Thursday, February 23, 2023

Analysing 'Ae mere vatan ke logon ' as a war song

Thinking Activity 

War poems

       This blog is written in response to the thinking activity assigned by Megha ma'am department of English, MKBU on War poem. So in this blog I am going to discuss some of the Bollywood songs- war songs that can be compared to the War poems written by English War Poets. Before that let's have a brief overview of War poems.

What is War Poems?

      War poetry is a literary genre originated during the first and the second World war. The First World War had a far-reaching effect on English poetry. It provided a new source of inspiration for the poets of established reputation and brought to public notice many poets, particularly among the young men who fought in the war. 

      War poems are poems that address the subject of war, including its causes, effects, and consequences. These poems often reflect on the experiences of soldiers, the impact of war on civilians and families, and the political and social factors that contribute to conflict Moreover, it serves as a great social document. War poems can be written from a variety of perspectives, including those of soldiers, civilians, and politicians. Some war poems are written to commemorate the sacrifice of soldiers, while others express outrage at the violence and destruction caused by war.

           Some of the most famous war poets include Wilfred Owen, Siegfried Sassoon, and Rupert Brooke, who wrote during World War I, and more recently, Brian Turner, who served in the Iraq War.

Major War Poets:

  • Siegfried Sassoon
  • Wilfred Owen
  • Rupert Brooke
  • Wilfrid Wilson Gibson
  • Ivor Gurney

      Here I am going to discuss one of the patriot song named "Ae mere vatan ke logon", which is written by Kavi Pradeep, sang by Lata Mangeshkar and composed by C. Ramchandra.



ऐ मेरे वतन के लोगों, तुम खूब लगा लो नारा

ये शुभ दिन हैं… हम सब का,

लहरा लो तिरंगा प्यारा..

पर मत भूलो सीमा पर, वीरों ने हैं प्राण गवाये

कुछ याद उन्हें भी कर लो, कुछ याद उन्हें भी कर लो

जो लौट के घर ना आये, जो लौट के घर ना आये


ऐ मेरे वतन के लोगों, ज़रा आँख में भर लो पानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी


ऐ मेरे वतन के लोगों, ज़रा आँख में भर लो पानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी

तुम भूल ना जाओ उनको, इसलिए सुनो ये कहानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी


जब घायल हुआ हिमालय, ख़तरे में पड़ी आज़ादी

जब तक थी साँस लडे वो..जब तक थी साँस लडे वो,

फिर अपनी लाश बिछा दी, 

संगीन पे धर कर माथा, सो गये अमर बलिदानी, 

जो शहीद हुये हैं उनकी,ज़रा याद करो कुर्बानी


जब देश में थी दीवाली, वो खेल रहे थे होली

जब हम बैठे थे घरों में..

जब हम बैठे थे घरों में, वो झेल रहे थे गोली

थे धन्य जवान वो अपने, थी धन्य वो उनकी जवानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी


कोई सिख कोई जाट मराठा, कोई सिख कोई जाट मराठा

कोई गुरखा कोई मदरासी, कोई गुरखा कोई मदरासी

सरहद पर मरनेवाला… सरहद पर मरनेवाला

हर वीर था भारतवासी

जो खून गिरा पर्वत पर, वो खून था हिन्दुस्तानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी


थी खून से लथपथ काया, फिर भी बंदुक उठाके

दस दस को एक ने मारा, फिर गिर गये होश गँवा के

जब अंत समय आया तो, कह गये के अब मरते हैं

खुश रहना देश के प्यारों, खुश रहना देश के प्यारों,

अब हम तो सफ़र करते हैं, अब हम तो सफ़र करते हैं

क्या लोग थे वो दीवाने, क्या लोग थे वो अभिमानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी


तुम भूल ना जाओ उनको, इसलिए कही ये कहानी

जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी

जय हिंद, जय हिंद, जय हिंद की सेना

जय हिंद, जय हिंद, जय हिंद की सेना


जय हिंद,जय हिंद,जय हिंद

जय हिंद,जय हिंद,जय हिंद


Writer: Kavi Pradeep

Singer: Lata Mangeshkar

Composed by C. Ramchandra

This patriotic song was written as a tribute to the Indian soldiers who died in the Sino-Indian War of 1962. It expresses the pain of losing loved ones in war and the sacrifices made by soldiers to protect their country. The song is often played on patriotic occasions in India and is considered one of the most iconic patriotic songs in Bollywood.

