meg 5 solved assignment 2021 22

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MEG 05 Solved Assignment 2021-22

MEG 05 Solved Assignment 2021-22, MEG 08 Solved Assignment 2021-22 , MEG 05 Assignment 2022 , FREE MEG 05 Assignment , IGNOU Assignments 2021-22- Gandhi National Open University had recently uploaded the assignments of this session for the year 2021-22. Students are recommended to download their Assignments from this webpage itself.  MEG 05 Solved Assignment 2021-22  They don’t need to go anywhere else when everything regarding the Assignments are available during this text only.

MEG 05 Solved Assignment 2021-22: for college kids –  MEG 05 Literary Criticism & Theory Solved Assignment 2021-22, Students are advised that after successfully downloading their Assignments, you’ll find each and every course assignments of your downloaded. Candidates got to create separate assignment for the IGNOU Master Course, so as that it’s easy for Evaluators to ascertain your assignments.  

Literary Criticism & Theory

Max. Marks: 100

MEG 05 Solved Assignment 2021-22 :  All IGNOU Assignment Free of Cost available at our website. IGNOU University always being in picture due to its IGNOU Assignment Date Extended. In this post Student Will Get MEG 05 Solved Assignment 2021-22 Easily.

MEG 05 Solved Assignment 2021-22 : All assignments are in PDF format which would be send on email/WhatsApp (9958676204) just after payment.

Answer all questions.

1. Bring out the salient features of Plato's attack on poetry'

In order to understand Plato's attack on poetry we have to take in consideration the political and social context of Athens at that time. It was the context where Plato devoted all his efforts to uplift the moral condition of the individuals and the well being of the state. The aim of his literary criticism was to educate the youth and form them into good citizens of his ideal state. It was the age of political decline and the moral and educational standard of the citizens were in a poor state.

The epics of Homer were very much rooted in every sphere of the society, and the influence of the poets on the society was too deep. Plato being a philosopher, to prove the superiority of the philosophy, he severely attacked poetry. Apart from poetry he criticized every other form of arts. Plato’s concepts on art were base son his Theory of Ideas. He believed that ideas are the ultimate reality. The ideas of everything are the original pattern and the things are the copies. So he viewed all forms of art as merely copies of copy, twice moved from reality.

Things itself being imperfect and copies of the ideas, their reproduction in art must be more imperfect. He believed that the works of art takes man away from reality rather than leading to it. It neither helped to mould the character nor to promote the well being of the state. These were the basic principles underlined behind Plato’s critics on arts in general. Plato criticizes poetry in several of his dialogues, beginning with Apology, his first work, and ending with Laws, his last. Plato’s critics on poetry are basically concerned of two standards. The first concern was for the good of the individual and the state.

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Based on this standard he finds in poetry more to condemn it than approve. Same like his concepts about the other types of arts, his concepts about poetry also was under severe critic due to its unrealistic nature and its incapacity to be worthy to the society and individual. He severely condemned the incapacity of the art forms to get in to the roots/ reality and being concerned with only the twice removed reality. This was the first standard he used to condemn the poetry and other art forms in general. He attacked poetry on four grounds—moral, emotional, intellectual and utilitarian.

Poetic inspiration

Poets does not write what he has thought to say, but because he is inspired. It means they do not compose the poem based on some virtue and reason, but based on some impulses and non-rational kind coming from supernatural source. A sudden outpouring of the soul based on the sudden impulse of the moment does not be based on reason. Hence their pronouncements are unreliable and uncertain. They are not safe guides and it cannot be followed, it also cannot make the individuals a better citizens and the state a better organization.

There might be some truth in them, for they are divinely inspired, but such partial and imperfect truths must be carefully examined. Such truths cannot use as a substitute for knowledge based on reason. As the poems are based on the ‘divinely inspired’ and completely based on inspiration, sometimes the poets themselves cannot explain what they write. Another aspect of poetry which he criticizes is, the imitation or blind reliance on the passionate elements of the soul. He Plato divides the soul into three parts:

1.     rational,

2.     spirited,

3.     appetitive.

The imitation of the non-rational part of the soul will give greater pleasure.

The poets and the other artists imitates this baser, non-rational part of the soul, and it leads them to away from reality and reason and become merely indulged in emotional outburst. The poets will be ashamed in their real-life of the emotional over pouring which takes place during their poetic or other artistic performances. He condemns poetry in Republic X, for the poets, “they feed and water the passions instead of drying them up, and let them rule instead of ruling them as they ought to be ruled, with a view to the happiness and virtue of ‘mankind.”

