That being said, and to link this to my difficulty to provide a clear time frame for now, there is more material to look for, particularly in other newspapers: apart from well-known titles such as The Times and The Illustrated London News, I am hoping to expand my bibliography of primary sources with, among others, articles from Charles 's Dickens ' two newspapers, Household Words (1850-1859) and All the Year Round (1859-1895). Dickens ' talk of revenge upon hearing about the Indian Mutiny has often been quoted by scholars; as for the Jamaica Rebellion, he was one of the famous intellectuals joining Carlyle in the Eyre Defense Committee, so I expect to find references to the controversy in his newspapers. I am also planning on looking into letters written by Britons to document both revolts. If I have no particular source in mind yet concerning the Indian Mutiny, Gillian Workman 's article, ‘Thomas Carlyle and the Governor Eyre Controversy: An Account with Some New Material’ had already proved useful on the correspondence between Carlyle and Eyre after the Morant
Like the related literature, it can be of a foreign study or a local study. Synthesis of research findings is just the review and summarize field of study. Synthesis writing is more difficult than it might at first appear because this combining must be done in a meaningful way and the final essay must generally be thesis-driven. According to Signer (2002), composition courses, “synthesis” commonly refers to writing about printed texts, drawing together particular themes or traits that you observe in those texts and organizing the material from each text according to those themes or traits (http://www.users.drew.edu/sjamieso/synthesis.htm retrieved
When we look at literature,not only on an English language based view but as the universal idea it is,these possibilities will even increase. And this array of differences and sea of possibilities excite me and inspire me to create. This is why I have chosen the field of Comparative Literature rather than the literature for only one language. I love stories; finding them, listening
This thesis, as its title states, “Claude McKay and Langston Hughes: A Comparative Study” is based upon comparative literature. Comparative literature is concerned with relations between writers of the same nationality as well as those of different nationalities. Furthermore, it seeks to evaluate a work by comparing it with other works of a similar nature, either in one’s own language or in other languages. Meanwhile, comparative literature can be defined as the study of literature “which uses comparison as its main instrument” (Prawer 2). Moreover, one should shed light upon the two essential approaches of comparative literature, namely the French school and the American school.
“[T]he translator recodes and transmits a message received from another source. Thus translation involves two equivalent messages in two different codes.” (JakobsonEx 29 L 16-17) It is in this process that the translation of the Mahabharata into The Mahabharata can be investigated. A comparison of the translation of the epic into The Mahabharata(novel) and TheMahabharata(film) , a vast difference in the translated language is discovered.The translated language is English in both the cases, but the nature of the language is quite dissimilar. (TM Novel) is the translation of the Mahabharata from the Sanskrit language to the English language in the print medium, in the form of a novel. (TM Film) is the translation of the same epic in the electronic medium, in the form of a film.The difference in the genres involve a difference in the language employed by the corresponding translations.
Since translation is inevitably involved in representing source country or culture, various elements should be considered in the process. As said above, German literary and philosophical traditions are the root of the tree of translation theory (Venuti, 2004). Therefore, we get to another important matter, namely, literary translation. Literary translation is a phenomenon which enables people of different nations with different cultural backgrounds, to read and appreciate other languages’ literary works. Thus a good translation will enrich the literary works of the target language (Haque, 2012).
Seemingly unbelievable at first sight, this short but powerful point has totally reformed my knowledge of translation. I was too obsessed with the text itself. In contrast, translation is not simply about finding a perfect code-unit to interpret the source text. Actually, translation is a web of relations between the two languages. There are so many factors we need to take into sight (e.g., culture, linguistic and history).
The Indian novelists in English, by using various linguistic and stylistic devices, have succeeded in infusing the rhythm of Indian languages into English and in assigning the Indian sensibility. Their language items form Indian thought and imagery and acquire a distinctive identity and elasticity. In the words of Prof. Gokak, Indian English Literature represents the evolution of a distinct standard, the body of which is English but whose soul is Indian in color, thought and imagery. There are different opinions regarding this experimentation in the style. Meenakshi Mukherjee states that the style is not integral to the author’s point of view but something added to the material like ‘icing on the cake or embroidery on a sari’.
Central to this idealism was also the belief that comparison could be undertaken on mutual basis. It was also a reaction to nationalism in Europe. The origins of comparative literature in the early nineteenth century show an uneasy relationship between broad-ranging ideas of literature, for example Goethe’s notion of Weltliteratur, and emerging national literatures. Attempts to define comparative literature tended to concentrate on questions of national or linguistic boundaries. For the subject to be authentic, it was felt, the activity of comparing had to be based on an idea of difference: texts or writers or movements should ideally be compared across linguistic boundaries, and this view lasted a
Its colonial origins now forgotten or irrelevant, its initial role in independent India, tailored to high education now felt to be insufficiently inclusive socially and linguistically, the current state of English stems from its overwhelming presence on the world stage and the reflection of this in the national arena. (NCERT 2006:1) Stating that ‘English does not stand alone’, the National Focus Group’s position paper argues that: (English) needs to find its place along with other Indian Languages In relation to other subjects, a language across the curriculum perspective is perhaps of particular relevance to primary education. Language is best acquired through different meaning-making contexts and hence all teaching in a sense is language teaching. This perspective also captures the centrality of language in abstract thought in secondary education. (NCERT 2006:4) English language education has to find its place in the holistic and broader plan of language education where it plays a complementary and supplementary role in the creation of multilinguals /