INTERNATIONAL

JOURNAL OF
ENGLISH:
LITERATURE,
LANGUAGE & SKILLS
IJELLS ISSN 2278-0742

Vol. 1. Issue 1. www.ijells.com

 ISSN 2278-0742

International Journal of English:

Literature, Language & Skills
IJELLS

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Editorial Board

Founding Editor Profile

Dr. Mrudula Lakkaraju, Professor

Trained from EFLU and a Doctorate from Osmania University. Prefers the
designation of a trainer and a writer. Presented several academic articles to
international and national seminars and conferences. Rendering voluntary services as
an editor to an International Journal. Casual and creative writing is also her forte. A
prolific reader and writer.

Co-editor Profile

Dr. G. Venkata Ramana, Head of Writers Division

English Writers and Software Solutions

Translated several short stories, presented papers in the international and national
conferences. A certified Senior Technical Writer working on content development,
user manuals, Installation guides, deployment guides etc. and also widely travelled
soft skills trainer dealing with all the aspects behavioral training. Is a keen learner,
working on the fringe language sciences.

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Editor’s note

Dear Readers and Contributors,

“Faith is taking the first step even when you don't see the whole staircase.”
-Martin Luther King Jr.

We are extremely happy and proud to present the first issue of the journal. It is the
first step in this undertaking of a long journey. Our faith draws its strength and tempo
from the understanding that there are scholars and students who still are struggling to
make their mark research wise. We nudge for a little space with an intention of
adding to the good work the stalwarts in this field are able to accomplish.

We consider our journey as an earnest learning experience. We welcome you join us

in this growth.

-Editor

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Contents
Editor’s Note ____________________________________________________04

Contents ________________________________________________________05

English Literature
1. The Poetics of Beatitude-A Study of the ‘Beaten’ Poems of Allen Ginsberg
-Dr Shree Deepa__________________________________________________________06
2. Contextualizing Dalit Aesthetics in Dalit Autobiographies
-Dr. Sanjiv Kumar ________________________________________________________15
3. Mythical Patterns of Northrop Frye: A Note
-Dr. Nipun Chaudhary _____________________________________________24
4. The Namesake: Comparison of the Cinematographic Text with its Original Written
Text - Dr.Vikas Raval______________________________________________________31

English Language Teaching

1. An Eclectic Approach to Teach Grammar
-Nannapaneni Siva Kumar__________________________________________________42
2. Practice in ELT: An Overview of the Teaching Methodology
-Dr. Divya Walia_________________________________________________________46

Skills Training in English

1. Assessing Competencies of Engineering Students Through Developmental
Assignments- Dr. A. Sandhya Reddy__________________________________________53
2. IWB Technology – An Effective Tool To Enhance Reading Skill Of 1st year
Engineering Students- Mr. Pushpendra C. Sinora and Mr. Kaushik Trivedi__________59
3. Death of the Trainer- Dr. Mrudula Lakkaraju__________________________________67

Poems
1. The Spider in the Corner –V.Sreeja__________________________________________69
2. Am I…?– Himanshu Shukla________________________________________________ 70

Movie Review
1. Rock Star –Dr.G.V.Ramana________________________________________________71

Author Profiles___________________________________________________73
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ENGLISH LITERATURE
THE POETICS OF BEATITUDE-A STUDY OF THE ‘BEATEN’ POEMS
OF ALLEN GINSBERG

Dr Shree Deepa
[email protected]

Introduction sky. He has nothing to hold on except the

Ginsberg's experimental poetry clearly experience, the pen and the typewriter.
illustrates the deathly effect of the New Critical
One important feature of any type of
orthodoxies on the work of art as an object. The
criticism indisputably reminds us of the absolute
relevance of Beatitude, its relation to the main
abstract arbitrary nature of language, literature
theme ‘Beaten-ness’ should be analysed
and creativity as ideas. Many critics end up
decisively by a ‘Ginsbergian’ critic. In an age,
judging a body of work not established on
where special emphasis is laid on the ‘Form’ of
objective criticism. This perpetually influences
writing, it is interesting to note that Ginsberg's
critics of a later generation. In other words the
poetry is marked by a total retreat from it, that
first person to define or establish a form sets a
he was a bold and an individual stylist and an
concrete pattern based on which later works are
experimentalist in words, he is borne out by the
judged. If this is what we conjure, we would
diverse poetic tools he employed in his poetry.
irrefutably get a mere mimic of a predetermined,
The tools include sketches of bizarre images that
premeditated pattern, a clone of the original; and
aid the understanding of the pictorial poetry. We
any novel form is not up to the ‘standard’,
notice his use of the American idiom and slang
minimally because it does not conform to the
and his unorthodox use of the language, which
‘Established Form’. If literature has everything
altogether determine his poetic technique.
to do with ‘Creativity’, how can creation be
The concept of Beatitude in the poetry equated to mere meaningless unimaginative
of Allen Ginsberg was born from his experience cloning? Such an act degenerates to clever
with various kinds, combinations and doses of cultivable plagiarism. This is where the Beats
drugs. He firmly believed that only drugs could in general and Ginsberg in particular stand a
free man from the chains that bind him, and the class apart from their contemporary writers who
imposing authority from without. He starts from created mimic poetry in an attempt to answer the
reality; from the here and the now, and drifts impending questions of the post war culture.
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along the drug experience like a cloud in the

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Allen Ginsberg had with him the mental shackles imposed by the society. The
flexibility in form. Many of his poems constitute primary motive is a selfish one, hence he is
very few words, which contribute to the ‘beaten’ and not able to transcend completely.
intensity and compression of thought. The His ‘Beaten’ state is confirmed by his visions of
absence of traditional form aids the process of creepy-crawlies in place of ‘Blake’ and ‘God’. It
musing, and form is fused into the content. The was for him an incipient state of Beatitude. For
poem that best exemplifies this feature is “Land Ginsberg it was a learning process, a stepping-
O’ Lakes”(CP, 661). This poem has just eight stone, and a realisation that led him to the
words arranged in three lines. The reader is left reconstruction of the path to Beatitude.
to meditate and respond involuntarily. Poems
Word Origin
like these are a hallmark of Ginsberg's freedom
in choice of form. The word Beatitude originally meant
Beat Attitude and is used here in the sense of
In this context Ginsberg can be
aesthetic and consciousness. As a noun it
regarded as one of the leading exponents of
represents a state of being extremely happy,
surrealistic poetry. It is defined and pure psychic
ecstatic and raised to level of extreme
automation that it is intended to express verbally
consciousness. In a truer level, one is free from
or in writing, or in any other way, the real
the societal dictates, subscribing only to what
process of thought. It is a dictation of thought
the soul of the heart says, in accordance with the
free from any control, by reason and of any
energy of the entire Universe. It is a state of
aesthetic or moral preoccupation. Ginsberg
complete liberation from the mundane self to
juxtaposed words and images that had no
reach that Self which is completely a Mental
relationship and achieved a kind of dream poetry
Self, the True Self, which merely uses the
that was felt to be truer to the imaginative world
physical body as a place to house this Self.
of the mind.
Initially the path of Beatitude with the
‘Beaten’ is the state of mind wherein help of drugs might lead to a state of temporary
one is left simply beaten by a sense of madness. By experimenting with different kinds
disillusionment, instead of the sought positive of drugs one can experience different levels of
perceptions. The expanded consciousness in this consciousness. In-depth knowledge of various
state is fanciful and disaffiliated. ‘Beaten’ state religions and an approach to a freestyle
results from a clear motive, hallucination and religiosity will help accomplish this state in the
visions. In Ginsberg's case, the primary motive easiest way. This does not mean that any
was to recreate the ‘Blake Vision’ and the
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madcap or a drug addict can reach this state,

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secondary motive was to ‘get away’ from the because to reach this state one has to have a

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sane approach to insanity, and a controlled experienced as a sensory quality without the
release of the self to reach the Self together with intrusion of interpretation. The poetics of
a strong faith in the existence of the Self and its Beatitude envisages that a poet must use words,
Voice. and the words should be as close to perceived
vision as possible. The cries and howls, sounds,
A separate stream of poetics stemmed
symbols and images become metaphors for
from the Beats’ quest for Beatitude that can be
‘Pure awareness’ for attaining blissful ecstatic
termed ‘The Poetics of Beatitude’. In seeking
state of consciousness. Ginsberg's aesthetically
Beatitude Ginsberg aims to transcend the
envisaged in his works a hallucinated Universe
accepted limitations of reality, to understand the
where every possible poetic form made absolute
beauty in the violent and the cruel. As a modern
sense.
poet he transcends the traditional barrier of
poetry by adopting Vers Libre. This helped him The ‘Beaten’ Drug Poems record
in the ‘spontaneous expression’ of life. faithfully his journey, the ‘Bum trip’ where he
Ginsberg's ‘Drug Poems’ unhampered by any has created a body of poetry with the aid of
artificial expression have an organic evolution drugs in pursuit of Beatitude. Where we would
and are marked by integrity and a rounded expect ecstatic visions, and answers to his
perfection. Instead of repeating the syllables and impending questions, we along with Ginsberg
balancing the accents, he developed a peculiar are face to face with demonic visions and more
thought--rhythm wherein he repeated ideas and questions. The very few answers that he gets
sentences. His singularity as a poet also lies in from this are definitions of the Universe and
his omission of articles, prepositions and proper Time and these are not very encouraging ones.
connectives for they interrupt the smooth flow of These trips seemed futile and led him to a
thought and hinder natural expression. He names drugless state later.
them ‘syntactic sawdust’. He believed that these
omissions add to a richer texture and greater The Indian Connection

density of language. It required visits to India and

Any discussion of Ginsberg's poetry is interactions with Indians and Hindu Sadhus to
incomplete if the ‘bum- trip’ is neglected. The make him understand the true effects of drugs,
excited tone of many poems is like that of a man which led him to ‘The Change’ in the Kyoto-
in a state of extreme hallucination. Drugs made Tokyo Express about which he talks extensively
it easier for him to express his responsibility and in his Indian Journals. His pursuit of the Cosmic
confirmed him in the belief that Beatitude is the Consciousness showed him the path of drugs
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centre of poetic expression. Every object is initially, starting from his Blake Visions. He
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affirms that he started “invoking the spirit” be futile judging Ginsberg’s poems on the lines
(Allen Verbatim,72) and was consciously trying of conventional literary criticism or on content
to get another “depth perception of alone as he keeps jumping from one experience
cosmos”(Ibid). It was not blissful at all but it to another. His greatness stems from his
was “frightening”(Ibid) and like a “scary”(Ibid) authentic; faithful record of every little
“hand of death”(Ibid). This led him led him to experience that is felt from deep within, as well
God but this God was the “devil”(Ibid). as, the bodily feelings that are recorded in each
of his poems written under the influence of
The attitude and the approach, the
drugs. These poems are elaborate in terms of the
wrong priority leaves him ‘Beaten’ off the track
various devises that are closer to the speech
of Beatitude. The poems that materialise out of
rhythm and pattern. He uses them very
this inaccurate priority include “Lysergic Acid”,
effectively to communicate his thoughts, and the
“Mescaline”, “Aether”, “The Lion for Real” and
thought processes: he uses lacunas, capital
others. Nevertheless, these ‘Bum Trips’ did free
letters, various punctuation marks and diction all
him from his psychic blockages. He was taken
akin to regular speech. Where words fail, to
by surprise when he started to have visions of
support him, or when he feels that pictures speak
monsters, grave Universe and Death, which
more elaborately, he does not hesitate to provide
seemed to indicate that he had treaded the wrong
us with them.
path or that there was some other safer method
that would lead him to his destination. Ginsberg has risked his sensibility to
widen the area of his consciousness with drugs.
The Poetics of ‘Beaten-ness’ affirms
He wrote “Howl” on peyote, “Wales Visitation”,
that the meaning of a poem was identical with its
on LSD, “I hate America” on heroin, “On Neal’s
form, and the rhythm was identical with the
Ashes” on morphine or marijuana, “Denver
arrangement of the words on the page. The
Doldrums” on Benzedrine, “Kaddish” on
words on the page were what the poet wanted to
methadrine “A Ghost may come” on marijuana
say and how he wanted to say it. The poet must
“Death to Van Gogh’s ear” on cocaine.
use his art to please his readers. In order to
attract the attention of his readers the poet must At a later stage when he was totally off
speak to them in a language they would drugs and found that his quest was not
understand. triumphant totally with the aid of drugs he
started looking back with regret. Ginsberg’s long
The drug poems should not be judged in
involvement with mind-altering drugs was more
terms of coherence in its true meaning, terms of
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problematic. His exalted testimonials on behalf

the organization of the content par se’. It would
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of his pharmacological experiments gave

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sanction, not only to the indiscriminate use of “laughter”, “Faces” and “asses”, and “Christs”
drugs in the sixties, but also to their and “Buddhas”. All the contradictions are
“glorification as the elixir of cosmic essentially “cycles”, with no beginning or end.
consciousness” (Shechner, 107). Each unit in the Universe has its own contrasts.
The contrasts of the Universe are pulled apart,
The maximum concentration of drug
analysed by the poet’s questioning mind, the
poems is in Kaddish and Other Poems but they
“mental poles”. (CP 190).
are clearly not the weakest part of the volume.
Ironically he has confessed in the interview with The plurals “Christs”, “Buddhas” and
Gary Pacernick that the drug poems form only a “Santa Clauses” indicate the multifaceted
rough ten percent of his entire poetic career. He qualities of human nature where everything is
prefers to name only those poems that have relative but dynamic. He elucidates that
names of various mind-altering drugs for their everything in the Universe is dynamic and
titles. In the drug poems, a reader might expect a “Every hap will have its chance.” The
sacrifice of intellect and a total involvement with statements are full of hope. The ultimate
the senses, whereas the intrusion of the poet’s declaration is that “Satan will be my personal
questioning mind misdirects the tensions. enemy”. This statement stands testimony to the
Ginsberg seems to be aware of this, as he fact that Ginsberg’s attitude toward the ‘satanic
mentions in “Aether”, “the threat to magic while drugs’ was ‘non- Satanic’. His purpose was well
writing when high.” Aether, the last poem in directed. Ginsberg’s journeys into the deep
Reality Sandwiches, comes closest to fulfilling psyche of himself with the aid of drugs are a
Ginsberg’s ideal of the poem as notation of mystic’s experience. Ginsberg comments that
undifferentiated consciousness. Drugs the phenomenon is partially articulated in
theoretically assisted in such an effort by de- “Laughing Gas”. He describes the cycles as
emphasizing mind, a quality felt in the poem’s small as an “instant”. (CP 189).
movement toward new line provision and visual
The primary aim of “Anesthetizing
impact. Generally, Ginsberg has used drugs as
mind-consciousness” is not achieved here
an aid to releasing blocked aspects of his
because he finds himself in the “void” and “a
consciousness, which are expressed in his
dream hole”. The dream flight “disappears” and
poetry.
“closes”. He describes the whole ‘Bum Trip’ as
The duality pattern, a state of confusion “Anesthetizing mind-consciousness”. The goal
resulting from the choice of path is emphasised is to “catch on/ To the secret of the magic/ Box.”
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in many of his poems. This is depicted vividly

