Friday, February 17, 2023

Feminism in The God of small Things and Nagmadala







 The God of small things as faminist novel :

 The God of Small Things portrays the truthful picture of the plight of Indian women, their great suffering, cares and anxieties, their humble submission, persecution and undeserved humiliation in male dominating society. It shows the women’s marathon struggle for seeking the sense of ‘identity’ in a totally averse and envious society. The social structure of an average Indian woman is full of ups and downs, ifs and buts. It can be very clearly seen in some of the women characters like Ammu, Mammachi, Baby kochamma, Rahel and Margaret Kochamma. 

Baby Kochamma :

Baby kochamma is the daughter of Reverend E. John Ipe, who is the priest of the Mar Thomas Church. He had seven children but only two of them survived. Baby is one of those survivors, and other is her brother, Benan John Ipe. Her real name is Navomy Ipe but everybody called her baby. She fell in love with a handsome, young Irish monk, Father Mulligan when she was eighteen. The young girl and the intrepid Jesuit both were quacking with unchristian passion. She entered a convent in Madras after becoming a Roman Catholic with special dispensation from the Vatican. 


Moreover,She hoped that it would provide her opportunities to be with Father Mulligan. The love affair did not materialize. She was sent abroad for studies and two years later she returned with a diploma in ornamental gardening. She does not however forget Father Mulligan. She takes care of her body and makes a fresh entry in her dairy everyday: ‘I love you I love you’. Moreover she tries to remain in contact with him who too stays in touch with her. He had begun studying Hindu scriptures to denounce them intelligently but the study eventually leads him to a change of faith. He becomes the Vaishnavas and joins an Ashram North of Rishikesh. He writes to her every Diwali and sends greeting card every New Year. Baby preserves those things.

 Father Mulligan dies, the death of her beloved does not turn her to a widow like living. Instead she becomes more concentrated about make up takes much interest in lotteries and enjoys watching color TV and she totally discarded gardening. And now she behaves like a teenager at the age of eighty three. After fifty years she abandoned the gardening and fell in love with dish-antennae.

She is snobbish in all sense and pretended that she had great knowledge of literary sense. She strongly believed in theory that a divorced daughter had no position anywhere at all. A divorced daughter from a love marriage was outrageous. A divorced daughter from
 an inter community marriage love marriage was simply unbearable to her. That’s why she never tolerated the presence of Ammu and twins in her house.

 Baby takes drastic steps of conversion in order to meet man of her choices dislikes Ammu for similar reasons. She allows her brother to have illegal relationship with unfamiliar women but frowns upon Ammu for thwarting the ethical boundaries of the family. This shows Roy does not present her female characters as ideal ones. She is neither exploited by the man nor devasted by the customs in the society.

Mammachi :

Mammachi is the wife of Pappachi, an entomologist. She has been a silent sufferer from the beginning of her marriage life. Though she is not frustrated in love like Baby but she is an unhappy character. She is like a doll in the hands of Pappachi. Her husband has a very poor opinion about her. In the beginning Roy presents a pathetic picture of Mammachi’s life. Roy observes

“Mammachi was almost blind and wore dark glasses when she went out of the house. Her tears tickled down from behind them, trembled down from behind them and tremble along her jaw like raindrops on the edge of a roof”(p:5)

The frustrated and unsatisfied marriage life of Mammachi shows reader a different tale of woe. Her husband is seventeen years older than her. He is a respectable man in society and a notable entomologist. He is a very jealous husband. Mammachi takes lesson in violin when her teacher praises her he becomes sad and abruptly discontinues her lessons. Every night he beats Mammachi with a brass flower vase. One day Pappachi bet Mammachi with brass vase, Chacko had come to Ayemenem for summer vacation and he saw Pappachi beating Mammachi and he strode Pappachi to room and twisted his hand back. This episode created hatred in mind of Pappachi and he never touched or sought any help from Mammachi.

            Mammachi showed indifferent attitude towards Margaret kochamma. She shows female jealousy for woman whom her son had loved and married. She never met Margaret but looked down upon her. She was unkind towards the workers of the factory paradise pickles and preservers. But she was meek with Chacko. She had a separate entrance built for Chacko’s room, so that the object of his ‘need’ would not have to go traipsing through the house. Mammachi is not crafty as baby kochamma but her mind is hardly less pervert than that of baby kochamma. She subscribes to the logic and ethics of the male chauvinism in Toto. Her conservative turns her inhuman, nasty and brutish.


Margaret Garner :

Margaret is a minor but remarkable character. She is the wife of Chacko and mother of Sophie Mol. Like the other “Mombattis” of the book she also suffers and loses her dreams in male dominated society. After the marriage with Chacko her life becomes more frightful and more insecure than before. She has to undergo unbearable grief and sorrow. A chain of misfortunes make her life sad and gloom.

            Margaret was working as a waitress in a café in London when she first met Chacko. Like Ammu, she left the house of her parents ‘for no greater reason than a youthful assertion of independence’ (p: 240). She had an ardent desire to be good and gentle lady with enough money. So she had to face with the real world. One day when Chacko came to café, she all of a sudden drew towards him like how Ammu drew towards Baba. Margaret and Chacko had an affair and they both married without their family consent. But this untraditional rebellious marriage as a bad luck did not prosper in a fruitful way. To crowd the effect, Margaret’s parents refused to see her. Her father disliked Indians as he thought Indians as sly, dishonest people.


 He could not believe that his daughter marrying such a man. Moreover Margaret was also fed up with the living of Chacko and she divorced Chacko and married Joe. Though Margaret is a tragic character partly tortured by the powerful character but mostly devasted and harassed by her own fickle mind and incapable conduct.

Ammu :

Ammu is the central character of the novel. Her tragic story, right from the beginning to the end arouses our sense of pity and catharsis. Her tragic tale begins in her childhood. As a little girl Ammu had to endure some unbearable nightmarish experiences. She and her mother Mammachi suffered from the cruelty of her father. Pappachi used to beat Ammu and her mother Mammachi with a brass vase. Ammu was deprived of higher education because according to Pappachi college education is not useful for a girl. This shows the truthful portrayal of the women of the society who find nothing but the step motherly treatment in the male dominated- society. In an atmosphere entirely different she has to feel like captive in a Big Ayemenem house. She has to help her mother in house works and wait for marriage proposals. She has become the victim of frustration due to sudden disruption of education. She wants to fly freely in the sky.

To seek escape from she goes to Calcutta to spend summer with a distant aunt and ends marrying a Bengali Hindu there. She marries him as she does not want to go to Ayemenem. Ammu shows her strength of mind not only in marrying the man of her choice but also in divorcing him when the choice proves eventually wrong. Her husband whom she loved was alcoholic and even made her to smoke. As he neglects his duty, he is threatened with dismissal by his manager, Mr.Hollick and acquiesces in to his proposal to go away for a while and send his wife to his bungalow to be ‘looked after’. Her husband put his proposal before his wife. This extreme humiliation created a sense of great hatred in the heart of Ammu. In a scuffle, she hit her husband with a heavy book and left the place with the twins- Estha and Rahel. She goes to Ayemenem and tells her father the story of the reason for her divorce but her father does not believe her. Her parents were indifferent to her and her children. She was step motherly treated in her own house. She imagined her twins “ like a pair of bewildered frogs engrossed in each other’s company lolloping arm in arm down a high way full of hurtling traffic”(p:43)

Ammu challenges the androcentric notion of the society which avoids the surname after divorce. Estha and Rahel has no surname because Ammu is considering reverting to her maiden name, though she feels that choosing between her husband’s name and her father’s name does not “give a woman much of a choice”. Law does not give a daughter any claim to property. Though Ammu does as much work as Chacko, the latter feels free to declare the factory as his own.

