5/31/20

Pedagogical Grammar


By prof.Abdelhamid Fouda 


A pedagogical grammar is a description of how to use the grammar of a language to communicate, for people wanting to learn the target language. It can be compared with a reference grammar, which just describes the grammar of the language. Pedagogic grammars contain assumptions about how learners learn, follow certain linguistic theories in their descriptions, and are written for a specific target audience.

Example
How English Works and Grammar in Use are pedagogic grammar books, as they help learners use the grammar of English for communication.

In the classroom
Learners can be asked to compare different explanations of a language point from different grammars. This allows learners to think about grammar and its role in communication.

Literary Theory and Criticism


By prof.Abdelhamid Fouda


Subaltern (Postcolonialism)

In the last two decades of the 20th century, Subaltern Studies, postcolonial theory and criticism gained momentum, especially, as a corollary to globalisation in the Third World countries. If postcolonial criticism is taken as an offshoot of postmodernism, subaltern studies derives its force from Marxism, poststructuralism and becomes a part of the postcolonial criticism.

“Subaltern”, meaning “of inferior rank”, is a term adopted by Antonio Gramsci to refer to those working class people in Soviet Union who are subject to the hegemony of the ruling classes. Subaltern classes may include peasants, workers and other groups denied access to hegemonic power. Gramsci was interested in the historiography of the subaltern ‘classes’.

In Notes on Italian History, he outlined a six-point plan for studying the history of the subaltern classes which include: 1) their objective formation; 2) their active and passive affiliation to the dominant political formations; 3) the birth of new parties and dominant groups; 4) the formations that the subaltern groups produce to press their claims; and 5) new formations within the old framework that assert the autonomy of the subaltern classes; and other points referring to trade unions and political parties.

Gramsci claimed that the history of the subaltern classes was just as complex as the history of the dominant classes, although the history of the latter is that which is accepted as the “official” history. For him, the history of the subaltern social groups is necessarily fragmented and episodic, since they are always subject to the activity of the ruling groups, even when they rebel.

The term has been adopted to postcolornial studies from the work of the Subaltern Studies Group, a team of historians, who aimed to promote systematic discussion of subaltern themes in South Asian studies. It is used in Subaltern Studies as a name for the general attribute of subordination in South Asian society, whether this is expressed in terms of class, gender race etc. The group was formed by Ranajit Guha and included Shahid Amin, David Arnold, Partha Chatterjee, David Hardiman Dipesh Chakrabarty, and Gyanendra Pandey. The group has produced 5 volumes of Subaltern Studies – essays relating to the history, politics, economics and sociology of subalternity as well as the attitudes, ideologies and belief systems. In other words, Subaltern Studies defined itself as an attempt to allow the people to speak within the pages of elitist historiography, and in so doing, to speak for, or to sound the muted voices of the truly oppressed. The group’s seminal essays Selected Subaltern Studies (1988) was edited by Ranajit Guha and Gayatri Spivak, with a foreward by Edward Said.

The concept of the “subaltern” gained increased prominence and currency with Gayatri Spivak’s Can the Subaltern Speak? (1985) which was a commentary on the work of the Subaltern Studies Group, questioning and exposing their patronizing attitude. Contradictory to the stereotyping tendencies found in Said’s Orientalism and other similar texts, which presume the colonial oppression as monolithic, Spivak adapts Derridean deconstructive techniques to point out the different forms of subject formations and “othering.” Much of Spivak’s ideas are informed by her interactions with ‘the Subaltern Studies Group, including Ranajit Guha and Dipesh Chakrabarty. Spivak suggests that it is impossible to recover the voice of the subaltern, hinting at the unimaginable extent of colonial repression and its historical intersection with patriarchy — which she illustrates with particular reference to colonial debates on widow immolation in India. As observed by scholars like Lata Mani, in the colonial discussions on the practice of Sati, the Indian widow is absent as a subject and that the subject is denied a space to speak from.She suggests that etite native men have found a way to “speak”, but for those, .further down the hierarchy, self representation is almost impossible.