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The arrangements of the words need to of Destruction. In this journey all that matters is
be observed here. After the word “Important” that the world has to be purged from its
we have a hyphen, signifying a pause. This is “Madness of bombs and murder.” The
deliberately introduced naturally by the poet’s “madness” of the world is meaningless.
mind. The purpose indicates a point of intense Ginsberg's “disintegration of my mind” with the
rumination over the importance. It also creates evocation is the only answer to the insanely sane
suspense, where we are compelled to ask, what world. This thought itself is close to ‘Beatific’
is so important? The suspense continues when and Beatitude. Yet, he finds himself ‘Beaten’
the next phrase “To catch on” follows. We are because the anguish is real but the method is not.
compelled to ask yet another question, catch on
He has realised that he would “drown”
to what? The answer is still a line away. The
in his own “imagination”, the kind of
suspense is multiplied by the words “secret” and
imagination that has led him to deadly monsters.
“magic”. Then we arrive at the “Box” that
He has comprehended that he is ‘Beaten’ by a
shocks us. The whole line consists of a single
state of disillusionment. That is why he hopes
word “Box” that helps foreground and maintains
that he is not “slain”. These requests are directed
the awe struck interest of the reader. The final
at God. God is recognised by him as the
answer is the anchor of the whole poem: Heroic
“Creator of Breasted Illusions” and “Reliever”.
failure. This speaks for his interest in the
He calls it “Breasted” because the illusions
philosophy of existentialism, which he has
supposedly originate from the heart. He violates
adapted as the Beat Philosophy. The ultimate
the rule of selectional restriction here. Illusions
discovery is that the whole exercise is “An
cannot be breasted. This violation attributes a
endless cycle of possibilities clashing in
humane quality to the illusions. It also creates an
nothing” (CP, 195).
ambiguity that plagues Ginsberg. God becomes

Langue a “Phantom” full of mystery akin to his own

state, from the earlier “Light Creator”. This
The register that Ginsberg uses here
brings in an element of unexpected uncertainty,
comes from the common man’s ‘langue’. The
doubt and identity crises.
use of phrases like “dogs salivating light” and
“Eater of Mankind”, shock the readers, sustain The innumerable questions that plague

and enhance the cinematic effect. They aid in him confirm his doubts. He had chosen the path

kindling and releasing the innermost emotions of drugs to invoke the vision of a ‘Magic

that lay suppressed. God is the “Light-Creator”, Universe’. He finds himself sad and desperate,
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referring to Jehovah; God is also the “Eater of where he hoped to be blissful. The very
destination is confusing. His foundation is
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Mankind” referring to Kali, the Hindu Goddess

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tremendously shaky as the authenticity of If we place a morpheme boundary after

everything in life is doubtful. The discovery is “stupid”, then “All in G” would be directed at
shocking for him. He concludes that “There is God. The sentence would read as ‘And I (stupid)
threat to magic, by/ writing while high” (All in the hands of God) am stuck with that old
(CP,248). His urgency is coupled with his Choice.’ Ginsberg concludes that the ‘choice’ is
desperation in “A Universe in which I am “Crap”(CP, 249). He is very disillusioned,
condemned to write statements.” (CP,249). He is beaten as a person and as a Beat. Nevertheless,
still optimistic at this point: he has succeeded in creating a body of poetry
that is aesthetically so rich that one forgets that it
The world is as we see it,
is an outcome of harmful drugs. This body of
Male & Female , passing thru the years , poetry is confessional in nature and aesthetically
sublime.
As has before & will , perhaps
Ginsberg uses the word “vomit” quite
With all its countless pearls & Bloody noses
often in many of his drug poems for two reasons
And I stupid All in G and at two levels. One, he uses it to describe the
physical process of expelling contents from the
Am stuck with that old Choice [. . .]
stomach. In doing so, he creates an instant
(CP, 248)
repulse and shock in the readers. Two, he uses it
There is nothing concrete as evident from his to depict the process of mental purgation
usage of the word “perhaps”. The only through a forceful expulsion of ‘square’
consolation is that the world has “countless thoughts that are etched in our mind by the
pearls” that add glamour to the otherwise imposing authority of the society. The ‘mental
“Bloody noses.” The phrase “All in G” is special vomiting’ is a purgatorial process wherein the
and significant aesthetically. It is a substitute for soul is purged of guilt and shame. There is not
Allen Ginsberg because phonologically both are an iota of disgust in any of his poems. The
same. It also has an adjective “stupid” to go with conclusion is that the universe should be
it. He is stupid because he is still “stuck with accepted with “no fear” (Ibid) and with an
that old choice,” the path of drugs that has led attitude of impartiality. The key word is
him nowhere. There is an “I” that attributes a impartiality. His efforts are honest but fail to
quality of self-introduction and a confession yield the desired results.
overall, when we choose to read the line in a
These revelations leave him
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single breath.
disillusioned, but he does come closer to being
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‘Beatific’. He has not reached Beatitude, but

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finds himself totally ‘beaten’ by the The drug experience created in him
interrogatives. His unanswered questions turn “The Fear of the Unknown” (CP, 244) He finds
into desperate laments in the poem “Lysergic himself a “Creep” (CP, 231), in the “eyes of all
Acid”. His efforts to find the answers leave him Universes” (CP, 246). “Yet the experiments
in a chaotic state of mind. This chaos is partly must continue! ”(CP,242) he says. The
due to the temporary madness that Ginsberg so experiments demonstrated that the
fondly cultivated and admired. consciousness was not the type that he was after.
He has concluded that this is not true
His quest for an ‘Explosion of Total
Consciousness “Because Consciousness is/ A by
Consciousness’ led him to conclude that the
– product of – (cotton & N2O)”(CP, 244).
whole ‘Bum Trip’ was a “It’s a horrible, lonely
experience” (CP, 245). His desperation for Moreover, the whole ‘Bum Trip’ was a
answers through the drug journeys never was “waiting for an explosion of Total
fulfilled, and often his mood turns into dejection. Consciousness”. It is struggle of Ginsberg's
The universe is “minor” because it is not the mind to cultivate madness. The kind of madness
Magic Universe that Ginsberg wanted to be in. that is defined by him as an “intelligible reaction
Knowledge for Ginsberg is Power, but it is also to unintelligible phenomena” (CP,246). The
elusive and confusing. Ignorance is not bliss but resultant world of trance is not the real world.
a torment. Knowledge is powerfully confusing He says that, “this consciousness an accident of
in its incipient stage. The confusion is very well one of the Ether-possible worlds, not the Final
captured in many of his poems that are World.” (CP,246). Ginsberg feels that the drug-
dominated by interrogatives. But then the only related poems need no special treatment.
answer that gawked at him was that “ all the However, the importance due to them should be
knower Knows is know” (Journals Early Fifties given as they trace his psychological quest for
And Sixties, 126). the expansion of total consciousness or rather
‘an explosion of Total Consciousness’ and a
His descriptions are accompanied by a
freedom from the “Hyper Rationalising society”
drawing that he created in his hallucinated state.
(PIP).
This drawing offers us valuable, tangible
insights into Ginsberg's psyche. The picture is Conclusion
grotesque and scary. It also functions as a poem
As a realistic citizen of the Universe he
by itself. It offers us a vivid picture of the
tells us that the image of an empty mirror is the
monstrous universe that the ‘Beaten’ Ginsberg is
image for the defeat of visionary metaphysical
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in. A clear pattern can be perceived in the chaos.

strivings. However, Ginsberg has not quit in
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either poetry or his life, to protest what he feels

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he ought, to point out what he considers wrong, "The Great Marijuana Hoax: First Manifesto to
to work for what he thinks is right. Even under
End the Bringdown," Atlantic Monthly, Nov.
the influence of drugs his use of language,
1966, pp. 104, 107-112 (long version, "The First
metaphors and strange liturgical forms are not in
Manifesto to End the Bringdown," in Marihuana
appropriate. His sense of Beatitude is aimed at
Papers, ed. Solomon, pp. 183-200).
attaining the highest kind of artistic vision that
he seems to be constantly striving for. True Beat Mark, Shechner ,“ The Survival of Allen
Generation is an aesthetic literary phenomenon. Ginsberg ”, Partisan Review , vol XLVI No., 1,
Beat really suggests Beatitude. 1979 pp 100-120.

Myles, Eileen“ Allen Ginsberg”, Massachusetts-

Works cited
Review:-A-Quarterly-of-Literature,-the-Arts-
Burroughs, William, and Allen Ginsberg,. The and-Public-Affairs (MR) . Amherst, MA. 1998
Yage Letters, San Francisco: City Lights Books Summer; 39(2): 222-23 .
1975.
Panda, Jogesh C. “Toward a Definition of Beat
Clark, T. "Allen Ginsberg," Writers at Work: Poetry”, ASRC Newsletter, 1967:11, pp 46-49.
The Paris Review Interviews, Third Series. Ed.
Parisi, Joseph. “Allen Ginsberg: In Conversation
G. Plimpton, Intro. Alfred Kazin ,New York:
With Lewis Hyde”, Poets in Person: A Series on
1967, 314-25.
American Poets and their Art. The Modern
Ginsberg, Allen. Allen Verbatim: Lectures on Poetry Association, Chicago,1991. (audio
Poetry, Politics, Consciousness. Ed. Gordon cassette)
Ball, New York: McGraw-Hill, 1974.
“Playboy Interview: Allen Ginsberg," Playboy,
Collected Poems, 1947-1980 New York: Harper April 1969, p. 80-86.
& Row, 1984.

Cosmopolitan Greetings: Poems, 1986-1992.

New York, N.Y: Harper Collins pub, 1994.

Journals: Early Fifties Early Sixties . Ed.

Gordon Ball. New York: Grove Press, 1977.
14
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CONTEXTUALIZING DALIT AESTHETICS IN DALIT

AUTOBIOGRAPHIES

-Dr. Sanjiv Kumar

[email protected]

Introduction: that ‘not moral earnestness but aesthetic

passion was to be the chief end of man’
When it comes to literary aesthetics,
further highlighted the importance of art for
one happens to trace the definition of the
art’s sake. Disturbed with the undue focus
term as “a doctrine that the principles of
on aesthetic beauty in literature, Plato had
beauty are basic to other and especially
already condemned the poets as liars and
moral principles” (Merriam-Webster
advocated their banishment from the ideal
Dictionary), whereas beauty, imagination,
state, followed by Wordsworth, Arnold,
artistic sensibility, harmony, sublimity and
Dickens and others who considered
literary symbols are given prominence over
literature as the carrier of moral and social
the moral, ethical and didactic concerns. It
sensibilities. However, Philip Sidney could
takes us back to Longinus for whom
maintain a balance between moral and
sublimity “is a certain distinction and
artistic purpose of literature when he says
excellence in expression, and that it is from
that “Poesy, therefore, is an art of imitation
no other source than this that the greatest
… a representing, counterfeiting, or figuring
poets and writers have derived their
forth; to speak metaphorically, a speaking
eminence and gained an immortality of
picture, with this end,—to teach and
renown” (Longinus). The essence of “Art
delight.” (Sidney)
for Art’s Sake” further laid emphasis on the
idea that “there neither exists nor can exist With the advent of marginal
any work more thoroughly dignified, more literatures, the entire debate regarding
supremely noble, than this very poem, this aestheticism in literature has taken a new
poem per se, this poem which is a poem and turn. Now, the very concept of aestheticism
nothing more, this poem written solely for is being defined differently because instead
15

the poem's sake” (Poe). Walter Pater’s belief of form, symbols and artistic features, what
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is considered crucial, is the social sensibility

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and representing the people belonging to the sake’. For him, Dalit literature disowns the
underprivileged communities who were past traditions and makes the common man
earlier considered as ‘unrepresented’ and its hero and advocates socialism—‘it is
voiceless. Here, the questions of essential revolution incarnate’ (Poisoned Bread, 294).
human dignity, representation, identity, It is in this background that the present
subjecthood, existence and survival, remain paper intends to apply the alternative
more important than the idea of beauty— aesthetics of Dalit literature (as minority
aesthetic or otherwise. In case of Dalit discourse) to deconstruct the
literature, Sharatchandra Muktibodh remarks autobiographical extracts included in the
that “human freedom is the inspiration anthology of Dalit writings Poisoned Bread.
behind it… the nature of this literature It is an attempt to explore as to how while
consists in a rebellion against the ‘writing back’ to the mainstream literature
suppression and humiliation suffered by the (where Dalits hardly ever find themselves in
Dalits—in the past and even at true spirit), Dalit writings serve as a means
present…”(Poisoned Bread, 270). It of assertion and resistance. For them,
condemns the general perception that ‘Writing’ itself has become a liberating
everything that is asocial is artistic because process through which they could give vent
Dalit consciousness is the guiding principle to their suppressed voices. They seem to
for the writers representing the plight of the assert that the rasa theory of aesthetic
untouchables. “Dalit literature is marked by appreciation is insufficient and so justify
a wholesale rejection of the tradition, the ‘revolt’ and ‘cry’ as the essential rasas. In
aesthetics, the language and the concerns of the words of Sharankumar Limbale,
a Brahmanical literature that … carried “Rejection and revolt in Dalit literature have
within it the signs of the caste-based social been birthed from the womb of Dalits’ pain.
and cultural order” (Mukherjee, 10). They are directed against an inhuman
Similarly, considering Dalit literature as system that was imposed on them. Just as
essentially human literature, Baburao Bagul the anguish expressed in Dalit literature is in
lamented the denial of representation to the nature of a collective social voice…”
Shudras and Atishudras in the mainstream (Limbale, 31). They present a harrowing
16

literature which committed itself to ‘the picture of Dalit exploitation denying

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ideology of aestheticism or art for its own essential human dignity, identity, space and

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representation to the people belonging to the themselves the standard-bearers of

lower castes in Indian caste system. Being this country’s great cultural heritage,
the narratives of suppression, torture, did they decide which homes they
discrimination, deprivation and denial of would be born into? Albeit they turn
‘self’, these tales depend on an altogether to scriptures to justify their position,
different aestheticism. Besides being the the scriptures that establish feudal
stories of assertion and awakening, these are values instead of promoting equality
the unpleasant and unsavory accounts of the and freedom. (Valmiki, 133-34)
neglected beings where the essential
meaning of ‘beauty’ seems to be defined Authors are conscious enough to
differently. Most of the Dalit hold the social stratification devised by
autobiographies show the past and the Manu as responsible for not including them
present coinciding together in such a way in the mainstream of life. However, the
that if past signifies darkness, present autobiographies highlight the evolution of
generation is all set to demonstrate humanistic perspective as the only remedy
enlightenment. The autobiographies in for the emancipation of the suffering
Poisoned Bread centre around the humanity in Indian caste-based context.
experiences of the Marathi Dalit authors In his essay “Dalit Feelings and Aesthetic
who have the firsthand experience of Detachment” R.G. Jadhav observes that
unimaginable humiliation and disgrace in though social content and aesthetic form are
the hands of upper caste Hindus. For them, indivisible in any work of literature and
even the God has remained extremely social awareness assumes significance when
unkind in making them take birth in the it is expressed in the proper literary form,
families of untouchables. Their birth aesthetic detachment marks Dalit Literature
becomes a stigma as the society identifies because ‘the tradition of social awareness
them with a particular caste destined to be lends a quality of realism to Dalit literature’
discriminated. Omprakash Valmiki regrets: (Poisoned Bread, 305). M.N. Wankhade
Being born is not in the control of a takes the debate ahead when he considers
person. If it were in one’s control, the writers proclaiming art for art’s sake,
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then why would I have been born in living in an ivory tower and producing
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a Bhangi household? Those who call literature as the imitation of imitation. He

