MEG 08 NEW LITERATURES IN ENGLISH Solved Assignment 2022-23
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MEG 08 Solved Assignment 2022-23
MASTER’S
DEGREE IN ENGLISH (MEG-8)
NEW
LITERATURES IN ENGLISH
ASSIGNMENT
(Based on Blocks (1 - 10)
Course Code: MEG 08
Assignment Code: MEG-01/TMA/2022-23
Max. Marks: 100
Answer all
questions in this assignment.
1. Canada’s
literary enterprise has passed through many stages. Discuss its journey and the
impacts that have helped Canada to evolve its own literary traditions and
identity. 10
Canadian literature, the body of written works produced by
Canadians. Reflecting the country’s dual origin and its official bilingualism,
the literature of Canada can be split into two major divisions: English and
French. This article provides a brief historical account of each of these
literatures.
The first writers of English in Canada were
visitors—explorers, travelers, and British officers and their wives—who
recorded their impressions of British North America in charts, diaries,
journals, and letters. These foundational documents of journeys and settlements
presage the documentary tradition in Canadian literature in which geography,
history, and arduous voyages of exploration and discovery represent the quest
for a myth of origins and for a personal and national identity. As the critic
Northrop Frye observed, Canadian literature is haunted by the overriding
question “Where is here?”; thus, metaphoric mappings of peoples and places
became central to the evolution of the Canadian literary imagination. The
earliest documents were unadorned narratives of travel and exploration. Written
in plain language, these accounts document heroic journeys to the vast, unknown
west and north and encounters with Inuit and other native peoples (called First
Nations in Canada), often on behalf of the Hudson’s Bay Company and the North
West Company, the great fur-trading companies. The explorer Samuel Hearne wrote
A Journey from Prince of Wales’s Fort in Hudson’s Bay to the Northern Ocean
(1795), and Sir Alexander Mackenzie, an explorer and fur trader, described his
travels in Voyages from Montreal…Through the Continent of North America, to the
Frozen and Pacific Oceans (1801). Simon Fraser recorded details of his 1808
trip west to Fraser Canyon (The Letters and Journals of Simon Fraser,
1806–1808, 1960). Captain John Franklin’s published account of a British naval
expedition to the Arctic, Narrative of a Journey to the Shores of the Polar Sea
(1823), and his mysterious disappearance during a subsequent journey reemerged
in the 20th century in the writing of authors Margaret Atwood and Rudy Wiebe. A
Narrative of the Adventures and Sufferings of John R. Jewitt (1815) is a
captivity narrative that describes Jewitt’s experience as a prisoner of the
Nootka (Nuu-chah-nulth) chief Maquinna after Jewitt was shipwrecked off Canada’s
west coast; on the whole, it presents a sympathetic ethnography of the
Nuu-chah-nulth people. The Diary of Mrs. John Graves Simcoe (1911) records the
everyday life in 1792–96 of the wife of the first lieutenant governor of Upper
Canada (now Ontario). In 1838 Anna Jameson published Winter Studies and Summer
Rambles in Canada, an account of her travels in the New World.
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Frances Brooke, the wife of a visiting British military
chaplain in the conquered French garrison of Quebec, wrote the first published
novel with a Canadian setting. Her History of Emily Montague (1769) is an
epistolary romance describing the sparkling winter scenery of Quebec and the
life and manners of its residents.
2. Write a
detailed note to show how the literatures in English, emerging from South Asia,
reflect the colonial encounter. 10
English Studies in
Asia has been undergoing significant changes in the last two to three decades.
The pace of this change differs from country to country, depending on the
situations, the colonial encounter, if they had any, and other variables
existing in them. The countries that were under the British imperial rule like
India, Pakistan, Bangladesh and Srilanka had received it as a colonial legacy.
The countries that were not under the British colonial rule such as Indonesia
or other countries in the Eastern Archipelago had a quite different trajectory
of English Studies than the earlier group of countries. However, one common
feature that is observed in all of them in contemporary times is a movement
away from pure Eng-lit to literatures in English. Academics located in Asian
countries started seriously questioning the validity of teaching the literature
emanating from Great Britain or the United States of America that were
culturally remote and not considered relevant to students' immediate
experiences and their socio-cultural milieu.
