The representation of non-western countries, particularly Arab nations, as lands of fantasy and violence is a common discourse perpetuated by the West through Orientalism. This research aims to challenge this narrative by exploring the positive qualities of the Arab world depicted in Matar's novel, In the Country of Men.The study analyzes the novel, which describes the life of the protagonist, Suleiman, in Tripoli, Libya. The research examines the religious and sacred culture in which Suleiman lives, as well as his successful family and parental care. It explores Suleiman's attempts to define his world and develop plans for his future. The study shows that the novel challenges stereotypes inflicted against the Arab by the West through the depiction of the positive aspects of Arab culture and society. It highlights the equality and potential for success that exist within Arab communities, countering the negative discourse of Orientalism. Matar's novel offers a nuanced perspective on the Arab world that challenges the dominant discourse of Orientalism perpetuated by the West. The study underscores the importance of recognizing and valuing diverse cultures and perspectives, rather than perpetuating harmful stereotypes.
{"title":"Challenging Orientalism in Matar's In the Country of Men: An Analysis of Discursive Practices","authors":"R. P. Adhikary","doi":"10.46603/pedujes.v3i1.2","DOIUrl":"https://doi.org/10.46603/pedujes.v3i1.2","url":null,"abstract":"The representation of non-western countries, particularly Arab nations, as lands of fantasy and violence is a common discourse perpetuated by the West through Orientalism. This research aims to challenge this narrative by exploring the positive qualities of the Arab world depicted in Matar's novel, In the Country of Men.The study analyzes the novel, which describes the life of the protagonist, Suleiman, in Tripoli, Libya. The research examines the religious and sacred culture in which Suleiman lives, as well as his successful family and parental care. It explores Suleiman's attempts to define his world and develop plans for his future. The study shows that the novel challenges stereotypes inflicted against the Arab by the West through the depiction of the positive aspects of Arab culture and society. It highlights the equality and potential for success that exist within Arab communities, countering the negative discourse of Orientalism. Matar's novel offers a nuanced perspective on the Arab world that challenges the dominant discourse of Orientalism perpetuated by the West. The study underscores the importance of recognizing and valuing diverse cultures and perspectives, rather than perpetuating harmful stereotypes.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"24 11-12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139885674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Locating the platitude of perspectives and arguments in the existing critical works on Bengali film adaptations, this critical review article examines some of the significant academic writings on Rabindranath Tagore’s works on screen. Since the vast filmography based on Tagore’s works, commonly known as ‘Tagore films’, has not received adequate critical and theoretical attention in South Asian academia, let alone in the adaptation studies in global academia, the number of critical works on them is relatively small. The main significance of this essay lies in focusing on the commonality of assessment of Bengali film adaptations (based on Tagore’s works) from a moralistic position of fidelity criticism – not from the theoretical lens of diverse adaptation theories – and on addressing the difficulty in fitting the existing assessments in the critical spectrum of adaptation scholarship. It has become an academic dismay for aspiring researchers to find materials on the annals of the filmography, given that there are so few scholarly publications spread across the internet's vast ocean and the interstices of libraries. Considering this context and realising the dire necessity for review articles on Tagore films, this article bears immense academic and theoretical value. By examining selected critical works analytically from the premise of the auteur theory that underpins creative adaptations, this study has the potential to ease the extraordinary burden of academic enquiries in the growing body of writings on film adaptations. More importantly, the paper will unveil, in the existing critical works, some glaring lacunas that may be addressed by future critical endeavours.
