Thinking Activity PDF

Thinking Activity
Prepared By Nikita Rathod Page 1
Thinking Activity
Department of English
Nikita Rathod
Roll No:- 21

Thinking Activity
Contents
Thinking Activity :-.........................................................................................................................................4
Thinking Activity : Metaphysical poetry....................................................................................................4
Dr Faustus :- Thinking Activity ..................................................................................................................6
Introductory thinking task on T. P. Kailasam's " The Purpose "................................................................9
Thinking Activity on "Hamlet"................................................................................................................12
Thinking Activity on Paradise Lost by John Milton .................................................................................20
Thinking Activity on Coleridge's Biographia literaria..............................................................................24
Thinking Activity on Dryden's Essay on Dramatic poesy.........................................................................28
Thinking Activity on Wordsworth's preface to Lyrical Ballad .................................................................30
Pre-tas Frankenstein by Mary shelley.....................................................................................................32
Thinking Activity :- Middle March...........................................................................................................34
Thinking Activity :- Matthew Arnold.......................................................................................................35
Thinking Activity : Northrop Frye - ritual, myth, and the archetypes of literature.................................37
Thinking Activity :- Postcolonial theory ..................................................................................................42
Thinking Activity :- Gerad Genette..........................................................................................................44
1) Order..............................................................................................................................................45
2) Frequency.....................................................................................................................................45
3) Duration.........................................................................................................................................45
4) Mood..............................................................................................................................................45
Thinking Activity :- I. A. Richards.............................................................................................................45
Thinking Activity :- T. S Eliot....................................................................................................................47
Thinking Activity :- Derrida .....................................................................................................................50
Thinking Activity :- Bilingualism, Trilingualism and Multilingualism - task - 1........................................51
Thinking Activity :- Waiting for Godot ....................................................................................................52
Thinking Activity :- The Birthday Party....................................................................................................59
Professor Balaji sir :- Reflective Blog on postcolonial Studies ................................................................67

Thinking Activity
Thinking Activity :- Orientalism by Edward Said.....................................................................................70
Thinking Activity :- Then and now Colonialism, imperialism and postcolonialism.................................71
Thinking Activity :- Transcendentalism :- In the Sacarlate Letters..........................................................72
Thinking Activity :- Thiongo and Tharoor on postcolonial Studies .........................................................73
Thinking Activity :- Modernist poems.....................................................................................................75
Thinking Activity :- Register and Sub - Register ......................................................................................77
Thinking Activity :- OD on oneness of Literature....................................................................................78
Thinking Activity :- To the lighthouse .....................................................................................................79
Thinking Activity :- Pre - task on poe's short story .................................................................................81
Thinking Activity :- Role of English in India.............................................................................................83
Thinking Activity :- The Waste Land........................................................................................................85
Thinking Activity :- Flipped Learning :- Extentialism...............................................................................87
Thinking Activity :- The method of English Teaching Language..............................................................88
Thinking Activity :- Old man and the sea ................................................................................................90
Thinking Activity on Robinson crusoe in context of A Grian Of Wheat..................................................92
Thinking Activity :- The importance of communication in everyday life. ..............................................93
Thinking Activity :- Education and Technology.......................................................................................95
Thinking Activity :- Journalism ................................................................................................................98
Thinking Activity :- One night @ the call center ...................................................................................101
Thinking Activity :- Language Lab Review.............................................................................................105
Thinking Activity :- The Da Vinci Code .................................................................................................122
Thinking Activity On The White Tiger ...................................................................................................126
Harry potter :- Web-quest Activity .......................................................................................................137
Thinking Activity :- Group Task : The White Tiger by Arvind Adiga : Learning Outcome......................140
Thinking Activity :- Waiting For the Barbarians ....................................................................................141
Thinking Activity : The Sense of an Ending ...........................................................................................151
Thinking Activity :- Teaching and Learning : Web 2.0 Tools - Various Web tools for Teaching language
skills.......................................................................................................................................................153
Thinking Activity :- ELT :- Expert Lecture : Atanu Bhattachrya .............................................................155

Thinking Activity
Thinking Activity :-
Thinking Activity : Metaphysical poetry
Metaphysical poetry
In metaphysical poetry we find that subject is totally different and language also
different and it is difficult to understand. In metaphysical poetry poem meaning is
deep. We find imagination is very high. Poet gives different examples and their
examples are also unique. Poet express his feelings with different examples. This is
unique style of writing. The title Metaphysical poetry is given by John Donne and
his school. John Donne is first poet who started writing Metaphysical poetry. He is
base of metaphysical poetry.
Metaphysical poets :

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(1) George Herbert
(2) Andrew Marvell
(3) Henry Vaughan
(4) Richard crashaw
(5) Katherine phillips
(6) Richard Leigh
Characteristics :
(1) conscious Attempt
(2) Far-Fetched Images
(3) Language describes in a very unique way.
(4) Theme is different.
(5) Description and Meaning are very deep.
(6) Difficult Language
(7) Example takes in different fields like Engineering, Agriculture, Architecture,
Geography, Geometry etc.
Song: Sweetest love I do not go
This metaphysical poetry is written by John Donne. In this poem main theme is
love. But it is a movement of saparation. In this poem lover expressed his feelings to
his beloved. His beloved is very sad and she is weeping because of saparation. He
gives different examples to convince her. In thit poem saparation means death. He
said that death is a part of life. So does not feels fear. Because death is nothing.
In this poem saparation means death. Lover said it is only a physical death but my
soul is always will live in her heart. He gives a example of sun. He said that sun is
comes everyday and with it brings new energy. And then the sun is goes away. The
sun's path is too long. His path is no longer than the sun's path. He will return.so you
will not to be sad. In this poem true love is there. Lover is positively handles his
beloved because his beloved thinking in negative way. When she cries his blood is
comes out. So he said not to west his blood. So he tries to convince her with help of
different examples.

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Dr Faustus :- Thinking Activity
Dr Faustus is written by christopher Marlow. In this play Faustus is main
character. He is very hungry and eager for knowledge. He wants to know everything.
He wants to become like God. His first reason hungry and eager for knowledge and
wants to know everything is correct. But second reason wants to become like God is
wrong. His main goal is right but he chooses wrong way to achieve his right goal.
That's why he leads towards evil personality.
(1) The play directed by Matthew Dunster for Glob theatre end with this
scene (see the image of Lucifer). What does it signify?

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=> In this image we find Lucifer becomes powerful. He is successful in his plan.
Faustus is hard worker, scholar, intelligent. He is curious to know everything but he
takes support of evil thing. He does not takes support of good thing. He takes quickly
decision and that's why at the end of the play he regrets. He understands his mistake
but at last he wants to supports of good angle. He made big mistake. Because of this
mistake he goes in hell. At last he realises his mistake but there is no any another
chance to keep him in Heaven. He tries a lot but all his efforts are fail. And he goes in
hell. And Lucifer is happy. Lucifer with wide wings it shows its power.
(2) Is God present in the play? If Yes, where and how? If, No, why?
=> Yes, God present in the play as a Good Angle or Old Man. When good angle tries
to explain that he chooses wrong way. But at that time he become arrogant and he
ignores good angle. At that time he is blind. And he follows whatever evil angle said.
He wants to fastly know everything. He is curious that's why his curiosity leads him to
choose bad way to achieve speedily. Old man also stops him. And also gives advice
that your path is wrong. But he does not believes in this. At last he knew that his path
is wrong and whatever good angle and old man said it is right. He knew but it is too
late.
(3) What reading and interpretation can be given to this image ( See the image of
Daedalus and Icarus ) with refrence to central theme of the play Dr. Faustus?

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=> This image is related to Greek Mythology. In this image father Daedalus makes
waxed wings. Daedalus also makes waxed wings for his son Icarus. Daedalus advises
Icarus that he will not lift high because the waxed wings will dissolve by the sun's
heat. Daedalus warns Icarus and also gives advice to fly below. But Icarus does not
believes in Daedalus's words. And he falls down. This myth suggests that when good
angle warns faustus and gives right advice. But faustus forgets everything. He chooses
evil path. He takes a wrong decision in very hurry. And later he regrets. Whenever
good angle stops him he ignores good angle. He chooses wrong way to achieve the
hight of knowledge. And he falls down in hell. Because of his wrong decision. And he
gives excuse for not going hell. But his all excuses are fail. And he goes in hell. When
Icarus does not believes in Daedalus's words and Icarus falls down. As well Faustus
does not believes in Good Angle's words and at last he also goes in hell.
(4) How do you interpret this painting?
=> In this picture farmer is busy in his work. It is related to Greek Mythology.
Daedalus warns Icarus that do not lift high. Because wings are waxed. That's why
waxed wings will dissolve. But Icarus does not believes the Daedalus's words. And

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Icarus falls into the water. But there is no change in situation. There is no effect on
farmer. He is still busy with his own work.
Introductory thinking task on T. P. Kailasam's " The
Purpose "
Education is very important key for success. Teacher is a important part of
our life. Teacher is always ready to help their students. Whenever students are
confused at that time the teacher gives right suggestion to their students.
(1) write somthing about your favourite Teacher. Give some reason for it.
My favourite teacher is my psychology teacher. She also took the
subject of philosophy. She is always helps to students. If any doubt quarry in her
subject. She is always ready to teach students and solves their doubt and quarry.