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finds that with the descending of Dalit depravity, caste-ridden society, feudal
writers, the secure throne of mainstream mentality and consequent exploitation of the
writers is shaken and “the more they saw ‘wretched of the earth’. In terms of form
their ideas of beauty and their aesthetic and style, the story is marked with a fine
principles begin crumbling, the louder they mix of dramatic and narrative elements,
cried ‘art for art’s sake’ and declared that local imagery, colloquial style and excessive
socially conscious art is not art” (Poisoned use of impolite language of Dalits.
Bread, 329). Sharankumar Limbale appreciates the
language of Dalit literature suiting to the
Autobiographical Context
real life experiences of Dalits when he
In his autobiographical extract “A observes that “the reality of Dalit literature
Corpse in the Well”, Shankarrao Kharat is distinct, and so is the language of this
presents the unembellished realities reality. It is the uncouth-impolite language
concerning the lives of Dalits in Maharastra. of Dalits. It is the spoken language of Dalits.
The only concern of the writer in the extract This language doesn’t recognise cultivated
is to depict the harrowing tale of sufferings gestures and grammar” (Limbale, 33). They
without even slight inclination towards frequently use their caste names like bhangi,
producing artistic flavour. It nicely depicts chamar, chuhara, katik, mahar etc. and don’t
the miseries of the people belonging to hesitate in portraying themselves performing
‘mahar’ community who are destined to the dirty jobs. However, the beauty of the
perform undignified duties like the one story “A Corpse in the Well” lies in the
narrated in the extract. After reading the undercurrent of change that is portrayed
story, one can hardly consider it as less through the narrator’s reaction against the
literary because aesthetic or non-aesthetic, it exploitative mechanism used by the
has the element of pathos, human sensitivity, dominant castes. The narrator protests the
suspense, and cathartic effects arising out of ill-treatment meted out to his father when he
fear and pity. Anna, the narrator’s father, is questions the command of the village chief
made to guard the corpse in the well and his and the constable in the words:
exemplary dutifulness doesn’t allow him to
What reason have you got to abuse
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take meal unless the corpse is taken to the

my father? The corpse’s relations
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dispensary. It is a story about human

will come. They will remove the

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body. Otherwise, if the government the saris of the prostitutes… some

feels like removing it, let them would cook bajri bhakris and
remove it themselves! Are you barbaat for the whores who were
threatening my father just because bored with eating kheema and bread.
he’s the Mahar on village duty? (Poisoned Bread, 92)
(Poisoned Bread, 88)
The story contrasts the lives of haves
The autobiographical sketch “A and have-nots by showing as to how rich
Corpse in the Well” is richer in content than men enjoy clubs, brothel houses, drinking
the aestheticism (as perceived traditionally). and China-betting (satta), while the toiling
If one happens to appreciate the aesthetic masses are destined to waste their lives
beauty of the sketch then Dalit aestheticism doing menial jobs. The narrator regrets the
needs to be appreciated from the point of unavailability of genealogy for the people
view that Dalit literature is essentially belonging to Mahar community.
associated with a movement to bring about
In “The Story of My Sanskrit”,
change in the existing social construct.
Kumud Pawde presents a vivid picture of
Daya Pawar, in his autobiographical discriminatory practices adopted in the
sketch “Son, Eat your Fill”, gives voice to caste-based society to humiliate the
the common experiences of Dalits by untouchables. It narrates as to how
looking back to his own past. He presents education is denied to these people in one
the stunted lives of Mahar people who live pretext or the other. The artistic beauty of
in an extremely miserable condition as: the description is marvelous when the
narrator ridicules the social taboos confining
In each little cubby-hole, there were
the growth of an individual:
three or four sub-tenants. In between
them were partitions made of That a woman from a caste that is the
packing-case wood. In these wooden lowest of the low should learn
boxes was their entire world. The Sanskrit, and not only that, also teach
men worked as porters. Some went it—is a dreadful anomaly to a
to work in mills and factories… traditional mind. And an individual
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(Women) slaved even more than in whose personality these anomalies

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their men… some women washed are accumulated becomes an object

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of attraction—an attraction blended (Poisoned Bread, 110-11). The story

of mixed acceptance and rejection. explores the traditional Indian society which
(Poisoned Bread, 110) didn’t allow the low-caste people to realise
their ‘selfhood’ and grow. It presents a
The irresistible desire to study
scornful picture of Brahmanism, Indian
Sanskrit and to translate her dreams into
politics, society, education system and even
reality makes the narrator to succeed in her
economy which discourage an individual to
life according to the pattern she devised for
surpass the bondage of caste. The
herself. As Dalit literature itself rejects the
aestheticism of the story lies in the
traditional aesthetics, so does the narrator in
narrator’s indefatigable zeal to win over the
the story who goes against the traditions and
odd circumstances and to prove a victor
opts to study Sanskrit in spite of various
which is no lesser than achieving the poetic
discouraging factors coming in her way. The
justice, though the narrator happens to
story is certainly a step ahead towards
achieve her goal only after getting married
establishing equality, liberty, justice and
to a high caste Hindu.
fraternity of human beings, which,
according to Limbale, are crucial factors “The Bone Merchant” by Shankarrao
determining the aesthetics of Dalit literature Kharat is a tale of a school going boy who
(Limbale, 22). The narrator enjoys the great has to collect the bones to sell the same to
sense of achievement after having access to the bone merchant for the survival of his
language of caste-Hindus as if she had family. The arrival of the bone merchant
discovered a goldmine. The romance with thrills the young and the old alike and all of
the language seems to be more rewarding them indulge themselves in the competition
than any other accomplishment in the lives to collect more and more bones as if they are
of Dalits. The narrator becomes an object of collecting pearls. The story reaches its
attraction—“an attraction blended of mixed climax when the boy narrator happens to
acceptance and rejection… pride in an collect human bones with the conviction that
impossible achievement. That which for so “Bones are bones ! As long as we get some
many centuries was not to be touched by us, money for it.” The bone-collectors has to
is now within our grasp. That which compete not only with the humans but also
20

remained encased in the shell of difficulty, is with crows, kites, vultures and dogs who
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now accessible… that is their victory” hover around their heads and even hurt

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them. Villagers lay their claim on the umbilical cord join me?” (Poisoned Bread,
carcasses with different reasons –somebody 142). Such existentialist questions are quite
says that he has dragged the ox when it died, common in the aesthetics adopted in Dalit
while others say that they are the first to autobiographies and are in tune with the
catch hold of it. The process of negotiation basic features of Dalit aesthetics which
and conciliation to share the bones is quite posed a serious threat to the traditional
engaging as these are not merely bones but norms of literary aesthetics. The reading of
are the means to support their lives. The these autobiographical sketches suggests
narrator captures the episode of bone trading that Limbale has been justified when he
in the village where “people’s faces reacted sharply against the conventional
bloomed with joy as the money was put into connotations of aestheticism:
their hands… I was thrilled at the sight of
Are human beings only beauty-
the coins in my palm… I went home leaping
mad? Do they only want
with joy and gave the money to my mother”
pleasure? The answer to both
(Poisoned Bread, 128). Counter Dalit-
questions is no, because
aesthetics is at its best in the story as it
hundreds of thousands of
portrays the typical Dalit language, culture,
people appear to be passionate
taste, state of mind, ideology and the pursuit
about freedom, love, justice
for survival and existence. The torn-self of a
and equality. They have
Dalit youth is presented in the
sacrificed themselves for these
autobiographical sketch of Sharankumar
ideals … Equality, freedom,
Limbale “The Bastard” where the narrator
justice and love are the basic
experiences the divided self and raises some
sentiments of people and
pertinent questions about the identity of a
society. They are many times
person born out of mixed parentage. He
more important than pleasure
observes: “Am I a caste-Hindu? But my
and beauty. (Limbale, 119)
mother is an untouchable. Am I an
Dalit literature advocates essential
untouchable? But my father is a caste-
radicalism and denies the glorification of
Hindu. I have been tossed apart like
artistic beauty devoid of real social issues. It
21

Jarasandha—half within society and half

is a sort of revolution against those crying
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outside. Who am I? To whom does my

for ‘art for art’s sake’ because “the literature

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that glorifies pleasure gives central place to Mohandas Namisray's Apne-Apne Pinjarey,
the pleasure-seeking aesthete.... If pleasure- Surajpal Chouhans's Tiriskrat, Bama’s
giving literature arouses joy and sympathy Karakku, Sarankumar Limbaley's Akkarmasi
in people, revolutionary literature awakens and Daya Pawar's Baluta are no less
consciousness of self-respect” (Towards influential in sensitizing the readers about
119). The autobiographical sketches in the essential enigma of Dalits.
Poisoned Bread “The Stragglers” and “This
Conclusion
Too shall Pass” also highlight the typical
agony of Dalit experience and subsequent Aestheticism in Dalit literature may
consciousness relegating the lower caste be perceived as an individual phenomenon
people to a level where even a beast would which may not ensure universal pleasure
feel throttled. In these autobiographies, because the one who identifies himself with
Starvation, discrimination, neglect, Dalit experience will obviously rejoice it
indignity, uncleanliness, exclusion, more than the others. Besides, it certainly
humiliation and disgrace work together as pleases the readers who have a sound sense
dominant media to capture the essential of history and sensitivity towards society.
Dalit aesthetics which can hardly be The one who has lived Dalit experiences can
appreciated by the Brahamanic reader. The think of no other meaning of aestheticism
elitist critics generally blame these sketches than the one portrayed through Dalit
for the use of startling imagery and language autobiographies marked with counter Dalit
just to flabbergast the reader so much so that aesthetics and an undertone of resistance,
he fails to apply reason while appreciating assertion and protest. If Dalit literature is
Dalit literature. In the recent past, many a judged from the Keatsian perspective of ‘a
new writings have come in the market in the thing of beauty is a joy forever’ then this
name of Dalit consciousness but perhaps the judgement of the aesthete should also be
titles like Untold Story of Bhangi Vice complemented with the notion of ‘beauty is
Chancellor by Prof. Shyam Lal Jedia and truth, truth beauty - that is all, Ye know on
Kancha Ilaia’s Why I am not a Hindu? are earth, and all ye need to know’ which gets
considered as too sensational to allow the even sounder expression in ‘satyam shivam
22

reader to apply his balanced sensibility. sundaram’. Dalit autobiographies as a

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Besides, Om Prakash Valmiki's Joothan, dominant voice to articulate the pains of the

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millions can hardly be taken as an Mukherjee, Alok. “Reading Sharankumar

alternative discourse at the time when Dalit Limbale’s Towards an Aesthetic of Dalit
literature, with its unconventional aesthetics, Literature: From Erasure to Assertion.”
has come to stay as a discipline in itself. Towards an Aesthetic of Dalit Literature.
Trans. Alok Mukherjee. Hyderabad: Orient
Works Cited
Blackswan, 2010.
Dangle, Arjun. Ed. Poisoned Bread.
Poe, Edgar Allan (1850). "The Poetic
Hyderabad: Orient Blackswan, 2009.
Principle". E. A. Poe Society of Baltimore.
Limbale, Sharankumar. Towards an http://eapoe.org/works/essays/poetprnd.htm.
Aesthetic of Dalit Literature. Trans. Alok Retrieved 22-02-2012.
Mukherjee. Hyderabad: Orient Blackswan,
Sidney, Philip.
2010.
http://www.bartleby.com/27/1.html.
Longinus. Retrieved 22-02-2012.
http://classicpersuasion.org/pw/longinus/des
Valmiki, Ompraksh. Joothan: A Dalit’s Life.
ub001.htm
Columbia University Press, 2003.

23
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MYTHICAL PATTERNS OF NORTHROP FRYE: A NOTE

Dr. Nipun Chaudhary

[email protected]

Introduction to Frye,

This paper is devoted to an

understanding of myth and archetypes is the recurrence, with various degrees and
mentioned in Northrop Frye’s, ‘The 'displacement' of certain archetypes in
Archetypes of Literature’. It answers few literature of all periods and cultures. This
relevant questions like How mythical concept has been dealt with characteristic
pattern works?, What does various degrees lucidity, economy and wit on "The
and 'displacement' of certain archetypes in Archetypes of Literature" (1951).
literature signify?, and How myth suggests
The term archetype signifies
archetypal significance in poetry? etc.
'narrative designs, character types, and
Through this paper I have probed deep into
images which are found in a variety of
the mythical patterns, especially in poetry
works of literature' and this similarly has
and its impact on human psychology and
helped critics to interpret works of
literature.
literature. The archetypal criticism owes its
Northrop Frye, a Canadian critic origin to James G. Frazer's The Golden
developed archetypal approach in his study Bough, and to the depth psychology of C.G.
of Blake in a book titled, Fearful Symmetry: lung, who applied the term, 'archetype' to
A Study of William Blake (1947) and later in what he called 'primordial images,' the
his well-known book Anatomy of Criticism 'psychic residue.' This type of criticism was
(1957). Frye wants that criticism should first experimented by Maud Bodkin in his
acquire something of the methodological book, Archetypal Patterns in Poetry (1934).
discipline and coherence of the sciences. Other practitioners of this kind of criticism
This, he feels, can be achieved by assuming were Wilson Knight and Philip
a total coherence in criticism based on a Wheelwright. But it is Northrop Frye, who
24

hypothesis about literature itself. And the gave a new direction to archetypal criticism
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primary source of this coherence, according in his well known book, Anatomy of

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Criticism. of literary chit-chat and calls it pseudo-

criticism. On the other hand, he goes with
The essay "The Archetypes of
those critics who say that 'the foreground of
Literature" contains two sections. Frye
criticism is the impact of literature on the
begins his essay by saying that one cannot
reader' and pleads for 'the centripetal' study
'learn literature:' 'one learns about it in a
of literature.
certain way,' but 'what one learns,
transitively, is the criticism of literature.' He Frye considers the structural
proposes to undertake a scientific study of approach to criticism inadequate, for it
criticism. His argument runs like this: 'brings rhetoric back to criticism.' He
underlines the limitation of criticism in the
Certainly criticism as we find it in
following words:
learned journals and scholarly monographs
has every characteristic of a science. I suggest that what is at present
Evidence is examined scientifically; missing from literary criticism is a
previous authorities are used scientifically; coordinating principle, a central hypothesis
fields are investigated scientifically; texts which, like the theory of evolution in
are edited scientifically. Prosody is biology, will see the phenomena it deals
scientific in structure; so is phonetics; so is with as part of a whole. Such a principle,
philology. And yet in studying this kind of though it would retain the centripetal
critical science the student becomes aware perspective of structural analysis, would try
of a centrifugal movement carrying him to give the same perspective to other kinds
away from literature.(Frye, 1972,p.422-23) of criticism too. (Frye, 1972, p.424)

Criticism is a kind of commentary. But the To Frye 'criticism as a science is

commentators lack scientific discipline. totally intelligible' but literature as the
Criticism in the hands of some subject of a science is 'an inexhaustible
commentators becomes a kind of 'pseudo- source of new critical discoveries.' In the
proposition.' Frye laments the lack of creation of a work of literature, say a poem,
principles by which one can 'distinguish a revision is possible. Poems like poets are
significant from a meaningless statement in born and not made. According to Frye:
25

criticism.' Hence, he pleads for doing away The Poet's task is to deliver the
with 'meaningless criticism.' He disapproves
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poem in as uninjured a state as possible, and

