Narrative theory made easy By Dr. Iram RizviIram Rizvi
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Narrative theory gives us an insight how human communication has evolved. The theory helps us to understand the meaning of human communication. This theory is widely used to study Film, News and Group Communication
Dialogical Odes by John Keats: Mythologically RevisitedBahram Kazemian
Â
This paper, using Mikhail Bakhtinâs theory of dialogism tries to investigate the indications of dialogic voice in Odes by John Keats. Indeed this study goes through the dialogic reading of âOde to a Nightingaleâ, âOde on a Grecian Urnâ, âOde to Psycheâ, and âOde on Melancholyâ, considering mythological outlooks. Analyzing Keatsâs odes through dialogical perspective may reveal that Keats plays a role of an involved and social poet of his own time. Moreover, Keats embraces the world of fancy and imagination to free himself from sufferings of his society. Keatsâ odes are influenced by expression of pain-joy reality by which he builds up a dialogue with readers trying to display his own political and social engagement. Applying various kinds of mythological elements and figures within the odes may disclose Keatsâs historical response and reaction toward a conflicted society and human grieves in general.
Theme of love and mysticism in English and Pakistani poetry with reference to...Premier Publishers
Â
The original concept of love may differ from person to person as well as society to society and culture to culture. It can be interpreted differently. Love is a remarkable thing which has bounded the society and the people always to each other. Mysticism would best be assumption of as a gathering of individual practices, sermons, scripts, institutes, societies, and familiarities aimed at human alteration, variously defined in different traditions. The person is known as William James which has tried to clear the concept of mysticism. The research will find out how the works of two different poets living in different continents and having opposite cultural backgrounds are addressing the same ideas and incorporating similar notions about mysticism and love. This study is devised out of curiosity weather William Wordsworth and Ameer Hamza Shinwariâs poetry contains the elements of mysticism and love. This study tries to see the different dimension of his work and give the proper and the required conclusion.
â How to create a clever title. 17 Techniques to Craft Irresistible .... Catchy Essay Titles Examples â Telegraph. How to Title an Essay: Tips and Examples | EssayPro. Clever essay titles - Is it possible to research and write a 3000 word .... 10 Proven Steps: How to Make a Title for an Article - Ultimate Guide 2024. Creative Essay Titles â How to Create Them - Blog. Catchy essay titles conclusion. How to Write a Catchy Essay Title. Essay Title Examples.
Concept of Literary theory and criticism enables the learner to understand the theory with more simplicity and lucid way. it helps the students as a concise study material to understand and learn the theory.
Evasive/Deceptive Use of Euphemistic Language in Discourse: Barak Obamaâs Spe...inventionjournals
Â
Obama mourns Japanese and other causalities in Hiroshima and calls for âa world free of nuclear weaponsâ as he became the first sitting U.S chief of staff to visit the site of dropping the first nuclear weapon in history. His speech neither mentioned anything about the 1945 atomic bombing nor showed an intention to apologize for the committed treacherous and odious military act. The completely extravagant speech appeared to be carefully crafted to draw the attention to reconciliation rather than expressing guilt and asking for forgiveness. His speech stunned so many people who saw that his presence only should have been enough to appease the Japanese. All Japanese people who witnessed the catastrophe (dead or surviving victims) are in need for Obamaâs apology to find comfort and are willing to forget and forgive. Quite the contrary, an impish rhetoric impinged upon them, and Obama appeared to be an extrovert who is seeking support for the upcoming election as well as for his plan of nuclear weapon proliferation as U.S. national interest bristles with tens of thousands of nuclear heads used as threat to the entire world. Furthermore, Euphemism is used in his speech to add insult to injury and to emphasize the âno regretâ situation. Some went further to declare that the speech symbolizes the second nuclear bomb dropping which will take the Japanese people too long to heal. Obamaâs predicament is that his blurred speech seems to have lost much of its initial impetus when he should have felt impelled to bluntly apologize to the Japanese people.
Essay On Rabindranath Tagore Essay On My Favourite Poet Rabindranath .... rabindranath tagore essay in 70 words - Brainly.in. Rabindranath Tagore Essay in English Rabindranath Tagore biography .... Essay on Rabindranath Tagore for Students and Children PDF Download. Essay on Rabindranath Tagore for Students in English 500 Words. Short Rabindranath Tagore Essay in English - YouTube. Essay on the Rabindranath Tagore: The Voice of the East. Profile of rabindranath tagore. Rabindranath Tagore Biography, Life .... Rabindranath Tagore Essay in English for Kids with Free PDF Inside. Rabindranath Tagore A Biography. Rabindranath Tagore A Life Story. Essay on rabindranath tagore. Handwriting Paragraph Writing Rabindranath Tagore - YouTube. Rabindranath Tagore. Rabindarath tagore. Rabindranath Tagore Biography amp; Facts Britannica.com. Rabindranath Tagore A Biography Exotic India Art. Rabindranath Tagore Biography Essay on Short Words life - Short Biography. Rabindranath Tagore- A Biography Exotic India Art. Paragraph on Rabindranath Tagore 100, 150, 200, 250 Words. Rabindranath Tagore A Pictorial Biography Exotic India Art. Rabindranath Tagore-great philosopher, author, composer, poet, what .... Rabindranath Tagore - Biography - YouTube. Through Picture: Rabindranath Tagore: his educational philosophy. Rabindranath Tagore - About the Poet - TNPSC English Grammar Literary Works Rabindranath Tagore . Literary contribution of rabindranath tagore. Rabindranath Tagore .... biography Rabindranath Tagore/ Indian writer/ English literature for .... Rabindranath Tagore biography - YouTube. Rabindranath Tagore: An Anthology Rabindranath Tagore Macmillan. Life of rabindranath tagore in english. Rabindranath Tagore Biography .... Biography Rabindranath Tagore Rabindranath Tagore Poetry. rabindranath tagore jayanti 2019, about rabindranath tagore - Festivals ... Rabindranath Tagore Essay Rabindranath Tagore Essay