{"title":"Rabindranath Tagore’s Works in Cinema: A Review of Selected Critical Works","authors":"Dr. Shah Ahmed","doi":"10.46603/pedujes.v3i1.3","DOIUrl":"https://doi.org/10.46603/pedujes.v3i1.3","url":null,"abstract":"Locating the platitude of perspectives and arguments in the existing critical works on Bengali film adaptations, this critical review article examines some of the significant academic writings on Rabindranath Tagore’s works on screen. Since the vast filmography based on Tagore’s works, commonly known as ‘Tagore films’, has not received adequate critical and theoretical attention in South Asian academia, let alone in the adaptation studies in global academia, the number of critical works on them is relatively small. The main significance of this essay lies in focusing on the commonality of assessment of Bengali film adaptations (based on Tagore’s works) from a moralistic position of fidelity criticism – not from the theoretical lens of diverse adaptation theories – and on addressing the difficulty in fitting the existing assessments in the critical spectrum of adaptation scholarship. It has become an academic dismay for aspiring researchers to find materials on the annals of the filmography, given that there are so few scholarly publications spread across the internet's vast ocean and the interstices of libraries. Considering this context and realising the dire necessity for review articles on Tagore films, this article bears immense academic and theoretical value. By examining selected critical works analytically from the premise of the auteur theory that underpins creative adaptations, this study has the potential to ease the extraordinary burden of academic enquiries in the growing body of writings on film adaptations. More importantly, the paper will unveil, in the existing critical works, some glaring lacunas that may be addressed by future critical endeavours.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139687875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From the time of human birth to the age of six, a child develops rapidly, and childhood is seen as a fundamental stage of life in terms of physical, intellectual, social and emotional development (Russell, 2011). The quality and positive education acquired during this time develop life skills and values of children that inspire later school success (Bilde et al., 2015). In this regard, play is recognized as an essential component of a child's development (Griffiths, et al., 2007). According to Vygotsky (1978), play is a method of teaching children that requires minimum effort, especially when teachers engage, influence, and create play opportunities. The use of play as an instructional strategy should be highly regarded by teachers to enhance cognitive development and prepare children for school (Tarimo, 2013). However, Lynch (2015) found that two opposing trends emerged in the use of play in the classroom. Firstly, research indicates that play fosters a wide range of social, cognitive, physical, and linguistic development (Eberle, 2011). Secondly, despite the obvious academic benefits of play, the amount of time allotted to play in pre-school classrooms has significantly reduced in recent years (Frost, 2012). Early childhood teachers encounter pedagogical obstacles (Islam et al., 2021), and there is a gap between policy and implementation of teaching practices at the pre-primary level. In Bangladeshi context, limited research has been conducted exploring the gap between perceptions and practices of the ‘play as an instructional strategy’ concept. Therefore, this study helps to acquire an understanding of teachers' perceptions, practices, and any challenges they face when they include play in their classrooms.
从呱呱坠地到六岁，儿童发展迅速，童年被视为人生中身体、智力、社交和情感发展的基本阶段（Russell，2011 年）。在此期间获得的优质和积极的教育能培养儿童的生活技能和价值观，从而激励他们日后在学校取得成功（Bilde et al.）在这方面，游戏被认为是儿童发展的重要组成部分（Griffiths 等人，2007 年）。根据维果茨基（1978 年）的观点，游戏是一种只需最小努力的儿童教学方法，特别是当教师参与、影响和创造游戏机会时。教师应该高度重视将游戏作为一种教学策略，以促进儿童的认知发展并为入学做好准备（Tarimo，2013）。然而，Lynch（2015）发现，在课堂中使用游戏出现了两种相反的趋势。首先，研究表明游戏能促进社交、认知、身体和语言的广泛发展（Eberle，2011）。其次，尽管游戏对学业有明显的益处，但近年来学前课堂分配给游戏的时间却大大减少了（Frost，2012）。幼儿教师遇到了教学障碍（Islam et al.在孟加拉国，探索 "游戏作为教学策略 "概念的认知与实践之间差距的研究十分有限。因此，本研究有助于了解教师的认知、实践以及他们在课堂中加入游戏时所面临的挑战。
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From the time of human birth to the age of six, a child develops rapidly, and childhood is seen as a fundamental stage of life in terms of physical, intellectual, social and emotional development (Russell, 2011). The quality and positive education acquired during this time develop life skills and values of children that inspire later school success (Bilde et al., 2015). In this regard, play is recognized as an essential component of a child's development (Griffiths, et al., 2007). According to Vygotsky (1978), play is a method of teaching children that requires minimum effort, especially when teachers engage, influence, and create play opportunities. The use of play as an instructional strategy should be highly regarded by teachers to enhance cognitive development and prepare children for school (Tarimo, 2013). However, Lynch (2015) found that two opposing trends emerged in the use of play in the classroom. Firstly, research indicates that play fosters a wide range of social, cognitive, physical, and linguistic development (Eberle, 2011). Secondly, despite the obvious academic benefits of play, the amount of time allotted to play in pre-school classrooms has significantly reduced in recent years (Frost, 2012). Early childhood teachers encounter pedagogical obstacles (Islam et al., 2021), and there is a gap between policy and implementation of teaching practices at the pre-primary level. In Bangladeshi context, limited research has been conducted exploring the gap between perceptions and practices of the ‘play as an instructional strategy’ concept. Therefore, this study helps to acquire an understanding of teachers' perceptions, practices, and any challenges they face when they include play in their classrooms.