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if the poem is alive, it is equally anxious to pre-literary categories such as ritual, myth
be rid of him, and screams to be cut loose and folktale. The term 'archetype' in
from his private memories and associations, criticism denotes recurrent narrative design,
his desire for self-expression, and all the patterns of action, character types or images
other navel-strings and feeding tubes of his which are said to be identifiable in a wide
ego. The critic takes over where the poet variety of works of literature, as well as in
leaves off, and criticism can hardly do myths, dreams, and even ritualized modes
without a kind of literary psychology of social behavior.
connecting the poet with the poem. (Frye, Frye refers to grave-digger scene in
1972, p.425) Hamlet to say how all the critics from
Frye is of the opinion that every poet Bradley, Wilson Knight to Stoll and Shaw
has his private mythology, his own have taken the archetype of the scene as 'the
spectroscopic band or peculiar formation of hero's Libestod' (i.e., the convergence of
symbols, of much of which he is quite love and death). One may underline the
unconscious. It is true that every poet has flow of imagery of corruption as Wilson
his peculiar formation of images or Knight has done or dwell on the
symbols, but when a number of poets use psychological complexities pointed out by
the same images or symbols, the problem Bradley. Even the scene can be examined in
cannot be biographical. It calls for a serious terms of the theatrical conventions utilized
debate. That is why Frye searches for a but the thing that would bring all these
pattern in literature. strands of scholarly observations together
would be to glimpse the archetype of the
He argues that criticism cannot be
scene, as the hero's Libestod — the
systematic unless there is a quality in
protestation of love, the fatal fight with
literature which enables it to be so. He
Laertes, the leap into grave and then, the
suggests that an archetype should be not
return from it. He opines that it is
only a unifying category of criticism, but
impossible to study the literary philosopher
itself a part of a total form. Literature should
and the student of the 'history of ideas' and
be read in its totality-from the primitive to
for the archetype we need a literary
the sophisticated. The search for archetypes
26

anthropologist. He further argues:

is a kind of literary anthropology concerned
Page

with the way that literature is informed by …..the literary anthropologist, who chases
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the source of Hamlet legend from the pre- life, there is a single pattern of significance,
Shakespeare play to saxo and from saxo to out of which myth constructs a central
nature myths, is not running away from narrative around a figure who is partly the
Shakespeare, he is drawing closer to the sun, partly vegetative fertility and partly a
archetypal form which Shakespeare god or archetypal human being. The crucial
recreated.(Frye, 1972, p.227) importance of this myth has been forced on
literary critics by Jung and Frazer in
In the beginning of Section III of the
particular.(Frye, 1972, p.429)
essay, Frye takes literature as an
intermediary between music and painting — Frye proceeds from a theory of
"its words form rhythms which approach a archetypal meaning, which includes
musical sequence of sounds at one of its apocalyptic, demonic and analogical
boundaries, and form patterns which imagery to a theory of mythoi, which
approach the hieroglyphic or pictorial image includes the mythoi of spring (comedy),
of the other."5 Further he says that we may summer (romance), autumn (tragedy) and
call the rhythm of literature the narrative winter (irony and satire). As a fulcrum is
and the pattern, the simultaneous mental Frye's scheme, the four mythoi of comedy,
grasp of the verbal structure, the meaning or romance, tragedy and irony become
significance. We hear or listen to a narrative elements of a central unifying myth. The
but when we grasp a writer's total pattern archetypal theme of comedy is anagnorisis
we 'see' what he means. (recognition), of romance is agon (conflict),
of tragedy is pathos (catastrophe) and of
Myth, to Frye is the central
irony and satire is sparagmos (frustration
informing power that gives archetypal
and confusion of heroism and effective
significance to the ritual and archetypal
action). (Hart, 1993, p.55)
narrative to the oracle. He writes:
Myth becomes the central point in
Hence, the myth is the archetype,
the literary work. The quest-myth that
though it might be convenient to say myth
emerges from ritual helps to sustain the
only when referring to narrative, and
narrative structure of a work of art. Frye has
archetype when speaking of significance. In
a word of caution for the critics who want to
27

the solar cycle of the day, the seasonal cycle

analyze works of literature on the basis of
of the year, and the organic cycle of human
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the use of myths in them. He says:

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It is part of the critic's business to show how established, it is then necessary to say that
all literary genres are derived from the nothing in criticism or art compels the critic
quest-myth, but the derivation is a logical to take the attitude of ordinary waking
one within the science of criticism: the consciousness towards the dream or the god.
quest-myth will constitute the first chapter Art deals not with the real but with the
of whatever future handbooks of criticism conceivable; and criticism, though it will
may be written that will be based on enough eventually have to have some theory of
organized critical knowledge to call conceivability, can never be justified in
themselves 'introductions' or 'outlines' and trying to develop, much less assume, any
still be able to live up to their titles. It is theory of actuality.(Frye, 1972, p.431)
only when we try to expound the derivation Frye says that if the central myth of
chronologically that we find ourselves literature is with the quest-myth, then the
writing pseudo-prehistorical fictions and central myth of art must be the vision of the
theories of mythological contract. (Frye, end of social effort, the innocent world of
1972, p.430)
fulfilled desires, and the free human society.
Having stated the use of myths in The importance of the god or hero in the
literature, Frye goes on to examine the myth lies in the fact that such characters are
relation of criticism to religion. He is right conceived in human likeness and tremendous
in saying that in criticism the divine is taken power over human beings. Hero's quest is
as a human artifact. For him any theory of seen in terms of fulfillment which gives us
actuality has no place in criticism. He the central pattern of archetypal images. The
elaborates the point in the following words: essential principle of archetypal criticism is
that the individual and the universal forms of
In criticism, as in history, the divine
an image are identical. In terms of the quest
is always treated as a human artifact. God
of the hero, the comic vision of life is
for the critic, whether he finds him in
contrasted with the tragic vision. Frye writes:
Paradise Lost or The Bible, is a character in
a human story; ·and for the critic all 1. In the comic vision the human world
epiphanies are explained, not in terms of the is a community, or a hero who represents the
riddle of a possessing god or devil, but as wish-fulfilment of the reader. The archetype
28

mental phenomena closely associated in of images of symposium, communion, order,

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their origin with dreams. This one friendship and love. In the tragic vision the
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human world is a tyranny or anarchy, or an stone-in fact the whole comic series,
individual or isolated man, the leader with especially the tree, can be conceived as
his back to his followers, the bullying giant luminous or fiery. The archetype of
of romance, the deserted or betrayed hero. geometrical images, the 'starlit dome'
Marriage or some equivalent consummation belongs here. In the tragic vision the
belongs to the comic vision; the harlot, witch mineral world is seen in terms of deserts,
and other varieties of Jung's 'terrible mother' rocks, and ruins, or of sinister geometrical
belongs to the tragic one. All divine, heroic, images like the cross.
angelic or other superhuman communities 5. In the comic vision the unformed
follow the human pattern. world is a river, traditional fourfold, which
2. In the comic vision the animal world influenced the Renaissance image of the
is a community of domesticated animals, temperate body with its four humours. In
usually a flock of sheep, or a lamb, or one the tragic vision this world usually becomes
of the gentler birds, usually a dove. The the sea, as the narrative myth of dissolution
archetype of pastoral images. In the tragic is so often a flood myth. The com-bination
vision the animal world is seen in terms of of the sea and beast images gives us the
beasts and birds of prey, wolves, vultures, leviathan and similar water-monsters.(Frye,
serpents, dragons and the like. 1972, p.432)

3. In the comic vision the vegetable Frye suggests that criticism should be
world is a garden, grove or park, or a tree of systematic and an organic study. He
life, or a rose or lotus. The archetype of believes that criticism should be viewed in
Arcadian images, such as that of Marvell's its totality. I am inclined to agree with Harry
green world or of Shakespeare's forest Blamires when he says:
comedies. In the tragic vision it is a sinister Frye is one of those critics whose
forest like the one in Comus or at the illustrations are more persuasive than all his
opening of the Inferno, or a health or generalisations. When he traces limited
wilderness, or a tree of death. pattern of significance by correlating the
4. In the comic vision the mineral phase of dawn, spring, and birth with myths
29

world is a city, or one building or temple, or of revival, resurrection, and creation, and
one stone, normally a glowing precious finding there in the archetype of romance,
Page

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or by correlating the phase of Zenith, valid observation.

Summer and marriage with myths of entry
into paradise and finding therein the Works Cited
archetype of comedy, pastoral and idyll, the
reader cannot but feel that an elaborate
Frye, Northrop. "The Archetypes of
schedule of the obvious is being
Literature", 20th Century Literary
manufactured.(Blamires, 1991, pp.352-53)
Criticism: A Reader, Ed. David Lodge,
Frye believes that if we are to judge a poem London: Longman, 1972.
of a particular form, we must judge it in Hart, Jonathan. "Educating the Imagination:
relations to other poems in the same form The General Principles of Northrop Frye's
written before it. This is because it is packed Criticism", Journal of Literary Criticism,
with echoes from the past literature. A poem Vol.6, No. 1, 1993.
cannot be examined properly in isolation Blamires, Harry. A History of Literary
and hence it must be studied in relation to Criticism, London: MacMillan, 1991.
literature as a whole. This seems to me a

30
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THE NAMESAKE: COMPARISON OF THE CINEMATOGRAPHIC TEXT

WITH ITS ORIGINAL WRITTEN TEXT

Dr.Vikas Raval
[email protected]

Introduction Film is the most popular and significant

cultural form and commodity in the trans-
Literature and film are two very
national South Asian Cultural and Political
different mediums and when a literary work is
economy. South Asian diasporic cinema is a
adopted successfully on celluloid; because of
developing cinema that negotiates the
cinematic considerations certain changes are
dominant discourses, politics and economics of
incorporated. While the novels have the
multiple locations. South Asian diasporic
advantage of keeping readers involved for a
cinema negotiates among the two largest global
considerable period of time, films have only a
cinemas-those of Hollywood and Bollywood-as
couple of hours to keep viewers engrossed. On
well as individual national cinemas including
the other hand, films have visuals and music
British, Canadian, alternative U.S. and India.
that impact the mind and stay in memory for a
First Commercial International film Awards,
long time. Since, a novel and a film belong to
held in London in2003, has provide that Indian
two different types of medium it is not an easy
Cinema has deterritorialized itself so that its
task to say whether a book or its film adoption
boundaries are no longer identical to those of
is better. Stuart Hall remarks:
the nation-state. Canandian filmmakers like
We have been trying to theorize identity Deepa Mehta make films on Indian and
as constituted not outside but within Directors like Spielberg are now working with
representation; and hence of cinema, Indian production houses. According to Jigna
not as second other mirror help up to Desai:
reflect what already exists, but as that
One of the goal of the First
of representation which is able to
International Indian Film Awards was
constitute us as new kind of subjects,
identified by the keynote
and thereby enable us to discover places
31

speaker of the evening- Amitabh

from which to speak 1
Bachchan, who defined and promoted
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Indian Cinema as a global Cinema, a really understood what their parents have
cinema to be reckoned with suggesting sacrificed and what for. The Namesake, a film
that Indian Cinemas, and especially by Mira Nair who first came to the United
Bollywood, are poised on the brink of States as a student and now calls three
de-territorization at a grand scale. 2 continents home explores that theme. The film
is based on the novel of the same name by
Impact of Bollywood
Pulitzer Prize Winner Jhumpa Lahiri, herself
The impact of Bollywood on South the child of immigrants, who grew up in
Asian diasporic film making is multifold. One London and Kingstown, Rhode Island. Mira
primary example is the frequency with which Nair was born in Rourkela, Orissa, where her
Bollywood is referred to thematically within Punjabi father (Nayyar) she spells her surname
the films themselves. For example Bollywood (Nair) was employed. She studied sociology in
Calling by Nagesh Kukunoor is about Delhi University, where she became involved
Bombay’s film industry. East is East features in political street theatre. At the beginning of
a scene in which the family goes to see a her career as a film artist, Nair directed for
Bollywood is essential to a non-assimilated documentaries. India Cabaret, a film about the
ethnic identity. Ask any immigrant and they love of stripers in a Bombay night club, won an
will tell you now the images of home award at the American Film Festival in 1986.
reverberate on a continent far away. How the Salaam Bombay (1988), with a screen-play by
fragrance of Jasmine can take them to the Sooni Taraporevala, was nominated for an
family garden, how a strand of old filmy music Oscar for best foreign language film, and won
can transport them back home. Living in many other awards. It is today considered a
America, a part of their heart is still enmeshed path breaking classic, and is a standard fare for
in the India of their youth, loved ones have film students.
been lost, friendship fractured, and now
The Film ‘Namesake’
triumphs and births celebrated alone, without
the ones that really matters. Nair’s most popular film to date,
Moonsoon Wedding (2001), about a chaotic
All immigrants have felt these
Punjabi Indian Wedding with Screenplay by
conflicting emotions, but few have been able to
32

Sabrina Dhawan, was awarded the prestigious

articulate their feeling of loss and longing and
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Golden Lion Award at the Venice film festival.

