M.A. ENGLISH PART I

Transcription

1 Tilak Maharashtra Vidyapeeth, Pune Department of Distance Education HOME ASSIGNMENTS M.A. ENGLISH PART I copies

2 Dear Friends, *Submission of Home Assignments is mandatory for all the students who have taken admission to M.A (ENGLISH) in *For M.A (ENG) PART-I, the internal assessment is based on the Home Assignments that you submit. For each paper 40 marks are allotted for Internal Assesment,Minimum 16 marks are required for passing in Internal Assessment. *If you do not submit Home Assignments your mark sheet will bear Absent Remark. If you get marks less than 16 you will get Fail remark. Even after getting through the annual examination such candidate will have to submit Home Assignments in next academic year and get required minimum marks. Year Internal Assessment Examination Total Marks To be converted into Minimum Marks required for Total Marks Minimum Marks required for passing First Year out of 80 & 16 out of 40 passing *Model Answers of the question for Home Assignments carry points expected to be covered. With the help of these model answers and instructions along with it you are supposed to complete the Home Assignments. With Best Wishes Neelima Kulkarni (Programme co-ordinator).

3 GENERAL GUDENCE FOR THE HOME ASSINGNMENTS. 1) Be well prepared about your answers, solve questions as per instructions. 2) Write point to point answers; expand the points as per need. 3) Don t forget to give paragraph to your answers, be habitual for that. 4) For long answer type question INTRODUCTION and CONCLUSION is compulsory. INTRODUCTION shows the direction of your answer.introdution should be linked with the answer, it should be of 5/7 lines. 5) Later comes main part of your answer, make paragraphs as per the question. Long answer should be written in 3-4 foolscapes, and short answers should be written 1.5 to 2 foolscaps. 6) Write CONCLUSION attractively and should be linked with INTRODUCTION and MAIN PART of your answer. In conclusion mention that your explanation as per the question has ended. 7) Answers should be written neatly. Write new point on the new line and underline it. 8) Use reference book linked with your subject. 9) Indicate the opinion of a literary person in inverted commas; it shows your external reading. 10) Give definitions if needed, give examples if needed, Examples shows your study skills. 11) For First Year assignments of each paper carries 2 sections. First Section comprises of routine questions. In Section Two you are assigned number of activities. You have to attempt any two. 12) You can use TREE DIAGRAME for writing the long answers in your HOME ASSINGNMENTS. * ALL THE BEST*

4 GENERAL GUIDENCE FOR THE EXAMINATION. Dear Friends, You can write answers for the questions provided to you in HOME ASSINGNMENTS, at your home only. HOME ASSIGNMENT is kind of practice to you for writing the answers in main exam. The pattern of the questions in HOME ASSINGMENTS is the same in the main exam.difrence is that the questions of main exams will be a surprise for you and the answers of those questions should be written in given 3 HOURS in main examination. Many times we feel that, I wrote 4-5 pages of answers but haven t got that much of marks, Why does this happen? Take following points into consideration:- *Write as per the need of that particular question. * Give examples at the right place. * Use paragraphs in your answer. *Write without any grammatical mistake. For getting expected marks in the examination:- *Read the question properly. For E.g.:-If the question is Evaluate the feature of Kamala Das.In this question write about works of kamala das, themes, her life, her mind set, her famous creations etc. *Don t lose the balance of your answer, write about your opinion fearlessly (if asked), and give explanation in favor of your opinion. *The question has words like. DISCUSS, EXPLAIN, EVALUATE, know the meaning of that words and write your answers accordingly. *Read the question bank at the back of the study material and be prepared with your answers that will help you in your examination. *You should do the writing practice every day, so that you will not be short of time in your examination for sure. * ALL THE BEST*

5 TILAK MAHARASHTRA VIDYAPEETH, PUNE MASTER OF ARTS (M.A.) ENGLISH (PART I) THE STRUCTURE OF MODERN ENGLISH-(E 121) HOME ASSIGNMENT ( ). NOTE-You have two sections, I and II, treat each of them separately. SECTION-I Q. 1 A. Explain the principles of Effective Communication. (20 M) B. Write Short Notes on any 2 of the followings: (20 M) a) Word Stress b) Intonation c) Multiculturalism d) Pidgins and Creoles SECTION II Q. 2 Attempt any two of the following activities. (40 M) a. Prepare a booklet providing details of Non-Verbal Communication. b. Prepare a comparative analysis on Bilingualism and Multilingualism c. Write a note on Description of Vowels and Consonants d. What are the different Parts of Speech?