2. Write short notes on the following:

a) Aristotle's theory of tragedy

Plato is answered, in effect and perhaps intentionally, by Aristotle’s Poetics. Aristotle defends the purgative power of tragedy and, in direct contradiction to Plato, makes moral ambiguity the essence of tragedy. The tragic hero must be neither a villain nor a virtuous man but a “character between these two extremes a man who is not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty [hamartia].” The effect on the audience will be similarly ambiguous. A perfect tragedy, he says, should imitate actions that excite “pity and fear.” He uses Sophocles’ Oedipus the King as a paradigm.

b) Poet as "a man speaking to men"

c) The woman as the 'second sex'

d) Base-superstructure relationship in Marxist criticism

e) Patriarchy

3. How are myths and archetypes examined to grasp the significance of twentieth century English writing? Explain.

4. What is Structuralism? How is it helpful in grasping the appeal and intent of a literary text?

5. Postmodernism lays special emphasis on identity and difference. Discuss.

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MEG 05 Solved Assignment 2021-22 Here the students can check their IGNOU Assignment Status, marks, result or both the sessions i.e; June & December.

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IGNOU MEG 5 Solved Assignment 2022-23

It is mandatory to write and submit IGNOU MEG 5 Solved assignment at study centre to complete MEG-5: Literary Criticism and Theory course.

Students can click on link mentioned below to get MEG 5 solved assignment in English medium

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IGNOU MA English Solved Assignments 2021-22

• 1.1.1 IGNOU MEG 1st Year Assignments Free Download
• 1.2.1 IGNOU MEG 2nd Year Assignments Free Download
• 2 Last Date of Ignou MA English Assignment submission
• 3 Guidelines to write IGNOU MA English Solved Assignments
• 4 How to obtain IGNOU MA English first & second Year Solved Assignments?

Students of Indira Gandhi National Open University who are pursuing MA English programme have to submit IGNOU MA English solved assignments to complete their courses.

They can download Tutor Marked assignments in both English & Hindi medium from the official website for the session 2021-22.The Ignou MEG assignments can be downloaded in any of the medium as per the requirement.

For MEG Solved Assignments 2021-22 & 2020-21, Whatsapp at: 7428482160

The details of Ignou MA English assignments has been mentioned below:

• Programme Name: Master Degree Programme in English
• Programme Code: MEG
• Validity of Assignment: These assignments will remain valid for July 2021 and January 2022 session.

For 20 marks questions, student should write an answer within the approximate range of 500 words each. For 10 marks question, the word limit should be within 250 words each.

IGNOU MEG First Year Solved Assignments 2021-22

The students have to prepare the solved assignments for the Core Courses in the first year.The code and name for the courses for which assignments have to be submitted by students in the first year has been mentioned below:

• MEG-1: British Poetry
• MEG-2: British Drama
• MEG-3: British Novel
• MEG-4: Aspects of Language

The maximum marks for each assignment is 100. The university gives 30% weightage to these assignments.

It means the 30% of the total marks obtained by the students in the assignments will be added in the total marks of the course.

Therefore total marks for any course will be combination of 70% theory and 30% assignment marks.

IGNOU MEG 1st Year Assignments Free Download

Students can easily download Ignou MA English 1st year assignment question papers free of cost from the university official website.They do not have to pay any charges or fee for that.

The university also send the hard copy of MEG first year assignments at the physical communication address of student. In case, if anyone do not receive it, he/she may download it here…

• Assignment Code: MEG-01,02,03,04/TMA/2021-2022
• First Year Assignment – Download Link

IGNOU MEG 2nd Year Solved Assignments 2021-22

In the second year of IGNOU MA English programme, students have to submit solved assignments for the four courses. MEG-05 is compulsory. Students have to choose three more courses from the pool of remaining courses. The code and name of the courses has been mentioned below:

• MEG-05: Literary Criticism and Theory
• MEG-06: American Literature
• MEG-07: Indian English Literature
• MEG-08: New Literatures in English
• MEG-09: Australian Literature
• MEG-10: English Studies in India
• MEG-11: American Novel
• MEG-12: A Survey Course in 20th Century Canadian Literature
• MEG-13: Writings from the margins
• MEG-14: Contemporary Indian Literature in English Translation
• MEG-15: Comparative Literature: Theory and Practice
• MEG-16: Indian Folk Literature

IGNOU MEG 2nd Year Assignments Free Download

Students can easily download IGNOU MA English 2nd year assignment question papers free of cost from the university official website.They do not have to pay any charges or fee for that.

The university also send the hard copy of MEG second year assignments at the physical communication address of student. In case, if anyone do not receive it, he/she may download it here…

• Assignment Code: MEGE-05,06,07,08,09,10,11,12,14,16/TMA/2021-2022
• Second Year Assignment – Download Link

Last Date of Ignou MA English Assignment submission

Students have to submit the solved assignments of IGNOU MA English programme in both first and second year for the courses which requires it. Let’s discuss about these courses…

Guidelines to write IGNOU MA English Solved Assignments

• Please read the assignments thoroughly and carefully
• Students have to answer the questions as per the word limit.
• Write the answers in your own handwriting.
• Try to write answers in your own words. Don’t just copy & paste the answers from the study material.

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It is always good to solve assignments by yourself.Because it help students to go through complete study material. It also help them in exam preparation.

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Sir, I need solved assignments of MEG-1,MEG-2,MEG-3, MEG-4

I have commented for MEG (eng. 5 to 14 assignmets duly solved

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MEG-05 Literary Criticism & Theory SOLVED ASSIGNMENT 2022-2023

Meg-05 literary criticism & theory solved assignment 2022-2023.

