DSC/NET/SLET -Romantic age -

By the late 18th century in France and Germany, literary taste began to turn from classical and neoclassical conventions. The generation of revolution and wars, of stress and upheaval had produced doubts on the security of the age of reason. Doubts and pessimism now challenged the hope and optimism of the 18th century. Men felt a deepened concern for the metaphysical problems of existence, death, and eternity. It was in this setting that Romanticism was born.
Origins
Romanticism was a literary movement that swept through virtually every country of Europe, the United States, and Latin America that lasted from about 1750 to 1870. However, the Romantic Movement did not reach France until the1820's. Romanticism's essential spirit was one of revolt against an established order of things-against precise rules, laws, dogmas, and formulas that characterized Classicism in general and late18th-century Neoclassicism in particular. It praised imagination over reason, emotions over logic, and intuition over science-making way for a vast body of literature of great sensibility and passion. In their choice of heroes, also, the romantic writers replaced the static universal types of classical 18th-century literature with more complex, idiosyncratic characters. They became preoccupied with the genius, the hero, and the exceptional figure in general, and a focus on his passions and inner struggles and there was an emphasis on the examination of human personality and its moods and mental potentialities.
The Romantic Style
The term romantic first appeared in 18th-century English and originally meant "romancelike"-that is, resembling the fanciful character of medieval romances. But a mood or movement whose central characteristic is revolt, and whose stress is on self-expression and individual uniqueness, does not lend itself to precise definition. Among the characteristic attitudes of Romanticism were the following:
Libertarianism
Many of the libertarian and abolitionist movements of the late 18th and early 19th centuries were engendered by the romantic philosophy-the desire to be free of convention and tyranny, and the new emphasis on the rights and dignity of the individual. Just as the insistence on rational, formal, and conventional subject matter that had typified neoclassicism was reversed, the authoritarian regimes that had encouraged and sustained neoclassicism in the arts were inevitably subjected to popular revolutions. The general romantic's dissatisfaction with the organization of society was often channeled into specific criticism of the Bourgeois society and the feeling of oppression was frequently expressed in poetry. Political and social causes became dominant themes in romantic poetry and prose throughout France and other parts of Europe, producing many vital human documents that are still pertinent.
Romanticism stresses on self-expression and individual uniqueness that does not lend itself to precise definition. Romantics believed that men and women ought to be guided by warm emotions rather than the cold abstract rules and rituals established by Bourgeois society. The bourgeois, who promoted, defended, and openly profited by the Revolution of 1830, brought with them, when they rose to power, certain social customs. No doubt all the Romantics would have furiously denied that they were bourgeois, and many of them would indignantly have repudiated Napoleon III, rather than declare allegiance to whom Victor Hugo went into exile for 18 years. In the period of its most active fermentation, the Romantic Movement was nothing more than a protest against bourgeois conventions, bourgeois society and morality. To be extreme and flamboyant and unusual and violent even at the risk of becoming grotesque was the desire of every young Romantic. The Romantics were, in fact, bourgeois origins, who were trying hard to escape from their own shadows.

Nature
The Romantic association of nature and spirit expressed itself in one of two ways. The landscape was, on one hand regarded as an extension of the human personality, capable of sympathy with man's emotional state. On other hand, nature was regarded as a vehicle for spirit just as man; the breath of God fills both man and the earth.. Delight in unspoiled scenery and in the (presumably) innocent life of rural dwellers was a popular literary theme. Often combined with this feeling for rural life is a generalized romantic melancholy, a sense that change is imminent and that a way of life is being threatened.
The Lure of the Exotic
In the spirit of their new freedom, romantic writers in all cultures expanded their imaginary horizons spatially and chronologically. They turned back to the Middle Ages (12th century to 15th century) for themes and settings and had an obsessive interest in folk culture, national and ethnic cultural origins. They found delight notions of romantic love, mystery and superstition, and placed an emphasis upon imagination as a gateway to transcendent experience and spiritual truth.
The Decline of Romanticism
By about the middle of the 19th century, romanticism began to give way to new literary movements: the Parnassians and the symbolist movement in poetry, and realism and naturalism.

