What is the difference between story and plot? What is the difference between plot summary and plot interpretation? How do you analyze the relationship between the main plot and a subplot? What are the purposes of literary elements and literary techniques? What are the writer’s literary devices and reader’s literary devices? How do you recognize and appreciate ways in which writer use language, structure and style to achieve his intended effects on the reader? How do you shift from mere appreciation of a literary text to critical literary appreciation? How do you engage in literary analysis & what is the purpose? What is the difference between topic and theme and how do you arrive at the theme? How do you compare the theme and the moral message? How do you develop an interpretation of a work of literature (drama, poetry and prose) and what is the purpose? How do you present critical appreciations or your individual responses to literary texts composed in different forms and in different periods and cultures? How do you know your individual response is valid? What are the differences between Critical Literary Appreciation, Literary Criticism, and Literary Theory? Why should there be a Literary theory at all?
Tuition: English Language and Literature with bunpeiris Mobile: 0777 1000 60 email: bunpeiris@gmail.com Study Courses: Cambridge English from Grade 3 onwards paving way to Cambridge English OL Language & Literature Study coursebooks: highly acclaimed and highly successful series of English Language course books & audio CDs titled “Language in Use” composed by Adrian Doff and Christopher Jones. “Language in Use” is […]
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Homer and Shakespeare “Short is the life of man, just like the dew-drop on the tip of a blade of grass; a bubble appearing on the water when rain falls; a line drawn on water with a stick; a mountain stream; a lump of spittle on the tip of the tongue; a piece of meat thrown into an extremely hot iron […]
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Cambridge English For Global Recognition Learn English language with a view to a Cambridge Certificate of FCE [First Certificate in English] first and then proceed to CAE [Cambridge Advanced English] and CPE [Cambridge Proficiency in English] as required or branch off to IELTS or Business English or English Teaching Knowledge courses/tests TKT, CELTA & DELTA. A word to the students […]
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1001 Arabian Nights: Richard Burton’s Foreword Following Forward to the 1001 Arabian Nights by its illustrious translator Richard F. Burton is reproduced herein by the kind cortesy of The Dunyazad Digital Library www.dunyazad-library.net This work, labourious as it may appear, has been to me a labour of love, an unfailing source of solace and satisfaction. During my long years […]
Read moreRichard Burton Following brief biography on Richard Francis Burton herein is reproduced by the kind cortesy of The Dunyazad Digital Library www.dunyazad-library.net Richard Burton was a man of an exceptional range of interests and achievements; traveler, explorer, adventurer, soldier, and diplomat. Speaking 29 European, Asian and African languages, he was a linguist, ethnologist and orientalist, as well as a writer […]
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Use the Right Key Words in Education Competence, knowledge & skills A competence is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competence that may draw on an individual’s knowledge […]
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Gitanjali Song offerings Rabindranath Tagore A Collection of Prose translations made by the author from the original Bengali With an introduction by W. B. Yeats London: The Macmillan Company, 1913 Nobel prize for literature in 1913 [A limited edition comprising 750 copies was published by the India Society, London in 1912] The book was dedicated to WILLIAM ROTHENSTEIN Introduction to […]
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Learning English Literature by bunpeiris Literature being of the virtue of guiding you all to acquire and develop an inquiring mind, you are free to argue not only on any or all the points of views brought in by you guys, but also on received concepts. Literature is all about us. Literature is all about the humanity itself and nothing […]
Read moreCambridge O Level “Literature in English” [2010] For examination in June and November 2017, 2018 and 2019 4.1 Syllabus aims The syllabus aims to develop the ability of learners to: • communicate accurately, appropriately and effectively in speech and writing • understand and respond imaginatively to what they hear, read and experience • enjoy literature and appreciate its contribution to […]
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Why-study-literature by Dr. Sarah Dillon In her latest research project, Dr Sarah Dillon, a lecturer in the Faculty of English at Cambridge, reveals how an appreciation of literature can influence scientific thought and practice At a time when university funding is being cut on both sides of the Atlantic, every academic discipline is now faced with the task of justifying […]
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Designing a Learning Programme “The ultimate validation of a curriculum lies in its results; that is, did it help students achieve the desired outcomes?” Grant Wiggins and Jay McTighe, Schooling by Design (2007)The Learning Programme has been designed in line with R. W. Tyler’s four classic tenets “Basic Principles of Curriculum and Instructions.”The 1st of the 4 principles requires defining […]
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Identifying Learning difficulties and introducing remedial measures. (i) The notes made by the teachers on the role play, presented in tabular form as given below. Observed non-verbal behaviour of students Teacher’s interpretation of the non-verbal behaviour Impact of the non-verbal behaviour on teaching/learning Wide eyes The learners are surprised; they found the matter astonishing. The learners will not have much […]
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Roles & responsibilities of a teacher by bunpeiris from B. UPUL N. PEIRIS .
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Teaching Future Tense: an alternative to “will” by bunpeiris Lesson: Our lesson is going to be a search for an alternative to “will” [Learners aren’t told yet]Learning Objective: [SMART]By the end of the lesson all learners will be able to make use of the future form of “going to” whenever it is more suitable than will/shall.[Learners aren’t told yet] Class: […]
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