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MEG – 05 Literary Criticism & Theory ASSIGNMENT 2022 – 2023 Based on Blocks (1 – 8) Max. Marks: 100

Answer all questions. 1. Discuss Aristotle’s view of literature as imitation. 20 2. What do Wordsworth and Coleridge have to say on poetic diction. 20

3. Write short notes on the following: 4 x 5 = 20 a) Catharsis (b) Auchitya (c) Superstructure (d) ‘Pleasure’ and ‘instruction’ as ends of literature 4. What does I. A. Richards talk about in Practical Criticism? 20 5. Comment on Lacan’s main contribution to critical theory. 20

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MEG 16 Solved Assignment 2021-22

INDIAN FOLK LITERATURE

MEG 16 Solved Assignment 2021-22 : All assignments are in PDF format which would be send on email/WhatsApp (9958676204) just after payment.

Course Code: MEG 16

Assignment Code: MEG 16/TMA/2021-22

Attempt any five of the following:

1. Give a brief overview of the academic period in the growth of folklore studies in India

2. Ecology is an inevitable element of folklore. Elucidate.

3. Categorize legends and folktales and discuss their functions in literature.

4. Why did Verrier Elwin collect and document tribal tales? Briefly enumerate the various discoveries through his stores.

5. What is the cultural significance of the folk Ramayana songs? Discuss with reference to Paula Richman’s text.

6. Attempt a critical note on the ethnographic details and eco-systems of the Paraja tribe.

7. Discuss Girish Karnad’s pivotal role in the development of modern Indian drama with special reference to Hayavardana.

8. Write short notes on any two:

b. Nautanki

d. Kathakali

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POST GRADUATE DIPLOMA IN AUDIO PROGRAMME PRODUCTION M.A. (MEG) ASSIGNMENTS

Dear Learner,

You have to submit one assignment in each course, i.e., MEG 16, MEG 16. All these are Tutor Marked Assignments (TMAs). Before attempting the assignments, please read the instructions provided in the Programme Guide carefully.

After evaluation, the assignments have to be returned to you by the Study Centre. Please insist on this and keep a record with you. The marks obtained by you will be sent by the Study Centre to the Student Evaluation Division at IGNOU, New Delhi.

Guidelines for Doing Assignments

There are five questions in each assignment, all carry equal marks. Attempt all the questions in not more than 500 words (each). You will find it useful to keep the following points in mind:

Planning: Read the assignments carefully. Go through the units on which they are based, make some points regarding each question and then rearrange them in a logical order

Organization and Presentation: Be analytical in your selection of the information for your answer. Give adequate attention to the introduction and the conclusion. Make sure that your answer is logical and coherent; has a proper flow of information.

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IGNOU MEG 05 FREE Solved Assignment 2021-22 PDF

IGNOU MEG 05 FREE Solved Assignment 2021-22 PDF  :  MEG 05 Solved Assignment 2022 , MEG 05 Solved Assignment 2021-22, MEG 05 Assignment 2021-22, MEG 05 Assignment, IGNOU Assignments 2021-22- Gandhi National Open University had recently uploaded the assignments of the present session for MEG Programme for the year 2021-22. Students are recommended to download their Assignments from this webpage itself.

• 1 Q1. Bring out the salient features of Plato’s attack on poetry’.
• 2 Plato’s Attack on Poetry
• 3 Moral Grounds
• 4 Emotional Grounds
• 5 Intellectual Grounds
• 6 2. Write short notes on the following:  a) Aristotle’s theory of tragedy
• 7 3. How are myths and archetypes examined to grasp the significance of twentieth century English writing? Explain.
• 8 4. What is Structuralism? How is it helpful in grasping the appeal and intent of a literary text?
• 9.1 Related

Q1. Bring out the salient features of Plato’s attack on poetry’.

Ans. The salient features of Plato’s attack on poetry’. Plato, the prestigious Greek thinker who holds firm to his perspectives on craftsmanship, artists, and verse, dispatches a progression of attacks against the work of art of verse. In his Republic, he offers his viewpoints and thoughts exhaustively. Most of Plato’s perspectives are communicated as reactions of verse. Plato obviously felt that verse had power, and that this power enlivened others to copy the things they found in craftsmanship. In light of his supernatural perspectives, this is by all accounts a horrendous sign for him.

The salient features of Plato’s attack on poetry’. As per Plato, the embodiment of the world is that it is a duplicate of itself (mimesis). He believed that the truth is comprised of many levels. It is comprised of ideas at the top, and all of the lower layers are designed according to those thoughts. Mimesis, as per Plato, was only a portrayal rather than an articulation that was inventive. Plato guaranteed that an artist who portrays a seat in his sonnet doesn’t precisely portray the real household item. He was an adherent to the presence of an outright reality, as per him. This universe is comprised of ideal things, of which the specific things that make up this world are just duplicates or reflections. The painter or artist who copies these specific things is duplicating and impersonating, and therefore, is making something much more far off from reality than the first. For instance, a seat exists above all else as an idea, furthermore as a thing of workmanship, and thirdly as an object of creative articulation. Subsequently, mimesis is multiple times far off from the real world.