neither have their American born children

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Her latest film, The Namesake, premiered in understood my grief, who knew the Cocoon I
the fall of 2006 at Dartmouth College, where was in and everything I was experiencing”4
Nair was presented with the Dartmouth Film There were lot of challenges in turning The
Award. The Namesake adopted by Sooni Namesake into a film. First of all- the book
Taraporevala from the novel by Jhumpa Lahiri itself Jhumpa Lahiri’s prose is luminous,
was released in March 2007. Vibhuti Patel detailed and utterly intimate, often looking
interviewed Lahiri, the writer of the novel and inwards into the minds of her characters. The
asked her out whether this novel could be made script was only the beginning of challenges.
into a film, Lahiri answered: The film needed immigrants, American born
Indians, as well as other-Asians. From the very
No I didn’t understand, how it could be,
beginning Nair thought of Irfan Khan who
because the writing is so internal, so
plays Ashoke, whom she discovered in Salaam
concentrated; it’s not a classic scene
Bombay (1988). Ashima proved more of a
and dialogue based novel. It was a
challenge. At various times, Bengali Actresses
learning process for me to see how a
like Konkona Sen Sharma and Rani Mukherjee
screen writer works with a book like
were considered for to the project. Eventually,
that: take small details-things I wrote-
the role went to a non-Bengali, Tabu. For the
and create a whole scene out of it with
role of Ashima (Tabu) Nair says; “I wanted the
its own arc of drama. I use the narrative
whole musicality of the way Bengali women
technique, but the drama is the
talk in English. She had to change her gait. I
backbone of everything I write 3
made her see films every night like (Satyajit
Mira Nair read Lahiri’s The Namesake Ray’s) Mahanagar so she could study Madhabi
(2003) as she was flying to India for a Mukherjee”. 5
traumatic task-her much loved mother-in-law
When Irfan Khan and Tabu arrived in
had just passed away. This might happens to
New York to shoot, Nair sent them of to spend
most immigrants away from home. In the book,
a day with Jhumpa Lahiri’s own parents, who
Ashima loses her father in minutes in that
were visiting her in Brooklyn. She even sent
sudden, feared phone call across continents
Irfan Khan to New Jersey to spend a week with
which Nair read with a shock of recognition.
her caterer -Anup-da. Nair says; “He talks with
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She says; “When I read Jhumpa’s book it was

that early accent you first have when you arrive
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like I had just met a person who completely 6

and I wanted that for Ashoke.” Interestingly

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Nair’s protagonist, Gogol (played by Kal Penn) bride to be, Ashima to a bare, wintry New
has also changed his name. Kal Penn, actually York apartment where the couple, who barely
Kalpen Moody, a second generation Indian know each other, begin their new life in
Amercian is the leading actor in this film. America. The transition is a visceral and visual
According to Kal Penn: shock: we feel in our bones loneliness of the
immigrant confronting a world from which all
One of the things I really like about this
familiar signposts have been removed.
story is that it dispels the myth that
Confronted for the first time with a box of Rice
being a young American looks a
Krispies, Ashima garnishes it with peanuts and
particular way or has a particular
onions and spices: East meets West in a bowl
tradition. I think it brings us back to the
of cereal, a delicious little symbol of both her
core idea of the American experience-
adaptive instincts and of the struggles she will
which are all these beautiful shared
face balancing tradition and assimilation.
stories of people coming her from
around the world full of hope and The opening scene of the film begins
promise.7 with a remarkable performance by Ashima, a
trained classical singer; the stage is set for the
The Namesake is the story of two
film’s questionable contrast: India, with its
generations of an Indian family and their
ancient culture, its Taj Mahal and its rituals
struggles to adjust to the West (in older
versus America, the cold, and “cool”, land of
generation) and to understand the East (in
opportunity. A word needs to be said about an
younger generation). Throughout the film,
important line in the film. When Ashoke tells,
director, Mira Nair, works to draw careful
his son that ‘we all came out of Gogol’s
comparisons between New York City and
overcoat’, he means that if it were not for
Calcutta. The comparison and unification is
Gogol the Russian author, Gogol Ganguli
brought to us largely through architecture
would not have been born. That has perhaps
(profession of Gogol) which reminds us that
two meanings, one less literal than the other.
the United States and India both possesses
First, Ashoke identifies the story come what
colonial history and can easily be considered a
mystically with his survival on the train, and
new world. Early on The Namesake transports
second, he means that the boy would not be
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us from a humid crowded, colorful Calcutta

what he is if his father, Ashoke had not
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living room-where young Ashoke meets his

followed Gogol’s example and made a life for

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himself outside of his own homeland. Nair suspended between two cultures is obviously
rather trivializes this, or removes herself from one near and dear to Nair’s heart, and she
the discussion to some extent, by commenting navigates the journey with swift, confident,
in an interview: My community is Monsoon witty strokes, comfortable with both the
Wedding, the raucous, beer-drinking party Bengali tradition of Ashima and Ashoke and
animals. And (author Lahiri’s ) community is the hip Manhatan world to which Gogol
more the erudite, cultural and professional aspires. In the second half, the spotlight swifts
Chekhov-reading people.”8 to Gogol (Kal Penn) who is unusually named
Gogol after a Russian author. Gogol has an
Planes and trains and occasionally cars
affair with an American but finally marries an
and rickshaws take us across both India and
Indian and gets separation from her eventually.
America, reminding us that each are vast and
And when all the episodes from this Bengali
continually foreign landscapes on which the
family have been deal with, the film comes to
characters from The Namesake are merely
an unexpected climax.
small players. Not that this notion prevents The
Namesake from having an epic tone. Rather, There is slight ambiguity in the
this is almost inevitable with Nair, who has a narrative since the focus of the film shifts from
habit of making movies about small and often one protagonist to other and it is seen through
internal stories and articulating them in vast, the eyes of three different characters. It starts
cinematic language. Unfortunately, Nair builds from the view point of Irfan Khan-shifts to Kal
up the emotional intensity and symbolic Pen and concludes with Tabu. And when
moments early and too often in the film, Tabu’s character achieves a sense of
making it difficult to journey or experience a satisfaction of having lived her life, the film
revelation alongside her characters. comes to an unforeseen termination. It’s
Throughout the film we need time to neither happy nor a sad ending just
understand recurring details, such as the image unassuming! Besides a sterling performance by
of shoes by a door…meaning visitors, foreign Kal Penn, there are superb performances by
culture death, hospitality, memory, home… but Irfan and Tabu. For that Tabu says:
we were always too quickly hustled onto the
I’m not an immigrant, but I’ve
next equally interesting, but overloaded
35

always wondered how people make

symbolic piece of the film’s landscape.
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these incredible transitions and

Gogol’s struggle to find his identity as a man

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departures, moving to a new country Calcutta by placing out of sight all but a
where everything is different, where privileged segment of the population?
family, marriage, all the institutions
A film critic pointed out;
have different rules…Ashima is very
Indian woman but she must find a way The difficulty is the fact that the films
to create a family in the United States considerable aesthetic appeals, or at least
without losing herself. 9 its picturesque character, acts largely to
dilute, rather than to sharpen its view of
In the film Mira Nair mixes and travels
things. The artistry function too often takes
between two major metropolises, Calcutta and
a form of anesthesia. For example, the
New York, as many immigrants must in their
movie’s mesmerizing composition and
daily-truncated lives juxtaposed on two
colors are seductive. Perhaps, too
continents. Nair says: “I also wanted to capture
seductive. 11
visually the dazzling feeling of being an
immigrant where you might physically be in The Comparison with Book
one particular space yet you feel like you are
Fundamentally, the book and the film both
some place else in your soul” 10 But in the film,
deal with the same topic of displacement and
there is no connection between the Russian
creation of identity and the film is, for the most
writer’s original work Overcoat, and characters
part, true to the narrative of the novel. It is only
developed by Nair in the Namesake film. In the
incidental that in the film Ashoke and Ashima
novel, when the clerk’s beautiful coat is stolen
come to New York instead of Boston, as the
and no one will help him to recover it, his
Queensboro Bridge over the East River in New
hopes are dashed and he dies without much
York and the Howrah Bridge over the Hooghly
struggle. But in the film, Nair has shown
in Calcutta cinematically connect the two cities
Gogol’s striving for social status and the efforts
and help in comparing the viewer two different
he makes to attain a certain life-style, come at a
cultures. In the film, despite all the modern
huge cost. The film also depicts on upwardly
conveniences of a big U.S city-in one scene,
mobile social layer in both India and the U.S. It
Ashima excitedly writes that, in America, one
remains the film’s almost exclusive focus. As a
can use the gas 24 hours a day-the adjustment
reader and critic, one cannot understand, why
36

is a difficult one, and these early scenes are

did Nair find it necessary to sanitize two deeply
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particularly impressive for the subtlety with

socially polarized cities-New York and

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which Nair and her acts map out the lives of film big a success…But Johar’s
two people who are strangers to each other K.A.N.K was full of Cliches, with no
assimilating to life in a strange land, and understanding of how Indian Americans
culture. Some characters like that of Maxine actually live in the US. 12
are not allowed to develop in the film. Better
When Mira Nair chose to adapt Lahiri’s
drawn is Gogol’s subsequent girl friend, a
novel, she must have something in mind about
fellow Bengali named Moushmi (Zulekha
the character of Gogol (the protagonist of the
Robinson), who like Gogol himself, find
Namesake). It indicates the desire, not
herself from between obeisance to tradition and
uncommon among contemporary artists to
pursuing her own desires. But what sets this
make a connection to a cultural figure of the
culture conflict drama apart from other NRI
past. The contemporary artist invokes the older
films (Karan Johar-Aditya Chopra’s films) is
figure, but whether he or she is following the
that at any point of time the film doesn’t get
older artist is a moot question. The novel is
preachy with the ‘Bharatiya Parampara’ angle
dense in details and many incidents that occur
nor does it get judgmental by disapproving the
in the book do not find a place in the film . For
American culture out-right. This perhaps
example, the film leaves out the Montgomerys,
comes from the fact that director Mira Nair is
who were Ashoke and Ashima’s first neighbor
an NRI herself and knows both world. This
in the US and with whom they shared a
helps her to strike the balance of culture.
washing machine. This omission does not show
According to a film critic, Assem Chhabra, Ashima’s realization that woolens shrink in a
who writers for India Abroad news; washing machine, while she visits a laundry.
Also in the book, there is a detail about
This is not the first time that a film
Montagomerys that illustrate cultural
maker has attempted to portray the
misconceptions, such as when Ashima
Indian American immigrant experience.
mistakenly assumes that the Montegomerys, as
Just last year Karan Johar directed his
Americans, must be Christian, when infact they
over-the top melodrama about rich and
are Buddhist , and when Judy mistakenly
sad Indians in New York who cheat on
assumes that the Gangulis, being Indians, are
their spouses-Kabhi Alvida Na Kahena.
vegetarians, though they are not. In the movie,
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And desis in the US (including this

it is the relationship between Gogols parents,
Page

writer) flockled to theatres-making the

Ashima and Ashoke, that makes great impact.

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Ashima’s difficulty in adjusting , her loneliness Gogol high over her head and a stream of
and the growing love between husband and undigested milk regurgitates from Gogol’s
wife. It is very moving. May be it was because mouth into Ashimas open mouth. This scene
of the power of talented actors. But there are puts up the mother son relationship into a new
scenes, where Nair disagrees from the book. perspective emphasizing unseen ties that bind a
For example the movie does not show Gogol family. Instead, much of Gogol’s life in the
living with his girl friend’s parents. The movie film revolves around his romance with Maxine
is simply unable to bring out the complexity of and his failed marriage with Moushmi. His
the novel, for example; in the book it is clear growing up romances with Kim and Ruth are
why Gogol leaves Maxine. It’s his realization deleted from the film script. Similarly
that his girlfriend is not really interested in his Moushmi’s relationship and break up with
Indianness. Again in the book, one can Graham is only mentioned in the film where as
understand why his wife (Moushmi) falls in the novel was able to offer details of the
love with another man, but the movie is unable relationship, there by garnering greater
to communicate the reason clearly. The film is sympathy for her character.
sometimes too ambiguous. There are certain
Most importantly a preoccupation with
mistakes in the film, for example, the film has
Indian poverty or exotica is not as visible in
a Bengali wedding taking place with the sun
Lahiri’s book. Instead the struggle of ‘exile’
shining out side. According to its critics, in an
experience reverberates through the book.
immigrant film (story), reliable narrative
Among the most powerful moments of the
realism is crucial and everyone knows that
book is the night that Gogol spends alone in his
Bengalis get married at night. This is not
father’s flat after the death of his father. None
perceived by the non-Bengali, audience. But it
of this is realized in the film. Yet interestingly,
can be said that Nair was making a film about
one of the climatic scenes of the movies that
the experience of the Indian Diaspora as a
have Gogol walking into the air-port to meet
whole not about Bengali diaspora.
his mother after his father’s death, with shaven
The growth of Gogol occurs at an head, is also missing from the book. This
unhurried place in the novel, but due to brings us to the biggest difference between the
obvious time constraints, the film had to leave film and print medium. While a film is about
38

out a few vital incidents in Gogol’s life. One visual appeal and dialogue, a book is about
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such incident is when Ashima lifts the child visual appeal and dialogue, a book is about

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prodding your audience to imagine. The the book. Ashima’s foot-stepping in Ashoke’s
greatness of the Lahiri’s The Namesake (2003) shoes, which shows how one takes for granted
lies in its detailing and the abundant fodder for how one travels so far in this world. There are
thought that she leaves her readers. Nair is several footages in the movie where you could
unable to match Lahiri in the movie. There are not tell if it was Indian or New York.
movies, where the younger generations of
Ashoke’s death is pivotal in both the
NRIs come to peace with themselves and
novel and the film. In the novel, Gogol
cultural dualities. For example, Akhil Sharma’s
becomes aware of the significance of his
Cosmopolitan, is about a man who falls in love
connection to author, Nikolai Gogol, as an
with his neighbor after being deserted by his
adolescent beginning to seek autonomy from
wife and daughter. The film, which stars Purva
his family. In the film, Ashoke does not tell his
Bedi, is unusually free from identity issues.
son about his rescue from the train accident
Bedi herself confides; Our cinema does not
until shortly before his death, at that time
have the melodramatic flair of Indian
revealing the impact in his life of the expatriate
commercial Cinema. The style of creating is
Russian writer, and the true reason behind his
closer to the naturalism of Hollywood. But the
son’s surname. Perhaps this is why the film
presences of strong Indianness make it
does not end with Gogol retrieving the short
unique.13
stories of Nikolai Gogol, gifted to him long ago
Gogol is not main character in the by his father, and finally reading its story, The
movie, while in the book, he is the main Overcoat. The film conjures another episode at
protagonist. Cultural clash and adaptations to the end, to show Ashima back in Calcutta
new life/world not only occur with a younger practicing Indian classical vocal. However, the
generation but also an older one. Nair looks at plot structure of the book is definitely far
two sides of the story. Another thing, Nair superior to the movie. In course of Lahiri’s
successfully depicts is Ashima’s confidence in narration one incident leads to another. In the
the book; Ashima takes after her father and his final analysis, this contributes to the greater
passion for drawing on the other hand in the impact of the book. Yet, it is also true that the
movie, Ashima is a classical singer, through finest element of the movie lies in its star-caste
which, she may show her free willing nature like the book, the film, faithfully renders what
39

and adaptability to change. The movie has is set-out to explore-the universal theme of
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depicted a lot of symbolism perhaps missed in migration and ambivalence of living

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simultaneously in two worlds. The scene where those looking for a mature drama that is neither
Ashima looks through the tinted glass window exploitive nor contrived. It would be apt to
at the lonely figure of Ashoke walking through quote Mira Nair’s own reactions to film; “It
the snow to work speaks volumes for the encompasses, in a deep humane way, the tale
depiction of the state of alienation in a foreign of millions of us who have left one home for
land that hundreds of words might fail to another, who have known what it is to combine
deliver. Luckily strong performances from the the old ways with the new world, who have left
leads including Kal Penn, who as Gogol the shadow of our parents to find ourselves for
14
conveys a fascinating mixture of vulnerability, the first time”. To conclude the visual text
intellect and stereotypical American Male tries to portray the predicament of the diaspora
swagger, and Tabu, who is ageless, graceful and hence its artistic aim is not different from
and raw in her performance as Ashima, keep the written text. Ultimately the visual text
the film engaging. Nair also almost avoids artfully complements the written text and
allowing The Namesake or its actors to step out poignantly highlights the complex problems
of themselves to help Anglo audiences faced by the Indian Diaspora in the west.
understand Bengali culture.
Works Cited
Unfortunately, minor characters,
Stuart Hall. Culture and Identity and Diaspora
including Gogol’s WASP girlfriend are so
Identity, Community, Culture,difference.
stereotypical they don’t convincingly serve the London: 1993, p.402
function they were meant to address. This
Jigna Desai, Beyond Bollywood: The Cultural
could be because The Namesake is a two hour Politics of South Asian Diasporic Film.
film. Ultimately, The Namesake is engaging Routledge, 2004, p.40
and moving, especially for anyone who feels www.outlookindia.com/rants.asp?Issue Date:
the tag of two cultures, whatever they may be. Apr 23, 2007
It is perhaps harder to connect if you do not (Vibhuti Patel interviews Jhumpa Lahiri)
have a particularly close (even if troubled)
Lavina Melvani. Love and Loss on Two
relationship with your family. Beautiful and Continents.
honest, The Namesake surprises not with it’s www.littleindia.com/news/134/Article/1693/20
beauty, but with the sources of that beauty. For 07
40

all its problems, this is a solid film that will

Page

certainly endure and is a good offering for

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www.indiacurrent.com/News/Article, Making www.littleindia.com

Cinema Out Of Jhal Muri (SANDIP ROY-
CHOWDHURY, Mar 03, 2007) www.littleindia.com

www.indiacurrent.com/News/Article www.WSWS.org

www.littleindia.com www.indiacurrents.com/news/view_article

www.littleindia.com www.times of India.indiatimes.com/article

www.asianmedia.org/news/article

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English Language Teaching

AN ECLECTIC APPROACH TO TEACH GRAMMAR
Nannapaneni Siva Kumar
[email protected]

INTRODUCTION usage of particular concept, how can the

student acquire competency in the language?
The problem with the knowledge-
Instead of teaching transformation the
transmission approach to grammar is that for
students were taught differently in his classes
most of the students it leads to limited
in Eritrea (North East Africa) as well as in
language acquisition. Most of us are familiar
K. L. University in India. They were made
with the phenomenon of students who know
them compare active and passive forms, which
the rules of grammar but who are nonetheless
helped students to understand how passives
unable to introduce themselves. Grammar has
are put together. Students were taught when
been regarded as a set of rules to be
and where to use passive voice. Students are
memorized. Today, grammar is still taught
informed the importance of passive voice.
and tested this way in many parts of the world.
So, there is every need for an eclectic a. When the doer of an action is not as
approach to teach grammar. important as the action itself.

