B.A. 1st Semester English (Major) Suggestion 2024 , B.A. 1st Semester English (Major) Examination 2024,Bankura University B.A. 1st Semester English (Major) Suggestion
B.A. 1st Semester English (Major) Suggestion 2024
B.A. 1st Semester English (Major) Examination 2024
Course Code: A/ENG/101/MJC-1
Suggestion by PKG SIR B.A ( Eng Hons.) M.A (1st Class)B.Ed
1.Part-A
Shakespeare’s “Sonnet no. 29”,
John Donne’s “Ecstasy”,
John Keats’s “Ode to a Nighhngale”,
“The Terror of Death”, Jayanta Mahapatra’s “Grass”
John Donne’s “Ecstasy”
1.Discuss John Donne’s “Ecstasy” as a metaphysical poetry./Analyze Donne's use of metaphysical conceits, such as the compass or the alchemy of love, to depict the union of souls in ecstasy.
2.How does Donne define ecstasy in the context of the poem, and what role does it play in his exploration of love and spiritual union?
3.Explore Donne's philosophical inquiry into the relationship between the body and the soul in the context of ecstasy.
4.Consider Donne's emphasis on reason and intellectual discourse in achieving true ecstasy.
5.How does Donne's exploration of ecstasy in the poem resonate with broader themes in his poetry and with the literary context of the Renaissance period?
or
According to Mario Klarer, lyric poetry is "mainly concerned with one event, impression, or idea". Discuss John Donne's 'Ecstasie' in the light of this observation. 1×10=10
Shakespeare’s “Sonnet no. 29”,
1. How does the speaker articulate feelings of despair, unworthiness, and alienation in the opening lines of the sonnet?
2.Analyze the shift in tone and mood as the speaker transitions from despair to a newfound sense of contentment and joy.
3.Explore the theme of self-worth and redemption in Sonnet 29, considering how the speaker's perception of himself evolves throughout the poem.
4.Examine the sonnet's structure, particularly its use of the Shakespearean (or English) sonnet form, and how this contributes to the development of its themes.
5.How does the sonnet fit within the broader context of Shakespeare's sonnet sequence, and what insights does it offer into his exploration of love, identity, and human relationships?
John Keats’s “Ode to a Nighhngale”
1.What is an ode? Illustrate with reference to any two features from John Keats’s “Ode to a Nightingale”.
2.How does Keats contrast the fleeting nature of human existence with the eternal quality of the nightingale's song?
3.Examine the significance of the nightingale as a symbol of beauty, inspiration, and transcendence in the poem.
4.Explore the theme of escapism in 'Ode to a Nightingale' and its connection to Keats's broader Romantic ideals.
5.What, according to Mario Klarer, are the functions of imagery? Analyse Keats' use of imagery in 'Ode to a Nightingale' with reference to Klarer.
or Analyze Keats's portrayal of poetry as a means of transcending mortality and achieving a form of immortality.
6.How does the ode fit within the broader context of Keats's poetic oeuvre, and what insights does it offer into his exploration of beauty, mortality, and the human condition?
“The Terror of Death”
1.How do Keats's personal experiences and contemplations on mortality influence his poetic ambitions and creative output?
2.How does Keats use symbolism and imagery, such as nature, night, and stars, to evoke the theme of mortality and the terror of death?
3.What cultural and historical contexts shape Keats's preoccupation with mortality and the fear of death during the Romantic era?
4.How does Keats explore the theme of mortality and the terror of death in his poem "When I have fears that I may cease to be"?
Jayanta Mahapatra’s “Grass”
1. What is an image? Critically analyse select images of your choice as applied by Jayanta Mahapatra in “Grass”.
2.Examine Mahapatra's portrayal of memory and its connection to the natural world. How does the grass evoke memories of the past and the passage of time?
3..Discuss Mahapatra's depiction of time as a relentless force that shapes and erodes the landscape. How does the poem capture the cyclical nature of life and death through the imagery of grass?
4.Consider the cultural and historical context in which 'Grass' was written. How do Mahapatra's experiences as an Indian poet influence his portrayal of nature and the human condition?
5.How does the poem contribute to Mahapatra's broader body of work, and what insights does it offer into his exploration of memory, mortality, and the human experience?
2.Part-B
Mary Shelley’s Frankenstein
1.How does Shelley use Victor's creation of the Creature to examine themes of power, responsibility, and the relationship between creator and creation?/Sketch the character of Victor .