As a mother, Ammu loves her children. She is concerned about their innocence which makes them willingly to love people who do not love them. She not only wants to impart them bookish knowledge but also cares to teach them correct manners too. The rebel in Ammu does not permit her to remain contented with motherhood and divorcee hood. So she proceeds to reclaim her body. The other factor which stir her is the dream of the one armed man, suggests her that it is no use seeking perfection in life, the small and powerless peoples like her can satisfy themselves with the little time provides them. The preferential treatment shown towards Chacko’s ex-wife and their daughter is openly displayed in front of all and sundry, throwing Ammu and her twins in complete isolation. This is too severe a blow for Ammu to bear. The arrival of Margaret kochamma proves Ammu’s sexual desires. 

The real tragedy in life of Ammu starts when she comes in contact with Velutha, a Parayan. Ammu loves Velutha from childhood not for his exceptional talents but for his fiery spirit of protest. Velutha’s return after many years makes her take a fatal decision to “love by night the man her children loved by day” (p: 77). The secret love goes for thirteen days until it is reported to Mammachi by Velutha’s father and compounded by the accidental death of Sophie Mol. When the relationship was revealed she was tricked into her bedroom and locked. Velutha is implicated in false cases of attempted rape. Kidnapping of children and murder of Sophie Mol. After Sophie’s funeral Ammu goes to police station to set the case right. After four days of the funeral, Chacko assumes the role of a defender of morality and asks Ammu to pack up and leave. The punishment is unjust as it ruins three lives for the supposed offence of one. 


Ammu is separated from her children as Estha is returned to her father and Rahel alone was permitted to live in Ayemenem but Ammu is not allowed to visit her frequently. Desperately wanting to have a good job that enables her to bring her children with her she tries a number of job and dies alone in the Bharat lodge in Aleppy where she has gone for a job interview. After her death the church refused to bury her on several counts. So Chacko hired a van to transport the body to the electric crematorium.

Ammu is such a tragic character that even het last rite is not done properly with traditional rituals. Ammu, the tragic character tortured and abused by police, family and politics. It is not only the men folk alone responsible for her tragic plight but mostly the women characters like Mammachi and baby kochamma who may be called the real culprit to engender sufferings in Ammu’s life. 

Rahel: 

Ammu’s daughter Rahel too deserves our attention. The story deals with her life only to the age of thirty-one and most of the stories belong to her childhood. She was deserted by father, separated from mother, neglected by her maternal uncle, grandmother and grand aunt. The neglect has accidentally resulted in a “release of the spirit”. She has grown independent, daring and capable of thinking initiative.

After finishing schooling, she gets herself admitted into a college of Architecture in Delhi. The decision is taken not out of interest in Architecture but because she wanted to stay away from Ayemenem where she is unwanted. During her stay at the school of Architecture she meets Larry McCaslin in Delhi and marries him. The decision of marriage was hers, it is not taken under ideal conditions because she knew that there is no one to arrange marriage and pay dowry for her. Her marriage was also like that of her mother and uncle is outside her community. Larry is an American research scholar. Larry is not a male chauvinistic but the marriage proves prosaic. He values her but fails to understand her.


 Rahel refuses to continue her relationship with him. To her marriage is not a yoke so she breaks it soon. She does not feel shame or moral weakness for the divorce. The divorce does not leave her depressed she works as a waitress in an Indian restaurant in New York. And then she serves as a night clerk in bullet—proof cabin at a gas station outside Washington.

Rahel has a great sense of responsibility for her brother Estha, who is the part of her own self to her. As soon as she received letter from Baby Kochamma that Estha has returned, she leaves her job and goes to ayemenem. Unlike her divorce mother she has no burden of children with her. But she has to look after her brother, Estha whom traumatic experiences of life have turned speechless. She because of mental and psychological tortures, has become an abnormal character; that even creates a breach in her merry and jocund marriage life; that makes her a rebel student during her school days; that makes her so mad that in a fit of sexual passion, she even goes to the extent of making an illicit or incestuous relation with her own brother Estha.

Sophie Mol :

sophie mol is a pivotal character in the novel. sophie’s character comes through the way in which particularly estha and rahel perceive her. she is the half-english, half-indian daughter of chacko and margaret kochamma. the twins does not particularly like her because she makes them feel inferior. other members of the family, particularly baby kochamma, constantly compare them to sophie in ways that makes her seem better. rahel and estha dislike her based on the preconceptions about her rather than really she is. sophie actually wants to be friend with twins, and that she’s the one who feels left out. she tries to win them over the best way she knows. she gathers up presents and gives them. she also tries to win the heart of the twins like insulting chacko and baby kochamma. she also begs to tag along with them when they decide to run away. this decision proves to be a fatal for her. she at the immature age of nine, dies by drowning in river. at the end we see a very human, sensitive and fundamentally lonely little girl in sophie mol. 


Roy’s The God of Small Things is feminine creation of unique nature. The novel clearly shows the untold miseries and the undeserved sufferings of women who have to bear the brunt of male domination silently and meekly. She transcends the ordinary concept of feminism. The novel examines the feminist jealousy between the woman and woman, the plight of woman in male dominated framework. Roy shows how a woman in patriarchal set up yearns for pleasure and happiness and a life far from the shackles and constraints. She is like a free bird that wants to fly freely in the open skies. But all of a sudden, her wings are cut down by the callous society and thus she is pulled down to this earth where she has to ‘grovel in the lowly dust.’ 


 Nagmandala as faminist play :

Girish Karnad in this play portrays the
character of a married woman, Rani from an unconventional point of view to demonstrate that the society is terribly puritanical, patriarchal and prejudicial to women. Rani represents the common submissive Indian rural girl who becomes the victim of the unfair social order through the institution of Marriage. Her parents decide her marriage without even asking for her choice thinking that she is incapable of taking her own decision. She is asked to marry a person named Appanna, literally means ‘any man’. So it is a not just the story of Rani and Appanna
but that of any man and woman united in a wed-lock. Marriage is the age-old institution that has always been unfair to women.


Women are exploited physically, mentally,emotionally, socially and intellectually. Her father thinks Appanna a suitable groom for Rani from the perspective of economical criteria. He was rich and wealthy. Therefore
her father thinks him suitable for Rani.
Ironically, Appana is adulterous and not at all suitable for a simple girl like Rani. Rani mirrors the image of a common woman who comes to her husband’s house with sweet dreams and desires of happy domestic life. But she has to face another side of reality. Besides Rani, Appanna has a mistress whom he visits every night and comes to Rani only
at noon. His treatment with Rani is
monstrous and animalistic. He keeps her
locked up inside the house so that she cannot express her grievance to anyone. Her sexual desires are neglected. She is frequently beaten. Her emotions are crushed mercilessly. And socially, she is not allowed to communicate with anyone outside the house. 


Rani’s dreams and desires are shattered. She turns voiceless and choice less.
She does not find emotional, social or sexual satisfaction from the institution of marriage. Appanna’s inhuman treatment is witnessed on the first day of their marriage when instead of being with Rani, Appanna goes to meet his mistress and locks Rani up in the house.Rani is always locked by Appana in the house. This lock and key is the symbolical representation of the patriarchal cage man has prepared for 
women.Rani has to stay alone for the whole day and night. She feels scared being alone in the house obsessed by the feelings of fear and insecurity. When she is unable to fulfill her sexual,emotional, social and psychological desires,she suppresses her desires. In the midst of all the tyrannies and the sense of uncertainty, Kurudava, a blind and aged woman, seems to be her ray of hope. 


Blind Kurudava feels Rani’s superb beauty with her fingers and exclaims, “Ayyo! How beautiful you are. Ears like hibiscus. Skin like young mango leaves. Lips like rolls of silk. How can.that Appanna gallivant around leaving such
loveliness wasting away at home.”She gives Rani a magical root, a remedy to win back her husband from the clutches of his mistress. She asks Rani to make it into paste and add into a curry. She advises Rani to feed it to her husband and watch the result. 


This process is supposed to make Appanna fall in love with Rani and he won’t go to his mistress. But when Rani adds the paste, the curry turns into red –blood red. Out of fear, Rani pours the blood-red curry in the ant-hill where the cobra lives. Affected by the magic of the root mixed in curry, Naga falls in love
with Rani. Naga visits her every night
assuming the form of Appana. He praises her long hair and talks a lot about her parents, besides listening to her attentively. 