Essay On Rabindranath Tagore | Essay On My Favourite Poet Rabindranath .... rabindranath tagore essay in 70 words - Brainly.in. Rabindranath Tagore Essay in English | Rabindranath Tagore biography .... Essay on Rabindranath Tagore for Students and Children | PDF Download. Essay on Rabindranath Tagore for Students in English [500 Words]. Short Rabindranath Tagore Essay in English - YouTube. Essay on the Rabindranath Tagore: The Voice of the East. â Profile of rabindranath tagore. Rabindranath Tagore Biography, Life .... Rabindranath Tagore Essay in English for Kids with Free PDF Inside. Rabindranath Tagore (A Biography). Rabindranath Tagore (A Life Story). Essay on rabindranath tagore. Handwriting | Paragraph Writing | Rabindranath Tagore - YouTube. Rabindranath Tagore. Rabindarath tagore. Rabindranath Tagore | Biography & Facts | Britannica.com. Rabindranath Tagore (A Biography) | Exotic India Art. Rabindranath Tagore Biography Essay on Short Words life - Short Biography. Rabindranath Tagore- A Biography | Exotic India Art. Paragraph on Rabindranath Tagore [100, 150, 200, 250 Words]. Rabindranath Tagore (A Pictorial Biography) | Exotic India Art. Rabindranath Tagore-great philosopher, author, composer, poet, what .... Rabindranath Tagore - Biography - YouTube. Through Picture: Rabindranath Tagore: his educational philosophy. Rabindranath Tagore - About the Poet - TNPSC English Grammar | Literary Works Rabindranath Tagore |.
Essay for Early American LiteratureDue No Later Than December 6.docxYASHU40
Â
Essay for Early American Literature
Due: No Later Than December 6 via Elearn Dropbox
Please respond to one of the following questions in a 3-4 page essay. You must include at least one outside source and adhere to MLA format
1. Discuss the themes and elements of Native American creation stories. How do the characteristics that resonate in these myths differ from those found in Judeo/Christian mythology? How might we account for their differences? Are there similarities between the Native and European origin stories? If so, how can we make sense of these and what do these similarities mean?
2. Consider the graphic nature of Casasâ accounts of the Spanish atrocities. Gleefully drowning children, dismembering pregnant women, and torturing captives over smoldering fires, the Spanish conquerors in Casasâ narrative engage in shocking brutality. Discuss why Casas might have chosen to represent so vividly the horror of the Spanish Conquest from the Indian point of view. How does his description reverse common European stereotypes about the âsavageryâ of American Indians? What kind of audience does he assume will read his work? Why might he think these accounts of violence will persuade them? Why does he consistently refer to the torture and murder of women and children? How effective is his strategy?
3. Compare Columbusâ descriptions of the islandsâ plants, natural features, and native inhabitants in the first and second letter featured in The Norton Anthology of American Literature. What kind of language does he use in the first letter? How is it different in the second? What does Columbus seem preoccupied with? How else might we account for the different versions of the new world depicted in these letters? Consider the political project each letter was intended to serve. Why might Columbus insist that âEspañola is a marvelâ in the first letter, and then portray it as an âexhausted,â unhealthy place populated by âcruel savagesâ in his later account?
4. At the conclusion of the excerpt from the Relation in The Norton Anthology of American Literature, Cabeza de Vaca explains that the Indians refused to believe that he and his group were of the same race as the âChristian slaversâ they encountered in Mexico. Their ânaked and barefootâ appearance as well as their gentleness and generosity seemed to separate them, in the Indiansâ minds, from the Spaniards. Look at this segment of the narrative carefully, examining it for indications of Cabeza de Vacaâs own racial and national identification. Does he see himself as âof the same peopleâ as the Christian slavers? How has his identity as a European and as a conquistador altered over the course of this time among the Indians? To get at the issue of Cabeza de Vacaâs hybrid identity, chart his interesting use of pronouns in this concluding section of the Relation. When does he use âweâ and âtheyâ? Whom does he include when he refers to âweâ and usâ?
5. Bradford wrote Book I of Of Plymo ...
NawÄl al-Sa'dÄwÄ« has criticised sharply the discourse of masculine God in her works, either
fiction or non-fiction. The phenomena is interesting to be analyzed since there are no many feminists who have
courageoulsy discuss the problem. By paying attention on her works, this paper is aimed to answer the
question: What are the forms of NawÄl al-Sa'dÄwÄ«'s criticism on the masculinity in the discourse on God? What
is the positionisation of the criticism in the meaning of discourse on divinity and why did NawÄl Al-Sa'dÄwÄ«
criticise? The paper gives meaning to the reading on the deconstruction that emphasizes the plurality and
meaning of the relation between the signifie and signifiant in language. NawÄl al-Sa'dÄwÄ« offers a new meaning
which is different, humanistic, and visionary, since the masculinity of discourse on God had been structured by
the ruler as a philosophical basis for the theological justification to structurise the patriarchal point of view to
preserve women's subordination. She has made her deconstruction as a strategy for liberation of women and
establishment of their autonomy as their fundamental condition, a gift from God. This autonomy of women had
been actualised in the early history of mankind through the reconstructive reading on history of ancient Egypt
which has been done by her.