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She gives equally attention to all the students. She gives inspiration with
her hard work. She is rightly dedicated her students. She also gives everyday one
question in homework for writing practice. So everyday one question is prepared. And
she also takes test everyday.
She gives instructions. Her instructions useful during exam time. When
any student get good marks or does something good work. She praising students and
their hard work. She is guide for me. She shares new information to students. Her
teaching method is different. And she also repeats points everyday. That's why it is
easy to remember. That's why it is helpful during exam. She also gives different

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example. So it will be easy to understand. And she also tells a inspirational story. I
likes her teaching method. So she is my favourite teacher.
(3) How are you as students? Think and write.
As a student I am very nervous, silent and introvert person. I am
very serious about study. And also I am very ambitious for good marks. I would like
to help other students. I am not very sincere student but I like to learn new things. I
also likes to writing and also reading. And also likes short-stories, play and novel. I
likes adventure stories and suspense stories.
(3) what is difference between the education system in past and Today's time?
Take help of your parents to write this.
=> Eduction system in past time :-
In past time education system is totally different. In past time Mobile,
Laptop, T. V. are not there. In past time education is not important. People are busy in
their work. Facilities are less. In past time education is not in trend. In past time
teacher uses chalk and board for teaching.
=> Education system in present :-

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In present time technology is in trend. Students are using Laptop,
Mobile and T. V. All the tools are important. It is a new weapons for present time. It
is easy to get information. Students gives an online test. So paper is also saved. So it is
beneficial for nature and for present time.
Thinking Activity on "Hamlet"

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Hamlet is tragedy written by William Shakespeare. Shakespeare
famous for his tragedies like Othello, Anthony and Cleopatra, coriolanus, Julius
Caesar, King Lear, Romeo and Juliet, Macbeth etc. In his plays there is a mixture of
tragedy and comedy. We have seen movie of Hamlet. This movie Hamlet directed by
Kenneth Branagh. This movie based on Shakespeare's play Hamlet. We have seen
"Hamlet" movie on 30th August.
(1) How faithful is the movie to the original play?
In this movie most of the part based on the original play Hamlet. But In
movie Gertrude is happy with Claudius. And In the original play Gertrude is
voiceless. There is no any one point found that Gertrude is happy with Claudius or
Gertrude is sad with Claudius. When king Hamlet dead. At that time she is sad or
happy. When she is marries with Claudius. She is really happy or upset. In movie she
has a voice. But In play she is completely silent. She is involves in Claudius's plan to
kill king Hamlet or she is not involves in Claudius's plan to kill king Hamlet. She is
guilty or she is innocent. Claudius forces Gertrude to marry with him. Gertrude is
really likes Claudius or not. These are the main questions. When we read original play
during these questions raises. In movie Gertrude's character is totally different from
original play. That is main questions or confusion. Without Gertrude's character whole
movie based on the original play. Her silence raises a lot of questions. It creates a
confusion.
(2) After watching the movie, have your perception about play, characters or
situations changed?

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Yes, After watching movie my perception about play, characters or
situations changed. When I did not see hamlet's movie. At that time ghost scene I can
not understand. Is it really happens or not. Is it really hamlet sees a ghost of his father
or not. It is doubtful. But after watching movie ghost scene is clear. Movie is helpful
to understand ghost scene. Movie is helpful for better understanding.
(3) Do you feel 'asethetic delight' while watching the movie? If yes, exactly when
did it happen? If no, you explain with reasons?
Yes, I feel aesthetic delight while watching the movie. When Claudius
kills his brother King Hamlet for Gertrude. Because he truly loves Gertrude. That's
why he kills King Hamlet for his true love. He knows that King Hamlet his brother.
Even though without any hesitation he kills King Hamlet.
(4) Do you feel 'catharsis' while or after watching movie? If yes, exactly when did
it happen? If no, can you explain with reasons?

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Yes, I feel catharsis in Hamlet movie. When Hamlet knew that Claudius
kills his father. At that time Hamlet suffers internally. That's why he organised a
drama and he wants to know that his uncle really kills his father or not. That's why he
also tells Horatio to see Claudius's expressions during drama. When murder scene was
played. At that time Claudius's facial expressions immediately changed and he is
frightened. Hamlet understood that Claudius killed his father. And Horatio also agreed
on Hamlet's point of view. In this scene I feel Catharsis.
(5) Does screening of movie help you in better understanding of the play?
Yes, screening of
movie help me to better understanding of the play. I movie situations, murder scenes
all are played like original play. Without Gertrude's character all the characters

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performing like original play. All the characters played their role very well. Movie is
directed very well. Movie is helpful to understand Hamlet's soliloquies, Ghost scene,
Prayer scene, Bad chamber scene, polonius's, Laertes's, Ophelia's, Claudius's,
Gertrude's, King Hamlet's, and Hamlet's murder scenes. So after watching movie
confusion is clear. It is becomes easy to understand.
(6) Was there any particular scene or moment in the movie that you will cherish
life time?
When a grave digger digging a grave of Ophelia at that time Hamlet
came. And grave digger and hamlet starts taking with each other. During this
conversation grave digger speaking some interesting dialogues. For grave diggers
digging a grave is routine work. So they can not feel sorrow while gave digging. They
enjoyed their work. They singing a song. It is a time of sadness for a family whose
family member has died. But for a grave digger it is routine work. So they are not sad
but they enjoy their work. This scene in the movie for me cherish lifetime.
(7) If you director, what changes would you like to make in the remarking of
movie on Shakespeare's 'Hamlet'?

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If I am director of the remarking of movie on Shakespeare's '
Hamlet' so I can changes some part of movie. Claudius kills king Hamlet. And then he
marries with Gertrude. And he becomes king. That's why he takes revenge and kills
claudius. Hamlet kills Claudius for revenge of his father. So he is right. He does right.
Claudius got punishment of his crime. So I changes the end of the movie. In movie
hamlet is not dead. In the movie woman characters are voiceless and weak in
comparison of man characters. So I gives equally voice and strength to woman
characters. Ophelia is also not dead. And of the movie Hamlet and Ophelia are
married. And Hamlet becomes king.
(8) In the begining of the movie, camera rolls over the statue of King Hamlet
outside the Elsinore Castle. The movie ends with the similar sequence where in
the statue of King Hamlet is hammered down to the dust. What sort of
symbolism do you read in this? (Clue: In Book IX of 'Paradise Lost', satan
reflects on his revenge motive: "But what will not ambition and revenge,
Descend to? Who aspires must down as low, As high he soared, obnoxious, first
or last, To baset things. Revenge, at first though sweet, Bitter are long back on
itself recoils." Is it not King Hamlet's ambition to avenge his death responsible
for the downfall of his Kingdom which is symbolically pictured in last scenes?)

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In the beginning of the movie, camera rolls over the statue of king
Hamlet outside the Elsinore castle. The movie ends with the similar sequence where
in the statue of king Hamlet is hammered down to the dust. It suggests that for king
Hamlet's revenge many innocent people are also dead. For his father's revenge Hamlet
kills Polonius and also kills Claudius and also Laertes. In between Gertrude and
Ophelia also dead. For his father's revenge Hamlet leaves Ophelia. And Ophelia
becomes mad. Hamlet is a reason of Ophelia's madness. And at the end of the movie
Hamlet also dead for his father's revenge. And of the movie king Hamlet's broken
statue suggest that it shows that his kingdom has collapsed. And king Hamlet's
revenge motives becomes the reason of Downfall of his Kingdom.
(9) While studying the play through movie, which approach do you find more
applicable to the play? Why? Give reasons with illustrations.

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While studying the play through movie Psychological Approach more
applicable to the play. Because In the movie hamlet suffers internally. He is thinking
man. He knew that Claudius kills his father. He wants to takes revenge. And when
Claudius has to pray. Then Hamlet thinks to killing him. But then he thinks Claudius
is praying do he will go to heaven. So Hamlet does not kill him. He is very close to
finishing his revenge. When he is easily able to kills Claudius. At that time he starts
thinking. Because of his thinking habit he is fails in his plan to kill Claudius. So
Psychological Approach more applicable to the play.
(10) Which of the above mentioned approaches (in pre-viewing task) appeals you
more than other why? Give reasons.
Psychological and Feminist approaches appeals me more than other.
Because Hamlet is thinking man. He is taking with himself. He is easily able to kills
Claudius. But at that time he starts thinking. Because of his thinking habit he is fails in
his plan. And Claudius is survives. He is constantly thinking. He suffers internally for
two reasons: first is his father's revenge and second is his mother marries with his
uncle after the death of his father.