6 GUIDELINES Explain the principles of Effective Communication. Students need to write about the meaning and definition of communication. Further, students should write the principles of effective communication, namely the seven Cs of effective communication and how these seven Cs help to make communication effective. Students should also mention that that how overcoming barriers to communication help to make communication effective. Students should support their answer by providing factual examples. Word Stress Students are required to write about the use of stress or accent in English language. Students should provide details about the weak forms as well as strong forms of certain words. Students should also focus upon the sentence stress. Intonation The focus of students should be on the use of variations in the level of pitch while attempting this short note. Students should focus on various intonation patterns and write about falling and rising tone. Multiculturalism Students should explain the meaning of term multiculturalism. Students should write how culture of a person affects the use of language. Students should also write about the variations caused due to culture of a person. Pidgins and Creoles Students should explain the meaning of these two terms. Students should support their answer by giving certain examples. Prepare a booklet providing details of Non-Verbal Communication. While writing this answer, students need to write about various elements of non-verbal communication. Students should collect information in pictorial form to support their answer. Students need to write about any five elements of non-verbal communication.

7 Prepare a comparative analysis on Bilingualism and Multilingualism While comparing these two important concepts of English language, students need to write about their meanings as well as features. Students should support their answer by providing examples. Write a note on Description of Vowels and Consonants Students need to write the meaning of vowel and consonant in the beginning. Students should write about oral and nasal sounds. Students need to write about voiceless and voiced sounds. Students should provide details of pure vowels, diphthongs and consonants of British R.P. Students should support their answer by providing examples and drawing the diagrams. What are the different Parts of Speech? Students need to write about the eight parts of speech, namely, nouns, pronouns, adjectives, adverbs, verbs, prepositions, conjunctions and interjections. Student should support their answer by giving examples of these parts of speech.

8 TILAK MAHARASHTRA VIDYAPEETH, PUNE. ENGLISH FICTION (E-122) Sub. Homework assignment for Note:-You have two sections I and II, treat each of them separately. Answer the following questions: Section I Question 1How has Swift made use of irony and satire in Gulliver s travel? (20) Question 2: Write Short note on any two (2x10 marks). (20) (a)write a short note on the ending of Henry Fielding s novel Joseph Andrews. (b) The structure of Pride and Prejudice (c) Humour and pathos in David Copperfield (d) Symbolism in A Passage to India A few General suggestions to help you writing an answer: Do read prescribed text and Self-study material provided by TMV. Consult list of books at the end of Self-study material. This is your starting point. Have a central idea that will lead to an interesting and unified answer. Build a logical support. Very often it can be stated in just one sentence. State an opinion or an attitude about the facts you have found while reading a text. For example, Brutus stabbed Shakespeare s Julius Caesar on the Ides of March is to state a fact. A statement about the fact might read Brutus succeeded in killing Caesar on the Ides of March because Caesar had grown too arrogant and proud to protect himself. Let us not say My English Fiction class is interesting. Let us say My English Fiction class makes drama easy to understand and appeals to those who enjoy exploration. Examine the Question carefully. Understand the task. Take time to plan the answer before you begin writing. Assess the expected length and range of your response. Be sure of how much you are expected to write. Short notes and short questions require just a few points, may be four or even less. Let there be a few sentences, but concise and precise. A long or a full question, an essay type question demands a lot more. Introduce. First impression is the last impression. Make use of the words in the question to get you started. Provide appropriate background information. For example begin with in Shakespeare we find many instances of supernatural elements; say Hamlet s father s ghost, three witches in Macbeth.