        This song can be compared to war poems as it is written to commemorate the sacrifice of soldiers during the Sino-Indian War. The song expresses the emotions and gratitude of the people towards the soldiers who fought and died for the country. It is a reminder to never forget the sacrifices made by the soldiers and to always remember their bravery and courage. The lyrics also mention the soldiers who were not able to return home and how their sacrifice should never be forgotten.

            This song is a poignant tribute to the valiant soldiers who laid down their lives for the nation. In the first stanza, the poet reminds us to never forget the sacrifices made by these brave soldiers and to always honor their courage. The lyrics pay homage to the fallen soldiers who were unable to return home, emphasizing that their sacrifice should never be forgotten.

          The subsequent stanza exhorts the people of the nation to shed tears and remember the martyrdom of these brave souls. The aim of the poem is to ensure that the memory of these soldiers lives on in the hearts and minds of all citizens.

          The third stanza paints a vivid picture of the Himalayas, a region surrounded by enemies, where freedom was at great risk. The soldiers fought relentlessly until their last breath and now rest in eternal peace. The poet urges us to remember their sacrifice, an everlasting reminder of their valor.

        The fourth stanza highlights the diverse cultural identities of the soldiers who united under a single purpose, to defend the nation. The soldiers from various regions of India, such as the Sikh, Jat, Maratha, Gurkha, and Madrasi, fought together as one, emphasizing their common identity as Indians. The poet reiterates that we must remember the sacrifice of those who were martyred.

         In the fifth stanza, the poet describes the soldiers' fierce determination to fight for their country, even when they were gravely injured. Despite being covered in blood, they picked up their guns and fought on, killing many enemy soldiers before eventually succumbing to their injuries. The poet characterizes them as "crazy" and "proud" and urges us to remember their sacrifice.

        The final stanza serves as a reminder to never forget the soldiers who selflessly laid down their lives for the nation. The poet's heartfelt tribute to these brave soldiers inspires us to honor their memory and to always remember the sacrifices they made for our country. The last line of each stanza, "जो शहीद हुये हैं उनकी, ज़रा याद करो कुर्बानी" is being repeated, by which emphasis not to forget those soldiers who selflessly laid down their lives for the nation. 

Here I have attached the whole video song sang by Lata Mangeshkar with vivid pictures.



Let's sum up....

             Thus, this patriotic song "ऐ मेरे वतन के लोगों" can be considered in the category of war poem. This song can also be compared to the poem 'Dulce et Decorum Est" by Wilfred Owen

         Both "Aye Mere Watan Ke Logo" and "Dulce et Decorum Est" express the pain and horror of war. In "Dulce et Decorum Est," Owen describes the reality of soldiers dying in gas attacks and exposes the lie that it is sweet and fitting to die for one's country.


            To analyse this song in context to the war poem is a great learning lesson for me.

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Videos: 1}



Wednesday, February 22, 2023

Worksheet 1: Understanding Dystopia and Orwellian

 

Thinking Activity

Genre Study: Dystopian literature and Orwellian 

        This blog is written in response to the thinking activity worksheet assigned by Dr. Dilip Barad sir, Department of English, MKBU on Genre study- Dystopian literature and Orwellian literature. Here I have taken help from ChatGPT and the internet to justify the question along with my own interpretation. 

Worksheet: Dystopian literature and Orwellian 

Click here to view my worksheet

1. What is Dystopia?



A. Define Dystopia in your own words 


Throughout history religion and psychology have envisioned an ideal world, a place of perfect harmony and contentment. The concept of utopia has been a dream for humanity. Thomas More's work Utopia explores this idea (in Greek means 'No place").

Modern science and political progress have raised hope for this dream but time and again attempts to create a perfect society have resulted in war, famine and oppression. As a result many artists have begun to question the motion of utopian thinking and instead they presented the word 'Dystopia' (means no good place) which suggests impossibility.

Dystopian concepts have taken root in various fields including politics and environment. In Literature many writers have attempted to describe a dystopian world in which the needs of common people are ignored. 

The advent of machinery and technology has raised questions about the welfare of human society and the development of science as post the significant threat or challenge to the society. The dystopian fiction has emerged as a pervasive theme in modern fictions as writers engage with the implications of technology progress and the potential for machines which may overpower the human world.