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In play woman characters are weak and voiceless. Because of Hamlet
Ophelia becomes mad and she kills herself. And also there is no any explanation
about Gertrude's real intention. That's why it is creates a big confusion. Ophelia
becomes a tool of Polonius. In play man are dominant. And woman characters
becomes victim of man characters. According to me both approaches more applicable
than others.
Thinking Activity on Paradise Lost by John Milton

Thinking Activity
Paradise Lost is an epic poem. It is in blank verse. Paradise Lost is
written by John Milton. Paradise Lost is written in 12 books. We studied book number
9. Book no 9 is climax of Paradise Lost. In this book tone is changed. In this book
tone is tragic.
(1) Write a critique on the chacharac of Eve.
Eve is the second creation by God, who takes one of Adam's ribs and
shapes it into a female from of Adam. Not the traditional model of a good wife,
Milton's Eve is often unwilling to be submissive towards Adam. She is smart and
curious about external ideas than her husband. She loves Adam. She is tempted by
satan to sin against God by eating of the tree of knowledge. Soon Adam follows Eve
in support of her act. Eve is beautiful. In this book Eve gives logical arguments. She
gives her point of view very well. Sometimes she becomes selfish. When Satan gives
information about the tree of knowledge and their benefits she becomes selfish and
she wants become knowledge without Adam. And she eats fruit. Then she realizes her

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mistake and she thought about God's punishment. And she is frightened. And she tells
Adam about her mistake and then she also convince Adam to eat that fruit and Adam
truly loves Eve and he also eat that fruit of knowledge. Without any fear of God's
punishment he eats fruit. He eat fruit for Eve. He does not care about punishment. For
Adam Eve is more important than punishment. He is ready to sacrifices his life for
Eve. So Eve is selfish but Adam is altruistic. Eve is so beautiful that Satan also forgets
his revenge for sometimes.
(2) Whose arguments did you find more convincing?
In paradise Lost Eve's arguments are more convincing than other. She is
intelligent. She gives answers to Satan very samrtly. And also gives logical arguments
and logical reasons to Satan. Satan wants to takes his revenge against God. That's why
Satan chooses Eve to takes his revenge against God. So Eve becomes a tool of Satan
to successful in his plan. Satan is deeply arrogant and powerful. Eve does not know
about a knowledge of tree. But Satan gives information about knowledge of tree to
her. She is excited to know about a tree of knowledge. Her excitement and Satan
incites her to eat that fruit of knowledge.
Eve said to Satan that,
"But of this tree we may not taste nor touch; God so commanded, and left that
command sole daughter of his voice: The rest we live Law to ourselves; our Reason is
our law."?
In this arguments she tells God made some law. And Adam and Eve both
follows the law of God. And they can not touch that tree of knowledge or they can not
eat that fruit of knowledge.
" Queen of this universe! Do not believe Those rigid threats of death. Ye shall
not die. How should ye? By the fruit? It gives you life to knowledge. By the
Threatener? look on me, Me who have touched and tasted , yet both live, And life
more perfect have attained than fate meant me, by venturing higher than my lot"?

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In this dialogues Satan provokes Eve to eat fruit of knowledge. He tells her
benefits of fruit. In her mind he produces greed of fruit of knowledge. He praises her
beauty. And he using a word "Queen of universe" to praise her. This is his plan to
convince Eve to eat fruit. That's why he uses different logic.
And then Eve eats the fruit of knowledge. Then she thought about the
punishment of God. She is frightened. And then he also tells Adam about that
incident. And Adam is also frightened. But Eve also convince Adam to eat the fruit of
knowledge. Adam truly loves Eve. And he does not thought about punishment and he
eats the fruit of knowledge. He eats the fruit of knowledge or Eve. Both thought that if
they get the punishment they will get the same thing.
During Eve and Satan's arguments Eve's arguments more logical than Satan.
She also tells about law of God. And she gives logical reasons. And she is not easily
believes in Satan's words. But asks many questions and she constantly argues with
Satan. And she got her answers. And then she satisfy with Satan's arguments and
Satan's logic. Then she eats fruit.
(3) How do you look Divine perspective in Genesis of The Holy Bible and Human
perspective in John Milton's Paradise Lost Book IX?

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There is a difference between Holy Bible and John Milton's paradise Lost.
In Holy Bible God is centre. And In John Milton's Paradise Lost Book IX Human
beings are the centre. In Holy Bible human beings becomes puppet. Bible gives more
importance to God. In Bible God is lively character.
In John Milton's Paradise Lost he gives logical arguments to Satan, Eve
and Adam. He gives voice to all characters. In this book he gives importance to
human beings. And John Milton wrote Paradise Lost from Human perspective. And In
Holy Bible Divine perspective is more powerful than Human perspective.
Thinking Activity on Coleridge's Biographia literaria

Thinking Activity
The Biographia Literaria is a critical work by Samuel Taylor Coleridge. Which is contained in 24
chapter. In this critical disquistion, Coleridge concern himself not only with the practice of
criticism but also with the its theory. In chapter of XIV of Biographia Literaria, Coleridge's view
on nature and function of poetry is discussed in philosophical term. The difference between
prose and poem is discussed by Coleridge and the difference between poetry and poem is
discussed by philosopher.
(1) Write in your words the difference between Poem and Prose.

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=> A poem is written in short. In poem sentences are less and small. In poem rhythm and sound
is important. Poem is written in stanza. In poem imagination is more. But In prose reality is
there. In poem poet stress on imagination and In prose writer stress on reality. Prose does not pay
attention to rhyme and rhythm. In prose sentences are more and long. In poem meaning is
shallow. But In prose meaning is deep. A poem is easy to understand. But In prose it is difficult
to understand. Because In poem sentences are simple and In prose sentences are complex. And
also meaning is hidden in prose.
(2) Write in your words the difference between poem and poetry.
=> There is a minor difference between poem and poetry. Poem gives pleasure and poetry gives
aesthetic delight. Poem is primary imagination and poetry is secondary imagination. In poem
language
is material and In poetry language is natural. In poetry feelings, emotions are true. Poetry is
creative writing and poem is piece of writing. In poem imagination, fancy are more. But In
poetry deals with real emotions, feelings and experience of writer.
(3) Give illustration to support your answer.
=> Example of poem :-

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=> Example of poetry :-
=> Example of prose :-
Prose also uses in play in form dialogues or paragraph or sometimes prose is also written in form
of article or section.

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Thinking Activity on Dryden's Essay on Dramatic poesy

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(1) Do you find any difference between Aristotle's definition of Tragedy and Dryden's
definition of play?
=> Aristotle's definition of Tragedy :-
"Tragedy is an imitation of an action that is serious, complete and of a certain
magnitude; in language embellished with each kind of artistic ornaments, the several
kinds being found in separate parts of the play; in the form of action, not of narrative;
through pity and fear effecting the proper purgation of these emotions."
=> Dryden's definition of play :-
"A play ought to be a just and lively image of human nature, representing its
passions and humour and the changes of fortune to which it is subject for delight and
instruction of mankind."
Aristotle says tragedy is serious action. And In Dryden's definition of play
Dryden says just and lively image of human nature. In tragedy pity and fear is there.
Both are important in tragedy. Pity and fear creates tragedy. And In play instruction of
mankind and delight is there. Delight and instruction of mankind is important in play.
In Aristotle's definition Catharsis is there and In Dryden's definition delight is there.
(2) If you are supposed to give your personal predilection, would you be on the side of
the Ancient or the Modern? Please give reasons.
=> Ancients and Moderns both are important. Both are attached with together for some
points. There is a relationship between past and present, humanity and nature and
knowledge. In the age of Dryden there is the most important debate on the comparative
merits and demerits of the ancients and moderns.Ancient closely observed nature and
faithfully represented her in their work. The moderns have new ideas, new techniques of
writing. Ancient and both are better. It is difficult to judge them.
(3) Do you think that the arguments presented in favour of the French plays and against

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English plays are appropriate? (Say for example, Death should not to be performed as it
is neither 'just' not 'lively' image, displaying duel fight with blunted swords, thousands of
soldiers marching represented as five on stage, mingling of mirth and serious, multiple
plots etc.)
=> French play writer follows the Ancients style, techniques of writing. And English play
writer follows the moderns style, technique of writing. French plays does not divided into
act and scenes. But English plays divided into act and scenes. That's why French plays
boring in comparison of English plays. In English plays there is a mixture of tragic and
comic elements. Lisideus is in fever of French plays and Neander is in fever of modern
plays. Neander represents the thoughts of Dryden. Lisideus says in french plays clarity
is there. And Neander says in English plays satisfaction is there. In French plays
smallness, pursuit of one plot, Little action, Narrowness of imagination is there. And In
English plays is longer. And English play have Subplots, More Action and Broadness of
imagination is there.
(4) what would be your preference so far as poetic or prosaic dialogues are concerned
in the play?
=> I would like to prefer poetic dialogues in the play. Poetic dialogues are in form of
Blank Verse or Rhyme. So It gives a new charm. Poetic dialogues helpful to describes a
important situations or incidents. Poetic dialogues pleases to reader or audience.
Audience does not becomes bored while watching the play or reading the play.
Thinking Activity on Wordsworth's preface to Lyrical
Ballad

Thinking Activity
The preface to Lyrical Ballad is an essay composed by William Wordsworth, for the second
edition of the poetry collection Lyrical Ballad and then greatly expanded in the third edition of
1802. It has come to be seen as de facto manifesto of the Romantic movement.
(1) What is the basic difference between the poetic creed of 'Classicism' and
'Romanticism'?
=> classicism and Romanticism two ideologies. They are school of thought or It is a technique
of writing. In Classicism intellect is the guiding source and in Romanticism imagination is the
guiding source. Romantic poetry is highly imaginative. Classical poets believes in restrained and
Romantic poets did not believes in restrained and Romantic poets believes in liberty, freedom.
They believed that poet is free to describe, express their feelings through words in the way he
likes. In Classicism they realied on the classical master. They followed them. In Romanticism
they realied on imagination. And they do not followed classical writer. But they followed
medieval writer. In Neo-Classical period they represents city life and urban life. In Romanticism
they represents rustic life, rural people. Romantic poets believes in subjectivity. And Classical
poets believes in objectivity.
(2) Why does Wordsworth say 'What' is poet? Rather than 'Who' is poet?
=> Wordsworth say what is poet? Rather than who is poet because poet is different and better
than ordinary man. A poet is a man speaking to men endowed with more lively sensibility. He
finds more enthusiasm, more tenderness and talent in poet. A poet has a great knowledge of
human nature. Inherent talent within a person to come with poetry is important. Poet has a more
comprehensive soul. His observation and collect the emotions is powerful and better than
ordinary man. For him spirit of life is important. His participation is more important. Where
even things do not exists the poet creates that things. So he has a unique vision to create his
poetry.
(3) What is poetic diction? Which sort of poetic diction is suggested by Wordsworth in the
preface?