During the time of Plato Gods and Heroes were represented in an unfavourable light. Hence they were subjected to severe criticism by the philosophers and educationists. Thus poets were considered to be inferior to the philosophers and orators.

Plato’s Attack on Poetry

Plato being much aware of these things and being profoundly influenced was not in favour of poetry at all. His attack on poetry can be explained by dividing it into three categories:

• Morals Grounds

Emotional Grounds

Intellectual grounds, moral grounds.

• According to Plato poetry does not contribute to the social morality as the poet narrates the tales of the pleasant vices of the man.
• As Gods and great heroes were represented as corrupt, hence for Plato their admiration by the poets could corrupt the young minds.
• The poets are “ divinely inspired ” and thus their literature is quite non-rational. They give free play to their thoughts. Thus the poets, their emotional frenzies and the lack of moral restraint can afford no safe guidance moral or intellectual.
• Poetry makes the reader imitate the characters in the story. Thus one who imitates a female part tends to grow effeminate.

Plato divides the human soul into three parts-rational, spirited and appetitive. The poetry always focuses on the third part of the soul i.e. the appetitive or the desire as it gives great pleasure at the moment. Thus reason is ignored in the poetry which henceforth becomes full of vices.

Plato has criticised poetry on intellectual grounds as well. The poets are ignorant of cognition of truth as they imitate the appearance and not the reality. Thus poetry cannot be considered to be the valid source of knowledge.

Plato attacks poetry on moral, emotional and intellectual grounds and thus throws light on its uselessness and its corrupt influences.

His point of view is entirely utilitarian. In the ideal state of Plato,  “no poetry should be admitted save hymns to the gods and oration on famous men”.

2. Write short notes on the following:  a) Aristotle’s theory of tragedy

Ans. Tragedy,” says Aristotle, “is an imitation  of an action that is serious, complete, and of a certain magnitude…through pity and fear effecting the proper purgation of these emotions.” Ambiguous means may be employed, Aristotle maintains in contrast to Plato, to a virtuous and purifying end.

To establish the basis for a reconciliation between ethical and artistic demands, Aristotle insists that the principal element in the structure of tragedy is not character but  plot. Since the erring protagonist is always in at least partial opposition to the state, the importance of tragedy lies not in the character but in the enlightening event. “Most important of all,” Aristotle said, “is the structure of the incidents. For tragedy is an imitation not of men but of an action and of life, and life consists in action, and its end is a mode of action, not a quality.” Aristotle considered the plot to be the soul of a tragedy, with  character in second place.

b) Poet as “a man speaking to men”

c) The woman as the ‘second sex’

Ans. The Second Sex is one of the earliest attempts to confront human history from a feminist perspective. It won de Beauvoir many admirers and just as many detractors. Today, many regard this massive and meticulously researched masterwork as not only as pillar of feminist thought but of twentieth-century philosophy in general.

De Beauvoir’s primary thesis is that men fundamentally oppress women by characterizing them, on every level, as the  Other , defined exclusively in opposition to men. Man occupies the role of the self, or subject; woman is the object, the other. He is essential, absolute, and transcendent. She is inessential, incomplete, and mutilated. He extends out into the world to impose his will on it, whereas woman is doomed to immanence, or inwardness. He creates, acts, invents; she waits for him to save her. This distinction is the basis of all de Beauvoir’s later arguments.

d) Base-superstructure relationship in Marxist criticism

Ans. Society’s superstructure includes the culture, ideology, norms, and identities that people inhabit. In addition, it refers to the social institutions, political structure, and the state—or society’s governing apparatus. Marx argued that the superstructure grows out of the base and reflects the ruling class’ interests. As such, the superstructure justifies how the base operates and defends the power of the elite.

Neither the base nor the superstructure is naturally occurring or static. They are both social creations, or the accumulation of constantly evolving social interactions between people.

In “The German Ideology,” written with Friedrich Engels, Marx offered a critique of Hegel’s theory about how society operates. Based on the principles of Idealism, Hegel asserted that ideology determines social life, that people’s thoughts shape the world around them. Considering the historical shifts production has undergone, especially the shift from feudalist to capitalist production, Hegel’s theory did not satisfy Marx.

e) Patriarchy

Ans. Patriarchy  is a social system in which men dominate over others, but can also refer to dominance over women specifically; it can also extend to a variety of manifestations in which men have social privileges over others to cause exploitation or oppression, such as through male dominance of moral authority and control of property.  Patriarchal societies can be patrilineal or matrilineal, meaning that property and title are inherited by the male or female lineage respectively.

Patriarchy is associated with a set of ideas, a patriarchal ideology that acts to explain and justify this dominance and attributes it to inherent natural differences between men and women. Sociologists hold varied opinions on whether patriarchy is a social product or an outcome of innate differences between the sexes. Sociobiologists have argued that the roots of inequality were set in humanity’s earliest period and are primarily due to genetic and reproductive differences between men and women. Aligned closely with evolutionary psychology, this theory posits that gender inequity is an inherent part of human social structures.

