What are the influences of various international critical schools of thought in various eras on Pashto Literature and Pashto Criticism? What have been the consequences and what has been the angle while criticizing Pashto Literature? What are the limits of criticism? What is the contribution of criticism to creation and research? What are the influences of other critical theories on Pashto Literature and has Pashto Literature been influenced by these theories or not? If it has been influenced, what are the reasons? Classicism and modernization have been discussed regarding every aspect. What is the relation between them and which kind of relation is this? What can be the consequences of relation? If they can not cope with each other, which kind of synthesis should be there? Has Pashto Literature progressed on international level? If it is not so what are the causes? It has been tried to answer the above mentioned questions in the very selected topic.
Bringing his perennially popular course to the page, Yale University Professor Paul H. Fry offers in this welcome book a guided tour of the main trends in twentieth-century literary theory. At the core of the book's discussion is a series of underlying questions: What is literature, how is it produced, how can it be understood, and what is its purpose? Fry engages with the major themes and strands in twentieth-century literary theory, among them the hermeneutic circle, New Criticism, structuralism, linguistics and literature, Freud and fiction, Jacques Lacan's theories, the postmodern psyche, the political unconscious, New Historicism, the classical feminist tradition, African American criticism, queer theory, and gender performativity. By incorporating philosophical and social perspectives to connect these many trends, the author offers readers a coherent overall context for a deeper and richer reading of literature.
Do you know there are more than fourteen groups of aboriginal people in Taiwan? Are you aware that many Taiwanese aboriginal people started to pick up their pen and write only after the 1980s? What is the difference between Taiwanese aboriginal literature and Taiwanese literature? Finding the Way Home is a major contribution to aboriginal literary studies in English. Through the author’s beautifully crafted translations, it brings many works of Taiwanese aboriginal literature to an English readership for the first time. Application of postcolonial-colonial discourse explicates the close relationship between the socio-political context and Taiwanese Aboriginal Literature, and brings the marginal into the center of focus. In this book, you will find out why aboriginal writer Lanpoan once said: my body is so close to my father and uncles, but my soul is so far away from theirs. And when Rukai writer Auvini says, I try to sing love songs to my readers with my rough lyrics, what kind of love songs does Auvini sing? You will find surprises and answers in this book.
At some point in university study, you may be asked to review the literature on a certain subject, a particular area, an assignment, or part of a research. You may realize that you have not been trained for this academic writing style, and you would be asking questions such as: What is this? Why do I have to write it? What does the supervivor/teacher/examinator expect from me? How do I get start? What are the rules? How do I come to a qualified work? And what kinds of mistake should I avoid? etc. ALL of the answers are available here in this book.
What is the position of translated literature in the literary system of target language? Is there a possibility that translated literature can go from the periphery to the center? According to Even-Zohar (Zohar, 1978), translated literature may go from the periphery to the center under three conditions : when a polysystem has not yet been crystallized, that is to say, when a literature is “young” or in the process of being established; when a literature is either “peripheral” (within a large group of correlated literatures) or “weak” or both; when there are turning points, crises, or literary vacuums in a literature. Among these conditions, the third one conforms to the historical facts of China during the May 4th span when there was a Literary Revolution to oppose the old literature and set up new modern literature. And then can the historical facts be used to verify the third hypothesis? If it is true, then how much influence of translated literature can be exerted on the language, literature, culture, and even society of target language? The author of this book attempts to answer these questions in her research.
Elements of secular English literature have an impact on what Adventist Education system seeks to inculcate in students. This is because what secular literature teaches negates the philosophy of the Adventist education, which is an indication that there exists an antagonistic relationship. This antagonistic relationship, if unchecked can undo basic tenets that Adventist education stands for. Solusi University as an Adventist institution has an important function as the keeper and nurturer of the Adventist students within its spheres of influence. It may undo its wholistic approach to Christian education by allowing the learning of literary concepts that question its existence. Solusi University exists to promote and transform the spiritual ideals, beliefs, attitudes, and values of the church. Unconsciously the secular English literature classes, at Solusi University may have been breeding anti-Christian attitudes in Adventist students under its auspice. The study carried out a descriptive research to find out the influence of knowledge of secular literature on the attitude of students toward Adventist Philosophy of Education.
Despite the fact that oral literature has been taught as an academic discipline in the university since the late 1960s, and early 1980s in secondary schools, the teaching of oral literature in secondary schools in Kenya is beset with many problems. The general feeling is that the teaching is rather haphazard. The integration of English language and literature has further compounded the problem making some teachers de-emphasize oral literature. Hence, the purpose of this book is to analyse the effectiveness of teaching and learning of oral literature. The book seeks to determine to what extent the Integrated English syllabus has improved the teaching of oral literature, teacher qualification and competence, availability of teaching learning resources, appropriateness of the teaching learning resources as well as the teacher’s attitude towards oral literature as well as ways of enhancing the teaching and learning of oral literature.
"Literary criticism, as I attempt to practice it", writes Harold Bloom in THE ANATOMY OF INFLUENCE, "is in the first place literary, that is to say, personal and passionate". For more than half a century, Bloom has shared his profound knowledge of the written word with students and readers. In this, his most comprehensive and accessible study of influence, Bloom leads us through the labyrinthine paths which link the writers and critics who have informed and inspired him for so many years. The result is "a critical self-portrait", a sustained meditation on a life lived with and through the great works of the Western canon: Why has influence been my lifelong obsessive concern? Why have certain writers found me and not others? What is the end of a literary life? Featuring extended analyses of Bloom's most cherished poets - Shakespeare, Whitman, and Crane - as well as inspired appreciations of Emerson, Tennyson, Browning, Yeats, Ashbery, and others, THE ANATOMY OF INFLUENCE adapts Bloom's classic work "The Anxiety of Influence" to show us what great literature is, how it comes to be, and why it matters. Each chapter maps startling new literary connections that suddenly seem inevitable once Bloom has shown us how to listen and to read. A fierce and intimate appreciation of the art of literature on a scale that the author will not again attempt, THE ANATOMY OF INFLUENCE follows the sublime works it studies, inspiring the reader with a sense of something ever more about to be.
Bread can be said to be embedded in several food cultures, but currently bread is also one of our most hotly debated foods. While some claim we are better off without it, others, among them the health authorities, recommend whole grain bread as an important component of a balanced and healthy diet. The grocery stores offer a wide range of breads and many actors claim they have the recipe for the ”ideal” bread. But who’s right? What is actually an ”ideal” bread? Or should we eat bread at all? The main objective of the present book is to present a literature review and use this to develop a recipe for an “ideal” bread.
“The whole of science is nothing more than a refinement of everyday thinking” Albert Einstein. As a result, the author of this research book strongly believes that the book records and showcases what happened and what is happening in the life of the people following the emergence of a postmodern thinking. Therefore, if you need a clear and concise overview of postmodernism as a thought and its impact on literature, history, culture, identity, tradition…you have to read this research book. This is due to the fact that the book will have a life-enhancing impact on a number of people internationally. However, researchers that work on human affairs, students under social science streams, instructors that work on literary theory, critics and writers ,this is a book intended to meet and develop your habit of both reading and learning cross -culturally. Major topics explained in the book are: ? Conceptual coverage of ‘postmodernism’ theory ? Parameters of postmodernism ? Meta narratives skeptical by postmodernism ? History, literature, identity vis-a-vis postmodernism ? Synopsis of sample Amharic prose narratives