Thinking Activity
=> poetic diction means 'Choice of words'. Every poet has their unique and individual style of
writing. For Wordsworth "The language as really use by men" is important. He says genuineness
is in rural life and artificiality is in City dwellers. For him genuineness is more important than
artificiality. According to him Neo-Classical poet write in highly ornamental language. So
ordinary man does not understand the real meaning of poetry. But Romantic poets does not write
in ornamental language. But their language of poetry is natural. So ordinary man easily connects
with this poem.
(4) What is poetry?
=> After Dryden Wordsworth offers this definition of poetry, "Spontaneous overflow of
powerful feelings it takes, it in form of emotion recollected in tranquillity". Poet describes his
emotions, feelings, experience through words and poetry.
(5) Discuss 'Daffodils- I wandered lonely as a cloud' with reference to Wordsworth's poetic
creed.
=> In Daffodils poem four stanzas are there. First three is written in past and the last is written in
present. Tone of the poem is subjective. Wordsworth says when he is vacant and pensive mood
he recollects the Daffodils. Wordsworth describes his feelings, emotions and experience in this
poem. And he creates a beautiful picture of Daffodils through his words in front of our eyes.
When he remembers The Daffodils again he felt the Spontaneous overflow of powerful
happiness.
Pre-tas Frankenstein by Mary shelley

Thinking Activity
(1) when did you haha dream?
After a one year i saw a dream. It is very dangerous and horrible. It's like a real situation. I was very
frightened. It is very bad experience for me. It is such a horrible and frightened for me.
(2) what did you see in your dream?
I was alone in on a sterenge place . I am alone. This is very frightened situation. I see one strenge
person who is looks is uglu . He
behaves something different. And then I feels fears.
(3) Based on your dream if you are asked to cteate, something , what type of creation would be
there?
If I crertes a dream in my dream i saw one man in forest. He forgets the way. And the person is
alone. He tries alot to find his way. At that time he listens something strenge voice. And then one
perdpe is came. He is a ghost. His looks is ugly .
(4) The creation will be ugly or Beautiful?
The creation is ugly and terribter.
(5) If ugly why? If beautiful, why?
Because it is hooror situation. That's why it becomes uglu. Becuse it creates a fears in our mind.
(6) what are your interpretation for the word monster?
Monster words creates something bad image in our mind. Becuse the words suggest the bad
meanning . It is harmful for haman beings.
(7) have you ever visited such kind of places which has connections with horror and teri?
I have visited this types of horror places in my deram.but in real condition I never visited this types
of places.

Thinking Activity
Thinking Activity :- Middle March
Middlemarch, A Study of Provincial Life is a novel by the English author George Eliot (Mary
Anne Evans), first published in eight instalments (volumes) in 1871–1872. The novel is set in the
fictitious Midlands town of Middlemarch during 1829–1832,[1] and follows several distinct,
intersecting stories with a large cast of characters. Issues include the status of women, the nature
of marriage, idealism, self-interest, religion, hypocrisy, political reform, and education. Despite
comic elements, Middlemarch is a work of realism encompassing historical events: the 1832
Reform Act, the beginnings of the railways, and the death of King George IV and succession of
his brother, the Duke of Clarence (King William IV). It incorporates contemporary medicine and
examines the reactionary views of a settled community facing unwelcome change. Eliot began
writing the two pieces that would form Middlemarch in the years 1869–1870 and completed the
novel in 1871. Although initial reviews were mixed, it is now seen widely as her best work and
one of the great novels in English .
A major theme in George Eliot's novel, Middlemarch, is the role of women in the community.
The female characters in the novel are, to some extent, oppressed by the social expectations that
prevail in Middlemarch. Regardless of social standing, character or personality, women are
expected to cater to and remain dependent on their husbands and to occupy themselves with
trivial recreation rather than important household matters. Dorothea and Rosamond, though
exceedingly dissimilar, are both subjected to the same social ideals of what women should be.

Thinking Activity
Dorothea and Rosamond are on different levels of the intricate social spectrum in Middlemarch.
As a Brooke, Dorothea's connections "though not exactly aristocratic, were unquestionably
ëgood'"(p.7). Rosamond is of a slightly lower status, especially given that her father has married
an innkeeper's daughter, thus further lowering the family's social rank. Although Dorothea and
Rosamond enjoy similar amenities such as servants, the detailed social continuum of
Middlemarch separates them.
Thinking Activity :- Matthew Arnold
Matthew Arnold (24 December 1822 – 15 April 1888) was an English poet and
cultural critic who worked as an inspector of schools. He was the son of Thomas
Arnold, the famed headmaster of Rugby School, and brother to both Tom Arnold,
literary professor, and William Delafield Arnold, novelist and colonial administrator.
* Que - 1 write about one idea of Mathew Arnold which you find
interesting and relevant in your times?
Ans : Mathew Arnold discuss about good poetry in his essay. He says that "
poetry is the criticism of life " . I like this idea which with he deal. It is also
interesting. Usually poets are write about their experiences or there current
situation in poetry. " criticism of life" means that profound application of

Thinking Activity
ideas to life and poetry represented social, political and religion life. At
present we find that generally poets are write about nature And also they
connected with the truthfullness of poetry or beauty.
*
Que - 2 write about one idea of Mathew Arnold which you find out of
date and irrelevant in your time?
Ans : I am not agree with the idea of " Touch stone Mathod " which he discuss in
his essay. Comparing the lines of the great poets with other poetry it is difficult. In
this method talent of individual is not fairly judged and it also seems to neglect
the beauty and uniqueness of an individual. It is not necessary to compare the
work of an ancient writers with any other writers for passing judgement on their
work.Because everyone has his/her own beauty, talent and uniqueness. Arnold's
ideal poets are Homer and Sophocles in the ancient world but Chaucer,
Dryden,Shelly and Pope fall short of the best because they lack high seriousness.It
is not a fairway to judge the work of an art.What Homer and Sophocles wrote it
might also be not relevant in today's time.By comparing the work of one with
another it is not fairway to judge any writer's work.
Literature is the central division of the Humanities, flanked on one side by
history and on the other side by philosophy.Here we can say that history
and philosophy are twin pillars of literature.History represents the what was
happen in past. Basically history is about past events and actions. While
Philosophy is about morality and ethics of life.literature . Frye has used the
word centrifugal which means to go away from literature and find
background to understand literature.So for the batter understanding of the
literature reader have to refer framework of history and philosophy for the
understanding of ethics.
4.Briefly explain inductive method with illustration of Shakespeare's
Hamlet's Grave Digger's scene.

Thinking Activity
Inductive method is journey which leads from specific to general.As we
read some specific literary work and comes to a general conclusion,in this
way we extend from specific outcome to general outcome.The best
example of this method is grave digging scene from Hamlet, it is a specific
scene and from that scene we come to some general conclusion. In that
scene there were two grave diggers and they seemed in quite in harmony
with their work.They were talking with one another and singing a song
during the time of grave digging.They were also mocking on dead Ophelia
and commented that whether she allowed to buried or not. Here we can
see that they have no grief for deadly one.It was their work and that's why
they were habituated with it. It became their general work so they have no
emotion for dead one.
5.Briefly explain deductive method with reference to an analogy to
Music, Painting, rhythm and pattern. Give examples of the outcome of
deductive method.
Deductive method is a journey from general to specific.Music and rhythm
both are the form of art. Music is a form of art which moves in time and
painting is a form of art which moves in space.Music is rhythm and painting
is pattern. In a music we can understand the rhythm of it while in painting
we can understand the pattern of it.Rhythm is a narrative form,while pattern
is simultaneous mental grasp of verbal structure and it has meaning and
significance.It provides a mental visual. By listening some of the music we
can't get everything, but by looking at painting we can get idea of it's
pattern.
Thinking Activity : Northrop Frye - ritual, myth, and the
archetypes of literature

Thinking Activity
Herman Northrop Frye CC FRSC was a Canadian literary critic and and literary
theorist, considered one of the most influential of the 20th century. Frye gained
international fame with his first book, Fearful Symmetry, which led to the
reinterpretation of the poetry of William Blake.
(1) What is Archetypal Criticism? What does the archetypal critic do?
=>
In literary criticism the term archetype denotes recurrent designs,pattern of
action,character-type,themes and images which are identifiable in a wide variety of
works of literature,as well as in myths,dreams and even social rituals.
Archetypal critic reads that sines, and try to get meaning and they interpret the
menning.
(2)What is Frye trying prove by giving an analogy of ' Physics to Nature' and
'Criticism to Literature'?
=>

Thinking Activity
Frye compares human emotions with nature. Nature is also important aspect. Nature
have different season, like human beings has a different emotion and feelings. Nature
constructs people. Nature also affects human beings. So frye compares human being' s
emotions with different season.
Spring
The Spring season represents the Comedy.
Summer
The season of Summer represents Romance.
Autumn
The Autumn season represents Tragedy.
Winter
The season of Winter represents Satire.
(3) Share your views of Criticism as an organised body of knowledge. Mention
relation of literature with history and philosophy.