Narrative theory made easy By Dr. Iram RizviIram Rizvi
Â
Narrative theory gives us an insight how human communication has evolved. The theory helps us to understand the meaning of human communication. This theory is widely used to study Film, News and Group Communication
Dialogical Odes by John Keats: Mythologically RevisitedBahram Kazemian
Â
This paper, using Mikhail Bakhtinâs theory of dialogism tries to investigate the indications of dialogic voice in Odes by John Keats. Indeed this study goes through the dialogic reading of âOde to a Nightingaleâ, âOde on a Grecian Urnâ, âOde to Psycheâ, and âOde on Melancholyâ, considering mythological outlooks. Analyzing Keatsâs odes through dialogical perspective may reveal that Keats plays a role of an involved and social poet of his own time. Moreover, Keats embraces the world of fancy and imagination to free himself from sufferings of his society. Keatsâ odes are influenced by expression of pain-joy reality by which he builds up a dialogue with readers trying to display his own political and social engagement. Applying various kinds of mythological elements and figures within the odes may disclose Keatsâs historical response and reaction toward a conflicted society and human grieves in general.
Theme of love and mysticism in English and Pakistani poetry with reference to...Premier Publishers
Â
The original concept of love may differ from person to person as well as society to society and culture to culture. It can be interpreted differently. Love is a remarkable thing which has bounded the society and the people always to each other. Mysticism would best be assumption of as a gathering of individual practices, sermons, scripts, institutes, societies, and familiarities aimed at human alteration, variously defined in different traditions. The person is known as William James which has tried to clear the concept of mysticism. The research will find out how the works of two different poets living in different continents and having opposite cultural backgrounds are addressing the same ideas and incorporating similar notions about mysticism and love. This study is devised out of curiosity weather William Wordsworth and Ameer Hamza Shinwariâs poetry contains the elements of mysticism and love. This study tries to see the different dimension of his work and give the proper and the required conclusion.
â How to create a clever title. 17 Techniques to Craft Irresistible .... Catchy Essay Titles Examples â Telegraph. How to Title an Essay: Tips and Examples | EssayPro. Clever essay titles - Is it possible to research and write a 3000 word .... 10 Proven Steps: How to Make a Title for an Article - Ultimate Guide 2024. Creative Essay Titles â How to Create Them - Blog. Catchy essay titles conclusion. How to Write a Catchy Essay Title. Essay Title Examples.
Concept of Literary theory and criticism enables the learner to understand the theory with more simplicity and lucid way. it helps the students as a concise study material to understand and learn the theory.
Evasive/Deceptive Use of Euphemistic Language in Discourse: Barak Obamaâs Spe...inventionjournals
Â
Obama mourns Japanese and other causalities in Hiroshima and calls for âa world free of nuclear weaponsâ as he became the first sitting U.S chief of staff to visit the site of dropping the first nuclear weapon in history. His speech neither mentioned anything about the 1945 atomic bombing nor showed an intention to apologize for the committed treacherous and odious military act. The completely extravagant speech appeared to be carefully crafted to draw the attention to reconciliation rather than expressing guilt and asking for forgiveness. His speech stunned so many people who saw that his presence only should have been enough to appease the Japanese. All Japanese people who witnessed the catastrophe (dead or surviving victims) are in need for Obamaâs apology to find comfort and are willing to forget and forgive. Quite the contrary, an impish rhetoric impinged upon them, and Obama appeared to be an extrovert who is seeking support for the upcoming election as well as for his plan of nuclear weapon proliferation as U.S. national interest bristles with tens of thousands of nuclear heads used as threat to the entire world. Furthermore, Euphemism is used in his speech to add insult to injury and to emphasize the âno regretâ situation. Some went further to declare that the speech symbolizes the second nuclear bomb dropping which will take the Japanese people too long to heal. Obamaâs predicament is that his blurred speech seems to have lost much of its initial impetus when he should have felt impelled to bluntly apologize to the Japanese people.
Essay On Rabindranath Tagore Essay On My Favourite Poet Rabindranath .... rabindranath tagore essay in 70 words - Brainly.in. Rabindranath Tagore Essay in English Rabindranath Tagore biography .... Essay on Rabindranath Tagore for Students and Children PDF Download. Essay on Rabindranath Tagore for Students in English 500 Words. Short Rabindranath Tagore Essay in English - YouTube. Essay on the Rabindranath Tagore: The Voice of the East. Profile of rabindranath tagore. Rabindranath Tagore Biography, Life .... Rabindranath Tagore Essay in English for Kids with Free PDF Inside. Rabindranath Tagore A Biography. Rabindranath Tagore A Life Story. Essay on rabindranath tagore. Handwriting Paragraph Writing Rabindranath Tagore - YouTube. Rabindranath Tagore. Rabindarath tagore. Rabindranath Tagore Biography amp; Facts Britannica.com. Rabindranath Tagore A Biography Exotic India Art. Rabindranath Tagore Biography Essay on Short Words life - Short Biography. Rabindranath Tagore- A Biography Exotic India Art. Paragraph on Rabindranath Tagore 100, 150, 200, 250 Words. Rabindranath Tagore A Pictorial Biography Exotic India Art. Rabindranath Tagore-great philosopher, author, composer, poet, what .... Rabindranath Tagore - Biography - YouTube. Through Picture: Rabindranath Tagore: his educational philosophy. Rabindranath Tagore - About the Poet - TNPSC English Grammar Literary Works Rabindranath Tagore . Literary contribution of rabindranath tagore. Rabindranath Tagore .... biography Rabindranath Tagore/ Indian writer/ English literature for .... Rabindranath Tagore biography - YouTube. Rabindranath Tagore: An Anthology Rabindranath Tagore Macmillan. Life of rabindranath tagore in english. Rabindranath Tagore Biography .... Biography Rabindranath Tagore Rabindranath Tagore Poetry. rabindranath tagore jayanti 2019, about rabindranath tagore - Festivals ... Rabindranath Tagore Essay Rabindranath Tagore Essay