Naga gradually breaks her frigidity and hesitancy, and dispels feelings of fear and insecurity with the help of “honeyed words” (25). Rani also falls in love with Naga in the guise of Appanna. However, Rani fails to comprehend how the
brutal husband who comes to her only
midday for lunch has been transformed into a sensuous lover at night. Cobra visits her every night and makes love with her in the guise of Appanna. She finds a lot of difference between two visitors--mid-day Appanna and night Appanna. She gets confused as the
Appanna (Naga) at night is caring, loving and sensual where as Appanna at midday is as usual cruel and harsh. The Naga, who visits to her during nights, disguised as Appanna, is the sexual self of Appanna.


The woman in her might have experienced the diversity between the love of Naga and dominence of Appanna. But nobody allows her to question –Naga because of his profound love for her and Appanna for hi egocentric, male chauvinistic governance. Rani speaks at one point:
"Yes, I shall. Don’t ask questions. Do as I
tell you. Don’t ask questions. Do as I tell
you. No, I won’t ask questions. I shall do
what you tell me. Scowls in the day.
Embraces at night. The face in the
morning unrelated to the touch at night.
But day or night, one motto does not
change: Don’t ask questions. Do as I tell
you." (32) 


Rani, thinking that she has not committed any crime, swears to him
about her innocence, “I swear to you I
haven't done anything wrong” (33) But Appanna reports the matter to the village elders who pass orders that she must undergo chastity test either by putting red hot iron on her palm or putting hands into the hole of cobra. This incident reminds the fire test Sita had to undergo to prove her chastity in the Ramayana. It is ironical to see that she has to undergo the chastity test to
prove her purity whereas nobody expects any such chastity test from Appanna who has a mistress outside. Naga tells her to take Cobra trial and speak truth and nothing else. Rani accepts the cobra trial and puts
her hands into the ant-hill, takes out cobra and vows, “Since coming to this village. Cobra, and I have held my husband hand instead of biting her, makes an umbrella with his hood over her head and moves over her shoulder to make a garland. The irony of Rani's successful cobra ordeal ridicules the She is designated as the incarnation of goddess and her husband Appanna accepts her and the child in her womb. 


She is proclaimed to be a goddess.
classic Hindu mythic chastity test. She is designated as the incarnation of goddess and her husband Appanna accepts her and the child in her womb. Appanna seeks her pardon and lives happily with her and says: “Forgive me. I am sinner. I was blind…” Rani gets everything she wished for, a devoted husband and a
happy life. She even got a permanent servant to draw water for her house. Appanna’s keep was present at trial. When she witnessed. Rani’s grandeur, she felt embarrassed of her immoral life and volunteered to do menial work in Rani’s house. Rani gives birth to a baby boy in due course of time. Rani gets a
stable and happy life ever with her husband,son and servant.


Rani suffers from the hands of both the
society and her husband. Her husband
tortures her and villagers insist her to take either the snake-ordeal or the fire-ordeal. She doesn’t get happiness and dignity from anyone in the society. Even her parents got her married to a monstrous man without asking for her wish. Ironically she gets love and dignity from a reptile in the form of man
(Naga) who helps her to get the status of
goddess. This is how Karnad has reflected the fact that humankind has failed to elevate their own race. As a mother, Rani is seen, in the last part to the story, to be in authority of the family, with some weight and decision making power. Rani now turns to be an active member of the family who confidently performs her role and asserts her
thoughts in decision making. In the  alternate end to the play, Naga, who finds Rani merrily sleeping in the arms of her husband, strangles himself in her hair. It is here that one of the following lames demands a happier ending. 

Work cited : 

1. K.Sheebha. Feminism in Arundhati Roy's The God of small things. Research Article. 2017.

2. A feminism study of Girish Karnad's Nagamandala. IJAR. 

Sunday, February 12, 2023

Intentional fallcy


Introduction: 

The Intentional Fallacy,' a 20th century article that proposes that a work of art's meaning is not tied to the intention of its creator, is one that has greatly shaped contemporary criticism. In this blog I am putting Intentional Fallacy theory on various works like "All the world's stage", "Laa Belle Dame Sans Merci", "The Charge of the Light Brigade", "How do I love thee..? "


Intentional fallacy:

 

William Kurtz Wimsatt Jr. (November 17, 1907 – December 17, 1975) was an American professor of English, literary theorist, and critic.

Wimsatt is often associated with the concept of the intentional fallacy, which he developed with Monroe Beardsley in order to discuss the importance of an author's intentions for the creation of a work of art.Wimsatt was influenced by Monroe Beardsley, with whom he wrote some of his most important pieces.

Wimsatt also drew on the work of both ancient critics, such as Longinus and Aristotle, and some of his own contemporaries, such as T. S. Eliot and the writers of the Chicago School, to formulate his theories, often by highlighting key ideas in those authors' works in order to refute them.Wimsatt's ideas have affected the development of reader-response criticism. 

      

 Wimsatt and Beardsley have made best-known accusations of fallacy found in literary criticism based on writer’s intention and reader's response. Intentional fallacy is a kind of mistake of deriving meaning of the text in terms of author’s intention, feeling, emotion, attitude, biography and situation. It is the error of interpreting a literary work by reference to evidence according to the intention of the author.

         

          Intentional fallacy means the confusion between the poem and its origin. It is the fallacy because an author is not the part of the text; instead, text is public but not private.If a critic interprets text in terms of author’s biography, this interpretation is called subjective interpretation or criticism. But for Wimsatt and Beardsley criticism should be objective and textual, critic should not go beyond the text. Author can't control the text as soon as he writes. It becomes public. The critic should not interpret the allusion in terms of author’s intention.They claim that author's intended meaning is irrelevant to the literary critic. The meaning, structure, value of text is inherent with in the work of art itself; it is an object with certain autonomy.

     

 

Now, here there are some work which will interpreted with the use of theory International Fallacy. 

All the world's stage


All the world’s a stage,

And all the men and women merely players;

They have their exits and their entrances;

And one man in his time plays many parts,

His acts being seven ages. At first the infant,

Mewling and puking in the nurse’s arms;

And then the whining school-boy, with his satchel

And shining morning face, creeping like snail

Unwillingly to school. And then the lover,

Sighing like furnace, with a woeful ballad

Made to his mistress’ eyebrow. Then a soldier,

Full of strange oaths, and bearded like the pard,

Jealous in honour, sudden and quick in quarrel,

Seeking the bubble reputation

Even in the cannon’s mouth. And then the justice,

In fair round belly with good capon lin’d,

With eyes severe and beard of formal cut,

Full of wise saws and modern instances;

And so he plays his part. The sixth age shifts

Into the lean and slipper’d pantaloon,

With spectacles on nose and pouch on side;

His youthful hose, well sav’d, a world too wide

For his shrunk shank; and his big manly voice,

Turning again toward childish treble, pipes

And whistles in his sound. Last scene of all,

That ends this strange eventful history,

Is second childishness and mere oblivion;

Sans teeth, sans eyes, sans taste, sans everything.

Interpretation of poem:

This poem describes that life is like a journey and all human beings are travelers. He has cover seven stages to complete this journey. When he completes one stage or goal, he enters into another stage or goal. Everybody in this world performs seven roles and completes the journey of life.

 In the first stage, a man appears as a child in the world. As a child, he is a helpless creature. He cries in the arms of this nurse for one reason or the other. He cries and vomits. In the second stage of life, he becomes a school-going boy. He goes to school with a bag hanging around his shoulders. He goes to school creeping like a snail. He goes to the school unwillingly.

In the third stage, a man plays the role of a lover. he grows into a young man full of desires. ambitions and dreams. He becomes a romantic young man. He falls in love and sighs like a furnace In the fourth stage, he becomes a soldier. In this stage, he is emotional and jealous. He is ready to do any task for fame and reputation. He quarrels with others for grace and honor.