Thinking Activity
=> History is very important to know the present situation, because through the
historical lenses we observe the situation and we compares with past. And we get
some glimpses, so it becomes helpful and we also compare with present time. And
philosophy is also another important aspects. Philosophy also becomes helpful to
understands the past. People have different motives, and different perspectives, some
are unique and some are similar, so philosophy helps to understands moral values of
people. So for literature history and philosophy both are important.
(4) Briefly explain inductive method with illustration of Shakespeare's Hamlet's Grave
Digger's scene.
=> Inductive method is about Specific to general. Through the specific understanding
we get conclusion of understanding. Example is grave digging scene in Hamlet,
Ophelia is dead and both grave diggers digging the grave. This scene is perticular,
specific scene in the Hamlet. Both digging the grave for them it is routine work, that's
why for them there is no pain, no sadness. Because routine works brings a changes in
their character. They know the ultimate truth, they talking about life. So this scene is
specific but their understanding connects in larger structure is general structure.
(5) Briefly explain deductive method with reference to an analogy to Music, Painting,
rhythm and pattern. Give examples of the outcome of deductive method.
=> Deductive method is about general to specific. People have different area of
interest that's why choices are different and people have different mind set that's why
it depends on human beings. Time by time everything is changing and past becomes
trend and present becomes past at a time. Poeple express their emotions, feelings
through art. And music and painting both are part of art. Music follows rhythm.
Rhythm and sound is a part of music. painting is art of picture. Through the different
colours, it creates a picture of life. Sometimes some music and rhythm have deep
meaning, so it creates a image. And sometimes some music does not creates image
because it is shallow level. Some painting gives deep meaning, but some painting
does not gives any meaning. In past time history remains through the different
painting. It gives a some knowledge about past. So painting, music are tool to keep
past and present situation. Music have also different genere and painting also have
different genere, so both are connected with art. So art is general. And music and
painting becomes perticular part.
(6) Refer to the Indian seasonal grid (below). If you can, please read small Gujarati or
Hindi or English poem from the archetypal approach and apply Indian seasonal grid in
the interpretation.
=>

Thinking Activity
In India main three season are there and these three seasons also divided into two
another part.
(1) િશયાળો - Winter Season
1. હમંત ઋ ુ
2. િશિશર ઋ ુ
(2) ઉનાળો - Summer Season
1. વસંત ઋ ુ
2. ી મ ઋ ુ
(3) ચોમા ુ - Monsoon Season
1. શરદ ઋ ુ
2. વષા ઋ ુ

Thinking Activity
In this poem poet describes the season and also talks about the ability of poet. Poet
needs a sense to connect past with present, and present with past. So here poet said In
Autumn, thinks about summer and in summer, thinks about Autumn, then become
Poet. Poet needs deep sense of understanding. In this poem poet talks about that sense
of deep meaning. One situation is there and thinks about another situation, another
steps is necessary. Feel the pain, understanding the pain, situation, condition, feelings,
emotions, behaviour is necessary. Deep understanding of things is necessary.
Compare happiness with pain. Happiness is there and then another step is sadness is
there. Both connect with each other. It is a cycle. So In this poem through the season
poet talks about human condition.
Thinking Activity :- Postcolonial theory

Thinking Activity
Postcolonialism or postcolonial studies is the academic study of the cultural legacy of
colonialism and imperialism, focusing on the human consequences of the control and
exploitation of colonized people and their lands.
The name postcolonialism is modeled on postmodernism, with which it shares certain
concepts and methods, and may be thought of as a reaction to or departure from
colonialism in the same way postmodernism is a reaction to modernism. The
ambiguous term colonialism may refer either to a system of government or to an
ideology or world view underlying that system—in general postcolonialism
represents an ideological response to colonialist thought, rather than simply describing
a system that comes after colonialism. The term postcolonial studies may be preferred
for this reason.
Postcolonialism encompasses a wide variety of approaches, and theoreticians may not
always agree on a common set of definitions. On a simple level, it may seek through
anthropological study to build a better understanding of colonial life from the point of
view of the colonized people, based on the assumption that the colonial rulers are
unreliable narrators.
On a deeper level, postcolonialism examines the social and political power
relationships that sustain colonialism and neocolonialism, including the social,
political and cultural narratives surrounding the colonizer and the colonized. This
approach may overlap with contemporary history and critical theory, and may also
draw examples from history, political science, philosophy, sociology, anthropology,
and human geography.
Sub-disciplines of postcolonial studies examine the effects of colonial rule on the
practice of feminism, anarchism, literature and Christian thought.
hilosophy), and as a politics (affairs of the citizenry), the field of postcolonialism
addresses the politics of knowledge—the matters that constitute the postcolonial
identity of a decolonized people, which derives from: (i) the colonizer's generation of
cultural knowledge about the colonized people; and (ii) how that Western cultural
knowledge was applied to subjugate a non–European people into a colony of the
European mother country, which, after initial invasion, was effected by means of the
cultural identities of 'colonizer' and 'colonized'.
Postcolonialism is aimed at destabilizing these theories (intellectual and linguistic,
social and economic) by means of which colonialists "perceive", "understand", and
"know" the world. Postcolonial theory thus establishes intellectual spaces for
subaltern peoples to speak for themselves, in their own voices, and thus produce

Thinking Activity
cultural discourses of philosophy, language, society and economy, balancing the
imbalanced us-and-them binary power-relationship between the colonist and the
colonial subjects.
Thinking Activity :- Gerad Genette
Gérard Genette was a French literary theorist, associated in particular with the
structuralist movement and such figures as Roland Barthes and Claude Lévi-Strauss,
from whom he adapted the concept of bricolage.
Gérard Genette (born 1930) is a Frenchliterary theorist, associated in particular with
the structuralist movement and such figures as Roland Barthes and Claude Lévi-Strauss, from
whom he adapted the concept of bricolage.
He is largely responsible for the reintroduction of a rhetorical vocabulary into literary criticism,
for example such terms as trope and metonymy. Additionally his work on narrative, best known
in English through the selection Narrative Discourse: An Essay in Method, has been of
importance. His major work is the multi-part Figuresseries, of which Narrative Discourse is a
section.
His international influence is not as great as that of some others identified with structuralism,
such as Roland Barthes and Claude Lévi-Strauss; his work is more often included in selections or
discussed in secondary works than studied in its own right. Terms and techniques originating in
his vocabulary and systems have, however, become widespread, such as the term paratext for
prefaces, introductions, illustrations or other material accompanying the text, or hypotext for the
sources of the text.
He gives a five types of narratives.

Thinking Activity
(1) ordeor
(2) frequency
(3) Duration
(4) mood
(5) voice
1) Order
Story arrangements like simple a murder occurs event -1 then the circumstances of the murder are
revealed to a detective event -2 and finally the murder is caught event -3. Generally Savdhan India Tv
serial following these type of Chronological. Example is a CID serial.
2) Frequency
The separation between an event and its narration allows several possibilities.
An event can be occured once and be narrated once.
An event can be ocuured once and be narrated many times. Example is Ramayana serial.
3) Duration
There are the two main elements of duration.
First is ten years passed but a short narrative time it mean they narrated in few seconds. Example is new
mahabharat serial or kumkum bagaya serial.
4) Mood
Genette said narrative mood is dependent on the distance and perspective of the narrator, and like music,
narrative mood has predominant patterns. It is related to voice.
5). Voice
Narrator is narrates the story in outside or he is becomes the part of the story.
Example : three midtakes of my life in govind's charachar. Or in mobydick esmaile's character.
Thinking Activity :- I. A. Richards

Thinking Activity
DescriptionIvor Armstrong Richards, known as I. A. Richards, was an English
educator, literary critic, and rhetorician whose work contributed to the foundations of
the New Criticism, a formalist movement in literary.
Richard's intellectual contributions to the establishments of the literary methodology of the New
Criticism are presented in the books The Meaning of Meaning: A Study of the influence of
Language upon Thought and of the Science of Symbolism, by C. K. Ogden and I. A. Richards,
Principles of Literary Criticism , practical criticism and The Philosophy of Rhetoric.
Examples :-
पंछ बनूँ उड़ती फ म त गगन मे
आज म आज़ाद हू दु नया क चमन मे
!ह"लोर&(!ह"लोर&, !हलो !हलो !हलो र&)
ओ मेरे जीवन मे चमका सवेरा
ओ *मटा !दल से वो गम का अंधेरा
ओ हरे खेतो मे गाए कोई लहरा
ओ यहा !दल पर क*सका ना बैरा

Thinking Activity
रंग बहारो ने भरा मेरे जीवन मे
रंग बहारो ने भरा मेरे जीवन मे
ओ !दल ये चाहे बहारो से खेलु
ओ गोर& ना!दया क धारो से खेलु
ओ चाँद सूरज *सतारो से खेलु
ओ अपनी बाहो मे आकाश लेलू
बढ़ती चालू गाती चालू अपनी लगन मे
बढ़ती चालू गाती चालू अपनी लगन मे
पंछ बनूँ…
In this song it is writer's imagination it is not happens in real situation. So here poet
used the metaphor of bird . SHe wants to free from all the cicircumstance. Words
shows her happiness.
Thinking Activity :- T. S Eliot

Thinking Activity
DescriptionThomas Stearns Eliot, OM, "one of the twentieth century's major poets"
was also an essayist, publisher, playwright, and literary and social critic. Eliot also
made significant contributions to the field of literary criticism, strongly influencing
the school of New Criticism. He was somewhat self-deprecating and minimising of
his work and once said his criticism was merely a "by-product" of his "private poetry-
workshop" But the critic William Empson once said, "I do not know for certain how
much of my own mind [Eliot] invented, let alone how much of it is a reaction against
him or indeed a consequence of misreading him. He is a very penetrating influence,
perhaps not unlike the east wind."
In his critical essay "Tradition and the Individual Talent", Eliot argues that art must be
understood not in a vacuum, but in the context of previous pieces of art. "In a peculiar
sense [an artist or poet] ... must inevitably be judged by the standards of the past."This
essay was an important influence over the New Criticism by introducing the idea that
the value of a work of art must be viewed in the context of the artist's previous works,
a "simultaneous order" of works (i.e., "tradition"). Eliot himself employed this
concept on many of his works, especially on his long-poem The Waste Land.
(1) How would you like to explain Eliot's concept of Tradition? Do you agree with it?
Ans : yes, I agree with Eliot's concept of tradition. Eliot takes the tradition in a positive way as well
as in a larger sense. Tradition is not inherited but it must be acquired with great labor. So we can
say that he put emphasizes on mingling the past and present with historical sense. The tradition
means the work of writer and their writing style. Every writer contributes his talent in his tradition. It is
the tradition with which we compare our present writer and find newness in present work.it is simple
that we come to know about the new because there is something that we call past.
(2) what do you understand by Historical sense ?