Example: This room was cleaned

WHY SHOULD WE TEACH CONVERSION yesterday.
OF SENTENCES? Our house was built in the 16th century.
It was made in Mumbai.
Traditionally, teachers have been teaching
b. When the doer of the action is
rules how to transform active to passive. In
obvious.
the real life does a student transform active to
Example: The thief was arrested.
passive? Teachers can’t be blamed for
teaching transformation. This is because of Mr. Siva was appointed governor.

our examination system. Our examination

c. When the doer of the action is not
system is as such. Simply teaching rules to known.
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transform is not sufficient. Without teaching

Example: I think their car will be
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stolen.
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It was bought in Delhi. If you love me, why did you call me a
fool?
Gold has been discovered in Eastern
If she passes her exams, she’s going to
Canada.
study medicine.
Students were also informed that when I will phone you if I am in town.
they need the variety of sentences in a write-
up they can use passive voice. So that The only restriction is that it is unusual
monotony can be avoided. Later it was to have will in the if-clause.
observed that a remarkable change in the After if, a present tense is usually used
usage of passive voice in students’ language. to express a future idea.
Example: If you come tomorrow, I
Regarding speech, students are advised to
will see what I can do.
use direct speech in conversations as far as
If I have enough money next year, I
possible, because they make unnecessary
will travel round the world.
mistakes while converting into indirect
speech. Using direct speech is easy and
B. Hypothetical conditions
better.
In the other kind of sentence with
CONDITIONAL CLAUSES if, use special verb forms to stress
what might not happen, or might not
Conditional clauses are nightmares to
be true. In the if-clause we use a past
students. First, second, and third kinds of
tense to talk about the present or
conditional sentences are rather misleading
future; in the main clause use a modal
and confusing. Instead it was taught in the
auxiliary (usually would). This is so-
following way, which is a better way to teach
called ‘second conditional’.
students.
Example: If I knew, I would tell
A. Open conditions you.
In this kind of sentence with if use the If you came tomorrow, I might be able
tenses which are normal for the to help you.
situation. If John were here, he would know
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Example: If Sara came yesterday, what to do.

she won’t come again today.
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What would you do if you won a students often get confused with have to and
million rupees? must, have to and have got to, and mustn’t
To talk about the past (the so-called and don’t have to. The following description
‘third conditional’) we use a past helps students understand the difference
perfect tense and would have+past between these very easily.
participle, or a similar structure with
Have to: To talk about rules, laws, and
another modal verb.
other kinds of permanent obligation.
Example: If you had invited me, I
Have got to: Informally to talk about
would have attended the party.
immediate obligation
If you had been on time,
Example: If you want to drive you have
we would have won.
to take a test and I’ve got to take my driving
Conditional clauses are also taught
test tomorrow.
using the example like the following
Have to: Often, have to refers to an
one, which creates some interest in the
external obligation which already exists.
students.
Must: Often, must is preferred when
obligation is imposed by the speaker or hearer.
Example: If I get rank, I will join
Example: I have to be at the office at
M.B.B.S. If I join M.B.B.S, I will
eight every morning and I really must get up
study well. If I study well, I will
early and write some letters tomorrow.
become the doctor. If I become the
Mustn’t: Obligation not to do something.
doctor, I will treat the patients. If I
Don’t have to: No obligation to do
treat patients, I will kill them. If I kill
something.
the patients, police will arrest me. If
Example: You mustn’t come late to the
police arrest me, they will take me to
class, where as you don’t have to give
jail. If they take to me jail,
explanation for today’s late.
I will escape from jail……..

MODALS ARTICLES

Grammar is dynamic; it changes over time. Especially while dealing with indefinite
44

Giving a more realistic picture to the students, articles ‘a’ and ‘an’, teachers encourage rote
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teaching modals will become easy. Many learning by simply saying, use an when the

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noun you are referring to begins with a vowel that the teacher introduces the target grammar
(a, e, i, o, u). They tell there is an exception in a meaningful context; explains the form,
that use ‘a’ for the nouns ‘University’ and meaning, and use. That’s the way we can
‘European’; and ‘an’ for nouns ‘hour’ and generate some interest in the students.
‘heir’. They don’t say reason for the Ultimately, students can acquire competency
exception. in the language.

In fact, we are supposed to refer the vowel

Works Cited
sounds not the vowels. It is better to switch
Dallas, D. Speak English, Chennai: Orient
the code here. Take the help of students’
Longman Private Limited, 2003.
mother tongue for example (Telugu) L1. By
switching the code inform the students to use Littlewood, W. Communicative Language
‘an’ before the L1 vowel (in Telugu Achuu) Teaching. New York: Cambridge University
‘a’ before the L1 consonants (in Telugu Press, 1996.
Hallu). Now students can use articles without
Michael, Swan., and Catherine Walter. The
any problem.
New Cambridge English Course, Cambridge:
Cambridge University Press, 1992.
CONCLUSION
Richards, Jack C and Theodore Rodgers.
With simple changes in our approach in
Approaches and Methods in Language
teaching grammar, we can teach grammar to
teaching. Second Edition. New York:
students in a better and easy way. An eclectic
Cambridge University Press, 2001.
approach to teaching grammar encompasses

45
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Practice in ELT: An Overview of the Teaching Methodology

Dr. Divya Walia

[email protected]

Globalization on one hand has narrowed learning, the challenges inherent and the
down the world and on the other it has ways to overcome and improve.
widened the horizons of education and
learning. We are dealing with specialized Internet
and super specialized fields of study and are In the series of technological advancements
constantly striving to make learning and facilitating interactional language teaching,
training more effective in terms of the first successful step was the use of internet
outcomes and the professional needs served for ELT. Several possible reasons can be
thereby. English Language Teaching is also cited for the increased use of Internet in
drawing serious attention on the global language teaching. One rationale is found in
scenario owing to its increasing demands the belief that the linguistic nature of online
and professional expectations. Subsequently, communication is desirable for promoting
the researchers and the educationists are language learning. It has been found, for
feeling increasingly concerned towards their example, that electronic discourse tends to
role and responsibility in preparing be lexically and syntactically more complex
professionals who can stand up to the than oral discourse (Warschauer, 1996a) and
expectations of the corporate world. With features a broad range of linguistic
the advent of technology as one of the major functions, beneficial for language learning
resources in training and learning, the (Chun, 1994; Kern, 1995; Wang, 1993).
teaching and learning scenario in the Another possible reason for using the
classroom has undergone a remarkable Internet is that it creates optimal conditions
change. It has facilitated language learning for learning to write, since it provides an
in an effective manner yet it also makes it authentic audience for written
somewhat challenging. In order to move communication (Janda, 1995). A third
forward and to tap the maximum potential of possible reason is that it can increase
46

this potent resource, it is essential that we students' motivation (Warschauer, 1996b).

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assess its use and effectiveness in language

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Before the internet, communication amongst

different countries was limited. The only In order to integrate the Internet and Foreign
way to communicate with people across the Language Teaching, basically two types of
world was by visiting those countries or on technologies are available on the Internet:
telephone, provided one was fluent in their non-interactive and interactive. Non-
language. With the birth of the internet, all interactive technologies, such as the Mozilla
of that changed. Suddenly communicating or Internet Explorer are often used as
with the world was virtually at everyone’s reference tools which allow users to view
finger tips twenty-four hours a day, seven input information via online newspapers or
days a week. Besides, it created online Web sites while interactive technologies,
foreign language programmes to start such as E-mail or chat lines provide
teaching people other languages. Through opportunities for users to receive input and
these programmes, people could pick any produce output (Lafford and Lafford 1997).
language they wanted to learn and learn it There are also many online interactive
right there in their own homes, at their own exercises available on the net which can be
pace, any time of day. There are now accessed by the students for practicing their
countless such online products which teach writing and speaking skills. Online current
foreign languages which are effective and information resources produced around the
time saving also. But as in any new world allow users to seek out and examine a
programme, there are both negative and variety of topics. E-mail systems offer
positive factors to learning languages opportunities for real world, authentic
through the internet, but no one can doubt communication, making possible immediate
that these programmes have definitely made cross-cultural information exchanges with
language learning easier. native speakers around the world. “The
A number of online activities on vocabulary, benefits of using e-mail for teaching are that
grammar, phonetics, effective it is often more motivating for students than
communication skills, presentation skills, web-based learning as it gives them an
interview skills etc. are a rich source of opportunity to interact with other students
learning for the beginners as well as the and a teacher, albeit largely on a written
47

students who wish to do some advanced level. Also, as students can be in different
Page

practice on these. locations around the world and have

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different backgrounds and jobs, this offers a

ready information-gap for the teacher to Electronic Journals and Online Libraries
exploit. Another important milestone in the journey
of technology facilitated learning is the
Similarly to web-based learning, e-mail access to electronic journals and online
study can often be self-paced, meaning libraries. These are the sources that facilitate
students can work on an assignment or task online access to the information. Generally,
when it suits them. Should they have the journals are free, are published on a
questions or queries along the way they can regular basis, and do not exist in paper form.
e-mail their tutor for clarification. E-mail Several electronic journals target foreign
learning also allows students to take their language professionals and there are a
time when formulating their thoughts; number of reasons for publishing a journal
especially for learners who feel pressured in online. Firstly, electronic journals can be
classroom lessons this can be very accessed by large and diverse audience in a
valuable.” (Baber 2001) timely manner and without the printing costs
of a paper journal. Second, the hypermedia
Foreign language teachers have now become nature of Web-based journals enables
aware of the massive amounts of online articles to include links to related
information that can be accessed through net background or reference information located
and therefore are learning how to use these elsewhere on the Web.. With good
resources effectively and efficiently. While submission policies and a strong editorial
implementing Internet resources for foreign board, an online journal can be as
language instruction, one needs to consider dependable as a similarly run traditional
how Internet can create a learning journal. Of particular interest are, “ELT
environment in which learners can gain both journal”
"linguistic" and "cultural" competence (http://eltj.oxfordjournals.org/archive/),"Lan
through exploration and personal guage Learning & Technology (LL&T)"
experience. We also need to keep in mind (http://llt.msu.edu/) and “Asian EFL
how the application of Internet activities can Journal” (http://www.asian-efl-
48

support the theoretical perspectives and journal.com/), “The Internet TESL Journal”
principles of foreign language learning. and “TESL-EJ”
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(http://iteslj.org/)

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(http://www-writing.berkeley.edu/TESL- the students will not have good

EJ/). Similarly by becoming members of the access to functioning equipment and
online libraries, one can access to the Internet.
comprehensive information, while sitting at Equipment failure and software
home. incompatibility: Even the best-
maintained equipment will
However, besides being a rich and effective sometimes function poorly or break
learning resource with tremendous potential down (frequently at the most
for giving desired outcomes, use of Internet inopportune time); the rapid pace of
also poses certain challenges for the product development (and the
teachers. vicious competition among
Time and learning curve: While developers) constantly raises
teaching through technology one has incompatibility issues even on the
to remember that there may be Web, which was created to be
frequent problems with the universally accessible regardless of
technology and with students' use of platform and software.
the equipment; technology based Cost Factor: Providing equipment,
teaching will also take twice the time facilities, and adequate support staff
than is required for the traditional is very expensive, though an
method of teaching as it mediates the adequate technological infrastructure
teaching between the instructor and is increasingly accepted as integral to
the learner. Besides this, Internet the progressive academic goals
sites and computer software change rather than an add-on.
so rapidly that one has to frequently Lack of Students’ Interest:
refresh one’s materials and skills. Inculcating interest among the
This also leads to increased costs for students towards technology oriented
updating the software as well as the language learning is quite difficult.
users. “It is considered a Herculean task to
Poor access: Even after being orient students to use technological
49

provided excellent facilities and tools. Furthermore, as a large

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support by the institution, some of number of students exhibit below

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average proficiency in using 2. It can contribute a lot in learning

language skills at their entry to pronunciation, accent, stress and intonation,
colleges they need to be given including other aspects of phonetics as it can
individual attention in the classroom. read and evaluate the sound graphs more
Paying individual attention through accurately
technology is not considered to be an 3. Effective communicative training
attainable goal.” programmes can be conducted through the
(Vishwanathan,2008) lab for all groups and sections from the
general public, private and corporate sectors
Electronic Language Laboratories and to junior and senior level officers.
ELT 4. Web-based, computer-based training
Another significant technological programmes, online courseware, Short-term
development in the field of language and long-term coaching classes for
teaching is the concept of language international examinations like IELTS,
laboratory. The language laboratory is very TOEFL and teaching materials can be
useful for assessing students' spoken developed and created through the language
competence. It provides students with the laboratory.
technical tools to get the best samples of 5. It facilitates all forms of technical
pronunciation of the language. The documentation including General
electronic devices used in the laboratory documentation, software documentation etc
stimulate the eyes and ears of the learner 6. Online courses for language and
thereby facilitating the quick and easy online examinations can also be conducted
acquisition of the language. through the language laboratory.

