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قديم 24-05-2012, 11:33 AM   #1
دمعة يتيمة دمعة يتيمة غير متصل
طالب فعال
 
الصورة الرمزية دمعة يتيمة

 











افتراضي close reading


ايش الكلوز ريدنج في رواية باسج تو انديا وشيبيب ممكن الخطوات
دمعة يتيمة غير متصل   رد مع اقتباس
قديم 24-05-2012, 09:51 PM   #2
لولو كاتي :) لولو كاتي :) غير متصل
طالب فعال
 
الصورة الرمزية لولو كاتي :)

 











افتراضي رد: close reading


General discussion of Dr. Pandit

A Passage to India
How to analyze a passage:

Themes: is it about gender, racism, the Civil Station and the Indian areas, colonization, Orientalism, geographical areas, feminism, imperialism, End of Empire, ideology …etc
Then you are going to discuss only the themes that you found in the paragraph not as a general about the entire novel.

Narrative techniques and structuralism:
Symbolism: Caves, mosque, civil station, temple, the bridge party…etc
Caves: it is something beyond explanation. Forster himself cannot explain it. The cave represents real India.
Third person narration
Binary opposition, imagery, mythology, allusion, analepses, prolepses…etc.
The racism or Marxist view about class division. Describing the Indian langs as un organized but the British areas are "sensibly planned".
The tone of the writer: is he ironic, liberal or anti-imperialist. Does he describe Indian area as if he was heating it or sympathies with it? His view is inferior and he looks at India in the eyes of a British man. The British person will see India as a strange place where he fined only temples, monkeys or landscape. They see the people as lower class people that they should not mix with them.
Critical opinion about "Orientalism" by Edward Saiid:
Edward in his essay was describing the East as the others. The real India is British and the unreal India is the other.
Forester is liberal and anti-liberal person. He was describing India when the British colonized it. He sees that the British are obliged to bring knowledge, modernism and civilization to this country.
Gender: The Christian view of Mrs. Moor in the mosques. She respect other people's religious. She is humble and wants to explore the real India in order to see its beauty and origins not to rule it.
Most of this discussion is form a passage that Dr. Pandit used in our class from the novel p. 45
Women are represented as they do not care about anything and do not want to think about anything. They are here just for food and dancing. They do not see things clearly; they use their emotions.
The writer unconsciously interpret gender issue in Roony's speech. The rule is in the hand of the men. When Adela and Mrs. Moor were setting with Asis, Roony came, took them away, and prevented them to see him again.
"India loves God". It is an oriental idea about who Indian have many kinds of Gods. Mrs. Moore is Goodish to because she always prays, respect other religious and know about other religious traditions such as Islam.
Roony was saying, "India is not a drawing room". He means that we should not waste our time in India because the drawing room is for leisure so India is also for leisure so we should not waste our time relaxing and mixing with people.

هاذا شرح من الدكتور بانديت ان شالله يفيدك
لولو كاتي :) غير متصل   رد مع اقتباس
قديم 28-05-2012, 10:56 AM   #3
love & stability love & stability غير متصل
طالب نشيط
 
الصورة الرمزية love & stability

 











افتراضي رد: close reading


شكررررررررررررررررررا
love & stability غير متصل   رد مع اقتباس
قديم 30-05-2012, 05:49 AM   #4
The moon face The moon face غير متصل
طالب فعال
 
الصورة الرمزية The moon face

 











افتراضي رد: close reading


حبوبه هذااا مثال من نموذج سااابق...لقيته في مناقشه الطلبه السابقه...ان شاءالله يفيدكم يارب


هذا مثال على الكلوز ريدنق من اختبار سابق:
Question 1: Discuss the relationship between “the Orient” and “the West” through a close reading of one of the following excerpts from E.M. Forster’s A Passage to India. Be sure to define your terms, and to pay close attention the text in your discussion.

This answer, regardless of which excerpt the student chooses, could start with a brief discussion of Said’s concept of Orientalism. This can be found in both the Reader (pp. 258-265) and Block Text 4 (especially pp. 56-65). Most important to consider are issues of representation (this could be used to frame the answer, given that Forster is a British imperial writer “representing” Indians/India), power (here Foucault’s knowledge/power formulation could be mentioned), and possibly gender (especially is the Bridge Party section is discussed). All three of these concepts are discussed specifically in the Block text.

Students could also delve directly into the close reading, using textual details to reveal and discuss/analyze the types of issues mentioned above.

Excerpt a: The Bridge Party
The setting of this scene is an artificial meeting between Indians and English – the Bridge Party. Although there are surface signs of cultural connections (clothing, language, invitation) – the themes of cultural misunderstanding and lack/inability to community are clear throughout the party. This excerpt concentrates on gendered interactions, between British and Indian women, one of the few times they meet in the novel. Mrs Turton overt racism/orientalism provides a great point of comparison to Adela and Mrs. Moore (newly arrived vs. old India hands). Adela is given false hope in this scene that her desire to see the “real” India (itself an Orientalist longing) as the visit organized never materializes. It might be useful to consider Forster’s especially harsh criticism of British women (seen through their actions and in conversations about them by Indian men).