It often presents warnings about the dangers of certain political systems and others that can be used to critique existing political regimes or to imagine alternative futures.


B. Example of dystopian fiction


1) political operation (related to politics)

  • Heart of Darkness

  • The Hairy Ape

  • Animal Farm

  • The Great Dictator

  • For whom the Bell Tolls

  • 1984

  • Ghashiram Kotwal

2) development of machinery and technology (with reference to both by human and by machinery)

  • Hard times

  • The Modern Times

  • Frankenstein

  • Robot

  • Robot 2.0


2. How to recognise Dystopia?


A. What are some characteristics of a dystopian society?

A dystopian society is characterized by various negative and oppression qualities that are often taken to an extreme. Here are some common characteristics of a dystopian society. 

  1. Authoritarian government: A dystopian society is often ruled by a single powerful individual or a group of people who exert total control over the population.

  2. Strict social hierarchy: In dystopian society people are often classified and divided into social groups based on factors such as class race Gender or occupation. These groups are given differential treatments and some may be subject to discrimination or oppression.

  3. Oppressive Regime: dystopian societies are often characterised by oppressive regimes that control every aspect of citizens' lives including their actions, beliefs and thoughts.

  4. Suppression of Knowledge: Knowledge and information are often suppressed in dystopian societies, with education, books and other sources of information restricted or banned.

  5. Environmental decay: Many dystopian societies are marked by environmental decay with pollution overpopulation and lack of resources leading to harsh living conditions.

  6. Surveillance: Citizens in dystopian society are often monitored closely with extensive use of technology for surveillance or control.

  7. Restricted freedom: Personal freedoms and individual rights are often restricted with citizens forced to conform to struck tools and regulations.

Overall, a dystopian society is correct raised by operation and restrictive conditions that limit citizens' potentials and freedom


B. Can you think of any real-world examples of  Societies that have exhibited dystopian characteristics ?

 There are numerous real world examples that have dystopian characteristic, for instance

  1. North Korea, where citizens are subjected to strict government control and censorship and organised basic human rights.

  2. Society Union, where government controlled all aspects of daily life

  3. The rise of authoritarian governments and the erosion of democratic norms in countries such as Turkey, Hungary and Poland represent a growing trend towards dystopian society.

  4.  The Puritan Age: During the Puritan Age, people were not allowed to participate in entertainment activities, and religion was at the Centre as a ruling Power, Even Drama Performances and literary activities were banned and England was governed solely by the Puritan ideology of religion.

  5. Dictatorship: Dictatorship is another dystopian characteristic that plagues our democratic-republic society, common people are being used by political leaders as a means to fulfil their own ego and power position.  The reign of Adolf Hitler is a well known example of an oppressive ruler. Charlie Chaplin has captured this idea in his film "The Great Dictator'.

(Note: This answer is generated from ChatGPT. Prompt: Can you think of any real-world examples of  Societies that have exhibited dystopian characteristics?)

3. What do you understand by 'Orwellian'?


A.What is the origin of the term 'Orwellian'?


'Orwellian' is an adjective describing a situation, Idea or societal condition that George Orwell identified as being destructive to the welfare of a free and open society.


This term is particularly used by George Orwell in his dystopian novel 1984, which was published in 1949. The term became popular in the English language after the publication of this novel. 


B. What are some characteristics of an 'Orwellian' society?

An Orwellian society is often characterised by the following:

  1. Government control: The government has complete control over the lives of the citizens and their actions and thoughts are constantly monitored and regulated.

  2. Censorship: Information and communication are tightly controlled and censored and critical or dissenting views are suppressed

  3. Propaganda: The government uses propaganda to shape public opinion and maintain its power often through the manipulation of language and symbols.

  4. Surveillance: The government constantly monitors the activities of its citizens through technology, such as cameras, drones and other forms of surveillance.

  5. Doublethink: citizens are expected to hold two contradictory beliefs at the same time, accepting both as true, which can lead to confusion and the sense of powerlessness.

  6. Thought police: The government enforces conformity to its ideology by punishing those who hold different beliefs through means such as re-education, imprisonment or execution.

  7. Fear and intimidation: The government uses fear and intimidation to control threads of violence and imprisonment.

Overall, an 'Orwellian: Society is the one in which individual freedoms and rights are severely limited and the government power is absolute and all encompassing.