2.Define the Gothic novel and explore the Gothic elements in Mary Shelley's Frankenstein.
or Examine the role of society in shaping the perception of monstrosity, particularly in its treatment of the Creature./Analyze the Creature's experiences and perspective as an outsider rejected by society./How does Shelley challenge traditional notions of monstrosity and sympathy through the Creature's narrative?
3.Discuss the theme of isolation and its effects on both Victor and the Creature./How does Shelley use settings such as the Arctic and the Swiss Alps to convey themes of loneliness and alienation?
4.Explore the role of gender in the novel, particularly in Victor's relationships with Elizabeth and the Creature's desire for companionship./How does Shelley use these relationships to comment on societal norms and expectations?
5.Examine Shelley's use of framing devices, such as Walton's letters, to structure the narrative./How does the nested narrative enhance the themes of exploration, discovery, and the pursuit of knowledge?
6.Consider the historical context in which Shelley wrote 'Frankenstein' and its connections to the Romantic movement and scientific advancements of the time./How does the novel reflect contemporary anxieties about scientific progress, industrialization, and the role of the individual in society?
7.How does the novel continue to resonate with contemporary audiences and address timeless questions about humanity and its relationship with technology?
Ruskin Bond’s The Room on the Roof
1.Analyze the growth and transformation of Rusty as he navigates adolescence and grapples with questions of identity and belonging./Discuss how Rusty's interactions with other characters, such as his friends Somi and Ranbir, shape his sense of self.
2.Analyze Ruskin Bond's narrative style and use of language to evoke the sights, sounds, and smells of India's hill stations./Discuss how Bond's descriptive prose enhances the reader's immersion in Rusty's world and adds depth to the novel's themes
3.Consider the cultural and historical context of post-colonial India in which the novel is set, particularly the influence of British colonialism on Indian society and the emergence of a new Indian identity./Analyze how the setting of Dehradun and other hill stations reflects the social and cultural dynamics of the time.
4.Explore the theme of friendship in the novel, particularly Rusty's bond with Somi and Ranbir, and how it serves as a source of strength and support./Discuss Rusty's search for belonging in a world that often feels alien and unfamiliar, and how his friendships help him find his place in the world.
5.Discuss Rusty's rebellious spirit and his desire for independence, both from his oppressive guardian Mr. Harrison and from societal expectations./Explore how Rusty's journey of self-discovery parallels India's own quest for independence and autonomy.
3.Part-C
James Joyce’s “Araby”
1.Analyze Joyce's narrative techniques, such as first-person narration and stream-of-consciousness, and their impact on the reader's understanding of the protagonist's inner turmoil and disillusionment./Discuss how Joyce's use of language and imagery contributes to the story's evocative and atmospheric quality.
2.Analyze the protagonist's gradual disillusionment throughout the story, from his initial infatuation with Mangan's sister to his realization of the limitations of his romantic idealism./Discuss how Joyce explores the theme of disillusionment through the protagonist's encounters with disappointment and frustration.
3.Examine the use of symbolism and imagery in 'Araby,' particularly the significance of the bazaar as a symbol of unattainable dreams and the exotic allure of the East./Discuss how Joyce uses sensory imagery to evoke the sights, sounds, and smells of Dublin and the bazaar, adding depth to the story's themes.
4.Investigate different interpretations of 'Araby' by literary critics, considering how scholars have approached its themes, characters, and narrative techniques./Discuss the story's enduring popularity and its place within the broader context of Joyce's literary legacy.
5.Consider the historical and cultural context of early 20th-century Dublin, including the social and economic conditions that shape the protagonist's experiences and outlook./Explore how 'Araby' reflects broader themes of Irish identity, social class, and the tension between tradition and modernity in Joyce's work.
6.Explore the loss of innocence experienced by the protagonist as he navigates the complexities of desire, longing, and disappointment./Consider how Joyce portrays the protagonist's awakening to the harsh realities of adulthood and the disillusionment that accompanies it.
J.M. Synge’s Riders to the Sea
1.Analyze Synge's use of dramatic techniques, such as symbolism, foreshadowing, and dramatic irony, to heighten the play's emotional impact and underscore its themes./Discuss the play's structure as a one-act tragedy /play and how Synge effectively builds tension and suspense leading up to the climactic revelation of Maurya's final vision.
2.Analyze how Synge explores the theme of fate and the inevitability of tragedy through the characters' interactions with the sea./Discuss how Maurya's fatalistic acceptance of her sons' deaths reflects the harsh realities of life in rural Ireland and the constant struggle against nature
or Mention any two functions of the chorus in a drama. Critically consider how J. M. Synge has used two of his characters in Riders to the Sea to serve choric functions.
