”</span></b></div>
</td>
<td style="border-bottom: double black 2.25pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-bottom-alt: double black 2.25pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 178.8pt;" valign="top" width="238"><div class="MsoNormal" style="mso-yfti-cnfc: 265;">
<span style="color: blue; font-family: Arial; font-size: 14.0pt;">Remarks</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 0;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">1</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">1</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 329.05pt;" valign="top" width="439"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">Through the points of questionnaire we can promote reading
in foreign language texts.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 178.8pt;" valign="top" width="238"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">2</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">2</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 329.05pt;" valign="top" width="439"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">Newspaper, journals, magazines etc should be advised as
helping materials. Libraries of schools should be used for this purpose to
enhance foreign texts reading habits.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 178.8pt;" valign="top" width="238"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">3</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">3</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 329.05pt;" valign="top" width="439"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">Through practicing basic skills.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 178.8pt;" valign="top" width="238"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 4;">
<b><span style="font-family: Arial; font-size: 14.0pt;">4</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 16;">
<span style="font-family: Arial; font-size: 14.0pt;">4</span></div>
</td>
<td style="background: #FFFFDD; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 yellow; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 329.05pt;" valign="top" width="439"><div class="MsoNormal" style="mso-yfti-cnfc: 32;">
<span style="font-family: Arial; font-size: 14.0pt;">Our students are not able to understand local language
books but through practicing reading skills we can make our students able to
understand foreign texts.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 178.8pt;" valign="top" width="238"><div class="MsoNormal" style="mso-yfti-cnfc: 8;">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.05pt;" valign="top" width="60"><div class="MsoNormal" style="mso-yfti-cnfc: 2054;">
<b><span style="font-family: Arial; font-size: 14.0pt;">5</span></b></div>
</td>
<td style="background: #BFBFBF; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; mso-pattern: gray-25 black; mso-shading: white; padding: 0in 5.4pt 0in 5.4pt; width: 64.5pt;" valign="top" width="86"><div class="MsoNormal" style="mso-yfti-cnfc: 18;">
<span style="font-family: Arial; font-size: 14.0pt;">5</span></div>
</td>
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<span style="font-family: Arial; font-size: 14.0pt;">Through computers and audio video aids.</span></div>
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<b><u><span style="color: blue; font-size: 28.0pt;">Conclusion and recommendations</span></u></b></div>
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<b><span style="font-family: Arial; font-size: 20.0pt;"><span style="mso-tab-count: 1;"> </span>Motivation in students is necessary and is
direly needed for understanding foreign languages and in order to ensure
motivation in students teachers are required to ensure the following :-</span></b></div>
<div class="MsoNormal" style="margin-left: 1.25in; mso-list: l2 level2 lfo2; tab-stops: list 1.25in; text-indent: -.5in;">
<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(I)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Teacher’s active involvement.</span></b></span></div>
<div class="MsoNormal" style="margin-left: 1.25in; mso-list: l2 level2 lfo2; tab-stops: list 1.25in; text-indent: -.5in;">
<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(II)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;"><span style="mso-spacerun: yes;"> </span>Students mental level (for syllabus content)</span></b></span></div>
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<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(III)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Students teacher
relationship.(To boost student participation and encouragement)</span></b></span></div>
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<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(IV)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Attractiveness of
contents.</span></b></span></div>
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<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(V)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Students centered
teaching.</span></b></span></div>
<div class="MsoNormal" style="margin-left: 1.25in; mso-list: l2 level2 lfo2; tab-stops: list 1.25in; text-indent: -.5in;">
<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(VI)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Activities in
teaching.</span></b></span></div>
<div class="MsoNormal" style="margin-left: 1.25in; mso-list: l2 level2 lfo2; tab-stops: list 1.25in; text-indent: -.5in;">
<b><span style="font-family: Arial; font-size: 20.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">(VII)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><span dir="LTR"><b><span style="font-family: Arial; font-size: 20.0pt;">Strengthening base level of students.</span></b></span></div>
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Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0tag:blogger.com,1999:blog-7122937753816510434.post-76732258847870995212013-05-09T22:12:00.000+05:002013-05-09T22:12:53.448+05:00English speaking and population data of world and Pakistan<div dir="ltr" style="text-align: left;" trbidi="on">
Total world population is seven billion out of that 500 million to 1.8billion people do speak English and about 400 million (1/4 or 7% of total)are speaking English as first languge.<br />
The population of Pakistan is 177milion and about 18million people do speak English which constitute 11% of total population of Pakistan.</div>
Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com1tag:blogger.com,1999:blog-7122937753816510434.post-76787499117052552302013-05-08T20:06:00.000+05:002013-05-08T20:06:22.671+05:00Solutions to surmount mispronunciations in English for Pakistani's<div dir="ltr" style="text-align: left;" trbidi="on">
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<span class="a"><b><span style="color: blue; font-family: Arial;">Solutions to surmount mispronunciations in English for Pakistani's</span></b></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span class="a"><span style="font-family: Arial; letter-spacing: .75pt;">1.<span style="mso-tab-count: 1;"> </span></span></span><span class="a"><span style="font-family: Arial;">As
we know that there are shortcomings in our education system; it is advisable to
first identify and then remove the problems. The first step which must be
considered is the enrollment of qualified teachers and second is to <span style="mso-spacerun: yes;"> </span>provide them training sessions to enhance
their English pronunciation skills.<span style="mso-tab-count: 1;"> </span></span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span class="a"><span style="font-family: Arial; letter-spacing: .75pt;">2.<span style="mso-tab-count: 1;"> </span>It i</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">s the duty of students to follow good teacher and
tutors, those who could help t</span></span><span class="l7"><span style="font-family: Arial; letter-spacing: .75pt;">hem</span></span><span class="a"><span style="font-family: Arial;"> learn phonetic symbols with proper sound practice
and recognition.</span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span class="a"><span style="font-family: Arial; letter-spacing: .75pt;">3.<span style="mso-tab-count: 1;"> </span>Media doe</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">s play a pivotal rol</span></span><span class="l7"><span style="font-family: Arial; letter-spacing: .75pt;">e in learn</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">ing, students
should take advantages of it</span></span><span class="a"><span style="font-family: Arial;"> and in order to learn, they are supposed to watch Standard English
news channels like BBC, CNN and talk shows which have informative subjects. To
watch movies, they should consult with people who have knowledge of English
movies which have good English such as ‘My Fair Lady’ This movie presents a
parallel picture of standard and poor English.</span></span></div>
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<span class="a"><span style="font-family: Arial; letter-spacing: .75pt;">4.<span style="mso-tab-count: 1;"> </span>The golde</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">n rule to learn anything is practice, as it is a
famous saying that practice </span></span><span class="a"><span style="font-family: Arial;">makes a man perfect --the more you practice, the better you would be.
Therefore students must make it a daily routine to practice pronunciation and
they should maintain a proper record of practice so that they can find whether
they are improving or not.</span></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span class="a"><span style="font-family: Arial; letter-spacing: .75pt;">5.<span style="mso-tab-count: 1;"> </span>It woul</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">d be more beneficial if you can find Engl</span></span><span class="l7"><span style="font-family: Arial; letter-spacing: .75pt;">ish native prete</span></span><span class="l6"><span style="font-family: Arial; letter-spacing: .75pt;">nders to</span></span><span class="a"><span style="font-family: Arial;"> practice wit. It is now quite
easy to find native English speakers on the internet.</span></span><span style="font-family: Arial;"></span></div>
<div style="line-height: 200%;">
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Sami ul Haqhttp://www.blogger.com/profile/07616566798854389014noreply@blogger.com0