3. How are myths and archetypes examined to grasp the significance of twentieth century English writing? Explain.

Ans. Myths and archetypes examined to grasp the significance of twentieth century English writing. The fantasy catches the substance of all Greek writing, including verse, theater, account, exposition, and verse. The Greek expression ‘mythos,’ which essentially signifies “story” However, by the fifth century B.C., the kinds of stories that have been held from the earliest starting point of racial and aggregate memory of Greek culture were at that point disengaged from the existences of conventional Greeks. Legends and stories that have been kept in racial memory by means of stylized reenactments on strict days, just as through portrayals in mold, stoneware, sanctuaries , uncommon engravings, safeguards, jars, consecrated things, and different sorts of antiques, for example, toys.

Myths and archetypes examined to grasp the significance of twentieth century English writing. Legends and stories that have been kept in racial memory by means of formal reenactments on strict days, just as through portrayals in design, ceramics, sanctuaries , exceptional engravings, safeguards, containers, hallowed things, and different sorts of antiquities, for example, toys. In this day and age, there are a wide range of perspectives on what legends are for and what down to earth esteem they have in a Myths and archetypes examined to grasp the significance of twentieth century English writing. general public. These translations are perspectives on history and writing (oral and composed) of non-European societies like African, local American, and Asian societies, just as the antiquated Mediterranean through the eyes of the Euro-American countries which have wound up losing their own legends and confidence in the strict cosmology of Christianity, just as the old Mediterranean. In these methodologies of getting significance from legends, a crucial methodolgy is followed, as per which all accounts are diminished to a representative way of communicating a solitary idea. Thusly, fantasies are seen by moderns as stories portraying a contention between normal components, or as images of an occasional cycle, or the occasional pattern of fruitfulness and rot, or the occasional pattern of want, deterrent, satisfaction, halfway satiation, or dissatisfaction, or as images of racial rushes of relocation of etymological or strict networks, or as images of a conflict of civilisations, among others. What consistently hypothesizing about fantasies might be presently, old social orders used legends to control the existences of people who had a compelling passionate connection to the divine beings, goddesses, brilliant creatures, magnificent creatures; saints and lords; just as their precursors, who were portrayed in fantasies. Myths and archetypes examined to grasp the significance of twentieth century English writing.

Myths and archetypes examined to grasp the significance of twentieth century English writing. A wide assortment of translations are accessible for writing, and there are numerous particular ways to deal with writing, one of which is the model methodology. “Paradigm” alludes to an extraordinary idea or example of something, from which others are motivated to make copies. Utilizing an original technique, one might inspect and investigate a book by considering the social examples that have been involved in it; these social practices are fixated on the folklore and customs of a specific race, identity, or gathering of people.

Myths and archetypes examined to grasp the significance of twentieth century English writing. As of late, this sort of basic way to deal with a book has filled in prominence among artistic pundits. It is James George Frazer and Carl Gustav Jung who are viewed as the two most significant specialists who have made huge commitments to the advancement of the model strategy. Frazer was a social anthropologist, and his work The Golden Bough is an investigation of enchantment, religion, and folklore of many races, which may all be found in various societies. Jung was an analyst who was subsidiary with Sigmund Freud. Jung’s concept of “shared awareness” is a huge piece of his work. An acculturated man “unwittingly” holds the thoughts, originations, and goals of life prized by his far off predecessors, as per Jung, thus thoughts are epitomized in a general public’s or alternately race’s folklore and formality. Fantasies have been fused into scholarly works by innovative writers, and artistic pundits inspect texts looking for “fanciful examples.” Archetypal analysis is the term used to depict this kind of basic assessment of a book. TS Eliot has used fanciful themes in his innovative works, and “The Waste Land” is an incredible outline of how he has done as such. Accordingly, Northrop Frye’s article doesn’t zero in on a particular fantasy or unbelievable figure in a work; rather, he offers an assessment of “legendary examples” that have been utilized by writers since forever.

4. What is Structuralism? How is it helpful in grasping the appeal and intent of a literary text?

Ans. Structuralism it helpful in grasping the appeal and intent of a literary text. Structuralism can be characterized as an applied and strategic way to deal with characterizing and breaking down a scope of objects of request. These objects of request incorporates societies, financial matters, orders, to give some examples models. The structuralist way to deal with exposition writing offers a new and imaginative system for breaking down composition writing. A portion of the results of abstract structuralism incorporate the advancement of the fiction peruser’s job, the language, writing, folklore, governmental issues, and social utilization of story as a device to serve for language, and the utilization of story not exclusively to address substantial reality yet in addition to grow new, context oriented, and pluralistic intricacies in language spaces.