With all these features and advantages

It acts as an effective language learning Language Laboratories can contribute
resource as it offers other advantages too, as significantly developing language
follows. competence of the students. However, it is
1. It is a technology designed for easier said than done, for we are still facing
50

teaching languages and can be used for any challenges with handling of technology and
language training.
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its various tools. Therefore, even with such

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well developed and designed tools for 5. In the context of academic

language, there are very few trainers and experience the teachers’ observation was
institutes that are using them for language that languages are not given their due
teaching courses. Still, most of the teachers importance in most of the professional
prefer traditional mode of teaching and are colleges/ institutes. There may be no budget
reluctant to employ the technological tools. constraint for setting up Biotech labs or
According to a research conducted on 20 physics lab but for language labs authorities
English language teachers all over the state are usually hesitant to spend such a huge
of Rajasthan through a semi structured amount. In India, language classes do not
interview, the following are the challenges get the required attention as compared to the
being faced by them: classes of other subjects.
1. Lack of training and familiarity on 6. Such technology, like any other
part of the teachers makes it difficult to technology, too requires costly maintenance
organize and conduct classes in the language as well as regular up gradation. These are
labs. the certain challenges that most of the
2. Technology, in the form of software, institutions and English language teachers
available for this kind of teaching requires face. On the part of the institutions setting
budget for training in this area. up of a language lab and then training the
3. If we talk about Rajasthan, here faculty for its efficient handling and
teachers are especially anxiety prone to operation, involves high costs. On the other
computers since they often have little hand for a language teacher (especially in
experience with computers. Rajasthan) without technically sound
4. For the most part, computers in background, working on the software may
schools/colleges are used for business or be very challenging.
computer science courses. Costs related to
training, as well as on-line costs of using a Subsequently either the institutes of
provider are issues that may interfere with language learning do not have properly
implementing such a technology in equipped and well designed language labs or
institutions, especially in the institutions that if they have, they are not being used as
51

have little funding. effectively as they should be on account of

teachers’ hesitation or students’ reluctance.
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Recommendations oriented programmes for language teaching,

Keeping in mind the present industry proper training for such programmes and the
expectation and lacunas on the part of high costs involving the implementation of
academia in terms of technology oriented technology for language teaching is the area
teaching methodology, it can be where still efforts need to be put. These
recommended that innovations are today--and should remain--
 Teachers should be given appropriate an important part of the technological tool
training in the use of software and chest for language learners and teachers
for this software providers should be alike.
contacted to conduct workshops for With the advent of the new century, it is
the teachers on the on the use and the becoming increasingly essential that we
features of the software. make informed decisions about how the
 Computer training should be made technology based language learning can be
an integral part of the curriculum so successfully integrated into the language
that not only the hesitation on the classroom and as educators we will have to
part of the students in its use can be make efforts to rise to the challenge.
overcome but also the institutional Integration of technology in our teaching
support in its incorporation and with a refocused approach to teaching will
development can be sought. propel us a long way to making technology
and the Internet a more rewarding partner in
Although much emphasis is placed on new the teaching and learning process.
applications of the Internet and technology

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English & Communication Skills

ASSESSING COMPETENCIES OF ENGINEERING STUDENTS THROUGH
DEVELOPMENTAL ASSIGNMENTS

Dr. A. Sandhya Reddy

[email protected]

Introduction

It is well recognized that the repertoire of skills that successful entry level employees bring to the
workplace has two categories: Technical Skills and Soft Skills. Soft Skills are those that are
crucial to an employee’s ability to work ‘smarter’. Infosys under its Campus Connect initiative
has ‘soft skills’ training program for the partnering colleges. CBIT as a partnering college offers
this training program to the 3rd year B.E/B.Tech and MCA II students. The following are the 5
modules covered in this soft skills program:

Business Communication Skills

Intrapersonal and Interpersonal Relationship Skills
Campus to Company
Group Discussions, Interviews and Presentations
Entrepreneurial Skills Development

These 5 modules are taught to the students approximately in about 40 hours spread over 4
months. They are interactive sessions filled with activities, questionnaires and self analysis
quizzes. The students record their findings in the participant manual. After the completion of the
5 modules, the students are given the Developmental assignments.

Developmental assignments – Overview

There is a shift from the traditional approaches to training to a focus on the application of
learning through assessing competency. This shift from a training activity to a focus on
performance is generating a significant increase in:
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 Awareness of how students learn and what facilitators should do to encourage effective
learning.
 Understanding of the pivotal role of assessment in the learning process.
 Capacity to develop and deliver competency based behavioral training for students.
 Expectations by organizations that training professionals will direct their attention
beyond the training activity to improving or enhancing performance right at the collegiate
level.

As described by Gilbert (1996) there are two elements in performance: the behavior or activity
and the outcome or accomplishment. Therefore the activity component of the training was
delivery or facilitating and the outcome was the participant learning. For training to support
improvements in learner performance it needs to connect with the learner’s experiences and
current activities in a way that promotes transfer of learning.

Concept behind the DA

The concept behind developmental assignments id to encourage and strengthen skill practice. It
addresses each of the four stages described in Kolb’s Learning Cycle. The emphasis on doing
encourages both active experimentation and concrete experience ; the emphasis on review and
journaling encourages reflective observation and finally, the result of the review/reflections takes
the form of new hypothesis building or abstract conceptualization.

Review Process

There are two types of review methodologies:

Individual Review Process (IRP)

Here students have to complete the DA’s assigned to them independently without any help from
external sources.
The purpose of this is multi fold:
54

i. To see if the students have grasped the concepts that were taught to them during the
classroom training sessions.
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ii. If they are able to apply these learnings to practical everyday situations.
iii. To track student progress over a period of time.
iv. To assess retention and application of concepts.

Group Review Process (GRP)

Here the students are divided into teams and assigned their projects. The aim of this
methodology is to see if students are able to work in teams – sharing knowledge, helping each
other and clearly defining roles and responsibilities.

Each competency has multiple group developmental assignments, which the students have to
complete within the specified period of time. Group review process also helps the facilitators in
observing how students deal with conflicts within teams and finally accomplish the tasks
assigned.

Evaluation Criteria
The criteria for evaluation are quite simple. Students are graded on a 5-point performance
evaluation scale, which clearly states the level of competence the students display on each of
the parameters.

Grade Grade Interpretation

A+ Performance on the DA is exceptional and exceeds expectations.

All the competency behavioral indicators are well displayed.

A Performance on the DA is good.

Clearly meets the competency behavioral indicators.
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B+ Performance on the DA is satisfactory.

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Just about meets the competency behavioral indicators.

B Performance on the DA is below average; needs improvement.

Is able to satisfy only a few competency behavioral indicators.

C Performance on the DA is unsatisfactory.

Is unable to satisfy the competency behavioral indicators

DA – Allocation & Supervision

After the 5 modules mentioned earlier are taught in the class, the assignments are allocated. Each
student is given 1 IRP and 2 GRPs. Different competencies are mapped in the DAs and a time
frame is given to the students.

Some of the IRPs and GRPs along with the competency and time frame are listed below:

DA Competency Mapped Methodology Review Time Frame

Handshake Communication Skills IRP 5 mins everyday

Body language for 7 days

Becoming Assertiveness IRP 2 days

Assertive

Email Writing Effective Emailing IRP 2 weeks

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exercises
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How do leaders Time Management GRP 1 week

Manage their time

Individual Articulation & IRP 10 mins

Presentations Presentation Skills per person

Visioning Corporate Etiquette GRP 3 hours

Exercise and Business ethics

There are many such DAs which test the students’ understanding of the competency and the
application. Each DA has objectives, a definite procedure and a time frame. The students are
guided, counseled, monitored and assisted at every juncture. Each DA has evaluation parameters,
behavior indicators and the grades. A sample is given below:

DA - Crossing Boundaries

Evaluation Parameters Behavioral indicators Grade

1. Presentation Confident while making presentation

to the class.
Interacts with the audience, making the
session interactive and interesting.
Maintains eye contact with the audience

2. Knowledge of Accurately interprets positive as well as

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Concepts negative body language signals.

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Clearly highlights differences between cultures

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And countries in behavior and gestures.

3. Team Work Roles and responsibilities of team members

were clearly defined.
Everyone in the team contributed towards
making the presentation.

Conclusion
As facilitators we have used the DAs to assess the various competencies of the students. The
DAs helped us to monitor and track individual and group performance of the students. From the
participant’s perspective, the developmental assignment provides the proof of the pudding – they
provide him with an opportunity to test the new skills and concepts he has learnt and decide for
himself if they do make a difference. Therefore the DAs provided us with ample resources to
support learning activities and proved to be an ideal platform to assess competencies of the
students.

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IWB TECHNOLOGY – AN EFFECTIVE TOOL TO ENHANCE READING

SKILL OF1ST YEAR ENGINEERING STUDENTS

Mr. Pushpendra C. Sinora and Mr. Kaushik Trivedi

[email protected]; [email protected]
[email protected]

Introduction network of India but has also become

one of the official languages of the
Although English is not an indigenous
nation and thus continues to enjoy the
language, it remains as an ‘Associate
patronage of the Indian elite.”
Language’ in India, alongside Hindi, the
(http://www.waseda.jp/ocw/AsianStud
‘Official Language of the Union of India’
ies/9A-
and twenty two 'National Languages'.
77WorldEnglishSpring2005/LectureN
(According
otes/08_India_TejKB/Bhatia_Summar
to http://en.wikipedia.org/wiki/Languages_o
y.pdf)
f_India the Government of India has given
22 "languages of the 8th Schedule" the English teaching is based on four major
status of official language.) skills: listening, speaking, reading, and
writing. By listening and speaking English
Teaching English language in such a
can be learnt easily, but one have to sit tight
multilingual country is really a challenging
it by reading and writing. There are two
task. The demand of English is increasing
ways of learning any language one is oral
day by day as it has been titled as
which include listening and speaking while
‘International language’; other than this it
second is written which includes reading and
has a unique place in India. Amidst the 22
writing. There is a lot of difference between
regional languages and thousand of dialect it
both the ways. Sometimes grammatical and
is enjoying the status of most popular and
structural rules are avoided while talking but
elite class language.
in writing we respect grammar. In this paper
59

stress will be given on written form of

“English has not only continued to
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language learning. Reading is one of the

flourish in the educational and official

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input mode skills. Learning to read is giving stress on reading and then
essential to success in school and outside the understanding.
school too. Reading is important to English has become a subject rather
understand a language in a much better way. than taken as language learning
It’s true ‘We write as we read’. programme.
The reading is not done on the
Reasons for poor reading skills – regular bases.
After interviewing many students who came The lacks of practice make the
from different state board under the same students poor in reading English.
roof of an institute I found several reasons Lack of interest of teachers in
why the students of these boards are weak in reading as they think it unnecessary
English reading. These reasons are, for a subjective course
sometime, related to environment, sometime Reading has not been given a proper
related to the teachers who were teaching place in government and state board
them English, and sometime the problems course curriculum.
are related to students’ attitude. Following There are very few exercises based
are some most said reasons by the students - on reading practice in the text books.
Hesitation of weak students makes
Lack of trained English teachers who
them weaker in reading.
are not fair in English.
There is no proper guidance for
English is not practiced at home or in
reading practice
environment.
English reading is done only in Various methods have been adopted to
school in the English period and that improve the reading skill in English but the
to seldom because teacher pays more result is not satisfactory. Technology has
attention to other exercises. also been incorporated in the schools to
Mostly teachers and Students remain improve the reading skill of the students.
busy in doing other different But the main problem is related to their right
exercises like question & answer, guidance from teacher side. If teacher can
word & meaning, writing make reading interesting then only students
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comprehension etc. rather than can take interest in reading. IWB is such a
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tool which makes learning interesting and technology and language teaching is not an
innovative, in this respect it can enhance the exception. It is found that it is useful in
reading skill of students. English language teaching as it has some
salient features which make it
Interactive Whiteboard
Interactive (BECTA, 2003),
IWB is not very new to the world but to
(Higgins, Beauchamp and miller,
India it is in infant stage and penetrating
2007)
education sectors very fast especially in the
Flexible to topic presentation and
private educational institutes and schools.
versatile (Austin 2003; Jamerson
This technology, in language learning, is in
2002)
experimental phase in India. This
Revolutionary (Arnott, 2004)
technology works on touch screen
Fascinated and efficient (Boyle
technology. A big whiteboard is connected
2002; Thomas 2002)
to a computer and a projector either via
Multitasking and multi sensory
wires (USB) or wirelessly (blue tooth). This
presenter (Thomas 2003).
giant white screen becomes live when
Motivator (Levy 2002)
projector projected the desktop of computer
Time saver (Latham 2002), &
on it. Now board is ready to take command.
(Beauchamp and Parkinson, 2005)
One can control the computer through touch
and so on.
sensitive board. Commands can be given
either by finger or a special pen called Due to above mention and many more other
stylus. This board is called interactive as it is qualities IWB has set its position in
attached with audio-video equipments as language classrooms. Teachers and students
well as multi user sensitivity technique in it. both appreciated it for its versatile nature
It is really nice to work on IWB with your and flexibility in presenting data, text, and
students as it facilitates both the teacher and pictures, PPTs, in addition to audio
student to find new ways of learning. It has assistance. It gives novelty to classroom and
been designed for business purpose (Griffon, creates longer effect on students due to
2002) but later is has been recommended by video impact in the mind of the receiver.
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the educationist in the education field. Later IWB is helpful in practicing all the skills
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various subjects have been benefited by this

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(reading, writing, listening, and speaking) in Peer discussion before reading will
learning a language. give them support to read in the class
Motivation from their group
IWB in Reading
members will improve their morale
Teacher can pay more attention to
Improvement in reading can be brought by
weak group
motivating students to read extensively and
Audio player helps them to
for that we need to make them interesting in
pronounce the word correctly and
reading. IWB can do a fovour for English
confidently
teacher. They can bring attention of reader
Certain grammar point can also be
in the class to the content on the white giant
highlighted.
board. Once the reader is in the class
In later stage mike can also be
attracted by the colorful screen he starts
supplied
taking pain of reading in the class.