从呱呱坠地到六岁，儿童发展迅速，童年被视为人生中身体、智力、社交和情感发展的基本阶段（Russell，2011 年）。在此期间获得的优质和积极的教育能培养儿童的生活技能和价值观，从而激励他们日后在学校取得成功（Bilde et al.）在这方面，游戏被认为是儿童发展的重要组成部分（Griffiths 等人，2007 年）。根据维果茨基（1978 年）的观点，游戏是一种只需最小努力的儿童教学方法，特别是当教师参与、影响和创造游戏机会时。教师应该高度重视将游戏作为一种教学策略，以促进儿童的认知发展并为入学做好准备（Tarimo，2013）。然而，Lynch（2015）发现，在课堂中使用游戏出现了两种相反的趋势。首先，研究表明游戏能促进社交、认知、身体和语言的广泛发展（Eberle，2011）。其次，尽管游戏对学业有明显的益处，但近年来学前课堂分配给游戏的时间却大大减少了（Frost，2012）。幼儿教师遇到了教学障碍（Islam et al.在孟加拉国，探索 "游戏作为教学策略 "概念的认知与实践之间差距的研究十分有限。因此，本研究有助于了解教师的认知、实践以及他们在课堂中加入游戏时所面临的挑战。
{"title":"Play as an Instructional Strategy in Pre-primary Education: Teachers’ Perception and Present Status","authors":"Mousumi Das, Fouzia Chowdhury Diba","doi":"10.46603/pedujes.v3i1.1","DOIUrl":"https://doi.org/10.46603/pedujes.v3i1.1","url":null,"abstract":"From the time of human birth to the age of six, a child develops rapidly, and childhood is seen as a fundamental stage of life in terms of physical, intellectual, social and emotional development (Russell, 2011). The quality and positive education acquired during this time develop life skills and values of children that inspire later school success (Bilde et al., 2015). In this regard, play is recognized as an essential component of a child's development (Griffiths, et al., 2007). According to Vygotsky (1978), play is a method of teaching children that requires minimum effort, especially when teachers engage, influence, and create play opportunities. The use of play as an instructional strategy should be highly regarded by teachers to enhance cognitive development and prepare children for school (Tarimo, 2013). However, Lynch (2015) found that two opposing trends emerged in the use of play in the classroom. Firstly, research indicates that play fosters a wide range of social, cognitive, physical, and linguistic development (Eberle, 2011). Secondly, despite the obvious academic benefits of play, the amount of time allotted to play in pre-school classrooms has significantly reduced in recent years (Frost, 2012). Early childhood teachers encounter pedagogical obstacles (Islam et al., 2021), and there is a gap between policy and implementation of teaching practices at the pre-primary level. In Bangladeshi context, limited research has been conducted exploring the gap between perceptions and practices of the ‘play as an instructional strategy’ concept. Therefore, this study helps to acquire an understanding of teachers' perceptions, practices, and any challenges they face when they include play in their classrooms.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"26 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139825791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The representation of non-western countries, particularly Arab nations, as lands of fantasy and violence is a common discourse perpetuated by the West through Orientalism. This research aims to challenge this narrative by exploring the positive qualities of the Arab world depicted in Matar's novel, In the Country of Men.The study analyzes the novel, which describes the life of the protagonist, Suleiman, in Tripoli, Libya. The research examines the religious and sacred culture in which Suleiman lives, as well as his successful family and parental care. It explores Suleiman's attempts to define his world and develop plans for his future. The study shows that the novel challenges stereotypes inflicted against the Arab by the West through the depiction of the positive aspects of Arab culture and society. It highlights the equality and potential for success that exist within Arab communities, countering the negative discourse of Orientalism. Matar's novel offers a nuanced perspective on the Arab world that challenges the dominant discourse of Orientalism perpetuated by the West. The study underscores the importance of recognizing and valuing diverse cultures and perspectives, rather than perpetuating harmful stereotypes.