In the fifth stage, he becomes a judge. In this stage, he becomes mature and experienced. The heat of his youth completely cooled down and he becomes very realistic. He wants to get money and wants to be rich. he begins to accept bribes and thus adds much to his material comfort. His belly becomes round. He eats healthy fowls and cocks presented to him as bribes.

In the sixth stage, man grows old. he looks quite ridiculous in his movements. He wears glasses because his eyesight is weak. His shoes become wide for his feet. His voice suffers a change. It becomes a shrill and quivering whistle. Then man plays the final role of his life. here we find him turned into a child once again. He seems to forget everything. He becomes toothless. His eyesight weakens and he is deprived of taste. He is ready to leave this world. In this way, man completes the journey of life. This poem is very well described whole journey so it is good poem. 


Laa Belle Dame Sans Merci

O what can ail thee, knight-at-arms,

       Alone and palely loitering?

The sedge has withered from the lake,

       And no birds sing.


O what can ail thee, knight-at-arms,

       So haggard and so woe-begone?

The squirrel’s granary is full,

       And the harvest’s done.


I see a lily on thy brow,

       With anguish moist and fever-dew,

And on thy cheeks a fading rose

       Fast withereth too.


I met a lady in the meads,

       Full beautiful—a faery’s child,

Her hair was long, her foot was light,

       And her eyes were wild.


I made a garland for her head,

       And bracelets too, and fragrant zone;

She looked at me as she did love,

       And made sweet moan


I set her on my pacing steed,

       And nothing else saw all day long,

For sidelong would she bend, and sing

       A faery’s song.


She found me roots of relish sweet,

       And honey wild, and manna-dew,

And sure in language strange she said—

       ‘I love thee true’.


She took me to her Elfin grot,

       And there she wept and sighed full sore,

And there I shut her wild wild eyes

       With kisses four.


And there she lullèd me asleep,

       And there I dreamed —Ah! woe betide!—

The latest dream I ever dreamt

       On the cold hill side.


I saw pale kings and princes too,

       Pale warriors, death-pale were they all;

They cried—‘La Belle Dame sans Merci

       Thee hath in thrall!’


I saw their starved lips in the gloam,

       With horrid warning gapèd wide,

And I awoke and found me here,

       On the cold hill’s side.


And this is why I sojourn here,

       Alone and palely loitering,

Though the sedge is withered from the lake,

       And no birds sing.


Interpretation of Laa Belle Dame Sans Merci :

The first three stanzas introduce the unidentified speaker and the knight. The speaker comes across the knight wandering around in the dead of winter when “the sedge has withered from the lake/ And no birds sing.” In this way, we depicts a barren and bleak landscape.

The knight responds to the speaker, telling him how he met a lady in the meadows who was “full beautiful, a faery’s child”. Here, Keats’ language sweetens. The first three stanzas were bitter and devoid of emotion, but the introduction of the “lady in the meads” produces softness in the language of the knight. He reminisces on the lady’s beauty and her apparent innocence – her long hair, light feet, and wild eyes – and on her otherworldliness, as well. Moreover, he describes his sweet memories of the Lady: feeding each other, giving her presents, traveling with her, and being together.

In the eighth stanza, the lady weeps for she knows that they cannot be together as she is a fairy, and he is a mortal. She lulls him to sleep out of which he does not immediately wake. In his dream, the knight sees pale people like kings, princes, and warriors. They tell him that he has been enthralled by the woman without mercy. He wakes up from the nightmare alone, on the cold hillside, and tells the persona that is why he stays there, wandering, looking for the lady. The last stanza leaves the fate of the knight ambiguous. In a way this poem is with full of agony and sadness.


The Charge of the Light Brigade


Half a league, half a league,
Half a league onward,
All in the valley of Death
   Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the valley of Death
   Rode the six hundred.


“Forward, the Light Brigade!”
Was there a man dismayed?
Not though the soldier knew
   Someone had blundered.
   Theirs not to make reply,
   Theirs not to reason why,
   Theirs but to do and die.
   Into the valley of Death
   Rode the six hundred.


Cannon to right of them,
Cannon to left of them,
Cannon in front of them
   Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell
   Rode the six hundred.


Flashed all their sabres bare,
Flashed as they turned in air
Sabring the gunners there,
Charging an army, while
   All the world wondered.
Plunged in the battery-smoke
Right through the line they broke;
Cossack and Russian
Reeled from the sabre stroke
   Shattered and sundered.
Then they rode back, but not
   Not the six hundred.


Cannon to right of them,
Cannon to left of them,
Cannon behind them
   Volleyed and thundered;
Stormed at with shot and shell,
While horse and hero fell.
They that had fought so well
Came through the jaws of Death,
Back from the mouth of hell,
All that was left of them,
   Left of six hundred.


When can their glory fade?
O the wild charge they made!
   All the world wondered.
Honour the charge they made!
Honour the Light Brigade,
   Noble six hundred!


Interpretation of The Charge of Light Brigade :

Six hundred men in the Light Brigade ride through the valley, pushing half a league ahead. Their leader called them to charge for the enemy’s guns. It was a death mission; someone had made a mistake. But the men simply obey; “Theirs not to make reply, / Theirs not to reason why, / Theirs but to do and die.”

They are surrounded by cannons, but the six hundred men ride on with courage into “the jaws of Death,” the “mouth of Hell.” They flash their sabers and slash at the gunners, six hundred men charging an entire army while the rest of the world wonders at their deeds. They plunge right through the smoke and through the battle line, forcing the Cossacks and Russians back.

Having accomplished what they could, they return through more cannon fire, and many more heroes and horses die. They have come through the jaws of Death and mouth of Hell, those who are left of the six hundred. 

The speaker wonders whether their glory will ever fade due to their heroic charge; the whole world marvels at them and honors the “noble six hundred” of the Light Brigade. This is war poem talking about their aspects.

How do I love thee? 


How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right;
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.

Interpretation of How do I love thee..? :


The poem argues that true love is eternal, surpassing space, time, and even death. Although the poem is often read biographically , as an address from the poet Elizabeth Barrett Browning to her husband, this depiction of eternal and all-powerful love could also apply to any human love, since the speaker and addressee are both unnamed in the poem itself. 

Ultimately, the speaker’s romantic love does not compromise her love for God. Rather, she likens her romantic love to a religious experience that helps her recapture her “childhood’s faith and brings her closer to God and “ideal grace.” She prays that God’s salvation in heaven will perfect her earthly love (making it “better after death”) and render it eternal. In this way, the poem argues that romantic love is closely related to-and indeed perhaps transforms into-love for God.

There is an element of Love vs. Reason in this sonnet. In what is arguably one of the most famous opening lines of a poem in English literature -“How do I love thee? Let me count the ways”-the speaker embarks on a project of listing the ways in which she loves her beloved. The poem thus begins as a means of attempting to justify love in rational terms. By expressing her desire to “count the ways,” the speaker suggests that her love can be explained on an intellectual level. At the same time, however, she admits that love is actually something more profound, spiritual, and dictated by fate. In this sense, her opening determination to “count the ways” in which she loves slowly succumbs to an understanding that love is often not a rational feeling and can’t be explained.

 Over the course of the poem, the speaker names seven ways in which she loves her partner. This might at first look like a counter-intuitive or overly argumentative format for a love poem, and by framing her declarations in this unusual way, the speaker implies that love can be measured and counted.” In particular, she suggests that her love for her partner is reasoned and rational because it is grounded in the everyday, mundane actions of life: “I love thee to the level of every day’s/Most quiet need, by sun and candle-light.” This love isn’t necessarily the stuff of legends or dramatic romances; rather, it exists in mutual bonds of day-to-day care. 

The speaker also explains that she loves her beloved “purely, as (men) turn from praise,” implying that her love isn’t based on pride or self-aggrandizement. By focusing on these virtues of purity and self-sacrifice, she implies that love can be measured simply in the degree of care one gives the other person.And yet, even as the speaker declares that her love can be “counted,” she frequently uses language that implies her love is something huge, all encompassing, and resistant to bounds or limits. For instance, she declares: “I love thee to the depth and breadth and height / My soul can reach.” Which sounds potentially infinite. The idea of infinity continues into the end of the poem, when the speaker expresses the desire that she and her beloved will love after death in the afterlife-which is to say, infinitely, because in Christian theology, salvation leads to eternal life in heaven.