Spivak challenges the intellectuals’ and the postcolonial historians’ assumption that the voices and perspectives of the oppressed can be recovered. She therefore suggests that such intellectuals adapt the Gramscian maxim — “pessimism, of the intellect, optimism of the will” — by combining the philosophical skepticism about recovering the subaltern agency, with a political commitment of representing the marginalized. She effectively warns the postcolonial critics against homogenizing and romanticizing the subaltern subject.

However, Spivak’s insistence on subaltern “silence” has been attacked by Benita Parry, in her critique of Spivak’s reading of Jean Rhys’ Wide Sargasso Sea as ‘deliberate deafness to the native voice, where it can be heard.” Parry suggests that such deafness arises out of Spivak’s theory of subaltern silence which attributes “absolute power to the hegemonic discourse. Parry goes along with Homi Bhabha in asserting that the colonists’ text contains a native voice, though an ambivalent one. The colonial text’s hybridity in the words of Bhabha means that the subaltern has spoken.

The historian of modern India, Gyan Prakash, points out that the subaltern studies project derives its force as postcolonial criticism from a combination of Marxism, post- structuralism, postmodernism, Gramsci and Foucault, the modern West and India, archival research and textual criticism.

Subaltern Studies borrows postmodernist ideas and methods for textual analysis. Postmodernism cannot be understood without a reference to capitalism. Therefore, postcolonial criticism must also be explained in terms of capitalism and neo-colonialism.

Members of the Subaltern Studies group felt that although Marxist historians produced impressive and pioneering studies, their claim to represent the history of the masses remained debatable. Their main thesis is that colonialist, nationalist and Marxist interpretations of Indian history had robbed the common people of their agency. The subaltern studies collective thus announced a new approach to restore agency to the subordinated, in order to rectify the elitist bias characteristic of much academic work in South Asian studies. The subaltern’s agency was restored by theorizing that the elite in India played a dominant role and not simply a hegemonic one. Thus, with the logic of this theory, the subaltern were made into autonomous historical actors, who then seemingly acted on their own, since , they were not seen to be led by the elite.

At the same time, Subaltern Studies differed from Western historian’s attempts to write “history from below.” British workers left their diaries behind for British historians to find their voice in, but Indian workers and peasants did not leave behind any “original, authentic” voices. Therefore, to find Indian subaltern voices, subaltern studies had to use different methods, of reading the available documents, i.e, read them “against their grain.” In the process of pursuing this goal, subaltern studies concentrated more and more on how subalternity was constituted rather than finding their voices.

Other subalternist writings on elite/colonial discourse includes David Arnold’s work on the Indian body, disease and medicine; Gyanendra Pandey ‘s critique of the “construction of communalism in colonial North India” and Bernard Cohn’s essay on language and colonial command.Subaltern theorists of the nation and modernity such as Partha Chatterjee, Sudipta Kaviraj and Dipesh Chakrabarty maintain that “the Indian nation is not an object of discovery but an invention.” Narratives of the nation conceal inconsistencies, ideological contradictions, fissures and ruptures in the national fabric, and present the picture of a unified nation. This homogenizing of the narratives of the nation coincide with the grand narratives of the triumph of modernity.

Spivak points out that, by such a practice, the oppressed are being more silenced, in that, s/he cannot/does not speak, but is spoken for. The subaltern consciousness is a construction of the elite discourse and it is due to this discourse that their marginality is sustained. Robert J.C. Young, in his commentary on Spivak, observes that subaltern woman has her identity only within the patriarchal and imperialist discourse. Spivak, in a later work, French Feminism in an International Frame (1987) discusses the irony of the French Feminists, in their investigation of issues faced by the Third World women.