This Answer is generated by ChatGPT. Prompt: What are some characteristics of an 'Orwellian' society?)

C. Can you think of any examples of real world situations or events that could be distributed as 'Orwellian'?

Yes. 

  1. Totalitarian regimes: 

    1. North Korea

    2. China

    3. Stalinist Germany

    4. Nazi Germany

  2. Newspeak: The manipulation of language has been used in various contexts such as political speeches and public relations to distort the truth to create a false narrative.

  3. Social credit system: China's Social Credit system


Bonus Question:

Do you think dystopian and Orwellian stories and films can have an impact on how people think about politics and Society?

Yes.

Dystopian and Orwellian stories or films can have a significant impact on how people think about politics and Society.

These stories play a vital role to portray a negative and oppressive society and through it people can understand the value of individual rights and thinking which are being suppressed even in the democratic government and also help them to recognise the dangers of totalitarianism, propaganda and censorship. 

These stories can also make people aware to take actions to prevent similar kinds of scenarios which occur in the real world and engage them in politics, to advocate for future policies that protect individual rights and freedom.

Additionally, it can serve as a warning to society about the potential consequences of allowing too much power to be concentrated in the hands of a few individual groups. As a result, people can understand the need for transparency and accountability in government.

In a nutshell, these kinds of stories and films can be powerful tools for shaping public opinion and inspire social and political changes by which people can think critically about the world around them.



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Saturday, February 18, 2023

Archetypal Criticism - Northrope Frye

 Archetypal criticism 

          This blog is written in response to the thinking activity assigned by Dr. Dilip Barad sir, Department of English, MKBU on Northrope Frye's Archetypal Criticism. All the answers of the questions are generated from ChatGPT.


1. What is Archetypal Criticism?

       Archetypal criticism is a type of literary analysis that examines the use of archetypes, or universal symbols and motifs, in literature. Archetypes are deeply ingrained in the human psyche and are said to be inherited from the collective unconscious, according to the theories of Swiss psychologist Carl Jung.

        Archetypal criticism seeks to identify and analyze the recurring symbols, themes, and patterns in literature that are associated with archetypes, such as the hero, the mentor, the trickster, and the shadow. By examining the use of these archetypes in literature, archetypal criticism aims to uncover deeper meanings and themes that may be present within a literary work.

       Archetypal criticism can be applied to all forms of literature, including poetry, drama, and fiction, and can also be used to analyze other forms of art, such as films and paintings. By understanding the archetypes that are present in literature, readers can gain a greater understanding of the human experience and the ways in which certain themes and ideas are shared across cultures and time periods.


2) What is contribution of Northrop Frye in Archetypal Criticism?

         Northrop Frye was a Canadian literary critic who made significant contributions to the development of archetypal criticism. He believed that all literature is based on a set of archetypes that are rooted in the human psyche, and that these archetypes form the basis of all literary works.

         Frye's most influential work on archetypal criticism is his book "Anatomy of Criticism: Four Essays," which was published in 1957. In this book, Frye presents a comprehensive theory of literary criticism that is based on the idea of archetypes.

      One of Frye's key contributions to archetypal criticism is his concept of the "monomyth," which refers to the idea that there is a universal pattern in all literature that involves a hero who embarks on a journey, faces various challenges and obstacles, and ultimately achieves a form of transcendence. This concept draws heavily from the work of mythologist Joseph Campbell, and it has had a significant impact on literary analysis and the study of mythology.

     Frye also developed a system of categorizing archetypes, which he called the "anatomy of genres." He argued that each genre of literature (such as tragedy, comedy, and romance) is characterized by a particular set of archetypes, and that by analyzing these archetypes, readers can gain a deeper understanding of the meaning and structure of a particular work.

          Overall, Frye's contributions to archetypal criticism have had a lasting impact on the field of literary analysis, and his ideas continue to influence the way that scholars approach the study of literature and mythology.


3). What do Archetypal Critics do? Explain with examples.

       Archetypal critics analyze and interpret literature through the lens of archetypes, which are universal symbols and patterns that are present in the collective unconscious. Archetypal criticism seeks to uncover the deeper meanings and themes of a literary work by exploring the archetypes that are present in the characters, plot, and themes of the text.