Thinking Activity
Ans : The historical sense means as Eliot presented in his essay.
" The historical sense involves a perception, not only of the pastness of the past, but of its
presence ".
The writer should be aware of the past and how the mistakes of the past should not repeat be
in the contemporary time. Which means that it involves perception of the presence of the past not
only it's pastness. It it is not only to know about historical fact but mainly it's about that in which way
people were living in the past and how that past is presented in the contemporary time.
" The historical sense, which is a sense of the timeless as well as of the temporal and of the
timeless and of the temporal together. Is what makes a writer traditional.
Which means that with the help of historical sense a writer can create the work which has timeless
and temporal both together.
(3) what is the relationship between " Tradition " and " The individual Talent " , According to
the poet T. S. Eliot?
Ans : According to T.S.Eliot ,individual Talent is a part of tradition. They are inseparable. A creative
artist while creating his work not only considers literature of his own time but also the classical.
(4) Explain : " some can absorb knowledge , the more tardy must sweat for it. Shakespeare
acquired more essential history from Plutarch than most men could from the whole British
Museum. "
Ans :In this quote Eliot explain that to be a good poet one must have the common sense. It is not
necessary for a poet to read all the literary history of the past but one has to have Shakespeare who
is not a university student or very educated fellow ,but he easily understood everything which the
university wits and his contemporary could not.
(5) Explain : " Honest criticism and sensitive appreciation is directed not upon the poet but
upon the poetry. "
Ans : This quote means we should disconnect a poet from poetry to pass a fair judgement. A poem
should be judge by its words not by the history of the poet.
(6) How would you like to Explain Eliot's theory of depersonalization ? You can explain with
the help of chemical reaction in presence of catalyst agent, platinum.
Ans : Eliot explains the theory of depersonalization with the help of science which makes it quite
interesting as well as easy to understand. He describes the process of making sulfuric acid. This
sulfuric acid is made from sulfur dioxide and water but entire process can't take place in the absence
of platinum. In this process platinum is essential element.

Thinking Activity
(7) Explain :" poetry is not a turning loose of emotion, but an escape from emotions it is not
the expression of personality, but an escape from personality. "
Ans : According to T. S.Eliot, a poet writes poetry not to release his emotions , but he wants to
escape from his emotion. He doesn't want to face it. He wants to escape from his personality from its
real self rather than expressing his personality.
(8) write two points on which one can write critique on T.S.Eliot as a critic.
Ans : As per my understanding one can write critique on following two points.....
1. Eliot's concept of Tradition
2. " poetry is not a turning loose of emotion. But as escape from emotions ,it is not the expression
of personality, but an escape from personality.
Thinking Activity :- Derrida
Jacques Derrida was an Algerian-born French philosopher best known for developing
a form of semiotic analysis known as deconstruction, which he discussed in numerous
texts, and developed in the context of phenomenology. He is one of the major figures
associated with post-structuralism and postmodern philosophy.
Derrida deconstructs the metaphysics of presence. That is to say that according to Derrida there is no
presence or truth apart from language. He seeks to prove that the structurality of the structure does
not indicate a presence above its free play of signs. This presence was earlier supposed to be the
centre of the structure which was paradoxically thought to be within, and outside this structure, it was

Thinking Activity
truth and within, it was intelligibility. But Derrida contends that, ‘the centre could not be thought in
the form of a being-presence’, and that in any given text, there is only a free play of an infinite
number of sign substitutions. A word is explained by another word which is only a word not an
existence. Thus a text is all words which are just words, not indicative of any presence beyond them.
In the words of John Sturrock, “The resort to language or sign entails, we know the loss of all
uniqueness and immediacy. The sign is not the thing in itself”. It is utteractive or repeatable. A sign
which was uttered only once would be not sign. It is the types of which each utterance istoken.
There is no a-textual origin of a text. The author’s plan of a book is a text. His realization of the same
book is another text. Its summary is third text. A text kindles a text and there is no truth beyond the
text that the text seeks to represent or explain. There is no reality other than textuality. The textuality
is the free play of signifiers. There is no signified that is not itself a signifier.
In the words of John Sturrock, Derrida seeks to undermine “a prevailing and generally unconscious
‘idealism’, which asserts that language does not create meanings but reveals them, thereby implying
that meanings, pre-exists their expression”. This for Derrida is nonsense. For him there can be no
meaning which is not formulated, we cannot reach outside language.
In deconstruction reading between the lines is very important . Reading against text is
becomes neceddary that's why we find something new. To find a hidden meaning is
very impirtant.
Thinking Activity :- Bilingualism, Trilingualism and
Multilingualism - task - 1
(1) "Good Bye" :-
=> Afrikaans :- Totsiens
=> French :- Au Revoir
=> Greek :- Yasou
=> Irish :- Slan
=> Latin :- Vale
(2) "Well Done" :-
=> Danish :- godt klaret
=> Dutch :- goed zo!
=> Finnish :- hienoa!
=> French :- bien!
=> German :- gut gemacht!
(3) "Welcome"

Thinking Activity
=> Afrikaans, Dutch :- Welkom
=> Denish :- Velkommen
=> Finnish :- Tervetuloa
=> French :- Bienvenue
=> German :- Willkommen
(4) "Thank you"
=> Spanish :- Gracias
=> French :- Merci
=> Italian :- Grazie
=> German :- Danke Sehr
=> Thai :- Khop Khun Mak Kha
(5) "Beautiful"
=> Afrikaans :- Pragtige
=> Danish :- Smuk
=> Dutch :- mooi
=> French :- belle
=> Finnish :- Kaunis
Thinking Activity :- Waiting for Godot
(1) What connection do you see in the setting (“A country road. A tree.Evening.”) of the play
and these paintings?
=>

Thinking Activity
In this picture two people are there. Both have desire. This picture also suggests that they are
waiting for something. But In picture Longing is the theme of this painting. So Samuel Beckett
inspired by this painting and then he writes "Waiting for Godot". In the painting they have desire
but for which things, maybe they have desire to meet with God and to get position in Heven. So
when we look towards painting we find that In painting they have desire and then when we look
towards Beckett's play both waiting for something. So maybe In painting and In play both have
same reason for waiting and for desire.
(2) The tree is the only important ‘thing’ in the setting. What is the importance of tree in both
acts? Why does Beckett grow a few leaves in Act II on the barren tree - The tree has four or five
leaves - ?
=>
In the play tree also becomes the symbol. Amd when we find that without leaves of tree. That
picture gives some negitivity in our mind. We find that it is a symbol of something bad happens
or it is a symbol of death also. And also suggests when we have no desire, no anything, it
suggests death becomes ultimately we are becomes a part of life and death. So ultimately the
truth is death. So In the play Estragon and Walidimir both are waiting for Godot. And both have
desire to meet with Godot. They are waiting first day but that day Godot never came. But Godot
send a messenger. He does not come. And then the second day he also does not come and again
Godot send a messenger. So When first Godot does not come. At that time Walidimir sees a tree.

Thinking Activity
On the tree new leaves grow. So it gives hope. So tree gives positivity that another day Godot
definitely come. That's why they wait another day also. So tree becomes a symbol of hope.
(3) In both Acts, evening falls into night and moon rises. How would you like to interpret this
‘coming of night and moon’ when actually they are waiting for Godot?
=>
So In the paly day and night also invoves in the play. In the night also they are waiting. So
maybe it becomes a symbol of negitivity. That nobody come. They only Weaste their time.
But they have hope that one day Godot will Came. And both meets with Godot. So one
day situation happens another day same situation are happens. Some miner change are found.
But In the play repetition are there. But when we read the play and watch the movie we find that
repetition also becomes the part of play and movie. That repetition also suggests something. So
that repetition also creates new meaning. So it becomes a part of text and movie. So In another
way night also gives a hope to wait for another day. And then another day also they waiting for
Godot.
(3) The director feels the setting with some
debris. Can you read any meaning in the contours of debris in the setting of the play?
=> so In the movie director uses debris in the setting of the play. So In the setting deberis
there. Because of deberis we cannot see the path. The route is covers with debris. That'swhy it
becomes difficult to see the whole, clear route. And In between the tree is there. So the debris
suggests the negitivity. But in this debris one tree is there. It suggests positivity. So every person
negitivity is more than positivity. So In every person one hope that something good happens that
hope is remain alive. Postivity and negitivity is connected with each other. So debris becomes
the symbol of negitivity. And tree becomes the symbol of Postivity according to me.
(4) The play begins with the dialogue “Nothing to be done”. How does the theme of
‘nothingness’ recurs in the play?
=> "Nothing to be done" this dialogue has a deep meaning. It related with our life. In the both are
waiting but nobody came but they have a hope that Godot will came. But nobody came another
day also. So In the paly both act looks similar. No any plot main theme is waiting but nobody
came both also not sure that who is Godot, and when Godot came, In which form, they does not
know the appearance of Godot. So there is no beginning and no complete end. That's why
nothingness there in the play.