Essay On Rabindranath Tagore | Essay On My Favourite Poet Rabindranath .... rabindranath tagore essay in 70 words - Brainly.in. Rabindranath Tagore Essay in English | Rabindranath Tagore biography .... Essay on Rabindranath Tagore for Students and Children | PDF Download. Essay on Rabindranath Tagore for Students in English [500 Words]. Short Rabindranath Tagore Essay in English - YouTube. Essay on the Rabindranath Tagore: The Voice of the East. â Profile of rabindranath tagore. Rabindranath Tagore Biography, Life .... Rabindranath Tagore Essay in English for Kids with Free PDF Inside. Rabindranath Tagore (A Biography). Rabindranath Tagore (A Life Story). Essay on rabindranath tagore. Handwriting | Paragraph Writing | Rabindranath Tagore - YouTube. Rabindranath Tagore. Rabindarath tagore. Rabindranath Tagore | Biography & Facts | Britannica.com. Rabindranath Tagore (A Biography) | Exotic India Art. Rabindranath Tagore Biography Essay on Short Words life - Short Biography. Rabindranath Tagore- A Biography | Exotic India Art. Paragraph on Rabindranath Tagore [100, 150, 200, 250 Words]. Rabindranath Tagore (A Pictorial Biography) | Exotic India Art. Rabindranath Tagore-great philosopher, author, composer, poet, what .... Rabindranath Tagore - Biography - YouTube. Through Picture: Rabindranath Tagore: his educational philosophy. Rabindranath Tagore - About the Poet - TNPSC English Grammar | Literary Works Rabindranath Tagore |.
Essay for Early American LiteratureDue No Later Than December 6.docxYASHU40
Â
Essay for Early American Literature
Due: No Later Than December 6 via Elearn Dropbox
Please respond to one of the following questions in a 3-4 page essay. You must include at least one outside source and adhere to MLA format
1. Discuss the themes and elements of Native American creation stories. How do the characteristics that resonate in these myths differ from those found in Judeo/Christian mythology? How might we account for their differences? Are there similarities between the Native and European origin stories? If so, how can we make sense of these and what do these similarities mean?
2. Consider the graphic nature of Casasâ accounts of the Spanish atrocities. Gleefully drowning children, dismembering pregnant women, and torturing captives over smoldering fires, the Spanish conquerors in Casasâ narrative engage in shocking brutality. Discuss why Casas might have chosen to represent so vividly the horror of the Spanish Conquest from the Indian point of view. How does his description reverse common European stereotypes about the âsavageryâ of American Indians? What kind of audience does he assume will read his work? Why might he think these accounts of violence will persuade them? Why does he consistently refer to the torture and murder of women and children? How effective is his strategy?
3. Compare Columbusâ descriptions of the islandsâ plants, natural features, and native inhabitants in the first and second letter featured in The Norton Anthology of American Literature. What kind of language does he use in the first letter? How is it different in the second? What does Columbus seem preoccupied with? How else might we account for the different versions of the new world depicted in these letters? Consider the political project each letter was intended to serve. Why might Columbus insist that âEspañola is a marvelâ in the first letter, and then portray it as an âexhausted,â unhealthy place populated by âcruel savagesâ in his later account?
4. At the conclusion of the excerpt from the Relation in The Norton Anthology of American Literature, Cabeza de Vaca explains that the Indians refused to believe that he and his group were of the same race as the âChristian slaversâ they encountered in Mexico. Their ânaked and barefootâ appearance as well as their gentleness and generosity seemed to separate them, in the Indiansâ minds, from the Spaniards. Look at this segment of the narrative carefully, examining it for indications of Cabeza de Vacaâs own racial and national identification. Does he see himself as âof the same peopleâ as the Christian slavers? How has his identity as a European and as a conquistador altered over the course of this time among the Indians? To get at the issue of Cabeza de Vacaâs hybrid identity, chart his interesting use of pronouns in this concluding section of the Relation. When does he use âweâ and âtheyâ? Whom does he include when he refers to âweâ and usâ?
5. Bradford wrote Book I of Of Plymo ...
NawÄl al-Sa'dÄwÄ« has criticised sharply the discourse of masculine God in her works, either
fiction or non-fiction. The phenomena is interesting to be analyzed since there are no many feminists who have
courageoulsy discuss the problem. By paying attention on her works, this paper is aimed to answer the
question: What are the forms of NawÄl al-Sa'dÄwÄ«'s criticism on the masculinity in the discourse on God? What
is the positionisation of the criticism in the meaning of discourse on divinity and why did NawÄl Al-Sa'dÄwÄ«
criticise? The paper gives meaning to the reading on the deconstruction that emphasizes the plurality and
meaning of the relation between the signifie and signifiant in language. NawÄl al-Sa'dÄwÄ« offers a new meaning
which is different, humanistic, and visionary, since the masculinity of discourse on God had been structured by
the ruler as a philosophical basis for the theological justification to structurise the patriarchal point of view to
preserve women's subordination. She has made her deconstruction as a strategy for liberation of women and
establishment of their autonomy as their fundamental condition, a gift from God. This autonomy of women had
been actualised in the early history of mankind through the reconstructive reading on history of ancient Egypt
which has been done by her.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
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A Critical Linguistic Approach In A Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson
1. Uluslararası Sosyal AraĆtırmalar Dergisi / The Journal of International Social Research
Cilt: 11 Sayı: 58 AÄustos 2018 Volume: 11 Issue: 58 August 2018
www.sosyalarastirmalar.com Issn: 1307-9581
http://dx.doi.org/10.17719/jisr.2018.2529
A CRITICAL LINGUISTIC APPROACH IN A NARRATIVE OF THE CAPTIVITY AND RESTORATION
OF MRS. MARY ROWLANDSON
Ăzlem ĂZENâą
Abstract
Fowler and Kress argue that linguistic meaning in a text is inseparable from ideology: â⊠a critical linguistic approach is not
concerned with developing a theory of language which is specific to literary texts only, but attempts to theorize language as ideology
with respect to all textsâŠâ (qtd. in Birch, p.155). Critical linguistics focuses on the significance of context in the study of language and
the relationship between ideology and linguistic structures. It maintains that language does not only reflect reality, but socially
constructs it, placing a particular worldview and value system.