9 Budget your time: In examination paper lasting three hours and demanding five answers, reserve at least fifteen minutes of planning and last fifteen minutes for revising your answers. Express, don t try to impress. Citations are difficult unless you have a superb memory. Nevertheless, use key words and phrases. Identify your source. Be brief, accurate, specific, and complete. Be relevant. Many students skip lines as they write, leave larger margin to facilitate changes and insertions. Do not plan on it. Please do add a key element that you may have omitted at first instance. Insert definition or an essential detail; correct mistakes. But don t take examiner for granted or assume that he is unkind to you. Connect: Link thoughts and arguments with necessary transition within paragraphs. Link paragraphs logically within an essay. Conclude: Because of time constraint you certainly will have to condense. Do not spill it. Don t ignore basic features. A checklist: Getting Ideas for Writing about Fiction Title: Is the title informative? What does it mean or suggest? Did the meaning seem to change after you read the story? Does the Title help you to formulate a theme? If you had written the book, what title would use? Plot: Does the plot grow out of characters, or does it depend on chance or coincidence? Did something at first strike you as irrelevant that latter you perceived as relevant? Do some parts continue to strike you as irrelevant? Does surprise play role? Can the story be read with interest second time? If so what gives a second life? What conflict does the story include? Do you find Conflicts of one character against another? Do you get Conflict within a single character? Are conflicts resolved? If so how? Are some episodes narrated out of chronological order? If so, were you puzzled? Annoyed? On reflection does the arrangement seem effective? Why or why not? Are certain situations repeated? If so what do you make out of those repetitions? List the major structural units of the story. Try to summarize the each unit that you have listed. In a sentence summarise the conclusions or resolution. Do you find it satisfactory? Why or why not? Character: List the traits of the main characters. Which character chiefly engages your interest? Why? What purpose do minor characters serve? Do you find some who by their similarities and differences help to define each other or help to define the main character? How else is particular character defined- by his or her words, action, thoughts, and emotions? Do certain characters act differently in the same or similar situation? How does the author reveal the character? Does he establish the character by revelation through dialogue or through depicted action? How are the author s methods especially suited to the whole story? Is the behaviour of the characters plausible- that is the characters well motivated? If the character changes, why

10 and how does the change take place? Did you find the change reasonable? Are the characters rounded or flat? Are they complex? Or on the other hand are they highly typical? Were you interested in character s psychology? Did the character strike you as standing for something, such as honesty or the simplicity etc? How does author cause you to sympathise with certain character? How does your response or lack of itcontribute to your judgement of the conflict? Point of view: Who tells the story? How much does the narrator know? Does the narrator sound reliable? What effect is gained by using this narrator? How does the point of view help shape the theme? Would the telling story by a different change our view on the facts of the matter? Does the narrator s way of telling a story, his language help the reader to construct a picture of his character, class, strengths, and limitations? Collect evidence. How far can you trust the narrator? Why? Setting: Do you get a strong sense of time and space? If time and place are important, how and at what points in the story has the author conveyed this sense? If you do not feel the setting, do you think the author should have made it more evident? What is the relation of setting to the plot and the characters? Would anything be lost if the description of the setting were deleted from the story or if the setting were changed? Symbolism: Do certain characters seem to you to stand for something in addition to them? Does the setting-whether a house, a farm, a landscape, a town, a period have an extra dimension? Does certain action in the story seem symbolic? If so what do they stand for? If you feel the story has symbolic elements, do you think they are adequately integrated within the story, or do they strike you as being too obviously entangled into? Style: Here we mean a way of saying things. It is the writer s manner of expression. The author s choices of words, of sentence structure, and of sentence length are all aspects of style. How would characterize the style? Can we say simple, figurative, understated or any other way? How has the point of view shaped the style? Do you think that the style is consistent? Or does it change with requirement of the situation? Theme: Do certain passages- the title, some of the dialogue, or some of the description, the names of certain characters-seem to you to point out to the theme? Do you find certain repetitions of words or a pairs of incidents highly suggestive and helpful in directing you thoughts towards stating a theme? Does the theme values you hold, or does it to some challenge them? We shall try to make a plan for answer to Question 1 Question 1 How has Swift made use of irony and satire in Gulliver s travel? Introduction: Swift s age had abundance of political controversies and ideological clashes. Pope, Steel and Addison had satirised prominent institutions as well as political figures in their writings. Swift wrote some of his famous satires like A Tale of the Tub and The Battle of the Books in Gulliver s Travels was published in It was a satire on the current politics between the Whigs and the Tories.