{"title":"Challenging Orientalism in Matar's In the Country of Men: An Analysis of Discursive Practices","authors":"R. P. Adhikary","doi":"10.46603/pedujes.v3i1.2","DOIUrl":"https://doi.org/10.46603/pedujes.v3i1.2","url":null,"abstract":"The representation of non-western countries, particularly Arab nations, as lands of fantasy and violence is a common discourse perpetuated by the West through Orientalism. This research aims to challenge this narrative by exploring the positive qualities of the Arab world depicted in Matar's novel, In the Country of Men.The study analyzes the novel, which describes the life of the protagonist, Suleiman, in Tripoli, Libya. The research examines the religious and sacred culture in which Suleiman lives, as well as his successful family and parental care. It explores Suleiman's attempts to define his world and develop plans for his future. The study shows that the novel challenges stereotypes inflicted against the Arab by the West through the depiction of the positive aspects of Arab culture and society. It highlights the equality and potential for success that exist within Arab communities, countering the negative discourse of Orientalism. Matar's novel offers a nuanced perspective on the Arab world that challenges the dominant discourse of Orientalism perpetuated by the West. The study underscores the importance of recognizing and valuing diverse cultures and perspectives, rather than perpetuating harmful stereotypes.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"43 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139825536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Unlike most African-American authors, who constantly mirror the repressive effects of racism, classicism and gender discrimination, Alice Walker (1944–) in her The Color Purple (1982) compulsively deals with sexism that was still pervasive within African American communities during the early twentieth century. She argues that just as black groups are relegated to an underclass due to the colour of their skin in a wider milieu of white society, in the same way the black women are reduced to a more inferior class due to their sex in their own community. For women’s self-emancipation from such an inhibitory patriarchy, the novel gives an overarching emphasis on the formation of language, execution of voice, review of sexual preference and redefinition of identity of her female characters, the protagonist Celie in particular. This paper examines how, by a fusion of the bildungsroman and epistolary conventions, the novelist melds a unique way for her women creating a God for their own and carving out a niche in social and economic concerns. It assesses the strategic reversal of gender stereotype as well as sexual orientation in order to establish the independence and equality of women on a par with men. The paper ends up with the claim that the novel is predicated upon the theoretical prism of womanism, previously premised by Walker herself, which puts extensive emphasis on a deeper, empathetic relationship and camaraderie of women.
{"title":"Reversal of Stereotypes in Alice Walker's The Color Purple: God, Gender, Narrative and Sexuality","authors":"Morshedul Arifin, Shahzeb Ahmed","doi":"10.46603/pedujes.v2i1.2","DOIUrl":"https://doi.org/10.46603/pedujes.v2i1.2","url":null,"abstract":"Unlike most African-American authors, who constantly mirror the repressive effects of racism, classicism and gender discrimination, Alice Walker (1944–) in her The Color Purple (1982) compulsively deals with sexism that was still pervasive within African American communities during the early twentieth century. She argues that just as black groups are relegated to an underclass due to the colour of their skin in a wider milieu of white society, in the same way the black women are reduced to a more inferior class due to their sex in their own community. For women’s self-emancipation from such an inhibitory patriarchy, the novel gives an overarching emphasis on the formation of language, execution of voice, review of sexual preference and redefinition of identity of her female characters, the protagonist Celie in particular. This paper examines how, by a fusion of the bildungsroman and epistolary conventions, the novelist melds a unique way for her women creating a God for their own and carving out a niche in social and economic concerns. It assesses the strategic reversal of gender stereotype as well as sexual orientation in order to establish the independence and equality of women on a par with men. The paper ends up with the claim that the novel is predicated upon the theoretical prism of womanism, previously premised by Walker herself, which puts extensive emphasis on a deeper, empathetic relationship and camaraderie of women.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127960412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bashabi Fraser’s Rabindranath Tagore: A Critical Lives Series by Reaktion Books, 2019","authors":"U. Kishore","doi":"10.46603/pedujes.v2i1.5","DOIUrl":"https://doi.org/10.46603/pedujes.v2i1.5","url":null,"abstract":"","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123914903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.
由于汉语交际教学法的传播强调坚持单语教学，因此这种趋势被盲目地推向了高潮。然而，纯英语教学最近一直受到争议，特别是在非母语教学环境中。这篇文章质疑了在孟加拉国，纯英语教学在第三阶段第二语言写作教学中的可信度。通过对一所私立大学的36名学生的小规模行动研究，研究人员发现，在多语言环境下，对英语作为唯一教学媒介的不一致依赖对学术写作感知产生了深远的影响。初步调查结果表明，在受影响的社区中，按照国家课程和教科书委员会(National Curriculum and Textbook Board, NCTB)教学大纲进行教学的孟加拉语中等背景的学生所占比例最大。为了解决这个问题，与会者按照一项翻译行动计划接受了培训。通过对他们前后表现的对比分析，我们发现运用翻译实践对学生的学术写作有建设性的影响，可以使学生对学术写作有更深的理解。本文还提出，除了试图将学习者塞进纯英语教学的框架之外，还应该对新手作家进行翻译教学。
{"title":"English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism","authors":"M. Akteruzzaman, S. Anwar","doi":"10.46603/pedujes.v2i1.4","DOIUrl":"https://doi.org/10.46603/pedujes.v2i1.4","url":null,"abstract":"Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127220989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The sensation novels of the 1860s expressed the anxieties of the age, challenged realism, and sought to revive wonder. Within the transformations of modernity, these novels were read and exchanged across the British Empire. Sensation fiction mixed romance and realism and its sensational elements reflected modern tensions and concerns. Mary Elizabeth Braddon’s Lady Audley’s Secret probed the sources of violence, the cultural measures of sanity, and underscored the transgressions of an oppressed female figure in her search for freedom. Wilkie Collins’s Woman in White likewise challenged cultural certainties, as he observed the expanding popular reading audience. The rise of the adventure story within the imperial designs of colonization expressed a sense of mystery and an encounter with otherness that is interrogated here.