Revolution

            During the eighteenth century, England was flourishing; however, two major political revolutions occurred. Although the revolts happened outside of England, it happened to have a powerful effect on people’s ideas. First, there was the revolt by the English colonies in America against the economic and political control of the mother country. The victory of American independence changed people’s thoughts and blown up their confidence. Anyhow, this occasion could not be compared to the second revolution, which took place in France; a complete overthrown of the government. These radical changes created an idea on English people that the revolution could easily happen in England, anytime and anywhere. But the “English liberals and radicals had been calling out for democracy of the English society to release political prisoner.” “Among the supporters of the revolution were writers who would play a big role in English Romanticism” (Copeland, Royster, Wilhelm).

However, there was a disappointing outcome that was known as the “September massacres”, violent executions of imprisoned nobility. As the result, Wordsworth expressed his despair in his greatest poem, “The Prelude”: “Frenchmen had changed a war of self-defense For one of conquest, losing sight of all Which they had struggled for…” English people expressed their sympathy for what had happened in France, including the writers such as Shelly and Lord Byron (Bamber).

During these years of political revolution in the Romantic Era, another revolution was taking place in the European society. It was the Industrial Revolution, “a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, economic policies and the social structure in England” (Montagna). This created a shift from hand labor to machines. The Industrial Revolution included massive technological, economic, and social changes. Among these were the use of new basic materials for manufacture, particularly iron and steel, new transportation and communication systems the application of scientific principles to industry and etc (credo). The Industrial Revolution was very important event in which it had transformed all the European society, “The Industrial Revolution led to radical and often abrupt social changes” (credo). It created an effect on the society and country itself. First, it was the rise of the middle class. Second, the country became dirty so the living conditions of the cities were very poor. Women, men, and children had to work for long hours, which barely kept them alive. Workers had no right to vote and were prevented to meet up in groups because the government was afraid that they would form labor unions. Worse, in some ways the protest had occurred and the English government dealt with them by a ruthless massacre known as “Peterloo Massacre” in St. Peter’s field (Montagna).

                                                         -courtesy British Lit.,

DSC/NET/SLET William wordsworth biography

The Poet's birthplace and childhood home — the Wordsworth House, Cockermouth

William Wordsworth was born April 7, 1770, in Cockermouth, Cumberland, to John and Anne (Cookson) Wordsworth, the second of their five children. His father was law agent and rent collector for Lord Lonsdale, and the family was fairly well off. After his mother's death in 1778 he was sent to Hawkshead Grammar School, near Windermere; in 1787 he went up to St. John's College, Cambridge. He enjoyed hiking: during the "long" (i.e., summer) vacation of 1788 he tramped around Cumberland county; two years later went on a walking tour of France, Switzerland, and Germany; and in 1791, after graduation, trekked through Wales.

His enthusiasm for the French Revolution took him to France again in 1791, where he had an affair with Annette Vallon, who bore him an illegitimate daughter, Caroline, in 1792. Having run out of money, Wordsworth returned to England the following year, and the Anglo-French war, following the Reign of Terror, prevented his return for nine years.
In 1794 he was reunited with his sister Dorothy, who became his companion, close friend, moral support, and housekeeper until her physical and mental decline in the 1830s. The next year he met Coleridge, and the three of them grew very close, the two men meeting daily in 1797-98 to talk about poetry and to plan Lyrical Ballads, which came out in 1798. The three friends travelled to Germany that fall, a trip that produced intellectual stimulation for Coleridge and homesickness for Wordsworth. After their return, William and Dorothy settled in his beloved Lake district, near Grasmere.
The Peace of Amiens in 1802 allowed Wordsworth and his sister to visit France again to see Annette and Caroline. They arrived at a mutually agreeable settlement, and a few months later, after receiving an inheritance owed by Lord Lonsdale since John Wordsworth's death in 1783, William married Mary Hutchinson. By 1810 they had five children, but their happiness was tempered by the loss at sea of William's brother John (1805), the alienation from Coleridge in 1810, and the death of two children in 1812. In 1813 Wordsworth received an appointment as Distributor of Stamps for Westmorland, and the £400 per year which went with this post made him financially secure. The whole family, which included Dorothy, moved to Rydal Mount, between Grasmere and Rydal Water).
Wordsworth's literary career began with Descriptive Sketches (1793) and reached an early climax before the turn of the century, with Lyrical Ballads. His powers peaked with Poems in Two Volumes (1807), and his reputation continued to grow; even his harshest reviewers recognized his popularity and the originality.
The important later works were well under way. His success with shorter forms made him the more eager to succeed with longer, specifically with a long, three-part "philosophical poem, containing views of Man, Nature, and Society, . . having for its principal subject the sensations and opinions of a poet living in retirement." The 17,000 lines which were eventually published made up only a part of this mammoth project. The second section, The Excursion, was completed (pub. 1814), as was the first book of the first part, The Recluse. During his lifetime he refused to print The Prelude, which he had completed by 1805, because he thought it was unprecedented for a poet to talk as much about himself — unless he could put it in its proper setting, which was as an introduction to the complete three-part Recluse.