        For example, an archetypal critic analyzing William Shakespeare's play "Hamlet" might focus on the hero archetype, which is a recurring character type in literature. They might examine the ways in which Hamlet fits the hero archetype, such as his quest for justice and his willingness to sacrifice himself for a greater cause. They might also explore the shadow archetype, which is the darker, more negative aspects of a character, and examine the ways in which Hamlet's shadow side manifests itself in the play.

         Another example of archetypal criticism can be seen in the analysis of J.K. Rowling's "Harry Potter" series. Archetypal critics might explore the hero archetype in the character of Harry Potter, as well as the mentor archetype in the character of Dumbledore. They might also examine the ways in which the series explores the theme of good vs. evil, which is a common archetype in literature, and how this theme is manifested through the use of archetypal characters and symbols, such as the Deathly Hallows and the Horcruxes.

      In general, archetypal critics use archetypes as a tool to better understand the deeper meanings and themes of a literary work, and to explore the ways in which these meanings and themes are related to the human experience. By identifying and analyzing archetypes in literature, archetypal critics can gain a deeper understanding of the ways in which literature reflects and shapes our understanding of the world around us


4) "Every organized body of knowledge can be learned progressively; and experience shows that there is also something progressive about the learning of literature. Our opening sentence has already got us into a semantic difficulty." Explain the semantic difficulty.

         The semantic difficulty in the opening sentence refers to the ambiguity of the word "progressive" when used in the context of learning literature.

       The word "progressive" can have several different meanings, such as "favoring or advocating progress, change, improvement," or "proceeding gradually or in stages." In the context of learning literature, the meaning of "progressive" is not immediately clear.

       On one hand, the sentence suggests that the learning of literature is a progressive process, meaning that it occurs gradually and incrementally over time. This interpretation suggests that a person's understanding of literature deepens and evolves over time as they gain more knowledge and experience.

         On the other hand, the sentence could also be interpreted to mean that the study of literature is inherently progressive, meaning that it is focused on promoting change and improvement in society. This interpretation suggests that literature has a transformative power that can bring about social change and progress.

       Therefore, the semantic difficulty in the opening sentence lies in the fact that the word "progressive" can have multiple meanings, and it is not immediately clear which meaning the author intended. This ambiguity highlights the complexity of studying literature and the different ways in which it can be approached and understood.


5) As above - "The relation of criticism to religion, when they deal with the same documents, is more complicated. In criticism, as in history, the divine is always treated as a human artifact. God for the critic, whether he finds him in Paradise Lost or the Bible, is a character in a human story".

        The passage is discussing the relationship between criticism and religion when they are dealing with the same texts. It suggests that the relationship is more complex than in other fields, such as history, because of the role of the divine in religious texts.

      According to the passage, when a critic analyzes a religious text, they treat the divine as a human artifact. This means that they view God, or other divine beings, as characters within a human story, rather than as supernatural or divine entities. The critic may examine how these characters are portrayed, how they interact with other characters, and what role they play in the larger narrative.

      This approach is different from that of religious believers, who often view the divine as a transcendent, supernatural force that exists beyond human understanding. For believers, the divine is not simply a character in a story, but a powerful force that shapes the world and provides meaning and purpose to human life.

         The passage suggests that this difference in perspective can make the relationship between criticism and religion more complicated than in other fields. Critics may be seen as reducing or even denying the divine nature of religious texts, while believers may see the critic's approach as overly reductive or dismissive of the spiritual dimensions of these texts.

      Overall, the passage suggests that the relationship between criticism and religion is complex and multifaceted, and requires careful consideration of the different perspectives and approaches involved.