This was the predominant feeling in a country like India
with a history of British colonialism where English Studies as a formal
discipline had established itself even before it did so in England or Great
Britain. During the course of the paper I will make frequent references to
India, because among all the South Asian countries it is in India that English
Studies has been fully entrenched for the longest time, and the changes and
shifts taking place in India have often its impact in the rest of South Asia.
English Studies was used as an important instrument of
acculturation in India and it grew firm roots in the length and breadth of the
country. The British administrators viewed English literature as embodying the
highest values of the British nation which they wanted to impart to the natives
in India. English literature was sought to convey the higher levels of
historical progress and moral standard of the English society. In other words,
they thought of English literature as constituting the cultural history of the
nation, or as Charles Kingley put it in his inaugural lecture at the Queen's
College in London in 1848, English literature was nothing less than “the
autobiography of the nation.” The British educational policy makers in India,
from 1835 onwards, saw to it that English was taught from the school levels. In
his notorious Minute on Education (1835), Charles Babington Macaulay, who was
responsible for a paradigm shift in the education policy in India declared:
I have no knowledge of either Sanskrit or Arabic. But I have
done what I could to form a correct estimate of their value. I have read
translations of the most celebrated Arabic and Sanskrit works. I have
conversed, both here and at home, with men distinguished by their proficiency
in the Eastern tongues. I am quite ready to take the oriental learning at the
valuation of the orientalists themselves. I have never found one among them who
could deny that a single shelf of a good European library was worth the whole
native literature of India and Arabia. (Macaulay, 1835)
It is simply breathtaking how Macaulay could dismiss out of
hand the rich literary traditions of India and Arabia in a single sentence. It
was the arrogance of power that made him pass judgements on the centuries-old
civilizations without making the necessary efforts to understand them. This
infamous statement of Macaulay has attracted much criticism over the ages.
Edward Said, the great postcolonial critic, writes:
Macaulay's was an ethnocentric opinion with ascertainable
results. He was speaking from a position of power where he could translate his
opinions into the decision to make an entire subcontinent of natives submit to
studying a language not their own. This in fact is what happened. In turn this
validated the culture to itself by providing a precedent, and a case, by which
superiority and power are lodged both in a rhetoric of belonging, or being “at
home”, so to speak, and in a rhetoric of administration: the two become
interchangeable. (Said, 1983: 12-13)
3. Through
his novel, A Grain of Wheat, Ngugi presents his views about the British
colonial rule in Kenya. Discuss with examples from the text. 10
4. Soyinka
believed that an artist should not live in an ivory tower and instead should
write works which were socially relevant. Discuss how A Dance of the Forests
reflect his social concerns. 10
5.
Ice-Candy Man highlights feminist concerns. Elucidate the role played by the
major female characters of the novel. 10
6. A House
for Mr. Biswas is a chronicle of socio-political changes vis-Ã -vis Trinidad
society. Discuss with examples from the text. 10
7. Language
is an effective tool for exerting control and battles can be fought on the
linguistic terrain. Discuss this with reference to the Caribbean colonization.
10
8.
Critically analyse the poem ‘Ananse’ by Edward Brathwaite. 10
9. Write a
detailed note on myth, symbol and allegory present in The Solid Mandala. 10
10. Discuss
The Stone Angel as a novel of awakening citing examples from the text.
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MEG 08 Solved Assignment 2022-23 Those students who had successfully submitted their Assignments to
their allocated study centres can now check their Assignment Status. Along with
assignment status, they can also checkout their assignment marks &
result. MEG 08 Solved Assignment 2022-23 All this is available
in an online mode. After submitting the assignment, you can check you IGNOU
Assignment Status only after 3-4 weeks. It might take 40 days to declare.
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Assignment 2022-23 Here the students can check their IGNOU Assignment
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