William and Mary Wordsworth's Grave

Inspiration gradually failed him for this project, and he spent much of his later life revising The Prelude. Critics quarrel about which version is better, the 1805 or the 1850, but agree that in either case it is the most successful blank verse epic since Paradise Lost.
Finally fully reconciled to Coleridge, the two of them toured the Rhineland in 1828. Durham University granted him an honorary Doctor of Civil Law degree in 1838, and Oxford conferred the same honor the next year. When Robert Southey died in 1843, Wordsworth was named Poet Laureate. He died in 1850, and his wife published the much-revised Prelude that summer.

---

  -Courtesy Glenn Everett, Associate Professor of English, University of Tennessee at Martin

DSC-NET/SLET- Oliver Goldsmith

Oliver Goldsmith is an Anglo-Irish Poet, writer, dramatist., he is famous for his Deserted Village.

Reading his Biography will be helpful to you to frame an edge in the competitive exams.  Visit the following link for a detailed study of Goldmith.

http://www.britannica.com/EBchecked/topic/237932/Oliver-Goldsmith

A Scholarly Essay on Teaching Reading

Top

ten'principles for

teaching reading

Ray Williams

In order for the teaching of EFL reading to be effective, it is important for

teachers regularly to take stock of their perception of the nature of the

reading process itself, relevant reading activities, and appropriate classroom

management This article puts forward the author's views on which

are the important principles in teaching EFL reading, and in vites teachers to

consider them as a starting point for a re-evaluation of their own

philosophy.

As an introductory 'ice-breaker' on reading seminars which I conduct with

EFL teachers, we usually start with an exchange of views on fundamental

principles. A handout lists

my principles, which I ask teachers to evaluate

and add to. Some of the principles we discuss are amazingly self-evident—

no bad thing, since in EFL, in our constant search for the novel, we

often overlook the obvious. Other principles sometimes provoke controversy—

which is also welcome, since the objective of the seminar is not to

produce stereotypical attitudes to teaching reading in EFL but to encourage

teachers to re-examine their existing beliefs about the nature of the

reading process, text choice, text-based activities, and classroom management

procedures.

The following are my 'top ten' principles:

1 In the absence of interesting texts, very little is possible.

An obvious principle,

but one which is often forgotten. Interest is vital, for it increases motivation,

which in turn is a significant factor in the development of reading speed and

fluency. Interesting to whom? First and foremost to the learner, but preferably

interesting also to the teacher. How do we

know what our learners are

interested in reading in English? Ask them what they like reading in their

own language, peer over their shoulders in the library, ask the school

librarian, spend a few minutes in the local bookshop; then find texts in

English, of an appropriate level, on similar topics. To check the interestlevel

of texts currently being used in your EFL reading course, ask learners

to assess them as 'interesting', 'all right', or 'boring'. But be prepared for a

few surprises!

2

The primary activity of a reading lesson should be learners reading texts—not

listening to the teacher, not reading comprehension questions, not writing

answers to comprehension questions, not discussing the content of die text.

This is not to say that such activities are unimportant; but it is a question of

balance. Of course, if the objective of a particular lesson is the integration of

the reading activity with another skill (e.g. an associated writing task), then

the lesson will justifiably have two equally important activities. But my

emphasis on the primacy of

learners reading in a single-skill 'reading only'

lesson is to stress that die central activity of learners reading must not be

42

ELT Journal Volume 40/1 January 1986 O Oxford University Press 1986

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allowed to become submerged in a welter of peripheral supportive activities.