Conclusion : 

In a way if we are following the theory of Intentional fallacy than we have to interpret or evaluate the work without knowing the intentions od poet or without looking at biographical elements. In this assignment, some of the poem taken an interpreted it.

Work citation : 

1.  Poetry Foundation.
2. Wimsatt and Beardsley on International Fallacy. The world letters. 2006.

Saturday, February 11, 2023

Reading & Writing Skill Online Tools



Introduction

Tweet, use Facebook or blog in English. It's a great way to get practice writing and can help you to learn new idioms and expressions as you connect with other English speakers and learners online. In present time, everything is dependent on internet because it's internet age so for improving skills like reading and writing there is various tools available which we discussed below. This blog is based on assignment activity.

Facebook as online tool of reading and writing skill :

  1.Writing summaries 

     Teachers can post a short article from the web related to the lesson and then ask students to write a brief summary of the article in a word processor. This activity aims at raising the critical thinking of students and improving the cohesion and coherence in their writing. They will practice how to summarize and paraphrase. Once they have their document ready, they should name it after their names for example: “summaryJuan.doc” and let them attach it on the group site. This activity improves writing summaries and reading comprehension.

 2 Collective Story Telling 

        Teacher can try Collective Story Telling. He/she posts a series of pictures to the group, explaining that students should continue the sentence he/she has started (e.g. “A beautiful morning, in a beautiful  forest,  a  sparrow  saw  a worm  in  the  ground…”),  every  student should  write  at  least  a paragraph. At the end the story should be revised and corrected if there are any mistakes.  

3. Picture Descriptions 

      In this  activity, teacher  posts a picture to  the  group he/she  has created; letting  students comment on the  picture  and  guessing what is  in  the  picture? Where  was  it  taken?  How  old  is  it?  Etc.  It  is always a good idea to provide useful vocabulary to make the activity easier. Students comment on the picture and describe it using the useful vocabulary provided. If there is an English class the next day, the night before the teacher can  post this picture and raise the questions: What might be  the feelings of the man and the woman in this picture? The man and the woman do the same work, but they look different. Why?  After the picture is posted, the students will add comments. The teacher can join the discussion to warm up the atmosphere. There  may  be  different  points  of  view;  this  activity improves the  critical thinking of students. 


4. Picture Comparison 

      With this type of task, students can learn techniques to describe pictures. To start with, the teacher can   post two  slightly  dissimilar pictures, then  ask  students  to  contrast  the  pictures  posted,  after some certain  time, let  every  student  comment  on  the  picture,  the  teacher can  also provide useful vocabulary to facilitate the activity. At  the end of discussion teacher will provide feedback to the students.

 5. Collective Writing (Mini-project)

         The teacher can ask students to work cooperatively to write about their school, a tour destination, a place they have visited or topics they know. For example, about Cultural Diversity, teacher will organize an activity named Around the World. The teacher will divide the class into groups and each group will be in charge of an online presentation about a famous city in the world. They have to look for the information, the picture and they will prepare a written introduction about that city attached to the pictures. Every member of the group has to be in charge of completing the writing of their part. This activity will help students to increase their collaborative learning.

6 Writing Portfolio

     In order to tackle writing portfolio tasks, teachers are expected to put a lot of effort into expanding their pedagogical portfolio, to promote active learning through a learning community, and to test the effectiveness of on-line learning communities through this social network. Students can write about what they can learn from the classroom. They also can write about the advantages and disadvantages that Facebook bring to them. Using that portfolio, teachers can adjust the way they are managing and organizing the activities on Facebook. 

5. Assessment 

      The nature of Facebook is not to study but to keep contacts and entertain one‟s self. It is not a good idea for teachers to try to force students to study seriously and competitively via Facebook. However, Facebook is a good supplementary tool for learning, in this case for learning English. I strongly recommend that teachers should not evaluate the study process via Facebook too severely. Instead, use Facebook as a tool to motivate students and foster their learning process, especially to improve the writing skills of students gradually and naturally. This is just to aid the classroom learning activities. Otherwise, if teachers don‟t control or evaluate the learning process via Facebook learning, the implementation of Facebook in learning will not be successful. So, this is a really controversial matter. How can teachers balance the nature of learning and the nature of Facebook? This question is quite hard to answer. In my proposal, my main purpose is to improve students‟ learning in an unforced and natural manner. 

    However, to make students more conscious about what they do, I will give marks to them. The mark that students receive accounts for the 15-minute test and a writing competition accounts for the 1 hour test. Students will be motivated to take part because of the assessment. I will focus more on the quality of the writing not the enthusiasm of students. There should be some rules for the class page, for instance, avoiding using Vietnamese language. This is a good way to foster students‟ use of English. 

 6 Anticipated Problem 

      There might be some problems while this proposal is applying in the real life context. Teachers can be overloaded with work. They have to read through the writing of students to assess them and their writing ability. If teachers want to check the spelling, it is quite hard for them to check on Facebook because they cannot highlight the mistakes of every single student. To improve this shortcoming, teachers should not post too many assignments. Maybe there should be one post for one unit which is taught in 3 classes. Teachers can take note of the most common mistakes that students encounter and then write them on the blackboard in the class. In this way, it is less time consuming in assessment.

Blog as reading and writing tool :

   
      Blogs can be used as group discussion, peer review and collaborated project. Blogging about a subject is more engaging than simply reading.Benefits of Blogging for Students promote self-expression develop analytical thinking exercise students’ creativity improve students’ writing skills encourages the sharing of resources among students and teachers blogging gives students the opportunities to speak their ‘unique voices’. Students can practice their communication and conversation skills when they comment on others’ postings or reply to others’ feedback on their blogs. Blogging can also help students be courteous and thoughtful.  

      Blogging develops students’ analytical thinking and increases learning to a higher level, not merely just “understanding” and"remembering” instructional materials. Before their thoughts can be written down, students need to analyze the subject and then clarify their thoughts about the subject. Then, they need to carefully formulate and stand by their own opinions. Blogging encourages students to contemplate how their opinions might be interpreted and reflected upon by others.  

      Blogging facilitates creative expression when they develop original content and layout of their blogs. Students can be creative in terms of customizing the themes, selecting relevant images or videos, and designing the layout. This is the visual platform in which students can express themselves. Blogging can turn learning into a fun process.  

   Blogging involves a lot of writing. However, an improvement in writing skills doesn’t come automatically. Instructors need to give explicit directions at the beginning of the project as far as; step-by-step directions on how to blog, how to be authentic, how to support your opinions, as well as communicate expectations for the learner.Guidelines and Expectations of Blogging before asking students to start commenting on a subject, instructors need to develop clear guidelines and expectations for your students.  
Some acceptable blogging policies are listed below:  

  • Stay on topic 
  • No spam, chain message, hoaxes in the comments 
  • Follow netiquette rules and respect for others 
  • Offer some concrete suggestions 

Benefits of Blogging for Instructors 
From the instructor’s point of view, blogs can be used for their own professional development. It promotes the exchange of their teaching experiences or ideas for transforming education. In addition, instructors’ are able to share where to find free software and educational tools.  

Google classroom as tool of reading and writing skill :


As a free online learning platform, Google Classroom offers several benefits for students and teachers. Here’s 10 reasons why teachers should give it a try.

Accessibility

Google Classroom can be accessed from any computer via Google Chrome or from any mobile device regardless of platform. All files uploaded by teachers and students are stored in a Classroom folder on Google Drive. Users can access Classroom anytime, anywhere. Students no longer have to worry about crashed computers or hungry dogs.

Exposure

Classroom provides students with exposure to an online learning system. Many college and university programs now require students to enroll in at least one online class. Exposure to Google Classroom may help students transition into other learning management systems used in higher education.