11 Definition of terms: Irony and Satire. Please explain the difference between verbal irony and irony of situation. Explain topical allusions to contemporary England. They are transmuted into the symbolic allegorical caricatures of the institutions of mankind. In sharp contrast with Lilliputians Brobdinganians difference is in physical and spiritual size. Swift manipulates the three elements. He finds savages (horses) noble and Yahoos savage. It is satire on the politics and administration of England, as well as the smallness of man, his vanity, illusion, rivalries, malice and hypocrisy. Gulliver himself is Swift s most important device of irony. His narration is apparently innocent of malice, and his manner is polite and agreeable. These are the causes of the reader s confusion because he is caught unaware. Turning to Short notes we note the scope of the answer will be limited as compared to Essay type question The key word in question 2(a) is ending. (a)write a short note on the ending of Henry Fielding s novel Joseph Andrews. The ending is weak. It appears to be contrived one. Joseph is found to be the son of a gentleman Mr. Wilson. Fanny is the daughter of Gaffar and Gammar Andrews. Bourgeois proprieties are satisfied, and no one opposes the marriage, which brings the book to a happy ending. Yet this denouncement is not brought about clumsily, because Fielding is at pains to lead on to the surprise gradually. Fanny is found to be the daughter of the Andrews, so that for some time everyone believes her to be Joseph s sister, which allows the novelist to show us the different reactions of the chief characters to the situation. It shows grief of Fanny and Joseph, Pamela s moralizing, the advice of Adams, and hope blossoming in the heart of Lady Booby. Finally Mr. Wilson arrives and recognizes Joseph as his long-lost son by the strawberry mark on his chest. But it should be noted that the arrival of Mr. Wilson, which takes place in Chapter XV, is announced as early as Chapter V. (b) The structure of Pride and Prejudice The key word in question 2(b) is structure. Introduction: Jane Austen s novels hardly mirror rapidly changing England of her Age. Her world is a closed world in which class distinction was very rigid. The society was divided between aristocracy and newly emerging industrialists. She presents a vivid picture of provincial England of 18 th century, which touches the humour and irony that added charm to the story. The term structure is seen right from Aristotle s days. New critics use it synonymously with Form. Novel is well constructed. Events follow logically. There are no digressions. The sub-plots are related to the main plot. Characters and actions compliment and supplement each other.

12 The first six chapters introduce the Bennett, Lucases, Darcy and Bingleys, and also give the reader hints about the development of plot. After Jane returns from Netherfield, Wickham and Collins are introduced. This leads to the first high point in the story-the Ball. Next few chapters deal with Mr. Collins, his marriage to Charlotte. Elizabeth comes in contact with Darcy. Here we come to the climax of first half of the novel. Darcy s proposal is rejected by Elizabeth. She stops at the Gardiners, giving the reader an opportunity to get to know these characters and preparing him for their role in their latter part of the story where they help to bring about a reunion of Elizabeth and Darcy. Meanwhile, Lydia has prepared for elopement with Wickham. This has a catalytic role to bring Darcy and Elizabeth together. Into the main action are woven the developing love affairs of Jane and Lydia which act as a commentary on the central story. Austen uses what is called the Kaleidoscopic presentation of the main characters i.e. the reader is shown first one aspect of character, then the emphasis shifts, and new aspect is shown. The process continues until all aspects are revealed. The plot of the novel is symmetrical; the characterization psychological, nothing and no character is redundant or unnatural. Her characterization and technique are so skilful that they form an integral unit. (c) Humour and pathos in David Copperfield The key words in question 2(c) are humour and pathos. We find humour in abundance. There is humour of character, humour of situation, as well as humour of dialogue. Mr. Micawber is Shakespeare s Falstaff. Miss Betsey is always chasing donkeys. Mr. Dick and Mr. Spenlow are eccentrics. Many episodes are purely amusing. David is cheated by a waiter. Dickens has given his comic characters a distinct manner of speech. Dickens is criticized for being melodramatic and over sentimental. David s ill-treatment by the Murdstones, the death of his mother is no doubt pathetic. But this effect is spoilt by other scenes which are melodramatic and overdo pathos. Death of Dora s dog Jip when she dies, the death of Ham, or Steer forth s body being washed away to the shore to lie at the feet of David, are undoubtedly detract from the effect of those where Dickens depicts true emotions with restraint and simplicity. (d) Symbolism in A Passage to India The key word in question 2(d) is Symbolism. Introduction: In the Symbol the relation between the signifying item and what it signifies is not a natural one, but entirely a matter of social convention. Sustained symbolism is a coherent system composed of a number of symbolic elements. In many of his novels E.M. Forster has made use of symbols like circles, hollows, rooms, houses, caves, etc. The caves are a very important symbol in A Passage to India and, in fact at the heart of the novel literally, structurally, as well as symbolically. The caves are a plot device. Adela s quest for India leads to the caves, they bring about the imprisonment and trial of Aziz, Mrs. Moore decides to go home and dies on the way. Adela s engagement is broken. Friendship between Aziz and Fielding is endangered. The