Learners learn to read by reading: there is no other way.

S

Growth in language ability is an essential part of the development of reading ability.

The pendulum in recent years has swung towards an emphasis on teaching

appropriate skills and strategies. This re-orientation is welcome; but we

must not forget that the best skills and strategies in the world will have little

effect unless learners are simultaneously expanding their 'sight' vocabulary,

and their recognition knowledge of commonly occurring sentence

patterns and rhetorical patternings in text. In fact, Alderson (1984:1-27),

having reviewed the relevant literature, suggests that a minimum language

threshold is necessary before reading skills and strategies (including their

transfer from the mother tongue) can successfully operate.

4

Classroom procedure should reflect the purposeful, task-based, interactive nature of

real reading.

A psycholinguistic model of the reading process (e.g. Goodman

1967) holds that the reader is actively engaged in striving to reconstruct die

author's message. He or she participates in an internal dialogue in which

hypotheses are formed, predictions made, doubts expressed, uncertainties

subsequendy clarified, new information grafted on to old, old views modified

by new, etc. Reading is thus not only active but in&ractive—just as

interactive as audible conversation. How can the interactivity which is an

intrinsic part of efficient, real reading be fostered in die reading classroom?

Through classroom procedures involving pairwork and groupwork in

which inter-learner discussion of die text and associated tasks is not only

permitted but

required. Purposeful, audible interactivity of diis nature (not

necessarily in English) replicates die interactivity which is characteristic of

die efficient, individual, silent reader.

In particular, this essential interactivity should encourage learners to

make use

of what diey have read. This can be done by requiring die

completion of a diagrammatic representation of (part of) the text—matrix,

flowchart, tree-diagram, etc. For example, in relation to a description of a

satellite launching vehicle (SLV-3) in a text for Indian students entided

India Zooms into Space,

die following grid has been a useful stimulus.

OmpUtt tht following sfxtification of SLV-3

Fourth itage

Third stage

Second stage

First stage

OmstrvcUd

>}£„,_ r

of

.

. • i, motor

PwfulUaU

Typt Amount

Thnut Dtstruction

no)

Total length:... Total weight...

Encouraging learners to make use of what diey have read can also be

achieved by means of suitably phrased 'application' questions. For

example (in relation to die same text):

*What advantages do you diink India's space programme will bring to

die average person living in India today?

(Both exercises are taken from Williams, Ray and Swales 1984:46-7.)

Top ten'principlts for Uaching reading

43

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5

Teachers must learn to be quiet: all too often, teachers interfere with and so impede

their learners' reading development by being too dominant and by talking too much.

Although it can and should be fostered by collaborative groupwork, in the

final analysis reading is an individual skill, like swimming or playing the

piano. It has to be practised under guidance, with copious encouragement,

and with carefully set goals. The teacher's role is therefore less that of

information-giver/text-explainer, and more that of coach/classroom organizer/

trouble-shooter/consultant/personnel manager/catalyst. This latter

role is a far more professional one (and far more demanding!) than that of

straightforward text-explainer/questlon-asker.

Many teachers find it difficult to abandon their customary centre-stage

role, and to become a learning-manager rather than a teacher. But there is

enormous satisfaction to be gained from assisting groups of learners with

their own particular difficulties, seeing them progress at their optimum

rate, and observing the pleasure that learners derive from understanding

and enjoying a text when more of the responsibility for learning is placed on

their

shoulders—where it properly belongs.

6

Exercise-types should, as far as possible, approximate to cognitive reality. Since

the purpose of teaching reading is to make the learner a more efficient

reader, it follows that we need to identify the strategies, skills, and objectives

of the efficient reader during the process of

real reading (as opposed to

the classroom teaching of reading), and then help the learner to acquire

them. In other words we need to identify just what the efficient reader

does

(by examining our own cognitive processes, perhaps).

Investigations of the reading process (self-report, self-observation, and

think-aloud), focusing on individual case-studies, are throwing very interesting

light on what readers do during the process of reading (see e.g. van

Parreren and Schouten-van Parreren 1981; Cohen 1984; Hosenfeld 1984).

We must now apply the fruits of this growing body of knowledge to the

creation of more appropriate exercise-types.