Mary Rowlandsonâs A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson is both an adventure story and Puritan
quest to be saved from sins. This paper intends to demonstrate how language reflects ideology and can thus be used as an instrument of
power and control in Rowlandsonâs narrative. It will also focus on not only her own ideological perspective but also inconsistencies
through which the meaning based on her captivity and restoration breaks away. Thus, in her textual quest for her subjective clarity, the
writer/narrator uses binary oppositions to build her Puritan idelogy based on her own subjectivity.
Keywords: Critical Linguistics, Captivity Narrative, Mary Rowlandson, Binary Oppositions.
1. Introduction
Language is the linking element between individuals' knowledge of the world and their social
practices. It has a vital role in the ideological process. Language carries ideology, which, however, is often
overlooked by both the writer/speaker and the reader/hearer. Fowler tries to hold a neutral definition of
ideology, âthe ways in which people order and justify their livesâ (1991a, p.92). According to Fairclough
âideology involves the representation of âthe worldâ from the perspective of a particular interestâ (1995,
p.44). Thomson argues that âideology, broadly speaking, is meaning in the service of powerâ (1990, p.7). So
while Fairclough and Thomson focus on ideologyâs political function, Simpson believes âlanguage can be
used by powerful groups to reinforce their dominant ideology (1993, p.6).
Fairclough (1989) introduces the term Critical Language Analysis focusing that this approach to
language study is an attempt to demystify what may be hidden from people. People are unconsciously
influenced by ideology hidden in language. Thus, Critical Language Analysis (CLA) may help individuals to
become aware of the processes of domination through language. It also aims to denaturalize the ideology
and make it crystal to the readers.
This paper makes an analysis of A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
from the framework of CLA gives an interpretation of the narrative to reveal the interaction between
language and ideology, how these two are influenced and determined by power and how they are used to
serve a certain group of people in a society. It also aims at examining the ideology reflected in A Narrative of
the Captivity and Restoration of Mrs. Mary Rowlandson as intended meaning of the author. In order to find out
and interpret the intended meaning, we need to scrutinize the language of the text through binary
oppositions selected from the text. Thus, we will observe the relationship between the subject (the power of
participant in the action) and the object (the effected participant).
Mary Rowlandsonâs A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson was written
after the foundation of the Massachusetts Bay Colony. The text was edited by her first husband, Joseph
Rowlandson, and by the Puritan minister Increase Mather, who wrote its Preface, and published it in 1862.
Captivity narratives were stories of trial and persecution experienced in the Puritan World. It was
symbolically an imprisonmet of the soul suffering from sins. She commented on her rescue an act of Godâs
mercy that would bring His chosen people to Heaven. One of the themes of this work was the uncertainty of
life. Rowlandson learnt from her captivity that no one was guaranteed life, and life could be short. The
second theme was faith in Godâs will. In Puritan belief, God arranged everything with a purpose.
Rowlandson believed that humans had no alternative but to accept the will of God and attempt to make
sense of it. Rowlandson learnt a lesson from this experience: naturally she had assumed the Native
Americans as violent savages but later she found out the similarities of the Native Americans and the
âą
Dr. ĂÄr. Ăyesi, Osmangazi Ăniversitesi, KarĆılaĆtırmalı Edebiyat BölĂŒmĂŒ.
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European settlers. She ironically became a part of Native American culture, eating their food and behaving
like them.
As a captivity narrative, it embodies both visible and invisible modes of signifying. There is a gap
between what Rowlandson intends to express and what her writing composes. Rowlandson employs
fictional elements of conflict, suspense, plot development and resolution although she gives the documents
of some historical facts about colonial America. Her account is organized by a narrative of twenty removes
each of which represent a separate place during her 12 weeks of captivity. Each re-location in the primitive
land symbolizes a path towards spiritual redemption. Thus in her textual quest for her subjective clarity, she
uses binary oppositions to build her idelogy that signifies the Indians as the members of a satanic world.
Culture, norms and value system affect our thoughts and language. Language is also influential on
the way we conceptualize reality and form cultural ideas and values. Since the aim of critical linguistics is to
âdisplay to consciousness the patterns of belief and value which are encoded in the languageâ, binary
oppositions play an important role in the categorization of culture, belief and value systems (Fowler, 1991, p.
67). One of the most important applications in structural and post-structural criticism is binary opposition
which defends that the essence of everything is revealed through opposition with another thing that has no
quality at all. The binary oppositions can be found in the majority of the structuralists viewpoints, especially
among narratalogists. According to Roland Barthes, the most fundamental concept for structuralism is
binary opposition (Barthes, 1992). The structuralist school of thought views binary oppositions as a
fundamental principle underlying the structure of language and âclassificatory systemsâ within cultures
(Chandler, 1994).