Thinking Activity
(5) Do you agree: “The play (Waiting for Godot), we agreed, was a positive play, not negative,
not pessimistic. As I saw it, with my blood and skin and eyes, the philosophy is: 'No matter
what— atom bombs, hydrogen bombs, anything—life goes on. You can kill yourself, but you
can't kill life." (E.G. Marshal who played Vladimir in original Broadway production 1950s)?
=> In the play Estragon and Vlalidimir both are talking. And both argues with each other. Both
have their own point of view. That's why sometimes they becomes hiper to prove their point of
view. No according to me the play is not negative but positive. Because it shows the reality of
life. It is bitter but it is effective. Both are talking but in their small talk both tells the truth of life.
So play is positive.
(6) How are the props like hat and boots used in the play? What is the symbolical significance of
these props?
=> Hat and Boots becomes symbol. One hat is Pozzo's hat. And Vladimir takes this hat and put
on his head. Another hat gives to Estragon and then he also put Vladimir's hat on his head and
his hate gives to Vladimir. And then they again and again doing that. So it becomes a symbol of
master - slave relationship. One is in top position so another is in bottom. And that situation
constantly happens in society. One becomes poor and another becomes rich. And one becomes
rich so another is in poor position.
(7) Even when the master Pozzo is blind, he obediently hands the whip in his hand. Do you think
that such a capacity of slavishness is unbelievable?
=> Sometimes in very child age some becomes slave. And that's why they becomes habituated to
follow the rules of master. Whatever their master says, they does whatever their master says.
They becomes completely blind they only listens whatever his master says. In childhood they
treated like that. That's why when master beats slave. They can't say any word to master. They
forgets their strength. They serve their master like god.
(8) Who according to you is Godot? God? An object of desire? Death? Goal? Success? Or . . .
=> According to me Success and Death both are like Godot. Because every person wants a
success in their life. For success every person does hard work and then they got a success so it
becomes like godot. And death is also like godot because then everything we get wherever we

Thinking Activity
need then ultimately death is becomes a last station of our life. So at the end death fufills our
whole desires. Ultimately we belong to death so death is also Godot for me. According to me In
the movie or in the play tee becomes Godot because tree gives hope and postivity to Vladimir.
(9) “The subject of the play is not Godot but ‘Waiting’” (Esslin, A Search for the Self). Do you
agree? How can you justify your answer?
=> yes, I agree that the subject of the play is not Godot but Waiting, because In whole play
nobody came, they waiting in the beginning of the play both ate waiting and at the end of the
play both are waiting so waiting becomes the theme of the play.
(10) Do you think that plays like this can better be ‘read’ than ‘viewed’ as it requires a lot of
thinking on the part of readers, while viewing, the torrent of dialogues does not give ample time
and space to ‘think’? Or is it that the audio-visuals help in better understanding of the play?
=> Sometimes reading the dialogues, text becomes important because every seen does not gives
deep impact but reading the text becomes necessary because when we read this play it gives a
deep message, and in the movie the dialogue goes speedily that's why it becomes difficult to
understand.
(11) Which of the following sequence you liked the most:
* Vladimir – Estragon killing time in questions and conversations whilewaiting
* Pozzo – Lucky episode in both acts
* Converstion of Vladimir with the boy
=>

Thinking Activity
=> I like both act first when Vladimir and Easragon killing their time at that time both arguing
with each other and both tells deep philosophy of life in their conversations.
And second when Pozzo and Lucky came when Pozzo whatever says Lucky follows his order.
But the Lucky has a sense of thinking, he only thinks and pozzo is only gives order. When Lucky
stars speaking, everybody becomes irritated.
(12) Vladimir and Estragon talks about ‘hanging’ themselves and commit suicide, but they do
not do so. How do you read this idea of suicide inExistentialism?
=> Both are ready to kill their self. Both are ready for suicide. But then they stops they thinks
that both are waiting for Godot. In existentialism person believe in real existence then and then
they believe, they also does not believe in any proof. They believe in real experience. So whe
both are waiting for Godot, they never see Godot, they never met Godot, they never talk with
Godot, they never no that Godot came in which form, they never know the appreance of Godot
then still both are waiting so In existentialism it becomes meaningless.
(13) Can we do any political reading of the play if we see European nations represented by the
'names' of the characters (Vladimir - Russia; Estragon - France; Pozzo - Italy and Lucky -

Thinking Activity
England)? What interpretation can be inferred from the play written just after World War II?
Which country stands for 'Godot'?
=> Germany stands for Godot. Because In the play also Godot is not there physically but Godot
mentally present through both the character especially Vladimir because Easragon forgets
everything. And conuntry shows the ruling power on another country. And that's why In the play
also Pozzo ruling over lucky.
(14) So far as Pozzo and Lucky [master and slave] are concerned, we have to remember that
Beckett was a disciple of Joyce and that Joyce hated England. Beckett meant Pozzo to be
England, and Lucky to be Ireland." (Bert Lahr who played Estragon in Broadway production).
Does this reading make any sense? Why? How? What?
=> pozzo rules over Lucky. Because he is slave. He has a power of thinking but still he does not
rebel against his master. Because he becomes mentally blind because he only follows whatever
his master says. He becomes a puppet of his master. England is powerful conuntry, England rules
over many country that's why I think Beckette meant pozzo to be England.
(15) The more the things change, the more it remains similar. There seems to have no change in
Act I and Act II of the play. Even the conversation between Vladimir and the Boy sounds almost
similar. But there is one major change. In Act I, in reply to Boy;s question, Vladimir says:
"BOY: What am I to tell Mr. Godot, Sir?
VLADIMIR:
Tell him . . . (he hesitates) . . . tell him you saw us. (Pause.) You did see us, didn't you?
=> In the conversation with the boy and Vladimir some minor changes came. In first act
Vladimir says us and In second act he says me. And In both the when he talks with boy he
hesitates. And first act end he has a hope that another they surely Godot will came. But then
another day also not came. And boy came again and then his tone is changing. Only he remebers
everything. Boy, Easragon, pozzo, and Lucky does not remembers everything. So memory
creates difficulties for Vladimir.
(16) How does this conversation go in Act II? Is there any change in seeming similar situation
and conversation? If so, what is it? What does it signify?
=> In the second act all forgets the situation and incidents of first act only Vladimir remembers
everything. And Pozzo becomes blind. And Lucky becomes dumb. And the tone of Vladimir
also changed. When boy came again for same news. Vladimir said to boy,
"Tell him you saw me
You're sure you saw me,
You won't come and tell me
tomorrow that you never saw me!

Thinking Activity
=> At the end of the play the tone of Vladimir is same. But words are different. Accordingto my
interpretation when first boy came at that time he hesitates to speaks with boy because of he has
enthusiasm but In second act he hesitates to speaks with boy because of he is angry.
Thinking Activity :- The Birthday Party

Thinking Activity
=> post - Viewing Tasks :-
(1) Why are two scenes of Lulu omitted from the movie?
=> In the movie when the birthday party starts at that time Lulu is present. And then
the very important part of the movie she is npt present in the movie. When somebody
rapes on her. She becomes a victims of someone. At that time In the play she is
present and she blams on Maccann. This scene is not present in the movie. Maybe
director wants focus on the Stanley's character or his situation. That's why Lulu
omitted from the movie.
(2) Is movie successful in giving us the effect of menace? Where you able to feel it
while reading the text?

Thinking Activity
=> Yes, According to me movie is successful to give us the effect of meance. In the
movie two strengers are there. Both wants take Stanley with them. And that's why
they creates a difficulty for him. They mentally touched him. When Stanley knew that
both strengers came. At that time he does not like. He don't want to meet with them.
And he hides himself when both are came. He feels something wrong is happens.
That's why he don't want to meet with them. In the movie sounds plays very important
role. Through sound we feels the situation. When both are came. At that time fear
generates in Stanley's mind for these two strengers.
(3) Do you feel the effect of lurking danger while viewing the movie? Where you able
to feel the same while reading the text.
=> Yes, I feel the effect of Lurking danger while viewing the movie. When Stanley
knew that both strengers came. At that time he becomes upset. And he feels fear. And

Thinking Activity
that's maybe he wants to hides something. That's why he feels fear. He wants hides
himself when both are came. He becomes mentally upset.
(4) What do you read in 'newspaper' in the movie? Petey is reading newspaper to
Meg, it torn into pieces by McCain, pieces are hidden by Petey in last scene.
=>
In the movie Peter is reading the newspaper. In the movie newspaper becomes the
symbol of hiding. Peter reads newspaper. He wants becomes unknown with the
current incidents or situation. He knew everything but he becomes artificial. And he
ignores the reality, and so reading the newspaper becomes the symbol of ignoring or
hiding. In the last scene Peter knew that Stanley goes with both the strengers. And
then he starts reading the newspaper. Because Meg is came And when Meg asks about
Stanley he becomes completely unknown and he is agree with Meg that Stanley is
slipping in his bedroom. He knew that Stanley is not there in his bad room. Still he
hides the reality in front of Meg. And reading newspaper. And Mccann also found

Thinking Activity
with newspaper. He uses the not for the reading purpose but he uses the newspaper to
removes his frustration. He cuts the newspaper in small pieces.
(5) Camera is positioned over the head of McCain when he is playing Blind Man's
Buff and is positioned at the top with a view of room like a cage (trap) when Stanley
is playing it. What interpretations can you give to these positioning of camera?
=> Camera moves is very important in a play in the movie. Because its focus on the
situation. In the movie camera is positioned over the head of Mccann when he is
playing Blind Man's Buff and is positioned at the top with a view of room like a cage
when stanenly is playing it. It shows the trap of Monty. Maybe he is watching and all
are in his trap. He is playing the game. And everybody becomes the tool of his hands.
(6) "Pinter restored theater to its basic elements: an enclosed space and unpredictable
dialogue, where people are at the mercy of one another and pretense crumbles."
(Pinter, Art, Truth & Politics: Excerpts from the 2005 Nobel Lecture). Does this
happen in the movie?
=>
Yes, In the movie also happens. In the movie when Peter reading the newspaper and
avoiding and hiding something. It likes a politics of him. And both the strengers
forces Stanley. And both offers him many things. But still he is not ready. So they
also beats him. And then he is ready and goes with them. When Meg made breakfast
for Stanley. Stanley does not like and he tells Meg. It is not testy. He says truth to
Meg.
(7) How does viewing movie help in better understanding of the play ‘The Birthday
Party’ with its typical characteristics (like painteresque, pause, silence, menace,
lurking danger)?