13 cave also possesses powerful symbolic force. In a frightening way, they represent the hostility of the Indian earth to European power and control. For Mrs. Moore, the challenge of the caves is a spiritual one. She likes mysteries but dislikes what she calls muddles and the Malabar Hills and caves appear to be a metaphysical muddle on a grand scale. For Adela, the challenge seems more psychological because they expose her barren emotional life and the fear of the physical. The caves temporarily break the power of reason in her bringing about mental and physical breakdown. Forster s use of symbols, particularly that of the cave and his careful construction of the plot make the novel a unique piece of art. Homework Assignment for M.A.PART-1 (English Fiction-E-122) For Section II ACTIVITY/Fieldwork: Answer any two of the following. Each question carries 20 marks. Question 1: Write a literary biography of: Thomas Hardy or Joseph Conrad. Question 2: Write an essay introducing any other novel (than the prescribed) by D. H. Lawrence, E.M.Forster or Graham Green. Question 3: Read any novel of Thomas Hardy your choice (other than prescribed -Jude the Obscure). Bring out the importance of setting. Question 4: Watch the film Heart of Darkness (CD is available). Alternately read the novel. Discuss characters. A few suggestions to enable you to answer: Restrict your answer to 300 words. Consider significant facts which have helped you in appreciating his contribution to literature Question 1: Write a literary biography of: Thomas Hardy or Joseph Conrad. In case of Q 1, Internet search will most positively give a lot of information. Any copy of text available in market or even the cheapest guide will provide facts. Select the most significant information which has helped you in your understanding and appreciation. Do consider the following points before you make your choice. Author s birth, parentage, School College and university background, early place of work, his masterpiece and popularity as well as his contribution to age and present position are certainly worth your consideration. Question 2: Write an essay introducing any other novel (than the prescribed) by D. H. Lawrence, E.M.Forster

14 .In case of Q2, Do scan Internet. Search on Internet. Procure a copy of text available in market or a library. Find out the facts about Age and type of novel to which it belongs. Try to know political or social or historical significant facts of that Age. Did you find the title suggestive? What were themes? What was the purpose? How did he present the story through development of plot or through dialogues? Observe the method of characterization? What can you say about the plot and structure? Give your views supported with evidence from the work. Question 3: Read any novel of Thomas Hardy your choice (other than prescribed -Jude the Obscure). Bring out the importance of setting. In case of Q3: Consult the following checklist. Do you get a strong sense of time and place? What is the story about? If time and place are important, how and at what points in the story has the author conveyed this sense? Do freely that author should have made it very evident? What is the relation of setting to the plot? (A place like lighthouse says something than a mere building.) Is landscape important? Would anything be lost if the description of the setting be deleted from the story or if the setting-whether a house, a farm, a landscape, a town, a period-have an extra dimension? Question 4: Watch the film Heart of Darkness (CD is available). Alternately read the novel. Discuss characters. In case of Q 4: Run through the checklist as follows: List the traits of the main characters. Which character engages your interest? Why? What purpose do the minor characters serve? Do you find some who by their similarities and differences help to define each other or help to define major character? How else is a particular character defined by his words, actions including thoughts and emotions, dress, setting, narrative point of view? Do certain characters act differently in the same situation? How does the author reveal the character? Does he use authorial authority? If the characters change during the unfoldment of story, does the author provide a clue for such a change? Are characters rounded or flat? Are they complex or typical? Were you chiefly interested in a characters psychology, or does the character strike you as standing for something such as his honesty, or hunger for power over others, or arrogance? How does the author attract your sympathies with certain characters? How does your response- your sympathy or otherwise- contribute to your judgement of the conflict?

15 TILAK MAHARASHTRA VIDYAPEETH, PUNE. ENGLISH DRAMA (E-123) Sub. Homework assignment for M.A. (English) PART-I ( ) You have two sections, I and II, treat each of them separately. SECTION -I Answer any two of the following questions. Each question carries 20 marks. Question 1(A) Discuss various themes of Christopher Marlowe s Doctor Faust. (B) In The Way of the World we see William Congreve at his best in characterization. Substantiate. (1x20=20 marks) OR Question2: Write short Note on any two (2x10=20 marks) (a) Ben Jonson s Volpone is considered among the greatest comedies of the Jacobian period. Discuss. (b) Discuss the character of Witwoud in the drama The way of the world. (c) Construction and plot of Sheridan s The school for scandal. (d) The casket -scene Suggestions to help you writing an answer: Do read prescribed text and Self-study material provided by TMV. This is your starting point. Consult list of books at the end of Self-study material. Have a central idea that will lead to an interesting and unified answer. Build a logical support. Very often it can be stated in just one sentence. State an opinion or an attitude about the facts you have found while reading a text. For example, Brutus stabbed Shakespeare s Julius Caesar on the Ides of March is to state a fact. A statement about the fact might read Brutus succeeded in killing Caesar on the Ides of March because Caesar had grown too arrogant and proud to protect himself. Let us not say My English Drama class is interesting. Let us say My English Drama class makes drama easy to understand and appeals to those who enjoy exploration. Examine the Question carefully. Understand the task. Take time to plan the answer before you begin writing.