Aim of research
IWB can support the reading skill in many
ways –
English language teachers are facing
difficulty in almost every country to make
Can present the text in no time.
their student learn how to read a language
Reduce the tension to bring text to
effectively to give better result. Teaching
class.
English language in a multilingual country
Can annotate the difficult word for
in India is a challenging task. Much has
the whole class
been done by the educationist to improve the
Can highlight the difficult words
reading of the students in the schools but the
The difficult words highlighted
result is not satisfactory. Most of the
throughout the exercise remain long
students who passed their senior secondary
in the mind of the student.
are not able to read out simple instructions
Reading text can be easily relate to
which are generally written on the forms
any picture to make reading a fun
which they need to fill to register in any
Group exercise can give them
entrance exam or college. Recently, much
confidence
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has been said and promised about the

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potentiality of IWB in language teaching in

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different countries. Teaching reading Methodology

English language is the demand of the hour
The reading practice has been done in a
and the aim of this research is, too, study the
reputed engineering college where
impact of IWB Technology in enhancing
interactive technology has been already set
reading skill in English language learning
up in language classroom. The students were
and to help teachers to find a solution to
from different states qualified their senior
enhance reading English when they leave
secondary from state board schools. 45
school. This research investigated the way in
students were targeted to fill questionnaire
which IWB attracts students to read more.
after giving them reading practice in IWB
Place of research classrooms. A direct question has also been
given to them.
This research has been carried out in a
reputed Engineering College i.e. Parul “How did you find IWB the most helpful/the
Institute of Engineering and Technology, most unhelpful in enhancing reading in
Limda, Vadodara, Gujarat, India. The language class?”
college in tie up with Globarena
After collecting written data, an open
Technologies Pvt. Ltd. (A private company
discussion has been done in the class to
giving training to students and corporate
discuss the points that why did they felt so.
employees to improve communication skills
and develop employability skills) has set up
Procedure of data presentation, and Result:
smart class to give student the experience of
future generation teaching learning The collected data has been segregated
environment. Firstly teachers were according to the comments written by the
introduced for a short training period and students. Somewhat similar answers were
then class was open to every faculty. This put in categories.
College was targeted because the students The whole data has been put in to seven
are a good mix of different state boards and categories then presented in the form of
government schools. Most of them have one table as given below (table-1) –
common thing in them i.e. difficulty in
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reading English.
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Total
Sr. Helpful or unhelpful features Result in
answers in
No. (while doing reading with IWB) percentage
favor
1 I love listening to a difficult word and practice with it. 13 28.88889
2 Reading in group helps overcoming hesitation. 09 20
I love how reading is associated with pictures and
3 07 15.55556
cartoons. It makes reading fun.
I love when teacher annotate any word or highlight a
4 06 13.33333
word and we use it in many sentences.
5 It reduces the tension of forgetting the text. 05 11.11111
It allows peer discussion which is the best thing to
6 03 6.666667
support reading.
7 It is new to me and I fell nervous 02 4.444444

Table-1- data presentation of helpful or unhelpful features of IWB

Discussion: equipments to make IWB a unique tool

to enhance interest of students so
The summary of the collected data is
reading. About 28% students love the
presented in table-1. By putting a glance on
combo of display and the listening of
the table we come to know that majority of
difficult word through audio player.
the students favor this technology while we
also got some remarks which are not strictly B> 20% students appreciated the group
against but also not in favor. The percentage activity which makes them really
of those comments is very low but we are confident and helpful in removing
not ignoring them so we’ll discuss those hesitation to which they were a victim
comments too and given a place in the table since childhood (as they told in an open
for the same purpose. discussion.) they love to be reviewed by
their peers rather than their teachers.
A> Students enjoyed the combination of
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various features of IWB as a result of C> Near about 15% students love the
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combination of various audio-visual picturesque use of IWB in reading

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comprehension. Students felt that it is G> Nearly 4% students wrote that they were
easy to relate story with the given afraid of the new technology. They
picture. Picture grabbed their attention hesitate to discuss even within group
to read more lines to find out what will because they think that if their friend
happen next. come to know that they don’t know
about the latest they will laugh on them.
D> Approximate 13% Students very much
appreciated the feature of highlighting Conclusion:
and annotating the difficult words and
Written feedback to question and statements
repeating the same to make other
of students after in group discussion showed
sentences in discussion time.
their fascination towards new technology.
E> 11% students were very happy as they They haven’t seen such type of language
were tension free to bring the targeted classroom before this college and novelty in
text for the reading class. Before that education is a rare thing. They appreciated
either this or that student were out of the combination of audio- visual
text and felt himself in embarrassing presentation with text which helps them to
situation in front of teacher. IWB restore the word in their memory for a
solved this problem the text presented longer time. As it is a well known fact
on the board is universal for class that Motivation, attention, and behavior
students. represent an overall student attitude in
the classroom, and IWB motivates students,
F> Near about 6% students love to share catch their attention through audio-visual
that they love review from peers than aids and bring a change in their behavior not
teacher. They love to learn more from to see the reading as a boring exercise but do
their friends in the group and IWB is it passionately to enhance their language
helpful as teacher in IWB class love to competence.
see their students talking and sharing so
teacher prefer group activity even in Works Cited
reading too.
Arnott S. “Computers to replace school
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blackboards. Computing”. 2004. Web. 9

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August 2009.

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<http://www.computing.co.uk/print/it/11572 <www.bucksict.org.uk/Effective/Whiteboar
15/>. ds.html>.

Austin N. “Mighty white”. The Guardian, 7 Heather J. Smith, Steve Higgins, Kate Wall
January 2003. Web.13th august 2011. & Jen Miller. “Interactive whiteboards: boon
<http://www.guardian.co.uk/education/2003 or bandwagon? A critical review of the
/jan/07/elearning.technology6>. literature.” Journal of Computer Assisted
Language Learning.
Bhatia. “Summary”. Web. 15 June,
1010. http://ebookbrowse.com/bhatia- Jamerson J. “Helping all children learn:
summary-pdf-d34392397 . action research project”. 2002. Web. 15
Nov, 2010.
BECTA. “It’s white in front of you!” 2000. <http://www.smarterkids.org/research/paper
Web. 15 June 2008. 15.asp>.
<http://top.ngfl.gov.uk/content.php3?content
/d958737537.html&amp;f=0>. Languages in India. Web. 15 nov, 2011.
<http://en.wikipedia.org/wiki/Languages_of
BECTA. “What the research says about _India>.
interactive whiteboards.” 2003. Web. 15
June 2008. Levy P. “Interactive whiteboards in learning
<http://www.becta.org.uk/research.>. and teaching in two Sheffield schools: a
developmental study”. 2002. Web. 20 April,
Boyle, J. “Virtual Magic.” Times 2008.
Educational Supplement. London. <http://www.shef.ac.uk/eirg/projects/wboard
Buckingham LEA. Developing Language s>.
.pp. 91-101 2005. Web. 10 Oct, 2011.
<http://edtech2.boisestate.edu/spechtp/551/I Languages in India. Web. 23Nov, 2010.
WB_Boon_Bandwagon.pdf>. <http://en.wikipedia.org/wiki/Languages
_of_India>.
Use of Interactive Whiteboards.
2002. Web. 22 sep, 2010. Thomas A. “The White Stuff”. Times
Educational Supplement, London. 2002
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DEATH OF THE TRAINER

Dr. Mrudula Lakkaraju,

[email protected]

Pardon my morbid title, and the depressive use of words!!!

Though much has been said about the different approaches of teaching and training the
practical implications are still unrealized by many. Many seminars and workshops are conducted
to spread the awareness but the effect is short term. The realization, even if it happens, does not
sustain as it’s much easier on the ego to teach, than to train.

Teaching ensues that the teacher gets to talk, gets hold of the control of class and it’s
easier to manage. On the whole, it’s a tightly controlled ambience with predictable results. On
the other hand training has the trainer talking less, has to relegate the control and authority in the
classroom and hence very difficult to manage, a total chaos from the conventional point of view.

But out of this disorder is born the learner’s own order. The results are positively
unpredictable because in a way certain parameters are fixed. Owing to the free learning
environment the learner explores his potential for learning and learns his/her lessons which were
existing as gaps earlier. Teaching presupposes that there are a set of gaps common to all learners
and have to be filled, on the contrast, training allows the learner to evaluate for himself/herself.

The learner centered approach, that is discussed here is a lesson learnt in a course
undergone at EFLU formerly CIEFL. It was an eye opener. Instead of applying this policy to
only some sessions it was used for every lesson that was ever taught within syllabus and without
syllabus. As it was an experimental effort, the method was constantly under observation, with
regards to the trainer’s performance and that of the learner’s to constantly assess the progress and
the validity of the adopted methods. The observations, findings and realizations during training
sessions are the lessons which help the teacher transform into a trainer and with better results.

Braving the criticism that would follow this idea as an over-simplified one, but having
realized this and having spent 13 years training young students and watching them bloom, has
stressed and reinstated the belief that Language acquisition is a skill and has to be imparted as
training and not teaching.

The death of the trainer is an attempt not to plagiarize Roland Barthes’ essay The Death
of the Author but giving him all the due credit he is worth, is an attempt to understand the
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similarity in the predicament explained through his essay.

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Roland Barthes’ assumptions are

1. The Death of the Author liberates the text from its creator and interpretative tyranny
for its myriad interpretations, lying in the texts multiple layers and meanings.

Likewise ‘The Death of the Trainer’ is an attempt to liberate the trainee from the trainer
and the set behavioral tyranny into his/her myriad ways of processing and internalizing a concept
or a skill. Each learner is free to have his/her unique interpretation.

2. As in the essay, The Death of the Author , the scriptor is born with the text, is in no
way equipped with a being, preceding or exceeding the writing.

‘Scriptor’ as used by Barthes, owing a fascination for his theory, I am being tempted to
use the word ‘facilitator’ who is born with the activity undertaken for the purpose of training
without preceding and exceeding the activity.

As the scriptor exists to produce but not to explain the work, so is the facilitator, who
produces an activity for the trainees, but, should opt out of predicting and expecting the outcome
in a particular predetermined way.

If the trainer comes up with an activity for team building, after the training session the
lesson that the students have learnt might not be exclusively of team building. Some students
might have learnt a lesson in speaking, some in listening; some might have learnt how to
overcome inhibitions…likewise. The trainer is a medium in designing and bringing the activity
to the learners, it’s the learner’s unique personality which will process the information and
design his/her learning processes.

Though ‘death’ in this article is used for figurative purpose and a sense of representation,
a skills training session would be best conducted if the trainer is at least partially paralysed.
Oops!!

Works Cited:

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Poems
The Spider in the Corner

She knit while listening to lectures

Sitting comfy in her webs
At heights out of the sight of academia.
She looked down at the futurekids
Weaving webs in heads, Lost in virtual webs.
And waited with them
for passing flies. Until one day,
when she was swept out of the classroom
from under the noses of dust allergic professors.
Lectures on eco-diversity and inclusive growth
resounded on the cob-less walls.
She knit her web among the bamboo poles
at the class-room window.
And continued listening.

V. Sreeja
[email protected]

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Am I…

For few, I am someone special,

just a random one for others.
Few consider me to be intelligent,
for few I am the dumbest person alive.
Some see me as an expert,
some take me as a naive.
I am 'the best friend' to some,
and for some I am the greatest foe.
There are people who admire my humility,
and then there are those who say I am rude.
I am the guiding light of hope for some,
for some a hole of terrible darkness.
Few admire my wisdom,
few think I am superfool.
Some see the hard labour I offer my passion,
others call me a lazy dog.
Some consider me a sinner,
Few declare me great.
So,who am I?
I ask myself again and again,
Am I the impression I have on others?
But I dwell not in thoughts of other,
I am not what they think I am,
We are judged rather by our deeds,
It is what I do that defines me.

Himanshu Shukla
[email protected]

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Movie Review
The Conflict of Conscious and Subconscious Brain - ROCK STAR

Dr. G. Venkata Ramana

[email protected]

MOVIE: ROCKSTAR(2011)
DIRECTOR & STORY: IMTIAZ ALI energy. This energy can be used or misused
ACTORS: RANBIR KAPOOR, NARGIS depends on the authority of the beholder.
FAKHRI
We are like a man riding a chariot with five
A pragmatic good quality movie completely horses; the five horses are five senses, which
different from the regular stereotypic trends lead the way. As riding a tamed horse is
and box office principles. Rockstar deals grace, riding untamed horse is hellish,
with behaviouralism, perception and because the consequences can be terrible.
conflicts that arise with different So, through the controlled senses we control
perceptions. Before going into the details of our heart, and that is the only way out. But
the movie, let’s discuss this serious topic. we have a problem here, when we are
Generally we consider heart and mind as the working on taming an unruly horse, you are
two decision making authorities in humans. taking the natural element from the horse.
The exquisite details of the mind are we This reduces the productivity of the horse.
have conscious mind and subconscious mind Creativity is different and intelligence is
(on the basis of the effort we put). As we different. As we say IQ is related to the use
know we are conscious of few things that to the use of brain i.e. conscious brain.
are going around, and we fully aware of the Creativity on the other hand is the use of
decision we make, generally making it feel subconscious brain i.e. heart. So, when we
is the work of mind. The subconscious are trying to hold the thoughts through
minds perception, decision we make, are censoring the five senses then we are
generally overlooked or taken as feeling of holding the creative element, nature is the
heart, because they depict your real-self. source of creativity, so it’s divine.
Many a times we are so much shadowed by
the surrounding environment that we fail to When we are frequently taking decision
understand what is real? And what is through the subconscious mind (heart) we
illusionary? So there is always a conflict tend to be very creative. The more you
between the conscious (brain) and unleash yourself the more creativity oozes
subconscious (heart) in relation to authority out. But at times we don’t have control on
71

of decision making. When we synchronize ourselves. This may reflect as high handed
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brain with heart we generate tremendous madness to the whole society. But what do

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we do the perception of the individual is perception, the extremity is in their

different! We are not discussing who is right unleashing their subconscious mind (heart)
and what is right or wrong. and consequences that fall through their
decision.
Now coming back to the Rockstar, the hero
unleashes his heart to bring his creative So, watch the movie to know the minute
element. But when unleashed he does not details of the movie. The director has taken
have the ability to control the consequences great care in putting such a complex subject
of subconscious mind (heart). So, the result in great detail. So hats off to the director
is utter chaos… on the other hand, the Imtiaz Ali. My friends watch the movie - as
heroine who has got similar temperament, a conflict between conscious mind and
inhibits the subconscious mind and again the unconscious mind. If you haven’t viewed
result is utter chaos. So the story is about with that angle, then view it once again, I
two similar individuals with similar am sure you will love it.

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Author Profiles
Dr Shree Deepa – She has been in the CELS, University of Hyderabad. She has a PhD in English
from O U and an M.Ed. degree. Corporate training, Soft skills training and teacher training are her
strong areas. She has published in the areas of interest.

Dr. Sanjiv Kumar - He is a PhD and a PGCTE from EFLU, Hyderabad. He has published and
presented 10 papers in National/International Journals and in more than 25 National and
International Conferences. He has 12 years of teaching/research experience.

Dr.Vikas Raval - He is working as an assistant professor of English at Nirma University,

Ahmedabad, Gujarat where he teaches communication skills. A doctorate from Sardar Patel
University, Gujarat. He has published 15 research papers of national and international reputes.
Nannapaneni Siva Kumar - He is a research scholar at Sri Venkateswara University. He teaches
Communication and Soft Skills in K.L.University. He has rich teaching experience abroad and
interested in language teaching.

Dr. Divya Walia - She is working as an Assistant Professor in the Dept. Of English of the IIS
University, Jaipur and her area of specialization is ELT.

Dr. A. Sandhya Reddy - An Associate Professor in English, Chaitanya Bharathi Institute of

Technology, Hyderabad and has19 years of teaching experience. An Expertise in communication
skills and soft skills training and a certified as a soft skills trainer. Undertakes placement training
too.

Mr. Pushpendra C. Sinora - He is working as a Lecturer in Department of Communication Skills,

Charusat University, Changa, Gujarat. He has 03 years of experience of teaching Communication
Skills, Professional Communication, Technical Communication, Business Communication, Spoken
English and English language.

Mr. Kaushik Trivedi - He is working as a Lecturer in Department of Communication Skills,

Charusat University, Changa, Gujarat. He has 03 years of experience of teaching Communication
Skills, Professional Communication, Technical Communication, Business Communication, Spoken
English and English language.

V. Sreeja – An M.Phil and an M.A. from University of Hyderabad. She is currently working as
guest lecturer at Sacred Heart College, Ernakulam, Kochi.

Himanshu Shukla - An Engineering graduate from National Institute of Technology, Surathkal.

His interests are in Theoretical physics and Writing (both humorous and reflective). He loves
writing based on his own experiences rather on worldly facts.
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Dr. G.V.Ramana - Translated several short stories, presented papers in the international and
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national conferences. A certified Senior Technical Writer working on content development, user

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manuals, Installation guides, deployment guides etc. and also widely travelled soft skills trainer
dealing with all the aspects behavioral training. Is a keen learner, working on the fringe language
sciences.

Dr. Mrudula Lakkaraju - Trained from EFLU and a Doctorate from Osmania University. Prefers
the designation of a trainer and a writer. Presented several academic articles to international and
national seminars and conferences. Casual and creative writing is also her forte. A prolific reader
and a writer.

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