2. Analysis Through Binary Oppositions
Christians Heathens / Infidels
English/ we Indians/ they
Civilization Wilderness
God Devil
Liberty Captivity
English Army Enemy
Lamb Wolf/ Hell-hounds
Worldly values Spititual values
The selected binary oppositions from the text perfectly fit together for they contribute to our reading
not as an expression of captivity but as a narrative in which the narrator constructs her own subjectivity.
The fact that the author is the narrator creates not only her own ideological perspective but also
inconsistencies through which the meaning based on her captivity and restoration breaks away and is
sometimes erased.
Mrs. Mary Rowlandson starts telling about her experience of captivity, as she suggests in the title, by
making a distinction between the English (we) and the Indians (they). In this opposition, she directly uses
negative adjectives and verbs to describe the actions of Indians, assuming herself in the position of an object
exposed to the actions of the subject: â⊠these murderous wretches went on, burning and destroying before
them⊠we must go⊠the Indians gaping before us with their guns, spears and hatches to devour us⊠we
were butchered by those merciless HeathenâŠâ (p 319). The words in italics are examples to nominalization1âa
method that transforms the verbs into nounsâthrough which we understand the relationship between the
Indian (the agent) and the English (object of the agent) that is based on power. Furthermore, the usage of
passive construction shows that the object of the agent is passive and powerless whereas the agent is active
and powerful.
However, she contradicts herself which is apparent in her usage of pronouns. The distinction she
makes between âweâ and âtheyâ at the beginning is diminished. This reveals how fictitious her narrative is
because she mentions about the removal of Indians from the English, whereas she, at the same time,
feels she belongs to the community of Indians. ââŠon that very day came the English Army after
them to this river, and saw the smoak of their Wigwams, and yet this river put a stop to them. God
did not give them courage or activity to go over after us; we were not ready for so great a mercy as
1 Fowler writes that nominalization gives opportunities for deleting information about the participants, time and modality which
writers include while they use active verb clauses. Fowler also uses phrases that delete the sort of information that would have been
included if he used active verbs. For example he uses a sentence referring to âallegationsâ, rather than stating X alleged that Y did A.
(1991)
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victory and deliveranceâŠâ (p.325-6). In the first sentence, she refers to Indians as them and in the second
one she includes herself to this Indian communityâusâwho runs away from the English Army.
When remembering her first capture, Rowlandson describes them as âBlack creatures of the
nightâand âhell-houndsâ, and their dancing âresemblances of hellâ so as to impose that they are citizens of
hell and servants of the devil. For example, she relates, âa company of hell-hounds, roaring, singing, ranting
and insulting, as if they would have torn our very hearts outâ (p.70). Rowlandson certainly reads her captors
as Satanic in the phrase âhell-hounds.â She also considers their âsingingâ as both distasteful and demonic as
a Puritan witness. She can recognize expression in their voices (e.g. âinsultingâ), but the voices are not
speech. Through identifying voices instead of speech, Rowlandson suggests that the Indians do not possess
logic and are thus excluded from being civilized, both in the family and in the colony (Artiano, 2015).
Rowlandson, later, separates Indian voices from speech and subjectivity. We, as readers, might
identify these characterizations as basic indications of pain or pleasure: âSpeech is something different from
voice, which is possessed by other animals also and used by them to express pain or pleasure⊠Speech, on
the other hand, serves to indicate what is useful and what is harmful, and so also what is just and what is
unjustâ (RanciĂšre, 1999, p.1).
According to RanciĂšre, the uncivilized had savage languages that were not capable of sophistication
or abstract expression (1999). Rowlandson asserts herself in sharp contrast to this unsophistication that is
available to animals. After witnessing Indian noises and voices she says, âIt is not my tongue, or pen can
express the sorrows of my heart, and bitterness of my spiritâ (p.71).
As to the writerâs language that portrays war as an unjustified attack, she describes the war between
English Army and Indians through her ideology based on her desire to demonstrate the Indians holding the
position of power. â⊠one was knocked on the head, the other was escaped: Another was running alone
who was shot and wounded, and fell down; he begged of them his life, promising them Money but they
would not hearken to him but knocked him in the head, and stript him naked, and split open his bowelsâ
(p.319). She goes further:
Such dreadful sights, and to see our dear friends, and Relations ly bleeding out their heart-
blood upon the ground. There was one who was chopt into the head with a hatchet, and
stript naked, and yet crawling up and down. It is a solemn sight to see so many Christians
lying in their blood, some here, and some there, like a company of Sheep torn by Wolves
(p.320).
This description is also an example of opposition of how Christians (only the English people) are
killed by Heathens (the Indians). In addition, the Christian/Heathen opposition is juxtaposed with the
Sheep/Wolf opposition. Sheep is identified with innocence and meekness of Christ whereas wolf has a
denotation of devil. Thus, the opposition between God and the Devil parallels the one between the meekness
of sheep and the cruelty of wolf/hell-hounds. The narrator relates, âWhen they went, they acted as if the
Devil had told them that they should gain the victoryâ (p.333).
On the other hand, an example of discrepancy obvious in the narratorâs discourse is when she starts
to lose control over her portrayal of the Indians as Heathens: âThose seven were killed in a barbarous manner
by one-eyed John and Marlboroughâs praying Indiansâ (p.321). Here, she does not explain how the seven
Englishmen were killed, and yet she creates a contradiction relating that Indians are praying. At this point,
the Heathen adjective that signifies unbelief for God starts to be erased.