7

A learner will not become a proficient reader simply by attending a reading course or

working through a reading textbook.

For every hour of intensive reading, a

learner should be doing at least another hour of extensive reading—by

means of a graded reader system, a collection of carefully-chosen texts,

simple paperbacks, etc. It does not matter very much

what learners read in

extensive reading, as long as they enjoy doing it. A system of graded readers

is, of course, one of the most effective ways of promoting extensive reading.

Nuttall (1982:174—82) gives excellent advice concerning setting up and

administering such a scheme.

8

A reader contributes meaning to a text. Reading is not simply a matter of

taking out (information, opinion, enjoyment, etc.), like shopping at a

supermarket; it also involves contributing (attitudes, experience, prior

knowledge, etc.). This natural characteristic of real reading must be

encouraged and developed in teaching EFL reading. This can be done by

including questions or tasks which require readers to combine what is in

their heads with what is in the text. (Such questions and tasks can be

indicated by a symbol, such as * if necessary.)

9

Progress in reading requires learners to use their ears, as well as their eyes. As widi

audible reading, silent reading involves stress and intonation or prosody.

Research (e.g. Pegolo 1985) suggests that the more accurate the reader's

44

Ray Williams

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internal prosody, the greater the degree of comprehension. Therefore,

learners should be encouraged also to

listen to texts—such as tapes accompanying

graded readers, specially recorded tapes, the teacher reading to

the class, older learners reading to younger learners, and better readers

reading to weaker readers in their group.

10

Using a text does not necessarily equal teaching reading. Texts can be used for

many different purposes. For example, it is perfectly sensible to use a text to

demonstrate a certain grammatical or functional point in context, as a

trigger for further work on that point., But it would be a mistake to think

that one was thereby teaching reading. Johns and Davies (1983) make the

important distinction between what they call TALO (text as linguistic

object) and TAVI (text as vehicle for information). In TALO, the text is a

carrier for the teaching of language—grammar, vocabulary, etc.—which is

laboriously 'mined' from the text by the teacher and learners (usually with

the teacher as chief miner). This a perfectly justifiable use of text as one way

of teaching language: but it contributes very little to the development of

learners'

reading skills.

In contrast, using a text for the purposes of developing reading skills

(what Johns and Davies call the TAVI approach) uses a suitably chosen

text for the development of appropriate cognitive strategies which lead to

the learner reconstructing the author's original

message (which is very

different from understanding the elements of language which the author

uses to carry that message). Such a use of text has as its objective the

development of

generalizjable, transferable strategies of meaning-reconstruction,

which the learner can eventually employ outside the reading lesson

without the assistance of the teacher or a course in reading. When our

learners reach the stage when they no longer need our help, that is success:

as teachers of reading our professional objective is to make ourselves

redundant! •

Received January 1985

Rmfmrmncm*

Parrercn, C. F. van and M. C. Schouten-van Par-

Alderson.J. C.

1984. 'Reading in a foreign language: reren. 1981. 'Contextual guessing: a trainable

a reading problem or a language problem?' in J. C. reader strategy.'

System 9/3:235-41.

Alderson and A. H. Urquhart (eds.).

Reading in a Pegolo, C. 1985. 'More efficient silent reading com-

Foreign Language.

London: Longman. prehension.' Reading in a Foreign Language 3/1.

Cohen, A.

1984. 'Studying second-language learning Williams, R. C, R. Ray, and J. M. Swales. 1984.

strategies: how do we get die information?'

Applied Communication in English for Technical Students.

Linguistics

5/2:101-12. Hyderabad: Orient Longman.

Goodman, K. S.

1967. 'Reading: a psycholinguistic

guessing game.'

Journal of the Reading Specialist 4:126- T?» author

35. Ray Williams has taught EFL and ESP since 1965—in

Hosenfeld,

C 1984. 'Case studies of ninth grade read- Zambia, Malawi, Hong Kong, and at Aston Univerers'

in J. C. Alderson and A. H. Urquhart (eds.). sity in England. At the College of St Mark and St John,

Reading in a Foreign Language.

London: Longman. Plymouth, he is currendy course leader for the

Johns, T.

and F. Davies. 1983. 'Text as a vehicle for Diploma in Education (ELT) and Certificate in Teachinformation:

the classroom use of written texts in ing Reading in EFL. His publications include Panteaching

reading in a foreign language.'