Structuralism it helpful in grasping the appeal and intent of a literary text. Mid 20th century Russian formalists, as Ferdinand de Saussure, assisted with building up the establishments for structuralist hypothesis in its contemporary application. Words in verse, according to the formalists, didn’t just fill in as signifiers, yet additionally as signifieds, as they were likewise signifieds. As characterized by formalists, artistic works were viewed as utilitarian frameworks, made out of gadgets whose worth was chosen by the value of different gadgets that were set up to contend with them. Moreover, they believed writing to be a sort of language, with every specific work filling in as an occurrence of parole. The structuralists of the 1960s and 1970s in France made these etymological equals a stride further by applying them to different dialects.

Structuralism it helpful in grasping the appeal and intent of a literary text. Be that as it may, if “structuralism” can be utilized to depict both “structures” and their working, it very well might be followed right back to Plato and Aristotle. In light of the personality of graceful mimicry, as per Plato, it was a subservient and untruthful discourse, both as far as substance and as far as design, and accordingly, it should have been removed from his domain. His attention on the consistent and moral construction of verse, then again, is the thing that is known as Aristotelian “structuralism.” as far as the previous, he believed that a sonnet ought to have a start, a center, and an end that are sensibly connected to each other, bringing about a natural entire at the finish of the cycle. In particular, with regards to moral structure, the Greek rhetorician contended that the grievous legend ought to take care of business whose end isn’t the result of his bad habit or debasement, yet rather the consequence of his misstep or shortcoming. In this regard, Horace might be viewed a structuralist just as any other person. Longinus was uninterested with the proper parts of verse, and sublimity was only the reverberation of an immense soul in his eyes. Structuralism it helpful in grasping the appeal and intent of a literary text.

The structuralism of Renaissance writing might have its starting points in the association of a general public that was Structuralism it helpful in grasping the appeal and intent of a literary text. exceptionally class cognizant, as proven, for instance, by the three sided sensational verse that sensationalized the English progressive society, a general public where misfortune was held for the privileged societies, parody for the working classes, and joke for the lower classes. What’s more propriety, which was greatly needed recorded as a hard copy at that point, implied that every sort ought to be appropriate for the class of society that it reflected.

Structuralism it helpful in grasping the appeal and intent of a literary text. The Romantic artist pundits were insulted by the Neo-traditional idyllic “rules” and “propriety,” accepting that they would artificialize the verse and make it unnatural. Structuralism it helpful in grasping the appeal and intent of a literary text. On the off chance that, then again, one perceives the four noticeable parts that were working in a graceful creation of the Romantic time frame, one should recognize the presence of structuralist inclinations in the writing of that time-frame too.

5. Postmodernism lays special emphasis on identity and difference. Discuss.

Ans. Postmodernism lays special emphasis on identity and difference. An intriguing part of the word ‘postmodernism’ is that from one viewpoint it alludes to whatever came after innovation as an inescapable result of it, yet on the other it alludes to the sheer presence of innovation as a negative and strange classification. Masterminds and scholarly figures of impact Lying in the nineteen eighty and nineties was too language mindful, and words were used to demonstrate more than they were planned to indicate much of the time. Consider the term ‘postmodernism,’ which alludes to more than “after” or “later,” more than only the “following stage” of a formerly existent pattern wherein the term ‘post’ is utilized. As per what we have realized, the expression “current” turned out to be generally famous in the mid 20th century, notwithstanding the way that it was the subject of extended and exceptional conversations in the eighteenth century. With regards to things and occasions, postmodernism likes to zero in on the outer picture rather than making surmisings or proposing deeper implications that are associated with the inside of the articles or occasions. It was likewise a deprecatory term at that point, with associations with the conduct style of a recently arising bourgeoisie. Customary goals and set up norms were related with the privileged, while “present day” addressed something else: a genuinely new thing, rootless, inconsistent, whimsical and flighty. Present day was given an engaging color of current, real, and present by the mid 20th century, which resonated in the domain of fact. The term subsequently incorporated the entire existentialist development, which was committed to the genuine and cement, just as its archetypes.

Postmodernism lays special emphasis on identity and difference. When managing postmodernism, one of the most troublesome activities is separate it from innovation. Contemporary innovation was characterized as both an expansive propensity that covered the course of life over numerous many years and a point of view that saw unique thoughts of conduct showed specifically conditions. Innovation was a way of thinking. From around the nineteen seventies forward, social scholastic establishments in the western common world started to be mindful when it went to the term’modernism,’ Postmodernism lays special emphasis on identity and difference.  since the term addressed a hypothesis, regardless of how nuanced and dubious, that permitted the translation to get access into a peculiarities. Postmodernism lays special emphasis on identity and difference.

Assuming it is viewed as a regulation, it might either be acknowledged, contested, or dismissed. The conversation helped make ready for an elective worldview that is more legitimate, predictable and Postmodernism lays special emphasis on identity and difference. reality-focused than the one that existed before to this contention. Postmodernism lays special emphasis on identity and difference.  Innovation as a ‘ism,’ deciphered in structuralist-poststructuralist terms, produced an obvious scrutinize of the Cold War, seriousness, and innovation focused methodologies, and turned out to be progressively troublesome or awkward for a framework that flourished with the negative quest for commercialization and raunchy exploitative.