19世纪60年代的感觉小说表达了时代的焦虑，挑战了现实主义，并试图重振奇迹。在现代性的转变中，这些小说在整个大英帝国被阅读和交换。感觉小说混合了浪漫主义和现实主义，它的耸人听闻的元素反映了现代的紧张和担忧。玛丽·伊丽莎白·布莱登的《奥德利夫人的秘密》探讨了暴力的根源，理智的文化衡量标准，并强调了一个受压迫的女性形象在寻求自由的过程中所犯的过错。威尔基·柯林斯(Wilkie Collins)的《白衣女人》(Woman in White)同样挑战了文化的确定性，因为他观察到流行读者的不断扩大。冒险故事在帝国殖民设计中的兴起表达了一种神秘感和与异类的相遇，这在这里受到了质疑。
{"title":"Transimperial Negotiations and Cultural Anxieties from the Sensation Novel to the Adventure Story","authors":"Robert McParland","doi":"10.46603/pedujes.v2i1.1","DOIUrl":"https://doi.org/10.46603/pedujes.v2i1.1","url":null,"abstract":"The sensation novels of the 1860s expressed the anxieties of the age, challenged realism, and sought to revive wonder. Within the transformations of modernity, these novels were read and exchanged across the British Empire. Sensation fiction mixed romance and realism and its sensational elements reflected modern tensions and concerns. Mary Elizabeth Braddon’s Lady Audley’s Secret probed the sources of violence, the cultural measures of sanity, and underscored the transgressions of an oppressed female figure in her search for freedom. Wilkie Collins’s Woman in White likewise challenged cultural certainties, as he observed the expanding popular reading audience. The rise of the adventure story within the imperial designs of colonization expressed a sense of mystery and an encounter with otherness that is interrogated here.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121485704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the field of composition might like to believe it has moved on from concern about the five-paragraph essay, the debate is far from over. The five-paragraph essay continues to be taught, and oppositionists continue to rail against it. As long as the five-paragraph essay continues as a common form of writing assessment on standardized exams and as a form commonly taught in schools, it is a form that will likely persist. Instead of calling for the retirement of the five-paragraph essay, practitioners and researchers need to rethink the potential of the five-paragraph essay as a foundational form and to reconsider approaches to teaching it. Some of the problems associated with the five-paragraph essay are likely due to pedagogical decisions, such as an exclusive focus on the five-paragraph essay and not advancing to other forms when students are ready rather the five-paragraph essay form itself. In this paper, I define the five-paragraph essay, outline some of the historical links to the five-paragraph essay, challenge common criticisms of it, and suggest that such essay might be a useful foundational form.
{"title":"To Teach or Not to Teach the Five-Paragraph Essay?","authors":"J. Sowell","doi":"10.46603/pedujes.v2i1.3","DOIUrl":"https://doi.org/10.46603/pedujes.v2i1.3","url":null,"abstract":"While the field of composition might like to believe it has moved on from concern about the five-paragraph essay, the debate is far from over. The five-paragraph essay continues to be taught, and oppositionists continue to rail against it. As long as the five-paragraph essay continues as a common form of writing assessment on standardized exams and as a form commonly taught in schools, it is a form that will likely persist. Instead of calling for the retirement of the five-paragraph essay, practitioners and researchers need to rethink the potential of the five-paragraph essay as a foundational form and to reconsider approaches to teaching it. Some of the problems associated with the five-paragraph essay are likely due to pedagogical decisions, such as an exclusive focus on the five-paragraph essay and not advancing to other forms when students are ready rather the five-paragraph essay form itself. In this paper, I define the five-paragraph essay, outline some of the historical links to the five-paragraph essay, challenge common criticisms of it, and suggest that such essay might be a useful foundational form.","PeriodicalId":142526,"journal":{"name":"Palimpsest - East Delta University Journal of English Studies","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132568507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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