Excerpt b: The End of the Novel
The ending of this novel is quite well known, in part because it lends itself to more than one reading. While there is a reconciliation of the former friends, it is bittersweet as they realize they cannot really or actively remain friends without sacrificing their own group and national identities. Students could remember earlier discussion of “Englishness” in their discussion. The concept to power could also be useful in student analysis as it is Fielding’s identity as colonizer that prevents a true friendship with Aziz the colonized. The natural world (the land, the horses) seem to resist the rapprochement of these two men – is British rule over Indians thus the “natural” order? Because of the ambiguity of this section and of Forster in terms of imperialism, readings of passage can be varied, but the best will probe and expose the different possibilities.


PART B:
Question 2: Discuss what’s ‘new’ about New Writings in English through two texts of different genres. Be sure to define your terms and use specific examples from each text to support your analysis.

The answer is addressed in the opening sections of the Block 5 text, and especially references Things Fall Apart although many of the points mentioned could be applied to other texts that are studied in this block.

New writings are new in the perspective they adopt towards the culture being presented. The perspective of the narrator is from within. For example, Achebe’s African culture is narrated from the insider’s point of view unlike Conrad’s or Forster’s de******ions of Africa or India. There is also the newness of styles, themes and “creative energies” which motivate these new writings. Achebe’s proverbial style is African; the images and analogies are taken from within African culture: “Okonkwo’s fame had grown like a bushfire in the harmattan.”

Some could argue that these texts challenge or resist orientalism, and are not part of an imperial project. Others could argue that they continue to be part of an imperial project as they are using the colonizer’s language. There could be reference here to Fanon’s article and the idea of ‘returning’ to a national culture, and/or Achebe’s article about decolonizing the mind.

Naipaul’s In a Free State could also be used to answer this question, raising ideas of hybridity, shifting of the power structure (returning to Foucault’s positional power concept discussed by Said). The unusual structure of this ‘novel’ could also be discussed.

Narayan’s The Painter of Signs could be used, especially in a gendered discussion, for example a consideration of the role of women in the postcolonial nation as something ‘new’.

Poetry by Derek Walcott and Grace Nichols and issues such as Creole literature, instability of the text (linguistically as well as through the use of the pronoun ‘I’, the use of history, and gender) – see pp. 30-47 for a detailed discussion of these issues.



Question 3: Discuss at two different literary responses to the “End of Empire” in works of different genres – excluding A Passage to India. Be sure to provide clear and specific examples from texts to support your ideas, and to consider the literature in its critical and historical context.

This question requires that the student map out at least two different responses, such as celebrate or mourn, and/or show ambivalence or ambiguity toward.

A Passage to India has been excluded from this question as it is used in the obligatory first question.

The student can approach their answer in several ways – for example comparing a non British response to the end of Empire to a British response; or a male response to a female response.

Some ways to approach the novels:
Narayan: shows the changes in the role of women in postcolonial India, this could be considered against Fanon’s concept of returning to a pre-colonial national culture. So arguably this could be presenting a ‘positive’ reaction to the end of empire, although the novel is hardly progressive in terms of gender in a real or meaningful way.

Naipaul, clearly not nostalgic for empire, also does not present a ‘rosy’ picture of empire’s aftermath. Former colonial subjects continue to suffer even after independence. This novel could be seen as making a shift from the postcolonial to the global – but not in an especially liberating way. People are homeless, displaced – think for example about the ‘tramp’ in the prologue – is he really a tramp? Or a former British colonizer who has lost his positional superiority over others? All of the stories here are dark and violent, showing the dank underbelly of the remains of a system based on prejudice and abuse.

There is a large selection of poetry with which students can engage in answering this question. For example, for poets such as Philip Larkin, Ted Hughes, and Tony Harrison the end of Empire “involved them in a fresh definition of their identity as English poets” (Block 4 p. 2). The student may refer to some elegiac poems of Larkin such as “At Grass” or “Homage to a Government” to explain these poems as laments of the end of Empire

“The Hawk in the Rain” by Hughes may provide a similar attitude of the poet to the end of Empire. “Six Young Men” is an anti-war poem by the same author. These poems share elegiac tone characteristic of poems which mourn the end of Empire. Tony Harrison’s “Not Being Milton” represents a different attitude of an English poet who comes from the working class. He feels that the end of Empire will shift the focus from London, as the capital of the Empire, to England at large, and thus give him the opportunity of realizing some poetic prestige, which, until then, was associated with the poets of the upper class, and the poets of London




دعوااااااااااااتكم أتخرج وبتقدير يبيض الوجه ...:$
The moon face غير متصل   رد مع اقتباس
قديم 30-05-2012, 12:59 PM   #5
love & stability love & stability غير متصل
طالب نشيط
 
الصورة الرمزية love & stability

 











افتراضي رد: close reading


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يارب تتخرج هالبنت بمعدل يبيض الوجه
love & stability غير متصل   رد مع اقتباس
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