Factors Influenced On Byatt 's Works Essay

Our cohort is nearing the end of its secondary education and therefore it is important that we reflect on the ways in which it has shaped our attitudes, values and beliefs. For example, over the past five years, we have read, analysed and evaluated various literary works such as novels, plays, poems and films in our English studies. These texts have expressed various ideologies, explored interesting themes and introduced us to fascinating characters. These elements have left a lasting impression on our attitudes, values and beliefs. In addition to this, English literary texts have provided us with historical knowledge as well as a thorough understanding of the role that aesthetic devices

Bartholomea saying that writers must connection with the reader before making new or controversial arguments. The writer need to make connection with the readers’ expectations. All writers need take on the position of being a part of the audience so they can get a both inside and established and powerful discourse, and you have been given the special right to write. He describes this essay as having all the means of ‘inventing the university’ with a “specialized language, and both a general and a text-book-like conclusion” (Bartholomae 210).

According to “Why We Read: The University, the Humanities, and the Province of Literature," Richter illustrates why literature should be studied in the first place. David Richter is an English professor who was very dedicated to his job. In this article, he had five section: English Literature as an Object of Study, The Era of Grand Theory and Cultural Wars, Reading Liberation; Teaching as a Propaganda, The Function of English at the Present Time and After the Culture Wars: The Problem of Disciplinary. The founder of English Adam Smith was not English at all but a Scottish polymath who taught English lectures in 1748 and 1751. The author goes on to explain all the knowledge about how literature became so important. He used those reference

At the beginning of this article he states “colleges and universities are primarily vehicles for the preservation, development and transmission of our intellectual culture (scientific, humanistic and artistic).” He then goes on to explain that we expect colleges and universities to provide

of literature at the University of Canberra and I today present to you, the national library

In his piece entitled “ Disliking books” Gerald Graff, a professor of English and education at the University of Illinois at Chicago, tells his story of how with some helpful insights he shifted from disliking literature to enjoying reading and analyzing the texts. The author shares that during his early school years he developed an aversion to literature as well as most liberal arts disciplines for not being able to find their application in his daily life. Coming from a middle class family, it was expected that young Graff would go to college. Since no particular discipline really interested him and his family did not own a business to set him up on a successful business path, he decided to major

English Literature has enabled me to expand my capacity for independent thought, reflection and judgement through constantly reviewing and redrafting my coursework intensely. Studying “The Great Gatsby” allowed me to formulate my own view about the novel and about how 1920s America, optimism of the Roaring Twenties, and the period of The Jazz Age dissolved into the bleakness of the Great Depression. This has also allowed me to be more aware of my quality of work and time management, and has enabled me to broaden my vocabulary and ability to use critical terminology

ABSTRACT: This paper focuses on novel approaches open to teachers of philosophy in particular, but more generally also to other university teachers, in the face of what Allan Bloom saw as the waning of a literary culture. It is argued that, although some of Bloom's suggestions regarding the successful engagement of students' interest-against overwhelming odds-are didactically valuable, he neglects precisely those avenues from which students could benefit most on the basis of their own experience in a world largely devoid of literary attachments but saturated with audiovisual ones. These options are explored in some detail from various perspectives, including the difference

Wrapping up, Lamia shows how male idealization imposes on and limits women’s sexual identity. Against general readings of Lamia’s sexual character as the root of evil, what the analysis denotes is that Lamia places the spotlight on Keats’s sympathetic but ambiguous representation of Lamia. Though the ambiguity is recognized, the nub of the argument is that Keats does not portray female sexuality as demonic—women as the Other which may be allegorically extended to all those common people who had been Othered in England during the Romantic

Homans' women's activist readings of nineteenth-century ladies authors have had a huge impact in forming the sex reciprocal models of ladies' written work that developed over the most recent two decades. Thus, and in light of the fact that Mary Lamb's frenzy fits psychoanalytical methodologies, I need to take a gander at Lamb's written work through this basic focal point keeping in mind the end goal to investigate the impediments of this philosophy, and the advantages of drawing in ladies brutality all the more direct. I contend that ladies are fundamentally subjects both of dialect and of viciousness, and that one reason the Lacanian emblematic request is constantly gendered manly in such significant women's activist modifications of analysis as Homans is accurately keeping in mind the end goal to separate ladies from what Derrida named the bowman savagery going before the brutality of composing. Similarly as we can't defend the exteriority of keeping in touch with discourse, as Derrida contended in The Violence of the Letter, so we can't protect the exteriority of viciousness to ladies. Concentrating on Lamb's first story from Mrs. Leicester's School, "Elizabeth Villiers: The

“When I was thirteen years of age, we all went on a party of pleasure to the baths near Thonon: the inclemency of the weather obliged us to remain a day confined to the inn. In this house I chanced to find a volume of the works of Cornelius Agrippa. I opened it with apathy; the theory which he attempts to demonstrate, and the wonderful facts which he relates, soon changed this feeling into enthusiasm. A new light seemed to dawn upon my mind; and, bounding with joy, I communicated my discovery to my father. When I returned home, my first care was to procure the whole works of this author, and afterwards of Paracelsus and Albertus Magnus. I read and studied the wild fancies of these writers with delight; they appeared to me treasures known to few beside myself. ” (Chapter 2) Victor attends college at an early age and surpasses the knowledge of his classmates and instructor. “When I had attained the age of seventeen, my parents resolved that I should become a student at the University of Ingolstadt.” (Chapter 3) “As I applied so closely, it may be easily conceived that my progress was rapid. My ardour was indeed the astonishment of the students, and my proficiency that of the masters.” (Chapter 4) “I made some discoveries in the improvement of

In Lindsay Water’s “Time for Reading”, he takes the time to warn his audience that there are inherent dangers in the manner that modern students learn to read. These dangers are a loss of connection with the actual meaning of the words. Literature is being reduced to a quasi-science. This scientific and speedy approach is devoid of emotion and sentiment. Waters argues that the manner in which the industrial revolution is like an assembly line; that literature studies are based on generic data, and not involved in the intimate manner that such study requires. Literature studies should take the necessary time to read, reread, and react to the words. Waters also warns her audience not to have any preconception that scholarly students are unaffected by the industrious speed reading revolution; the opposite is true. Academia has embraced speed over taking time to find significance in reading.

When I quit my studies, to return to my father's trade... He had become weak of sight... And, unfortunately given to wine... It was with the greatest regret I parted with my young classmates... They in kind, were equally sorry to see me take leave of them so suddenly. The boys there were of upper class and a few were of noble birth I'm sure. It was there that I met the young Christopher Marlowe. Even so, I learned much in the way of classic literature, for in truth, this was all I wanted of an education. Studies such as science and numbers held no interest, though I did fair well despite. These boys as I've noted, were from all over England, a few being from what the poets refer to as the romance languages; Italy, Spain and the like... We would pass our private hours with the telling of imaginary tales; kings,

At Canterbury, I soon observed it was simply another school, not unlike my infant kindergarten. I believe that is the Teutonic name for such infant nurseries. My vision of grandeur was accurate in imagining the enormity of it's halls, but that was in architecture, in human experience it was more like a gaol. On entering it's library I resembled one who sees the ocean for the very first time, my heart rose in my breast. When not at my studies, or chumming with the other boys, this bibliotheca became my home for two years. If my writing merits any worth, it is not from what I was tutored, but from what I have

Byatt's message seems to be that a personality cannot be taken or possessed by someone else, that individuality always remains, even in Victorian situations of female oppression and domination by males. This interwovenness and connection between the two couples through themes and situations, serves also to connect the past to the present, the Victorian to the Post-modern.