16 Assess the expected length and range of your response. Be sure of how much you are expected to write. Short notes and short questions require just a few points, may be four or even less. Let there be a few sentences, but concise and precise. A long or a full question, an essay type question demands a lot more. Introduce. First impression is the last impression. Make use of the words in the question to get you started. Provide appropriate background information. For example begin with in Shakespeare we find many instances of supernatural elements; say Hamlet s father s ghost, three witches in Macbeth. Budget your time: In examination paper lasting three hours and demanding five answers, reserve at least fifteen minutes of planning and last fifteen minutes for revising your answers. Express, don t try to impress. Citations are difficult unless you have a superb memory. Nevertheless, use key words and phrases. Identify your source. Be brief, accurate, specific, and complete. Be relevant. Many students skip lines as they write, leave larger margin to facilitate changes and insertions. Do not plan on it. Please do add a key element that you may have omitted at first instance. Insert definition or an essential detail; correct mistakes. But don t take examiner for granted or assume that he is unkind to you. Connect: Link thoughts and arguments with necessary transition within paragraphs. Link paragraphs logically within an essay. Conclude: Because of time constraint you certainly will have to condense. Do not spill it. Don t ignore basic features. We shall try to make a plan for answer to Question 1(A). Question 1(A) Discuss various themes of Christopher Marlowe s Doctor Faust. Introduction: Christopher Marlowe was contemporary of England s greatest ever dramatist William Shakespeare. Marlow received M.A. degree from University of Cambridge. He entered Privy Council register and lend service to Her Majesty. He earned bad name for his secret service to Royalty. As Shakespeare s immediate processor, he prepared way for the emergence of well defined well crafted Elizabathen drama. He was commonly known as University wit. His second best contribution was the use of Blank verse as the poetic vehicle for tragedy. He possessed finest wit and most delicate fancy. The term theme: Handbook of Literary terms describes theme as the prevailing topic or issue conspicuously running through a literary work. Longer works can have multiple themes. Not all subjects in a work can be considered themes; only the central subject(s) can be identified as the theme of a work of literature. The theme by itself is a starting point in the comprehension of individual work. M.H. Abram says, theme is sometimes used interchangeably with motif, but the term is more usefully applied to general concept or doctrine whether implicit or explicit, which art imaginative work is designed to incorporate and make persuasive to the reader. Themes of Dr. Faustus:

17 Unlawful knowledge: Hero s ambition for knowledge from necromantic books for profit, delight, power, honour and omnipotence is blasphemous. His mind is inclined towards sensuality than spirituality. Ambition and down fall: Intellectual curiosity came first, pleasure afterwards. He knows that he is intent upon knowledge acquired with assistance of Devil and the price is damnation. First he questions Mephistophilis about the secrets of the universe. Science versus spirituality: This is his reasonable side. The Age wanted to know the secrets of the Universe and Life. He symbolises the quest for knowledge not only for himself but for all others. Sensuality versus spirituality: Faustus wastes no time to ask for a wife the fairest maid in Germany. He is gratified but soon realises he can have a woman and not a soul mate. He relapses. The scientific knowledge drives out from his body the virtues of his soul, a peril which the world of secure knowledge is constantly facing even today. Hell versus Heaven: Where there is devilish spirit there is Hell and where there is angelic spirit there is Heaven. The question of free will: The tragedy of Faustus is a tragedy of wrong choice. He signs a contract and ruins himself deliberately. He ignores wise council and acts in defiance. His last cry is an admission that character is fate. (This is a view held by existentialists.) Theism versus atheism: He denied God, mocked at Pope, lost faith in scriptures, imagines Helen is Heaven, but at long last repents but had reached a point of no return. The wage of sin is death: Faust eating fruit of forbidden tree of knowledge is a sinner of obdurate pride sticking to pleasure in spite of several warnings. He illustrates Biblical rule. Instability of character: Prof. Steane considers instability of his character as a theme. Man crawls between Heaven and Hell. (This is a view held by psychologists.) Conclusion: Faustus moves on too low a level. Four times good angles suggested him. Twice does Mephistophilis gave a warning. There is hardly any real revolt in him. His aspirations are too mean. In spite of all this it retains its own charm and spell. (B) In The Way of the World we see William Congreve at his best in characterization. Substantiate. Let us note that the key words leading to answer are characterization and substantiate. And hence your answer shall include technique of characterization with particular reference to the work. The answer shall provide details of at least two major characters and two minor ones. Suggestions Question No. 2(a, b, c and d) (a) Ben Jonson s Volpone is considered among the greatest comedies of the Jacobian period. Discuss. The key words in question 2(a) are obviously Jacobian period and comedy.