Paperless

Teachers and students won’t have excessive amounts of paper to shuffle since Classroom is completely paperless. When teachers upload assignments and assessments to Classroom, they are simultaneously saved to Drive. Students can complete assignments and assessments directly through Classroom, and their work is also saved to Drive. Students can access missed work due to absences and locate other resources they may need.

Time Saver

Classroom is a huge time saver. With all resources saved in one place and the ability to access Classroom anywhere, teachers will have more free time to complete other tasks. Since Classroom can be accessed from a mobile device, teachers and students can participate through their phones or tablets.

Communication

Built-in tools make communicating with students and parents a breeze. Teachers and students can send emails, post to the stream, send private comments on assignments, and provide feedback on work. Teachers have full control over student comments and posts. They can also communicate with parents through individual emails or through Classroom email summaries which include class announcements and due dates. 

Collaborate

Classroom offers several ways for students to collaborate. Teachers can facilitate online discussions between students and create group projects within the Classroom. In addition, students can collaborate on Google Docs which have been shared by the teacher.

Engagement

Most digital natives are comfortable with technology and will be more apt to take ownership in their learning through use of technology. Classroom offers numerous ways to make learning interactive and collaborative. It offers teachers the ability to differentiate assignments, include videos and web pages into lessons, and create collaborative group assignments.

Differentiation

Through Classroom, teachers are easily able to differentiate instruction for learners. Assigning lessons to the whole class, individual students, or groups of students takes just a few simple steps when creating an assignment on the Classwork page. 
Feedback

Providing meaningful feedback to students is a valuable part of all learning. Within the grading tool of Classroom, teachers can send feedback to each student on assignments. The ability to create a comment bank for future use is also available within the grading tool. In addition, the Classroom mobile app allows users to annotate work.

Data Analysis

In order to make learning meaningful, teachers should analyze data from assessments to ensure students are understanding learning objectives. Data from assessments can easily be exported into Sheets for sorting and analysis. 


Google Forms as tool of reading and writing skill :

       Google Forms is a web-based app used to create forms for data collection purposes. Students and teachers can use Google Forms to make surveys, quizzes, or event registration sheets. The form is web-based and can be shared with respondents by sending a link, emailing a message, or embedding it into a web page or blog post. Data gathered using the form is typically stored in a spreadsheet. Although there are other online survey apps, Google Forms is an excellent free option.

google forms, question types create polls, surveys, quizzes, and event registration sheets using Google Forms.Here are the top 5 reasons to use Google Forms:

1. Create Surveys to Meet Curriculum Objectives

It is likely that your students are required to make surveys. Take a look at your math curriculum. Learning objectives typically include research design, data collection, data analysis, and reporting outcomes (often these appear in the data management, statistic, and/or probability section). Now take a look at your science curriculum. Scientific inquiry should be listed as a learning objective, which includes asking questions, collecting data, organizing findings, analyzing and interpreting data, and communicating results.

The great news is that Google Forms can help your students meet curriculum requirements! Your students will be able to pose a meaningful research question, select a sample group from the population using an appropriate sampling technique, design a questionnaire without question bias, administer the survey, analyze the data using graphs, data tables, and pivot charts, and draw conclusions from the data. Google Forms is a useful tool for meeting objectives

2. Ask Various Types of Questions

Google Forms allows you to ask both open-ended and closed-ended questions. You can use drop down menus, multiple choice, checklists, rating scales, and short answers text boxes to gather data. Below are the types of questions you can use in a Google Form:

  • Text
  • Paragraph Text
  • Multiple Choice
  • Checkboxes
  • Choose from a list
  • Scale
  • Grid
  • Date
  • Time

3. Apply Validation Options to Control Data Entry

Data validation is a rule applied to data entry to make sure that the information is correct and/or useful. Google Forms offers many options for controlling answers provided by respondents. Questions can be set to required to prevent respondents from skipping a question. A number or text can be restricted to a specific entry, character count, or range. A checklist can have the number of options selected limited. As well, the order of choices for a question can be shuffled to avoid placement within a list influencing selection. Validation options provided by Google Forms help to improve the quality of the data recorded.

4. Create Professional Looking Forms using Themes

Google Forms helps you create a professional looking form. Themes are available allowing you and your students to select from over twenty pre-set designs. In addition, a custom option promotes creativity. The header, text, form background, and page background can all be customized. It is fun to explore the library of header images (some are animated!). One feature I like is the ability to set the page background. You can upload a picture, take a snapshot, or load an image from a URL or Google Drive to create a custom look. With so many web apps limiting the creative process, it is refreshing that form appearance is not restricted to only a few templates in Google Forms.

5. Multiple Ways to Administer Forms

Google Forms lets you and your students collect data using multiple methods. A form can be included in the body of an email allowing a respondent to submit their responses from their Inbox. A link can be generated allowing respondents to answer the questions using a web-based form. Code can be generated and then embedded into a blog or web page as another option for data collection. As well, if a paper/pencil method is preferred the form can be converted into a PDF file using Google Chrome. 

Conclusion 

        Facebook, Google classroom, Google form and Blogger all these tools are widely used for improving skills especially reading and writing skill. Thus , all the tools are available free so that it is available for everyone. In technological world online tools are so effective that provide platform for reading and writing.


Work credit

1. Benifits of Google classroom. The teach advocate.
2. Loan Tean.  Using Facebook tool to improve writing skill. 2019.
3. Reason to use Google form. Technokids.2014.

Maya Angelou as a poet


Introduction: 

           This blog is based on our assignment activities. In this blog showing comparison of  Maya's poems including 'still I rise', 'equality', 'Preacher, Don't send me', and ' Why the caged Bird sing'. Here trying to summarise each poem and reflecting similarities and differences of all poem.

Maya Angelou :


 Maya Angelou was an American poet, memoirist, and actress whose several volumes of autobiography explore the themes of economic, racial, and sexual oppression. 

Maya Angelou, original name Marguerite Annie Johnson's,American poet, memoirist, and actress whose several volumes of autobiography explore the themes of economic, racial, and sexual oppression.

Born: April 4, 1928 Saint Louis Missouri

Died: May 28, 2014 (aged 86) Winston-Salem North Carolina

Awards And Honors: 

Presidential Medal of Freedom (2011) Grammy Award (2002) 

Grammy Award (1995)(1993)

Grammy Award (2003): Best Spoken Word Album 

Grammy Award (1996): Best Spoken Word or Non-Musical Album.

 Grammy Award (1994): Best Spoken Word or Non-Musical Album National Medal of Arts (2000) 

National Women's Hall of Fame (inducted 1928) Presidential Medal of Freedom (2011) Spingarn Medal (1994)

Notable Works: 

“Down in the Delta”

 “His Day Is Done” 

“I Know Why the Caged Bird Sings”

 “On the Pulse of Morning”





Still I rise :


You may write me down in history

With your bitter, twisted lies,

You may trod me in the very dirt

But still, like dust, I'll rise.


Does my sassiness upset you?

Why are you beset with gloom?

’Cause I walk like I've got oil wells

Pumping in my living room.


Just like moons and like suns,

With the certainty of tides,

Just like hopes springing high,

Still I'll rise.


Did you want to see me broken?

Bowed head and lowered eyes?

Shoulders falling down like teardrops,

Weakened by my soulful cries?


Does my haughtiness offend you?

Don't you take it awful hard

’Cause I laugh like I've got gold mines

Diggin’ in my own backyard.


You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I’ll rise.


Does my sexiness upset you?

Does it come as a surprise

That I dance like I've got diamonds

At the meeting of my thighs?


Out of the huts of history’s shame

I rise

Up from a past that’s rooted in pain

I rise

I'm a black ocean, leaping and wide,

Welling and swelling I bear in the tide.


Leaving behind nights of terror and fear

I rise

Into a daybreak that’s wondrously clear

I rise

Bringing the gifts that my ancestors gave,

I am the dream and the hope of the slave.

I rise

I rise

I rise.

Still I Rise” Summary :

You have the ability to shape how history remembers me with your hurtful, warped lies. You have the power to walk all over me, crushing me into the dirt itself. But even so, I will rise up from the ground just as dust rises from the earth.