Multiple Choice Question Answers on Literary Theory and Criticism - English Literature


By prof.Abdelhamid Fouda


1. Aristotle and Plato belong to ____ phase of criticism.

(A) Hellenic

(B) Hellenistic

(C) Renaissance

(D) Graeco-Roman

 2. Who was the first literary critic who said that “Art is twice removed from reality”?

(A) Plato

(B) Aristotle

(C) Longinus

(D) Horace 

3. ‘On Translating Homer’ is written by

(A) Mathew Arnold

(B) Walter Pater

(C) T. S. ELiot

(D) William Hazlit

4. Who proposed that poets should be banishedfrom the ideal Republic?

(A) Plato

(B) Aristotle

(C) Sir Philip Sidney

(D) Sir Thomas More 

5. Who considers poetry ‘a mother of lies’

(A) Aristotle

(B) Plato

(C) Pope

(D) Stephen Gosson

6. Aristotle’s critical work is entitled:

(A) Ars Poetica

(B) Poetics

(C) De Arte Poetica

(D) Art Poetique 

7. Who is the author of Ars Poetica?

(A) Plato

(B) Aristotle

(C) Horace

(D) Longinus 

8. Who is the author of Symposium?

(A) Aristotle

(B) Dante

(C) Longinus

(D) Plato 

9. To whom “poetry is the spontaneous over-flow of powerful passion.”

(A) Keats

(B) Shelley

(C) Wordsworth

(D) Coleridge

10. Horace was a:

(A) Greek Critic

(B) Roman Critic

(C) French Critic

(D) German Critic 

11. Aristotle discusses the theory of Tragedy in :

(A) Art Poetique

(B) Poetics

(C) Rhetoric

(D) Ars Poetica 

12. How many principal sources of sublimity are there according to Longinus?

(A) Three

(B) Four

(C) Five

(D) Six 

13. What is the meaning of the term Hamartia as used by Aristotle in his Theory of Tragedy?

(A) Tragic end of the tragedy

(B) Working of fate against the hero

(C) A weak trait in the character of the hero

(D) A strong quality in the character of the hero 

14. Who is the meaning of the term Peripeteia as used by Aristotle in his Theory of Tragedy?

(A) Change in the fortune of the hero from bad to good

(B) Change in the fortune of the hero from good to bad

(C) Constancy in the fortune of the hero

(D) Fluctuations occurring in the fortune of the hero 

15. What is the meaning of the term Anagnorisis as used by Aristotle in his Theory of Tragedy?

(A) The hero’s recognition of his tragic flaw

(B) The hero’s ignorance about his tragic flaw

(C) The hero’s recognition of his adversary

(D) The hero’s recognition of his tragic end 

16. What is denouement?

(A) The ending of a tragedy

(B) The ending of a comedy

(C) The climax in a tragedy

(D) The climax in a comedy 

17. Who was the originator of the Theory of Imitation in Literature?

(A) Longinus

(B) Aristotle

(C) Plato

(D) Horace 

18. Who made a difference between ‘poetry’ and ‘poem’

(A) Coleridge

(B) Addison

(C) Arnold

(D) Eliot

19. Who was the most illustrious pupil of Plato?

(A) Aristotle

(B) Longinus

(C) Aristophanes

(D) Socrates 

20. Who was the most illustrious disciple of Socrates?

(A) Sophocles

(B) Plautus

(C) Plato

(D) Critus 

21. From where has the term Oedipus Complex originated?

(A) Oedipus the Rex

(B) Oedipus at Colonus

(C) Antigone

(D) Jocasta, the Queen of Thebes 

22. The term Electra Complex has originated from a tragedy entitled Electra. Who is the author of his tragedy?

(A) Aeschylus

(B) Sophocles

(C) Euripides

(D) Seneca

23. Who remarked, “Spenser write no language.”

(A) Pope

(B) Arnold

(C) Dr. Jhonson

(D) Ben Jonson

24. In which the following works Plato discusses his Theory of Poetry?

(A) Apology

(B) Ion

(C) The Republic

(D) Phaedrus

25. Who is the author of the notorious book entitled The School of Abuse?

(A) Roger Ascham

(B) Stephen Hawes

(C) John Skelton

(D) Stephen Gosson 

26. An Elizabethan Puritan critic denounced the poets as ‘fathers of lies’,’schools of abuse’ and’caterpillars of a commonwealth’. Mark him out from the following crities:

(A) William Tyndale

(B) Roger Ascham

(C) Stephen Gosson

(D) Henry Howard 

27. ‘Preface to the Lyrical Ballads’ was published in

(A) 1798

(B) 1800

(C) 1802

(D) 1815

28. Philip Sidney’s Apologie for Poetrie is a defence of poetry against the charges brought against it by:

(A) Henry Howard

(B) Roger Ascham

(C) John Skelton

(D) Stephen Gosson 

29. “It is not rhyming and versing that maketh a poet no more than a long gown maketh an advocate”. Whose view is this?

(A) Shakespeare’s

(B) Marlowe’s

(C) Spenser’s

(D) Sidney’s 

30. What does Sidney say about the observance of the three Dramatic Unities in drama?

(A) They must be observed

(B) It is not necessary to observe them

(C) He favours the observance of the Unity of Action only

(D) Their observance depends upon the nature of the theme of the play 

31. What does Ben Jonson mean by a ‘Humorous Character’?

(A) A character who is always cheerful and gay

(B) A character who is by nature melancholy

(C) A character whose temper is determined by the predominance of one out of the four fluids in the human body

(D) An eccentric person 

32. Which of the following is a critical work of Ben Jonson?

(A) Discourse of English Poetry

(B) Discoveries

(C) Arte of English Poesie

(D) An Apologie for Poetrie 

33. How many poets were included in Jhonson’s ‘The Lives of Most Eminent English Poets’?

(A) 48

(B) 50

(C) 52

(D) 54

34. Dryden wrote An Essay of Dramatic Poesy. Is this?

(A) An Essay

(B) A Drama

(C) A Poetical Work

(D) An Interlocution 

35. In Dryden’s Essay of Dramatic Poesy there are four interlocuters representing four different ideologies. Which of them expresses Dryden’s own views?

(A) Lisideius

(B) Eugenius

(C) Neander

(D) Crites 

36. What has Dryden to say about the observance of the three Classical Dramatic Unities?

(A) He advocates their strict observance

(B) He does not advocate their strict observance

(C) He says that every dramatist should decide it for himself

(D) He is silent about this issue 

37. Is Dryden’s Essay of Dramatic Poesy a work of?

(A) Interpretative Criticism

(B) Legislative Criticism

(C) Comparative Criticism

(D) Textual Criticism 

38. Who called Dryden the Father of English Criticism?

(A) Joseph Addison

(B) Dr. Johnson

(C) Coleridge

(D) Matthew Arnold 

39. The term ‘collective unconscious’ is coined by

(A) Carl Jung

(B) Sigmund Freud

(C) Ernest Jones

(D) Erik Erikson

40. Poetic Diction was taken to be the standard language for poetry in:

(A) The Elizabethan Age

(B) The Neo-Classical Age

(C) The Romantic Age

(D) The Victorian Age 

41. “The tragic-comedy which is the product of the English theatre is one the most monstrous inventions that ever entered into a poet’s thought.” Whose view is this?

(A) John Dryden’s

(B) Alexander Pope’s

(C) Joseph Addison’s

(D) Dr. Johnson’s 

42. “Be Homer’s works your study and delight.

Read them by day and meditate by night.”

Who gives this advice to the poets?

(A) Dryden

(B) Pope

(C) Dr. Johnson

(D) Addison 

43. Which of the following critics preferred Shakespeare’s Comedies to his Tragedies?

(A) Dryden

(B) Pope

(C) Dr. Johnson

(D) Addison 

44. ‘Gynocriticism’ is associated with

(A) Elaine Showalter

(B) Ellen Moors

(C) Julia Kristeva

(D) Kate Millet

45. Wordsworth’s Preface to the Lyrical Ballads is believed to be the Preamble to Romantic Criticism. In which year was it published?

(A) 1798

(B) 1800

(C) 1801

(D) 1802 

46. “The end of writing is to instruct, the end of poetry is to instruct by pleasing.” Whose view is this?