Reading in a orama: An Advanced Course of English for Study and

Foreign Language

1/1:1-19. Examinations (Longman 1982) and Readable Writing

Nuttall,

C 1982. Teaching Reading Skills in a Foreign (Longman 1985). He is co-editor (with Alexander

Language.

London: Heinemann. Urquhart) of the journal Reading in a Foreign Language.

'Top ten' principles for teaching reading

45Downloaded from http://eltj.oxfordjournals.org/ at University of Hyderabad on June 22, 2012

DSC material -Mother's day- with illustrations

The difference between Amiable and Amicable

What’s the difference between amiable and amicable? Their etymology is identical, but their senses are distinct.
Amiable means “agreeable,” “friendly,” suggesting a person or an experience marked by a congenial personality or atmosphere: “He seems like the amiable sort”; “They were engaged in an amiable conversation.” The word ultimately derives from amicus, the Latin word for “friend,” which is related to amare, meaning “love.” (The latter term is the basis of amatory and amorous, both of which refer to sexual feelings.)
Amicus itself was borrowed into English as a legal term; it is part of the phrase “amicus curiae” (sometimes shortened simply to amicus), which translates literally to “friend of the court” and refers to an individual or an organization that files an amicus brief or otherwise requests of a court the opportunity to weigh in about a legal issue.
Amicus also survives in the Spanish word amigo, which means “friend” and is sometimes used as such in American English.
Amicable means “peaceable, marked by goodwill, as in “We were relieved when we came to an amicable understanding about the issue.”

A Nation's Strength by Emerson Part-III

Synonyms and Antonyms

Mighty : Streanght, Stamina, Power, Authority (Antonyms: Weakness, hapless)

Defy : Thwart, Confront, face boldly, nullify , resist, refuse (Antonyms :  accept, submit)

Foes : Enemy, opponent (Antonyms : Friend, dear one)

Throng : Mob, Group, gathering ( Antonym: single, sparse)

Shaft : base, support

Abiding : Supporting, attaching, including ( Antonym : unsupportive, excluding, free)

Glory : Respect, greatness ( Antonyms: Defame, vainglorious, disrespect)

Decay : Destruction, withering, diminish, reduction ( Antonym: Growth, development, surge)

Struck : Beat, bang, punch

Luster : Shine, brightness, twinkle, gloss ( Antonyms : lackluster, dim, apathy, dark)

Dare : Venture, act boldly, shun fear ( Antonym : coward, fearful, hesitation)

Appreciation of the poem :

1.      Poem starts with rhetorical question.  Rhetoric question is a question posed by the author not to receive any answer from the audience but he poses the question to intensify the poetic thought.

2.      Poet is asking question what would be the reasons behind a nation’s strength and power.

3.      In second stanza poet himself tries to offer answer but he declares that is not the reason for a nation’s strength. Gold is metaphorically used to represent the material wealth of a nation. Material wealth is compared to sinking sand where foundation would not be strong.  Author here gives a hint for the answer indicating abiding rock.

4.      In the third stanza sword is a metaphor used to represent the military power of a nation, and ‘red dust’ represent battles fought, too much bloodshed caused the stones (foundations) to rust.

5.      In fourth stanza pride is compared with bright crown, and God is against the pride because based on biblical truth Pride is the sin which is the reason for the archangel Lucifer’s fall from heaven.

6.      The Answer starts rolling down from fifth stanza to sixth stanza to the questions posed in the preceding stanzas. People represent entire nation, men and women who can withstand hardships and can suffer long for sake of truth and honor will make a nation strong.

7.      In the final stanza the pillar is used for the second time only after it is used in the first line of the first stanza. It is used metaphorically for the nation’s foundation moreoverit is concluding the reason and giving the answers to the questions which are posed in the initial stanzas.

8.      Images of foes thronging, passing kingdoms, and rusted rocks all together intensify poetic effect.

9.      Poem has the rhyme scheme of ab-ab (high-strong: defy-throng)etc., in every stanza first and third lines, second and fourth lines are rhyming each other. It gives lyrical melody to the poem.

10.  Simple and lucid (Clear) diction (Poetic Language) gives a musical flow to the poetic thought.