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Tuesday, February 14, 2023

My blogs





  1. Animal Farm by George Orwell 
  2. The age of Romanticism 
  3. George Orwell
  4. The poets of Romanticism 
  5. Satire
  6. The Victorian Age
  7. Chief writers or poets in the particular age of English literature 
  8. Important figures in English literature 
  9. The meaning of Literature 
  10. Non-Dramatic poets of Elizabethan age
  11. The character of Happy life
  12. Satire
  13. The Theatre of Absurd 
  14. Expressionism 
  15. Themes of 'The Monkey's paw'
  16. Stream of Consciousness 
  17. Problem plays in English literature 
  18. Dadaism
  19. Surrealism 
  20. Comedy- General introduction 
  21. John Dryden and Alexander Pope as Satirists
  22. Jonathan Swift as a Satirist
  23. How to write reported speech 
  24. Different types of comedy
  25. Dark comedy
  26. Press release- College activity 
  27. Ten modules to improve presentation skills
  28. Press release - Heavy rain 
  29. Air stream mechanism
  30. The Organs of speech
  31. Planning - a module to presentation skills
  32. Indian English literature 
  33. Networking and Socialising 
  34. Poem- Still you can..
  35. Present tense
  36. The Nightingale and the Rose
  37. The Renaissance in India 
  38. Negotiation 
  39. Learning with and from other tools
  40. The History of English language - Old English period 
  41. The History of English language - Middle English period 
  42. The History of English language - The Renaissance and after
  43. Intentional fallacy
  44. Reality and sincerity 
  45. The short story general introduction 
  46. Peacock as a Satirist 
  47. Origin of language 
  48. Personal presentation 
  49. Nails- Thinking activity 
  50. Aristotle's Poetics 
  51. Welcome Function- Batch 2022-24 Department of English, MKBU 
  52. The Neo-classical age
  53. Geoffrey Chaucer 
  54. Emerging Mythical characters - Radha-Krishna
  55. Love... Does It Everything?
  56. ICT Workshop 2022
  57. Thinking Skills Workshop 
  58. Pride and Prejudice - comparison of the novel and the movies 
  59. Lady Macbeth - Feminist reading 
  60. A visit to the Victoria park
  61. Wordsworth's Preface to the Lyrical Ballads
  62. The Rape of the Lock
  63. Pride and Prejudice 
  64. Post-Truth
  65. John Dryden - Dramatic Poesy
  66. Teacher's day -2022
  67. Religious fervour and A Tale of a Tub
  68. Lockdown by Simon Armitage 
  69. Frankenstein: The Modern Prometheus 
  70. Frankenstein - Movie Review 
  71. Allegory - Parody / A Tale of a Tub 
  72. Absalom and Achitophel
  73. Life of Pi- Movie Review 
  74. Prose writer of the Puritan age- John Bunyan
  75. George Eliot
  76. MKBU Youth festival 2022 highlights 
  77. Hard Times- play review 
  78. MKBU Youth festival 2022
  79. Teacher's day celebration 2022
  80. Presentations: MA semester 1 
  81. Paper no. 1:- Literature of Elizabethan and Restoration period
  82. Paper no. 2:- Literature of the Neo classical Period
  83. Paper no. 3:- Literature of the Romantics
  84. Paper no. 4:- Literature of the Victorians
  85. Paper no. 5:- History of English Literature - From 1300 to 1900
  86. Assignments: MA semester 1 
  87. Paper no. 101:- Literature of the Elizabethan and Restoration period 
  88. Paper no. 102:- Literature of the Neo-Classical period
  89. Paper no. 103:- Literature of the Romantics
  90. Paper no. 104:- Literature of the Victorians 
  91. Paper no. 105:- The History of English Literature from 1350 to 1900
  92. Importance of Being Earnest 
  93. Jude the obscure as bildungsroman novel
  94. Frame study: Modern Times
  95. Frame Study: The Great Dictator 
  96. Understanding Zeitgeist of 20th century 
  97. Prayer for my Daughter by W. B. Yeats
  98. Death by W. B. Yeats
  99. For Whom the Bell Tolls by Ernest Hemingway 
  100. The Waste Land by T. S. Eliot 
  101. NSS Annual Camp 2022- Samaldas Arts College, Bhavnagar
  102. Trends and Movements 
  103. Poems by Robert Frost 
  104. Tradition and Individual Talent by T. S. Eliot
  105. Comedy of Menace
  106. The Great Gatsby - Movie Review 
  107. Existentialism - Flipped Learning 
  108. Indian Poetics 
  109. Indian Aesthetics- Rasa theory 
  110. Transcendentalism 
  111. Waiting for Godot 
  112. Interpretation challenge- Samuel Beckett's play 'Breath'
  113. The Patriot by Nissim Ezekiel 

Assignment: The African Literature

  Name: - Trushali Shantibhai Dodiya Roll No: - 19 Semester: - 4(Batch 2022-24) Enrolment number: - 4069206420220011 Paper No: - 206 Paper n...