18 In introduction, spell out what do you mean by Jacobian period. Write the names of dramatist and their works. Simplicity of structure and marvellous energy of play-goers, Jonson s use of satire on vice in Venetian society, Johnsonian nomenclature are some important observations. The intrigue increases tension. Comic justice works itself out. Jonson s aim in comedy was to laugh at contemporary follies. The dramatist rode the crest of the wave of creative zest. (b) Discuss the character of Witwoud in the drama The way of the world. The key words in question2 (b) are: character and Witwoud. Witwoud and Petulant are typical fops in Restoration comedy, shallow superficial persons out for fun. His function is to represent the class of fashionable young man. These two men are almost inseparable. Their quarrel on Millamant s beauty irritates. Congreve invented both men as false wits. The most convincing evidence of his foppishness and snobbishness is seen in the way he behaves with his own brother. (c) Construction and plot of Sheridan s The school for scandal. The key words in question 2(c) are construction and Plot. In the Introduction define construction and plot. Then turn to the said work. Two different stories are woven into a single play. One of them was sentimental melodrama dealing with the activities of the scandalmongers and the efforts of Lady Sneerwell to trap into marriage a young Sir Charles who is in love her ward and niece Maria. The other story deals with marital problems of an old couple Teazle s. Two brothers appear in the story. The main plot deals with quarrels of old. Sheridan has an instinctive sense of theatre. There are several scenes in the play which are masterpieces. It was a stupendous success on the stage. The Auction scene is wildly improbable though it is hilarious comedy. The key words in question 2(d) are The Casket-scene. You need to know for sure that they are taken from Oliver Goldsmith s drama She Stoops to Conquer. Tony appears in Act III is certainly a high point in the comedy. Tony promise to assist Hastings in eloping with Miss Neville. He will supply him with two fresh horses for the chaise, and also get for him the jewel box. The humour in this scene is largely farcical, but dramatic irony also contributes to our enjoyment of it. There are different levels of awareness. Tony knows that the jewels are stolen, he himself has stolen them. He speaks the truth when he says he saw them being stolen with his own eyes. The audience also knows that the jewels have been stolen by Tony, and so they fully enjoy the comic discomfiture of Mrs.Hardcastle. Her overt indulgent love has spoiled Tony and the readers feel that she is rightly served, for it was wrong on her part to deny the jewels to Miss. Neville. It is all a big joke at the expense of the domineering Mrs. Hardcastle. We conclude that appearances are often deceptive, and no indication of reality that lies beneath. Subtle dramatic irony prevails.

19 Homework Assignment for M.A.Part-I (English Drama-E-123) Activity/Fieldwork Section -II Answer any two of the following questions. Each question carries twenty marks. Question 1: Write a literary biography of any 1of the following: G. B. Shaw, T. S. Eliot, Samuel Becket, Harold Pinter or John Osborne. Question 2: Write an essay introducing any other drama (than the prescribed) by G. B. Shaw. Question3: Visit a local play-house to watch a popular Drama (preferably in English but not necessarily). What elements of spectacle helped in making it more successful? Question 4: Bharat Muni in his Natyashastra a Sanskrit treatise on dramaturgy says aim of the art of drama is to educate in a pleasing manner. Do you agree? Illustrate. A few suggestions to enable you to answer: Restrict your answer to 300 words. Consider significant facts which have helped you in appreciating his contribution to dramatic art. Question 1: Write a literary biography of any 1of the following: G. B. Shaw, T. S. Eliot, Samuel Becket, Harold Pinter or John Osborne. In case of Q 1, Internet search will most positively give a lot of information. Any copy of text available in market or even the cheapest guide will provide facts. Select the most suitable information which has helped you in your understanding and appreciation. Do consider the following points before you make your choice. His birth, parentage, School College and university background, early place of work, his masterpiece and popularity as well as his contribution to age and present position are certainly worth your consideration.

20 Question 2: Write an essay introducing any other drama (than the prescribed) by G. B. Shaw. In case of Q2, Do scan Internet. Procure a copy of text available in market or a library. Find out the facts about Age and type of drama to which in belongs. Try to know political or social or historical significant facts of that Age. Did you find the title suggestive? What were themes? What was the purpose? How did he present the story through development of plot or through dialogues? Observe the method of characterization? What can you say about the plot and structure? Give your views supported with evidence from the work. Question3: Visit a local play-house to watch a popular Drama (preferably in English but not necessarily). What elements of spectacle helped in making it more successful? In case of Question 3:: Consider the construction of stage in terms of lighting, furniture and property, music, acoustics, drapery, acting and art of make-up and all such elements. What contribution did they make in presenting the drama a success? Question 4: Bharat Muni in his Natyashastra a Sanskrit treatise on dramaturgy says aim of the art of drama is to educate in a pleasing manner. Do you agree? Illustrate. In case of Question 4 you may take a certain point of view. Historically almost universally drama was used as an instrument of propagation of religious ceremonies and rituals. Drama is widely used by political institutions for illustrating their ideology to make it acceptable and popular. For many Social reformers drama was preferable form rather than writing and essays or oratory. You will find examples of drama purely as a statement of fine art as well. Provide enough examples in making your view amply clear.

