«The History of English Literature» is based on the major literary and cultural movements that occurred during Romanticis, Victorianism, Modernism, as well as Postmodernism. The manual contains different types of movements and creative works of representatives of a complex literary and cultural tradition. It is used for the students, undergraduates of humanitarian specialties of higher educational institutions. It is also recommended to the learners who are interested in the developments of English Literature, the new means of relationship between literature and historical context.
Publishing in authorial release.
This dissertation entitled as “Rise and Spread of English in British India" examined the history of rise and spread of English in British India from an Indian perspective. The re-reading will provide the current scenario of English as a subject of study in the independent India. Lots of changes it had witnessed from the day it had been dragged into India due to the acceptance of Macaulayan Minute on Education (1835). Macaulay had favoured English to be introduced in India just because the British needed the clerks for administration and mediators to carry out their orders in British India. Taking Macaulay’s Minutes on Education (1835) as a primary resource, this dissertation critically compares it with gradually emerged trends in the field of English studies in post-independent India. The re-reading from Macaulay to Viswanathan and Alan Durant will produce a link through which we can easily connect the changes occurred in the field of English in India from its very limited area ‘English Literature’ to the fresh and emerging area ‘English studies’ without any fix boundaries and limitations.
This collection brings together stories and extracts which explore the relationship people have with animals large and small, wild and tame, real and imaginary. From a fantastical children's fable to a complex psychological love story, readers are sure to find stories that will delight and entertain them.
There has always been a prejudice against the place of literature in ELT/ESL classes. It is either found to be beyond the proficiency levels of the students or is seen as a supporting type of activity but not as an integral part of the process of learning and teaching. Yet, if ELT teachers have a formula or a practicable model to employ literature as a good alternative for typical reading texts which are mostly lacking interest or substance, then it will perhaps be possible for them to realize the feasibility of literature with the various possibilities it may offer. I hope this study will be a guide especially to ELT/ESL teachers who want to teach language more effectively by developing learners’ literary competences while helping them internalize cultural, intellectual and linguistic dimensions of English Language Teaching.