           Does my bold and cheeky attitude offend you? Why are you so miserable? Maybe it's because of the confident way I walk, as if I had oil wells right in my living room. I am like the moon and the sun, the rises of which are as inevitable as the rise of ocean tides. Just like high hopes, I will keep rising.

         Were you hoping to see me looking sad and defeated? Did you want to see me in a submissive posture, with my head bent and eyes looking down rather than up at you? Did you want to see my shoulders slouching down in the same way that tears fall down, my body having been weakened by all my intense sobbing?

Is my pride making you mad? Are you so upset because I am so happy and joyful that it seems as though I must have gold mines in my own backyard? You have the ability to shoot at me with your words, which are like bullets. You have the ability to cut me with your sharp glare. You may even kill me with your hatred. Nevertheless, just as the air keeps rising, I will keep rising.

              Does my sex appeal make you upset? Are you taken aback by the fact that I dance as though I have precious gems between my legs? I rise up out of history's shameful act of slavery. I rise up from this deeply painful past. I am as vast and full of power as a dark ocean that rises and swells and carries in the tide.

                I rise up, and in doing so leave behind all the darkness of terror and fear. I rise up, and in doing so enter a bright morning that is full of joyful wonder. With the personal qualities and grace I inherited from my ancestors, I embody the dreams and hopes of past enslaved peoples. I will rise, and rise, and rise.



I know why the caged Bird sing :


A free bird leaps

on the back of the wind   

and floats downstream   

till the current ends

and dips his wing

in the orange sun rays

and dares to claim the sky.


But a bird that stalks

down his narrow cage

can seldom see through

his bars of rage

his wings are clipped and   

his feet are tied

so he opens his throat to sing.


The caged bird sings   

with a fearful trill   

of things unknown   

but longed for still   

and his tune is heard   

on the distant hill   

for the caged bird   

sings of freedom.


The free bird thinks of another breeze

and the trade winds soft through the sighing trees

and the fat worms waiting on a dawn bright lawn

and he names the sky his own.


But a caged bird stands on the grave of dreams   

his shadow shouts on a nightmare scream   

his wings are clipped and his feet are tied   

so he opens his throat to sing.


The caged bird sings   

with a fearful trill   

of things unknown   

but longed for still   

and his tune is heard   

on the distant hill   

for the caged bird   

sings of freedom.

 

“ I know why Caged Bird sing” Summary :

A free bird flies on the wind, as if floating downstream until the wind current shifts, and the bird dips its wings in the orange sunlight, and he dares to call the sky his own.But a bird that moves angrily and silently in a small cage can barely see through either the cage bars or his own anger His wings are cut so he cannot fly and his feet are tied together, so he opens his throat to sing.

             The caged bird sings fearfully of things he does not know, but still wants, and his song can be heard from as far away as distant hills, because the caged bird sings about freedom.The free bird thinks about another breeze, and about the global winds that blow from east to west and make the trees sound as if they are sighing, and he thinks of the fat worms waiting to be eaten on the lawn in the early morning light, and he says he owns the sky.

         But a caged bird stands on the grave of his own dead dreams, and his dream-self screams from the nightmares he has. His wings are trimmed down and his feet are tied, so he opens his throat to sing.The caged bird sings fearfully of things he does not know, but still wants, and his song can be heard from as far away as distant hills, because the caged bird sings about freedom.


Equality:

You declare you see me dimly

through a glass which will not shine,

though I stand before you boldly,

trim in rank and marking time.

You do own to hear me faintly

as a whisper out of range,

while my drums beat out the message

and the rhythms never change.


Equality, and I will be free.

Equality, and I will be free.

You announce my ways are wanton,

that I fly from man to man,

but if I'm just a shadow to you,

could you ever understand ?


We have lived a painful history,

we know the shameful past,

but I keep on marching forward,

and you keep on coming last.


Equality, and I will be free.

Equality, and I will be free.


Take the blinders from your vision,

take the padding from your ears,

and confess you've heard me crying,

and admit you've seen my tears.


Hear the tempo so compelling,

hear the blood throb in my veins.

Yes, my drums are beating nightly,

and the rhythms never change.


Equality, and I will be free.

Equality, and I will be free.

      

Equality summary :       

               In the poem ‘Equality’ by Maya Angelou the themes of equality, racism and discrimination are conveyed through the use of repetition and metaphors. The phrase ‘equality and I will be free’ is repeated throughout this poem six times. This emphasizes that all Angelou wants is to be free from racism and wants everyone to be equal. The poet refers to ‘I’ as herself representing the African-American race and ‘you’ representing the white people. When the poem says ‘Take the blinders from your vision, take the padding from your ears, and confess you’ve heard me crying, and admit you’ve seen my tears’, it is referring to the white people ‘blinding’ their vision and ‘padding’ their ears meaning that they are ignoring and blocking out the African-Americans. This is used as a metaphor to represent the white people being oblivious to the African-Americas and showing racism towards them. The poet keeps referring to ‘her drums’ as a sign that she is ‘beating out the message’ of equality for everyone. This shows that she is against racism and wants everyone to be treated the same and that she will continue to spread the message until it is resolved. When Angelou says ‘But if I’m just a shadow to you, could you ever understand?’ she is referring to the African-Americans as shadows to the white people. This conveys the message of racism and that Negros are treated of lesser value compared to white people and that they shadow on everyone because they are inferior. The effective use of metaphors and repetition in this poem creates a sense of drive for equality making a stronger message for equal rights between everyone.  


Preacher , Don't send me:

Preacher, don't send me

when I die

to some big ghetto

in the sky

where rats eat cat

of the leopard type

and Sunday brunch

is grits and tripe


I've known those rats

I've seen them kill

and grits I've had

would make a hill

or maybe a mountain

so what I need

from you on Sunday

is a different creed


Preacher, please don't

promise me

streets of gold

and milk for free

I stopped all mil

at four years old

and once I'm dead

I won't need gold


I'd call a place

pure Paradise

where families are loyal

and strangers are nice

where the music is jazz

and the season is fall

Promise me that

or nothing at all. 


"Preacher, don't send me" summary :

Preacher, Don’t Send Me” directly illustrates death and the heavens, so the audience will have a solid theme for the poem. Also in the first stanza, the speaker uses first person throughout the poem.Therefore the speaker is Maya Angelou. In the third stanza the poem makes the reader visualise how heaven looks. In the same stanza, the speaker conveys that the preacher is preaching to the congregation. Because the the author is disagreeing what the preacher is preaching. The reader can conclude that the setting is in some church are the environment is focusing on some biblical subject. The final stanza the speaker gives their opinion on how they think heaven looks.


Similarities in Maya's poems:


1. The Expression of Racism

According to the text of Maya Angelou’s poem, the researcher finds out that Angelou’s poem indicates racism as it is shows in few indicators such as diction, imagery and symbol. Diction or the choice of the words becomes one of the important indicators to decide that Angelou’s poems reflected racism.Diction can be dividing into four such as borrowing diction, this diction involving the use of different language words to reach particular meaning and effect of a literary work. Dialect is the second part of diction. It is also meant to make a literary work easy to judge based on the dialect. 

The special expression is also one of the important parts in Angelou’s poem. It will give the particular information to the reader about certain condition. The last one is the special term; it is the chosen of words to make particular meaning as a symbol and image of the literary work meaning. In this part the researcher can be suspicious toward the text based on the words that remain racism because Angelou reflected racism in her poem based on the dialect and the special term she use.Imageryalso helps the researcher to figure that Angelou’s poem reflected racism. 

                   As it is known that it is explain the mental picture that is picturing,portraying or painting of imagination as a reaction when the readers understand the poem. One of the most influence parts in Angelou’s poem is visual imagery.This image can be find in Riot:60’s poem which describe the situation when riot happened in 60s.