21 TILAK MAHARASHTRA VIDYAPEETH, PUNE MASTER OF ARTS (M.A.) ENGLISH (PART I) INDIAN LITERATURE IN ENGLISH (E-124). HOME-ASSIGNMENT NOTE-You have two sections, I and II, treat each of them separately. SECTION l Q. 1 A.Critically analyze the poem Night of the Scorpion. (20 M) B.Write Short Notes on any 2 of the followings: (20 M) e) Theme of the poem The Butterfly. f) Characterization in Kanthapura. g) Themes in the novel A Fine Balance. h) Views of Lokmanya Tilak in Common Language & Honest Swadeshi. SECTION ll Q.2 Attempt any two of the following activities. (40 M) 1. Critically summarize any three poems of The Old Playhouse and Other Poems. 2. Review the novel The English Teacher written by R. K. Narayan. 3. Collect and summarize any three poems of Nissim Ezekiel. 4. Review any novel written by Raja Rao.

22 GENERAL GUIDELINES Critically analyze the poem Night of the Scorpion. Students need to analyze the poem critically. In the beginning, students should write about the poet. While critically analyzing the poem, students should write about the theme of the poem and summarize it. Students should also write about the setting and context of the poem. Students should also provide details of the form and techniques used by the poet. Students should also focus upon the language and imagery used in the poem. Students should also provide their point of view in conclusion. Theme of the poem The Butterfly Students need to write about the theme of the poem and summarize it. In the beginning, students should write about the poet and Jejuri. Students should write about the setting, context and form of the poem. Students should also focus upon the language and imagery used in the poem. Students should express their opinion in conclusion. Characterization in Kanthapura Students should provide details of the main characters in the novel. In the beginning, students should write about the author. While writing about the main characters, students should describe the qualities of characters and their physical appearance. Students should also write about the negative side of main characters, if applicable. There are eleven characters in the novel and students should write about all of them in short. Themes in the novel A Fine Balance Students should provide details of different themes depicted in the novel. In the beginning, students should write about the author. The students focus should be on the various themes like father-son conflict, Diaspora, displacement, Mumbai in novel, depiction of casteism, and struggle for identity and survival. Students should write about these themes in short. Views of Lokmanya Tilak in Common Language & Honest Swadeshi Students should write about the writer in the beginning. Students need to write about the views expressed by Lokmanya Tilak in above mentioned speeches. Students should also express their opinion about the views expressed by the writer. Critically summarize any three poems of The Old Playhouse and Other Poems Students need to refer to the book The Old Playhouse and Other Poems, which is a collection of 33 poems written by Kamala Das. Students need to select any three poems except

23 the poems which are prescribed in the syllabus and analyze those three poems critically. While critically analyzing the poem, students should write about the theme of the poem and summarize it. Students should also write about the setting and context of the poem. Students should also provide details of the form and techniques used by the poet. Students should also focus upon the language and imagery used in the poem. Students should also provide their point of view in conclusion. Review the novel The English Teacher written by R. K. Narayan Students need to read the novel which is written by R. K. Narayan. After reading the novel, students should write the summary of the novel. Students should write about the plot, theme, characterization and setting of the novel. Students should also focus upon the language used in the novel. Students should also provide their point of view in conclusion. Collect and summarize any three poems of Nissim Ezekiel Students need to find out any three poems of their choice, which are written by Nissim Ezekiel. Students need to select any three poems except the poems which are prescribed in the syllabus and summarize those three poems critically. While summarizing the poem, students should write about the theme of the poem. Students should also write about the setting and context of the poem. Students should also provide details of the form and techniques used by the poet. Students should also focus upon the language and imagery used in the poem. Students should also provide their point of view in conclusion. Review any novel written by Raja Rao Students need to read any novel which is written by Raja Rao, except the prescribed novel. After reading the novel, students should write the summary of the novel. Students should write about the plot, theme, characterization and setting of the novel. Students should also focus upon the language used in the novel. Students should also provide their point of view in conclusion.