3.Explore the characterization of Maurya and her relationship with her sons, particularly Bartley and Michael, and how their deaths affect her and the other members of the family./Discuss the symbolic significance of Bartley's determination to sell the pony and bridle the grey mare, and its tragic consequences.
4.Examine the role of the sea as a powerful and relentless force that shapes the lives of the characters and dictates their fate./Discuss how Synge uses vivid imagery and descriptive language to evoke the harsh and unforgiving landscape of the Aran Islands.
5.Consider the cultural and historical context of early 20th-century Ireland, particularly the socio-economic conditions and the influence of Catholicism on the lives of rural communities./Explore how 'Riders to the Sea' reflects broader themes of Irish identity, resilience, and the enduring connection to the land and sea.
6.Investigate different interpretations of 'Riders to the Sea' by literary critics, considering how scholars have approached its themes, characters, and dramatic techniques./Discuss the play's enduring popularity and its significance within the context of Irish drama and Synge's contribution to the Irish literary revival.
7.What is dramatic irony? Illustrate the notion of dramatic irony with reference to J. M. Synge’s Riders to the Sea.
Girish Karnad’s Tughlaq
1.Analyze Karnad's portrayal of Tughlaq as a multifaceted and enigmatic figure, exploring his idealism, intelligence, and authoritarian tendencies./Discuss the complexities of Tughlaq's character, including his contradictory impulses, moral ambiguity, and tragic flaws.
2.Explore the theme of power and its corrupting influence as depicted in the play, particularly Tughlaq's attempts to implement ambitious reforms and the consequences of his authoritarian rule./Discuss Karnad's commentary on the nature of governance, the challenges of leadership, and the ethical dilemmas faced by rulers.
3.Consider the historical context of Tughlaq's reign and its parallels to contemporary socio-political issues in India and beyond./Explore how Karnad uses historical allegory to comment on modern-day concerns, such as the abuse of power, the failure of idealism, and the clash between tradition and modernity.
4.Analyze Karnad's use of dramatic techniques, such as symbolism, irony, and foreshadowing, to create tension and depth in the play./Discuss the play's non-linear narrative structure and its impact on the audience's understanding of Tughlaq's character and the unfolding events.
5.Examine the dynamics between Tughlaq and other characters in the play, such as Aziz, the Sufi mystic, and the people of Delhi, and how these relationships shape Tughlaq's decisions and actions./Discuss the thematic significance of Tughlaq's interactions with his advisors, enemies, and subjects, and how they reflect broader power struggles and ideological conflicts.
6.Investigate different interpretations of 'Tughlaq' by literary critics, considering how scholars have approached its themes, characters, and historical context./Discuss the play's enduring popularity and its significance within the context of Indian theatre and Karnad's contribution to modern Indian drama.
7. What do you mean by a “historical play”? Consider Girish Karnad’s Tughlaq as one.
4.Part-D
4. Answer any five of the following questions: 5x2=10
(a) Comment on the etymological derivation of the term “lyric”.\
(b) What do you mean by a round character? Give an example from any one of your prescribed texts.
(c) Define narrative poetry with an example.
(d) Who are the “riders” in Riders to the Sea?
Or
Briefly comment on any one contemporary symbolic significance of the lonely protagonist of Tughlaq.
(e) Name and briefly comment on any one figure of speech used in Donne’s “Ecstasy”.
(f) Mention defining polarihes of the novel azer A. N. Kaul’s essay in your syllabus.
(g) In which poem in your syllabus does the word “Lethe” occur? What does the word refer to?
(h) What constitutes “closet drama”?
(i) Illustrate an allegory by citing any one example from “The Last Leaf” or “The Hunt”.
(j) What is a “Miracle Play”?
Answer: The central theme of Sonnet 29 is the speaker's lamentation over his own misfortunes and feelings of inadequacy, which are transformed into feelings of contentment and joy through thoughts of his beloved.
Question: How does the speaker's mood change throughout Sonnet 29?
Answer: The speaker's mood transitions from despair and self-pity in the first eight lines to a sense of contentment and gratitude in the final six lines as he reflects on his beloved's love and companionship.
John Donne’s “Ecstasy”:
Question: What is the central conceit of John Donne's "Ecstasy"?
Answer: The central conceit of "Ecstasy" is the idea of two souls achieving spiritual union and transcendence through physical intimacy, symbolized by the intertwining of their bodies and souls.
Question: How does Donne use paradox in "Ecstasy"?