Thinking Activity
=> Viewing movie help in better understanding of the play because When we read the
play and watching the movie there is a difference is there. In the movie the
atmosphere, the sound, expression of chracters creates a interest. Reading a text also
useful. Because In the movie some scenes are not there. When we watching a movie
it's become easy to understand, we feel fear of Stanley, and his anxiety through the
movie. Through the camera angle also we understand the situation very clearly. We
feel the silence is there, but within storm of fear is there. Things becomes alive,
through the movie like newspaper, Drum, Glasses. We feel the pause.
(8) With which of the following observations you agree:
* It probably wasn't possible to make a satisfactory film of "The Birthday Party."
* “It's impossible to imagine a better film of Pinter's play than this sensitive,
disturbing version directed by William Friedkin”[3]. (Ebert)

Thinking Activity
=> I agree that It probably wasn't possible to make a satisfactory flim of "The
Birthday Party". But it becomes possible. And this flim is very well created, all
chracters performed well. They paly their role like a real chracter. Because of chracter
flim and script, becomes live. And the sound also creates interest. I know some scenes
are missing in the movie. But another scene also performed well by actors. Like when
Stanley plays the drum arrogantly and the another scene arguments between Mccann,
Goldberg, and Stanley and another scene of birthday party.
(9) If you were director or screenplay writer, what sort of difference would you make
in the making of movie?
=> In the movie Stanley's chracter is main. Amd In the text Lulu get a voice. She
blames on Mccann, that he rapes on her. But in the movie these scene is not there. So,
In the movie she not get the voice to speak. So This scene is necessary in the movie.
So I put this scene in the movie.

Thinking Activity
(10).Who would be your choice of actors to play the role of characters?
=> My choice of Actors :-
1. Stanley :- Rajkumar Rao
2. Lulu :- Katrina kaif
3. Goldberg :- Ronit Roy
4. Mccann :- Irfan khan
5. Meg :- Shabana Azmi
6. Peter :- Anupam Kher
(11) Do you see any similarities among Kafka's Joseph K. (in 'The Trial'), Orwell's
Winston Smith (in 'Nineteen Eighty-Four') and Pinter's Victor (in 'One for the
Road')?
=>
Yes, Similarities is there. In this three work. In these we find that political pressure is
there. Ans the chracters are in depression, or in some fear. And some chracter has
power to rule over them. And they becomes victims. And they becomes the puppet.
Some bad incidents happens. And some characters feels anxiety. Power plays
important role.
In Nineteen - Eighty Four :-
"Who controls The past
Controls the Future,
Who controls The present,
Controls The past".
Authority has power to control the people. So In this works against power character
becomes helpless.

Thinking Activity
Professor Balaji sir :- Reflective Blog on postcolonial
Studies
We have guest lecture on 19,20,21 August on postcolonial Studies. This three days are very
informative days.

Thinking Activity
(1) 10 things learned from the session on postcolonial Studies.
=> Hegemony
=> participatory movement
=> Fanon's Black skin White mask
=> Race
=> Language
=> Conflicts between Religion
=> The Tempest
=> Dispora
=> Object and Avoidance
=> orientalism
(2) Understanding of postcolonial Studies.
=> In postcolonial stidies becomes very important. After the colonialism, some writers write
about the situation and the effects of colonialism in people's mind. And they write many works
on them. It becomes very useful. It shows the situation and the control of power. Power controls
on the mind of people. They becomes ruler and the people becomes slave of them. There is a
difference of language and also difference of language plays very important role.
(2) A brief summary of texts in syllabus in the course on postcolonial Studies.
=> In the postcolonial Studies we find race difference is there. Most of white rules on black
people. And black people becomes slave of them. We learned Fanon 's Black skin, white mask
and The Tempest, and Imaginary Homland.

Thinking Activity
(4) What so ever you find it deems fit for the reflection on expert session on postcolonial Studies.
=> Expert lecture become helpful for deep understanding of text. It becomes useful. Because we
learns with different examples. And sir also connects with different examples.

Thinking Activity
Thinking Activity :- Orientalism by Edward Said

Thinking Activity
Edward Wadie Said was a professor of literature at Columbia University, a public intellectual,
and a founder of the academic field of postcolonial studies. A Palestinian American born in
Mandatory Palestine, he was a citizen of the United States by way of his father, a U.S. Army
veteran.
Orientalism is a 1978 book by Edward Said. in which the author defined as west's patronizing
representations of the East the societies and peoples who inhabit the places of Asia, North
Africa, and the Middle East. According to Said, orientalism (the Western scholarship about
eastern World is inextricably tied to the imperialist societies who produced it, which makes
much Orientalist work inherently political and servile to power.
In this book the Wast rules on east. Because ir has power and position.
Thinking Activity :- Then and now Colonialism, imperialism
and postcolonialism
What is colonialism, imperialism and Post-colonialism :-
Colonialism is the policy of a nation seeking to extend or retain its authority over other people or
territories,generally with the aim of economic dominance.The colonising country seeks to benefit
from the colonised country or land mass. In the process, colonisers impose their religion,

Thinking Activity
economics, and medicinal practices on the natives. Colonialism is the relationship of domination
of indigenous by foreign invaders where the latter rule in pursuit of their interests.
Imperialism is a policy or ideology of extending a nation's rule over foreign nations, often by
military force or by gaining political and economic control of other areas.Imperialism was both
normal and common throughout recorded history , the earliest examples dating from the mid-
third millennium BC, diminishing only in the late 20th century. In recent times, it has been
considered morally reprehensible and Prohibited by international law. Therefore, the term is
used in international propaganda to denounce an opponent's foreign policy
Postcolonialism is aimed at destabilizing these theories (intellectual and linguistic, social and
economic) by means of which colonialists "perceive", "understand", and "know" the world.
Postcolonial theory thus establishes intellectual spaces for subaltern peoples to speak for
themselves, in their own voices, and thus produce cultural discourses of philosophy, language,
society and economy, balancing the imbalanced us-and-them binary power - relationships
between the colonist and the colonial subjects.
These three are connected with each other. In past time there is rule of Britisher. Britisher are in
power position. And ordinary people becomes subtlern. They have no voice to raises their voice
in front of power. They becomes helpless. And In present time also power suture is changing but
situations is same.
Thinking Activity :- Transcendentalism :- In the Sacarlate
Letters
What is Transcendentalism :-
=> An idealistic philosophical and social movement which developed in New
England around 1836 in reaction to rationalism. Influenced by romanticism,
Platonism, and Kantian philosophy, it taught that divinity pervades all nature and
humanity, and its members held progressive views on feminism and communal living.
Ralph Waldo Emerson and Henry David Thoreau were central figures.
=> A system developed by Immanuel Kant, based on the idea that, in order to
understand the nature of reality, one must first examine and analyse the reasoning
process which governs the nature of experience.

Thinking Activity
In the Sacarlate Letters, nature plays important role. In the society she does not get
any space or peace but In nature she feels free and her space. In society everybody
questions on her. But In nature she gets freedom.
Thinking Activity :- Thiongo and Tharoor on postcolonial
Studies
Tharoor further adds that .... people like Lawrence Jemse and more - the bunch about the
British writers who actually acquired a fair amount of visibility & even has a best sellers in
which they had conducted self justifying, excersises, glorifying empire or of the very least
portray through Rose Tincture recipe.
And in this book he wanted to be able to take their claims which had dangerously gone without
reputation for some years and conform that had on which is Shashi Tharoor try to do in this
book.
● Then another point he talks upon that ....he himself not agtag or imppsimpos to prove that ..."
British had never come to India, then India would be the affluent country.
● He further added that ...he demonstrated in this book that 3 Industries of India which doing
very well.
These are:-

Thinking Activity
1. Textiles
2. Steal
3. Shipbuilding.
And these 3 are systematically and deliberately targeted and destroyed by the British. Its very
natural to happen this because ...
For Example:- { Shipbuilding }
So, our (India) ships used to last minimum 20 to 24 years & British - European ships have
average maximum 7 years. So , obviously they were delighted to use Indian ships for
craftsmanship & wood.
● Then he talks about British who highly regressive loss that continue even today. Low that
seduce and deals with Homosexuality also.
● Then he talks about that India got 377, now the irony is the party of Hindutva is betraying is all
the instead of Hindu tradition for tolerance of sexualities.
● He made a very important point about the British who being guilty of creating this massive
divisions between Hindus and Muslims which continue till even today. British systematically
wanted to creating division and played a very deliberate game.
● He write about Nationalism and difference between nationalism and patriotism then and now
also.
Tharoor says that in Nationalism in that day is an inclusive Nationalism. It embrassesed in
everybody's country in any background, religion, language, cast...
Today's Nationalism is narrow minded one.

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