 "Lighting: a hundred watts

 Detroit, Newark and New York

 Screening nerves, exploding minds

 Lives tied to

 A police man’s whistle

 A walfare worker’s"

The verse above describes the haunt situation when riot happened in Detroit, Newark and New York. That people on that time felt so scary about the riot when fires can lights up the city and people have no other choice but only stay and hiding at home. In the 1960s Detroit known as the state where the riot happened toward the police officer fight the black African-American. This riot happened for five days and killed so many black lives.

Symbol becomes the last language style the researcher use to decide that Angelou’s poem reflected racism. It is also become one of the most important indicators since symbol define the other meaning then the literally meaning of a words. One of them is the use of black and white words. These words not literally meaning as colors but the different race which later become the long history of racism from slavery, discrimination, hegemony, stereotype and prejudice, and class struggle. We find the words in Harlem Hopscotch poem below: In the air, now both feet down.Since you are black, don’t stick around.

" Food is gone, the rent is due,

 Curse and cry then jump two."

From the verse above the speaker of the poem straightly put black words as the determiner of the verse. It is the center of all verse. It is not only refers to the color of black. Black means African-American. The words deliver the meaning that since you are an African-American you cannot socialize as free as you want it. It is related to segregation, discrimination, stereotype and all those racism idea.

2. Criticism against type of Racism

Angelou’s poem becomes one of the most useful literature works to track the trace of racism in America which happened in sixteenth until nineteenth century. The poem also reflected the sentimental feeling as she is an African-American she seriously describe the ignorance of white people toward her race.In her poem Angelou try to describe racism and kind of it is institution toward Black African-American as slavery, discrimination, segregation, hegemony and prejudice and stereotype.

       From the explanation above Angelou prove her capability as a poet that even she was born in 1928, where on that time slavery is no longer exist she built the perfect imagery to the reader to understand the history of racism from her poems. In her era, 1960s is the new movement against segregation toward black and white just expanded. Angelou was one of those activists who fight for it after Martin Luther King jr. the new civil right is one of the turning point for black movement. In 1960s is also about the movement to fight the right of the African-American as civilian of America and their right to vote. Angelou and her work cannot be separate from this even she involved and quite close to Martin Luther King Jr. and Malcolm X. her representation of the movement spirit.

      Although Angelou's prose writing received much more acclaim and attention, she also wrote several collections of poetry. Her collection Just Give Me a Cool Drink of Water 'Fore I Die was published in 1971 and nominated for the highly regarded Pulitzer Prize in Poetry.

         Her style with poetry shows Angelou's command of both Standardized English and African American English. Standard, or Standardized, English is the common accepted form of written and spoken English, both formal and informal. African American English is a dialect of English spoken in the African American community.


Difference In poetry :


In “Still I rise” Maya Angelou who is the speaker is telling her readers about the discrimination she has overcome and how these obstacles have made her the person she is today and in “Caged bird” she is showing how black people are trapped and limited because of the colour of their skin.

Still I Rise” is primarily about self-respect and confidence. In the poem, Angelou reveals how she will overcome anything through her self-esteem. She shows how nothing can get her down. She will rise to any occasion and nothing, not even her skin color, will hold her back. on other hand Maya Angelou's 'Caged Bird' strongly evokes the message of protest about the inequality between Blacks and Whites during Segregation in American history. It echoes the emotion within such a horrible experience, and it illustrates the oppression of the Blacks in contrast with the freedom of the Whites.

In the poem 'Equality' by Maya Angelou the themes of equality, racism and discrimination are conveyed through the use of repetition and metaphors. ... This shows that she is against racism and wants everyone to be treated the same and that she will continue to spread the message until it is resolved. In contrast Angelou's poem presents a speaker who takes pride in her identity. She is courageous enough to talk about her body and her inherent qualities. Besides, she is an embodiment of the indomitable courage of black people.

 'Why the Caged Bird Sing' is filled with powerful themes. These include racial oppression, freedom/captivity, and happiness/sorrow. These themes are all wrapped together in 'Caged Bird' through Angelou's depiction of the two birds, one free and one caged.

           In the second poem The bird represents freedom or desire to be free, while the cage symbolises confinement or oppression. In the first poem dust and the ocean is symbol. In third poem shadow and drums is symbol. 

Conclusion:

Maya Angelou says that,

“You will never love poetry until you actually feel it come across your tongue, through your teeth, over your lips.”  

Maya was loved because her way of writing not only makes the readers more critical, but they are also touched in one way or the other. Angelou passionately defended the rights of women, young people and the ignored. She effortlessly traversed the worlds of literature and activism, becoming a confidante to the original civil rights leaders, their successors and the current generation.


Work Cited :

1. All poems 

2. Maya Angelou as a poet

3. Maya Angelou Wikipedia page

4. Poem analysis


Wednesday, February 8, 2023

Hastgiri Picnic ✨

 



         Today, on 8 February 2023,our college had organised picnic at Hastgiri. In my Bachelor's it is first time when our college organized such picnic. We didn't even expect but it was organised and whole day was so much of fun. 

       We reached at college at 6:45 and then wait for other students then our journey starts. We were going by bus so everyone get into the bus and we took our seats forward side because girls were less in number. We took students from different stops for their convenience. It was quite hard task we need passions and all details. 


                      We collected all the students and then took stop as we were staying there for our breakfast gathiya-jalebi and chai. That place was so good we took their group photo and some videos. Then we take breakfast and then left the place.

     We were enjoying journy to reaching at Hastgiri. Songs make it more musical. As everyone enjoying the songs. It was amazed experience because of the road and view. The phenomenal view of hill from bus was thrilling experience. We reached at Hastgiri and took photos then we had gone at temple. The temple's structure was so eye-catching, very well maintained. The whole temple made with the use of marble that is why atmosphere was so cool. Then we took group photo. 




     

  We reached at one place and do help in making lunch. It was great experience to participate in making lunch. Because so much trouble and efforts need to make lunch especially when it's around 45 people. Then we served food. And took lunch with Mam.  We also play garba. We left that place and then reach at Taleti where some of us do shopping and we wandered around and come back at bus. At last we danced for while. Around 9 we reached back at college. 

         First we learnt time management, as if only few person thinking about reaching at time then it's next to impossible to leave at decided time. Especially when you are in group so each and every member's responsibility is to reach at place time. 

         We learn small things like taking attendence, collecting concent laters, taking some students from different places . In the beginning we all were seating quitely so our principal and professors do encourage us to do enjoyment. Especially whole day our principal Ashish sir creacking jokes and it was so amazed experience for us because he stayed with us as friend  whole day. 

        Another thing we learn is that songs in journey is so special, as per different personalities some enjoyed songs and expressed it. On the other hand some just sing a song in their mind. Even every song in journey symbolises different meaning . 

       We were more into the nature throughout a day, so we learnt that nature which is next to us is so important, scene scenery of it gives us clamness and peace while watching it. Sometimes it gives us deep thoughts and questions too.

        Nearly, I communicate with all the members of picnic. Here I learnt to do communication with every member so you find new things. I found so much of different perspective of each person whom I communicate. Carry snacks and sharing it with others is also happy feelings. Dancing , singing and playing garba is necessary in picnic. 

       We enjoyed journey and process of reaching and coming back more then visiting places. There is lots of trouble in making food , here we learnt team work skill and how to help others and making things easier. Service food is also a skill , arranging food in line serve in proper manner and many more things is needed to be observed.

        At that place we meet wandered man , he was like center of attention especially for boys because he talking about geographical things in the reference of spiritual context. As he told that he finds everything by experience it like romenticism's some of author.

       Some of discussion of temple, nature, studies, reels, social issues, makeover things, student's problem, how it's easy to be atheist rather than blind religious people and many more we do throughout a day.  

      In a way, the whole day was so much productive and memorable. It was our first and last tour and we had great fun, learning and memorable moments. Thankful to our college, principal and professors.

Memorable Day...❤️✨


Poems by Toru Dutt (Lakshman), Sri Aurobindo (To a Hero-Worshipper), R. Tagore (Dino Daan)

  Poems by Toru Dutt (Lakshman), Sri Aurobindo (To a Hero-Worshipper), R. Tagore (Dino Daan) This blog is the part of thinking activity task...