Postmodernism lays special emphasis on identity and difference. Postmodernism lays special emphasis on identity and difference. In ‘postmodernism,’ the sharp utilization of the prefix ‘post’ empowered a recently stamped thinker to dismiss or nullify all that had happened already and announce that we had shown up at a state of ‘post-progress, post-history, and ‘post-reason,’ i.e., a domain where consistency, connectedness, general truth or certainties had all lost their legitimacy. Postmodernism scrutinized the ideas of existence, just as the thoughts of a past, present, and future, just as the possibility that different societies had interesting examples of conduct to be noticed and perceived.

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IGNOU MEG-05 Assignment Question Paper Free Download (2023-24)

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MEG-05: Literary Criticism and Theory

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MEG 08 NEW LITERATURES IN ENGLISH Solved Assignment 2021-22

MEG 08 Solved Assignment 2021-22

MEG 08 Solved Assignment 2021-22: MEG 08 NEW LITERATURES IN ENGLISH Solved Assignment 2021-22  MEG 08 Assignment 2021-22 All IGNOU Assignment available at our website. IGNOU University always being in picture due to its IGNOU Assignment Date Extended. In this post Student will Get  MEG 08 Solved Assignment 2021-22

NEW LITERATURES IN ENGLISH

ASSIGNMENT 2021 - 2022

(Based on Blocks (1 – 8)

Max. Marks: 100

Attempt all the ten questions and answer each question in approximately 500 words.

1. The colonial educational system was inadequate for the creation of a national consciousness, with regard to the Caribbean identity. Do you agree? Give reasons for your answer.

Following World War I and the destruction of the Ottoman Empire, new states emerged, which—with the exception of Turkey and Iran—fell under French or British control. Although the new countries inherited educational institutions of various size, each needed to build a new educational system, either from scratch or by expanding a small existing system. Each country sought to use education to provide the skilled manpower required for national development and to socialize its diverse population into feeling loyal to the new state. Educational expansion was pursued everywhere, but the particular pattern of change was profoundly affected by the nature of the political regime, particularly by colonial status. In Lebanon, Syria, Tunisia, Morocco, and Algeria, educational policy reflected French interests. In Egypt, Jordan, Palestine, and Iraq, British policy prevailed.

Both colonial powers shared similar goals: to preserve the status quo, train a limited number of mid-level bureaucrats, limit the growth of nationalism, and, especially in the case of France, impose its culture and language. Accordingly, they limited educational expansion, particularly at the higher levels, even though the demand continued to grow. Private, foreign, and missionary schools were favoured everywhere as alternatives for the upper classes to the inadequate public schools. The public systems were centrally administered. Their curricula were usually copied from the British or the French and thus were of limited relevance to local needs; the numbers and quality of teachers were seldom adequate; and dropout rates were high. Few modern schools were to be found in the Arabian Peninsula. Only in Lebanon and in the Jewish community in Palestine (which developed its own educational system) were significant numbers of students enrolled in modern schools. Elsewhere only a small percentage of the populace (including a few women) received a modern education.

Upon achieving independence, the Middle Eastern countries nationalized the private schools, which were regarded as promoting alien religions and cultures, and greatly expanded educational opportunities, especially at the upper levels. Egypt, for example, in 1925 nationalized a small, poor private institution (founded in Cairo in 1908) and made it into a national university and subsequently opened state universities in Alexandria (1942) and ʿAin Shams (1950). The newly independent countries also sought to equalize educational opportunities. Iraq provided free tuition and scholarships to lower-class students. Syria, in 1946, made primary education free and compulsory. Jordan enacted a series of laws calling for free and compulsory education and placed strict controls on foreign schools, especially the missionary ones. Despite their importance, these reforms did not transform education. The schools in Egypt, Iraq, Syria, and Jordan, for example, continued to be characterized by rigidity, formalism, high dropout rates, and limited relevance to national needs. Moreover, rapid population increases often offset the educational gains, especially in Egypt. Egypt also could not overcome the existing fragmentation of its educational system. Its modern system was divided into schools for the masses and schools that provided access to the higher levels for the elite. Both types coexisted uneasily with the traditional Islamic schools, which ran the gamut from rudimentary primary schools to the venerable al-Azhar University.

2. What are the geographical and socio-political contexts that have shaped the literature of Australia?

3. There is a definite relationship between history and literature. Keeping this in mind analyse A Grain of Wheat as a complex portrayal of history.

4. Analyse A Dance of the Forests vis-à-vis the Nigerian independence; the relation of tradition to history; and the relation of the artist to politics.

5. Analyse Ice-Candy Man as a novel of Partition.

6. What is the significance of the title A House for Mr. Biswas? Give a detailed answer.

7. Attempt a critical analysis of the poem ‘Names’ by Derek Walcott.

8. Critically analyse the poem ‘Angel/Engine’ by Edward Brathwaite.

9. The Solid Mandala is a play of dualities. Do you agree? Give reasons for your answer.

10. Attempt a character sketch of Hagar Shipley in the novel The Stone Angel.

MEG 08 NEW LITERATURES IN ENGLISH SOLVED ASSIGNMENT 2021-22 : MEG 08 SOLVED Assignment 2021-22, MEG 08 Assignment 2021-22, MEG 08 Assignment, IGNOU Assignments 2021-22- Gandhi National Open University had recently uploaded the assignments of the present session for Programme for the year 2021-22. Students are recommended to download their Assignments from this webpage itself. They don’t got to go anywhere else when everything regarding the Assignments are available during this article only.