Answer: Donne employs paradoxical imagery and language throughout "Ecstasy" to convey the complex nature of love and the union of souls, such as describing separation as a form of closeness and death as a source of life.
John Keats’s “Ode to a Nightingale”:
Question: What is the speaker's initial mood in "Ode to a Nightingale"?
Answer: The speaker's initial mood in "Ode to a Nightingale" is one of melancholy and longing, as he yearns to escape the pain and suffering of human existence.
Question: How does Keats use sensory imagery in "Ode to a Nightingale"?
Answer: Keats employs vivid sensory imagery, such as sight, sound, and smell, to evoke the beauty and allure of the nightingale's song and the natural world, enhancing the poem's emotional depth and impact.
“The Terror of Death”:
Question: What does "The Terror of Death" symbolize in literature and mythology?
Answer: "The Terror of Death" often symbolizes mortality's inevitable and frightening nature, representing the fear of the unknown, existential dread, and the ultimate end that awaits all living beings.
Question: How does "The Terror of Death" manifest in various forms of media?
Answer: In literature, film, television, and other forms of media, "The Terror of Death" is depicted through terrifying entities, suspenseful narratives, and explorations of mortality and human frailty.
Jayanta Mahapatra’s “Grass”:
Question: What is the significance of grass in Jayanta Mahapatra's poem?
Answer: In "Grass," grass serves as a powerful symbol representing the transient nature of human existence, the persistence of memory, and the inevitability of decay and renewal.
Question: How does Mahapatra use imagery to convey the theme of transience in "Grass"?
Answer: Mahapatra employs vivid imagery to depict the cycles of life and death, using grass as a metaphor for the passage of time, the fragility of life, and the continuity of nature amidst human impermanence.
Shakespeare’s Sonnet no. 29:
Question: What triggers the speaker's change in mood in Sonnet 29?
Answer: The speaker's change in mood in Sonnet 29 is triggered by thoughts of his beloved, whose love brings him solace and transforms his feelings of despair into feelings of contentment.
Question: How does the speaker perceive his own social status in Sonnet 29?
Answer: In Sonnet 29, the speaker perceives himself as lowly and undeserving, comparing himself unfavorably to others who possess greater wealth and status.
John Donne’s “Ecstasy”:
Question: What role does reason play in "Ecstasy"?
Answer: In "Ecstasy," reason serves as a hindrance to the attainment of spiritual union, as the speaker advocates for a transcendence beyond rational thought and intellectual discourse.
Question: How does Donne explore the concept of time in "Ecstasy"?
Answer: Donne explores the concept of time as fluid and subjective in "Ecstasy," suggesting that in moments of spiritual union, time becomes irrelevant and eternity is experienced in the present.
John Keats’s “Ode to a Nightingale”:
Question: What is the significance of the nightingale's song in "Ode to a Nightingale"?
Answer: The nightingale's song symbolizes beauty, transcendence, and the immortality of art, offering the speaker an escape from the mundane realities of human existence.
Question: How does Keats juxtapose the mortal and immortal in "Ode to a Nightingale"?
Answer: Keats juxtaposes the mortal realm of human suffering and mortality with the immortal realm of the nightingale's song, highlighting the fleeting nature of human life in contrast to the timeless beauty of art.
“The Terror of Death”:
Question: How does "The Terror of Death" influence human behavior and decision-making?
Answer: "The Terror of Death" can influence human behavior by instilling fear, prompting individuals to seek meaning, purpose, and immortality through religion, philosophy, and various coping mechanisms.
Question: How does "The Terror of Death" manifest in different cultural and religious beliefs?
Answer: "The Terror of Death" manifests in different cultural and religious beliefs through concepts of judgment, afterlife, reincarnation, and salvation, shaping attitudes towards mortality and influencing rituals and practices surrounding death.
Jayanta Mahapatra’s “Grass”:
Question: What emotions does the grass evoke in Mahapatra's poem?
Answer: In "Grass," the grass evokes feelings of melancholy, nostalgia, and contemplation, serving as a reminder of the passage of time and the impermanence of human existence.
Question: How does Mahapatra explore the theme of memory in "Grass"?
Answer: Mahapatra explores the theme of memory in "Grass" through the grass's association with past experiences and the persistence of memory amidst the passage of time and the inevitability of decay.
B.A. WITH ENGLISH MAJOR OR ENGLISH AS A MINOR SUBJECT OR A MULTIDISCIPLINARY OPTIONAL IN THE FOUR YEAR UNDERGRADUATE PROGRAMME
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