According to Fowler and Kress, the positioning of adjectives and other modifiers are highly
revealing (Fowler & Kress, 1979). If adjectives are placed after the words, they tend to state that the writer
has subjective judgment. If they come before the nouns, they are integrated as personal opinion. For
example, Rowlandson uses many adjectives after words such as âbarbarous creatureâ âdreadful sightsâ and
âinhumane creatures.â In this case, the sentence âThe creatures are barbarousâ appears to be the writerâs
judgment, while âbarbarous/inhumane creatureâ puts the statement into a kind of category in which
objective description is changed into a kind of the subjective opinion. Therefore, the narrator makes a choice
between nouns and adjectives and the positioning of adjectives and other modifiers. In the text some of the
vocabulary were deliberately used which demonstrates how the classification of vocabulary reveals
ideology. âHell-hounds, dreadful sights, barbarous creatures, inhumane creaturesâ can be examplified for
relexicalization as an aspect of classification. âRelexicalization is relabelling, the provision of a new set of
terms, either for the whole language or for a significant area of the language; it provides a new perspective
for speakers, often in specialized areas which are distinct from those of the larger social groupâ (Fowler &
Kress, 1979, p.210). Another aspect is overlexicalization which is defined as âthe provision of a large number
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of synonymous or near-synonymous terms for communication of some specialized area of experienceâ
(Fowler & Kress, 1979, p.211). For instance, Rowlandson uses âthe wonderful power of God, the wonderful
goodness of God, providence of Godâ several times to assert her experience of captivity due to her strict
Puritan belief in God. The adjectives she attributes to God are all positive as opposed to the negative ones
she has used for the devil and Heathens: âthe wonderful power of God, the wonderful goodness of God to
me, the Lord remembered me, whose mercyes are greatâŠâ (p.320-25).
But why does God help those who âbarbarously kill peopleâ and take someone captive without
justice? The captivity narrative breaks down when she describes how the Indians struggle for survival owing
to their removal from the English Army and how God helps them cross a river, and does not let the
Englishmen cross it. âI cannot but take notice of the strange providence of God in preserving the heathenâŠâ
(p.325). We often recognize the sudden changes in her point of view due to the fact that she wants to depict
herself in a powerless victimized position. Disregarding that the narrator gets help from the Indians, she
narrates it as a result of Godâs Providence: â⊠an old Indian bade me come to him, and his Squaw gave me
some Ground-nuts; she gave me also something to lay under my head, and a good fire we had and through
the good providence of God, I had a comfortable lodging that nightâ (p.328). The verbs in italics reveal the
good acts of Indians while the providence of God becomes the only cause of relief for her.
Another example to how the text becomes incoherent is when Rowlandson identifies the tobacco
given to her with the devil and ignores the fact that she is comforted by the Indians. She first relates that she
cries because of her heartbreak and inner pain upon which an Indian asks why and says no one will hurt her.
She later confesses that one of the Indians tries to comfort her:
Then came one of them and gave me two spoon-fulls of Meal to comfort me⊠Then I went to
see King Philip, he bade me come in and sit down, and asked me whether I would smoke but
this no way suited me. For though I had formerly used Tobacco, yet I had left it ever since I was
first taken. It seems to be a Bait, the Devil layes to make men loose their precious time: I
remember with shame how formerly I had taken two or three pipesâŠ(p.327).
At this time of poverty, she is given food and tobacco by her âbarbarous enemy,â but she changes
her topic and prefers talking about how hazardous tobacco is. At this point, the discrepancy in her narrative
is obvious when she identifies smoking with the act of devil because she admits with shame that she was
once a smoker.
Furthermore, Rowlandson is so much engaged in signifying the English Army as lacking power that
she fails to see that her langauge do not reflect consistency. For instance, establishing a binary opposition
between English Army and the Enemy, she relates the Enemy in a powerless position in which the Indians
are shown as victims in a struggle for survival: â⊠our English Army was so numerous, and in pursuit of the
Enemy, and so near as to take several and destroy them: the Enemy in such a distress for food, that our men
might track them by their rooting in the earth for Ground-nuts, whilest they were flying for their livesâŠâ
(p.336). The words in italics contribute to the subjectivity of the narratorâs point of view.
However, in her deliberate assertion of her self in a powerful position, the narrator only tries to erase
the fact that the Indians can be helpful towards her. In other words, she wants to show herself as an agent
who is able to act while assuming her omnipotence over the Indians: one of te Indians asks her whether she
has a Bible or not since he has one in his basket. She replies, âI was glad of it, and asked him, whether he
thought the Indians would let me read? He answered, yes: So I took the Bibleâ (p.324). The narratorâs choice
of the verb âtakeâ signifies power; moreover she avoids using a sentence like âhe let me read the Bibleâ and
prefers to make an understatement using the word âyesâ in order to disregard this positive action of her
enemy who gives her the Bible.
Shima holds that there are many peculiarities about this passage:
⊠she is able to secure the Bible through a short exchange with a returning warrior. This
not only suggests that Rowlandson can adequately communicate with certain Indians, it
also suggests that she is willing to trust their judgment and assurances. In this case, the
Indian who gives Rowlandson the Bible is transfigured in the grammatical construction of
her important questionâŠ(p.8).
Shima adds that Rowlandson grammatically separates and distances this warrior from the other
Indians by using the pronoun "he" which ârepresents a case of particularizing an Indian interlocutor
through a grammatical relocationâ (p.9).