MEG 08 Solved Assignment 2021-22:  FREE IGNOU Assignment You can Get All students of university who needs to submit assignments should download old assignments of the respective course of 2021 available above and submit at the concerned study center. The last dates will be 30th April and 30th October of every year until their registration is valid. New assignments will not be available any more for students as course was revised.

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IGNOU MEG 08 Solved Assignment 2021-22: Now students have to submit their assignments online to Madhyam before the scheduled date. You can submit your annual assignment through the online link. Through the online submission links issued by the university, you can submit your assignment from home.

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·          1.     Name of the learner:

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Let’s see all these subjects-

MEG 01 BRITISH POETRY Solved Assignment 2021-22

MEG 02 British Drama Solved Assignment 2021-2022

MEG 03 British Novel Solved Assignment 2021-2022

MEG 04 Aspects of Language Solved Assignment 2021-2022

MEG 05 Literary Criticism and Theory SolvedAssignment 2021-2022

MEG 06 AmericanLiterature Solved Assignment 2021-2022

MEG 07 INDIAN ENGLISH LITERATURE Solved Assignment 2021-2022

MEG 08 NEW LITERATURES IN ENGLISH Solved Assignment 2021-2022 

MEG 09 AUSTRALIAN LITERATURE Solved Assignment 2021-2022 

MEG 10 ENGLISH STUDIES IN INDIA Solved Assignment 2021-2022 

MEG 11 AMERICAN NOVEL Solved Assignment 2021-2022

MEG 12 A SURVEY COURSE IN 20TH CENTURY CANADIAN LITERATURE Solved Assignment 2021-2022 

MEG 13 WRITINGS FROM THE MARGINS Solved Assignment 2021-2022 

MEG 14 CONTEMPORARY INDIAN LITERATURE IN ENGLISH TRANSLATION Solved Assignment 2021-2022 

MEG 15 COMPARATIVE LITERATURE: THEORY AND PRACTICE Solved Assignment 2021-2022 

MEG 16 INDIAN FOLK LITERATURE Solved Assignment 2021-2022

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IGNOU Assignment Status 2021-22

MEG 08 NEW LITERATURES IN ENGLISH Solved Assignment 2021-22 :  Those students who had successfully submitted their Assignments to their allocated study centres can now check their Assignment Status. Alongside assignment status, they will also checkout their assignment marks & result. MEG 08 Solved Assignment 2021-22 All this is often available in a web mode. After submitting the assignment, you'll check you IGNOU Assignment Status only after 3-4 weeks. it'd take 40 days to declare.

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. 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.

Here the students can check their IGNOU Assignment Status, marks, result or both the sessions i.e; June & December.  MEG 08 Solved Assignment 2021-22 Once the TEE assignments have been submitted to the Centres, it is send to the evaluation department. After which the evaluation of IGNOU Assignment Solutions takes place.

MEG 08 Solved Assignment 2021-22  Once the TEE assignments are submitted to the Centres, it's send to the evaluation department. After which the evaluation of IGNOU Assignment Solutions takes place.

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MEG-1 Solved Assignment 2021-22

Free MEG1 Solved Assignment 21-22 for July 2021 and January 2022 Session

BRITISH POETRY

Answer all questions. 

1. Explain with critical comments any two of the following passages with reference to their contexts: 10+10

(a) Where was heard the mingled measure 

     From the fountain and the caves. 

     It was a miracle of rare device, 

     A sunny pleasure-dome with caves of ice!

(b) We sat grown quiet at the name of love; We saw the last embers of daylight die,

     And in the trembling blue-green of the sky, A moon, worn as if it had been a shell

     Washed by time's waters as they rose and fell, About the stars and broke in days and years.

(c) Weep no more, woful shepherds, weep no more, For Lycidas your sorrow is not dead,

     Sunk though he be beneath the watery floor. So sinks the day-star in the ocean bed,

     And yet anon repairs his drooping head, And tricks his beams and with new spangled ore,

     Flames in the forehead of the morning sky: So Lycidas sunk low, but mounted high,

     Through the dear might of him that walk'd the waves.

(d) When the stars threw down their spears, 

     And water'd heaven with their tears, 

     Did he smile his work to see 

     Did he who made the Lamb make thee?

2. Write a critical note on Chancer's art of portraiture in The General Prologue.  

3. Consider Herbert as a religious poet. 

4. Comment on the opposition of art and life and youth and old age in 'Sailing to Byzantium'.  

5. Comment on the themes of death and suicide in the poetry of Sylvia Plath. 

Last Date of Submission of Assignments :-

For July 2021 Session - 31st March 2022

For January 2022 Session - 30st September 2022

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