Thus, the narratorâs construction of her subjectivity transforms into her effort to manifest her
condition among the Indian community either as having power to act or as being powerless to endure her
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captivity. At the end of the eighth remove, she notes that a raiding group of Indians has just come back with
stolen horses and sheep from an attack against the settlement of the Englishmen. She tries to benefit from
this: "I desired them, that they would carry me to Albany, upon one of those Horses, and sell me for Powder:
for so they had sometimes discoursed" (p.336). In this proposition she ignores the fact that the powder could
be used in future attacks against the English colonists. Her position of captivity changes her attitude and
behavior in the way that she becomes pragmatic to be able to to survive even if Rowlandson at first appears
to be strict in her belief that God will protect her.
The captivity narratives deal with the individual struggling against harsh climate and landscape,
and battles with the enemies. Puritans in the American land believed that they would be exposed to
confrontation with devil in âthe howling wildernessâ where their holy Book has not yet reached. Through
referring to one of the captivity stories of the Bible, Rowlandson demonstrates that her experience of pain
and suffering will lead her to a moral lesson. âShall there be evil in the City and the Lord hath not done it? They
are not grieved for the affliction of Joseph, therefore shall they go Captiveâ (p.336). Her reference to the prophet
contributes to the Puritan myth based on doctrine of election. God will rescue those (His chosen people) who
can endure physical and mental suffering and thus they will reach towards the heavenly kingdom of
Paradise. Moreover, at the center of her captivity account lies the concept of trial and persecution endured in
the material world. In this sense, the narrative construction of captivity is the manifestation of the Puritan
belief based on seeking redemption and quest for salvation. Ruland relates, âA chosen people crossing the
sea to enter a wilderness peopled with devils, suffering, trial and captivity, learning closeness of taint and
damnation and seeking redemption in the quest for the new city of salvationâ (1991, p.27). Thus,
Rowlandsonâs choice of vocabulary in her languauge contributes to her belief in captivity and restoration as
a religious symbol that will lead her to Heaven.
The binary opposition between captivity and liberty finally contributes to the narratorâs personal
opinion. She mentions about her liberty so as to draw a picture of her own experience. When an Indian
comes to her with a pair of stockings, she knits them fit for him upon which she relates, âI bid him ask my
mistress if I might go along with him a little way, she said yes⊠I had my liberty again⊠Being out of her
(her mistress) sight, I had time and liberty again to look into my Bibleâ (p.330-1). In both sentences, she uses
âagain,â which indicates that she before has had several occasions to act freely.
3.Conclusion
Looking at her captivity story as a path for reaching salvation in Puritan ideology, we observe a first-
person-narrator who builds a fictional reality. Through the critical language approach and the binary
oppositions, we examine the narrator who presents herself as the agent of actions rather than as an affected
entity in many places of the text. Via the intended consctruction of her captivity, she never accepts that she is
in a subject position except her personal contact with God. She tries to impose that God has given her power
to endure: âwhen my heart was ready to sink into the Earth and my knees trembled under me⊠the Lord
brought, and now has fulfilled that reviving word unto me⊠Refrain thy voice from weeping, and thine eyes
from tears, for thy work shall be rewardedâŠâ (p.339-40).
The Puritan ideology in the text unfairly demonstrates the Indians as members of a satanic world
and the creatures of wild life who can eat bones of horses, bear, vennison, beaver, dog, skunk, etc. The
opposition against the wilderness of the Indians stands the civilization of the tender-hearted Christians.
From this angle, the narrator is in a futile effort to show the English as civilized and polite because her
discourse contradicts with Puritan view of salvation. She says that they eat âthe finest of the WheatâŠ
Instead of Husk⊠and the fatted calfâ and adds that this extreme vanity and consumerism does not
contribute to spiritual path towards salvation. As opposed to the worldly things of civilization, she learns to
appreciate spiritual things during her interaction with the Indians: âOne hour I have been in health, wealth
and wanting nothing. But the next hour in sickness and wounds, and death, having nothing but sorrow and
affliction⊠but now I see the Lord had this time to scourge and chasten meâ (p.341). Therefore, instead of
having the liberty of health, wealth and being in need of nothing, the experience of captivity and restoration
leads her towards salvationââStand still and see the salvation of the Lordâ (p.342). She, in the end, focuses
on her spiritual path since her captors pray and respect their English captives who wish to pray. Despite
their desire for freedom in religious beliefs, the Puritan Englishmen turn out to represent the worldly values
in colonial America.
What Rowlandson does is to persuade the reader that she is exposed to unfair actions of her enemy
and that she is in a helpless situation. We observe the ideology that Englishmen are innocent victims which
are attacked by Indians who represent the devil. However, the language of the narrator becomes inconsistent
with what she has said before. The Indians share their food with her and try to comfort her physically
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(carrying her things) and mentally (letting her read the Bible). The fact that she is a captive is erased when
we are given information about how she has adjusted into living with the Indians, who do not signify the
captors any more. Through CLA, we, as readers, might construct our own perception of reality.
To conclude, it is not easy to define language since language creates its own reality; thus all
languages in their various contexts are ideological (Zaidi, 2018). Any representational discourse that is said
or written about the world is articulated from a particular ideological position; language is not a clear
window but a refracting, structuring medium (Fowler, 1991, p.10). Critical Language Analysis is one of the
important ways of analyzing a text. The ultimate purpose of CLA is to arouse the readersâ awareness of
languageâs function so as to develop a critical eye to the language use. Making an analysis via CLA helps us
to be aware of the difference between the reality and the personal point of view and to be responsive to the
ideology that is often normalized and therefore easily overlooked. Our knowledge about things depends on
our knowledge about what is in opposition with them (Cuddon, 1999). We can realize that Rowlandson has
used binary oppositions to convey her intended concepts and create the desired effect in the audience.
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