(A) Wordsworth’s

(B) Coleridge’s

(C) Dr. Johnson’s

(D) Matthew Arnold’s 

47. Regarding the observance of the three Classical Unities in a play, Dr. Johnson’s view is that:

(A) Only the Unity of Time should be observed

(B) Only the Unity of Place should be observed

(C) Only the Unity of Action should be observed

(D) All the three Unities should be observed 

48. Plato equated poetry with painting, and Aristotle equated it with

(A) drama

(B) music

(C) dance

(D) none

49. “Poetry is emotions recollected in tranquility.” Who has defined poetry in these words?

(A) Shelley

(B) Wordsworth

(C) Coleridge

(D) Matthew Arnold

50. Who is the writer of ‘Hamlet and Oedipus’ (1949)

(A) Carl Jung

(B) Harold Bloom

(C) Ernest Jones

(D) Erik Erikson

Answers : 1. (A) 2. (A) 3. (A) 4. (A) 5. (B) 6. (B) 7. (C) 8. (B) 9. (C) 10. (B) 11. (B) 12. (C) 13. (C) 14. (B) 15. (A) 16. (B) 17. (C) 18. (A) 19. (A) 20. (C) 21. (A) 22. (B) 23. (D) 24. (C) 25. (D) 26. (C) 27. (B) 28. (D) 29. (D) 30. (A) 31. (C) 32. (B) 33. (C) 34. (D) 35. (C) 36. (B) 37. (C) 38. (B) 39. (A) 40. (B) 41. (C) 42. (B) 43. (C) 44. (A) 45. (B) 46. (C) 47. (C) 48. (B) 49. (B) 50. (C)

Abbreviations


By prof.Abdelhamid Fouda 

📌 Gonna ➡️ going to
I'm gonna talk to him.
We're gonna win this game.

📌 Gotta ➡️ got to ➡️ have to
I gotta go now. -> I have to go now.
You gotta be careful.

📌 Have gotta ➡️  have got to ➡️ have to
I've gotta go now. -> I have to go now.

📌 Wanna ➡️ want to
I wanna hold your hand.

📌 Lemme ➡️ let me
lemme ask you something.
lemme call you back.

📌 Gimme ➡️  give me
Gimme a break.
Gimme some money!

📌 Outta ➡️ out of
We'd better get outta here!
Get outta my way!

📌 Kinda ➡️ kind of
I think it's kinda funny.
Kinda outta luck.
What kinda music do you like?

📌 Imma ➡️ I am going to
Imma talk to him.

📌 Hafta ➡️ have to, must
I hafta go now. I'll talk to you later.

📌 Oughta ➡️ ought to
It's too late. I oughta back home right now.

📌 Shoulda ➡️ should have
You shoulda done it.

📌 Dunno ➡️ don't know/doesn't know
I dunno what to say.

📌 Nope/Nah/Naa ➡️ No
Nope, I'm not going. I'll be here more.

📌 Betcha ➡️ bet you
I betcha this movie is a good one, lemme buy a ticket.

📌 Lotsa ➡️ lots of
There are lotsa chicks right there.

📌 Lotta ➡️ lot of
I saw a lotta courage out there, and a lotta hard work.

📌 Gotcha ➡️ I've got you ➡️ I understand
Please don't do that again.  
Answer: Gotcha

Classical Poetry


By prof.Abdelhamid Fouda 

What is Classical Poetry?

The term classic has an array of meaning. It may be applied to works from the ancient Graeco-Roman tradition or those written in imitation of it. Classical has also had a number of meanings over the centuries. Its root is the Latin word classicus, referring to a person or thing of the first rank.

 
Classical or classic literature first referred to works written for the nobility and upper class audience. Over time, however, this term came to signify any Greek or Roman works deemed particularly worthy and subsequently Graeco-Roman writing in general. Classical can also be used to describe works that exhibit the qualities or characteristics of classicism, a complex set of attitudes and standards that classicists, scholars of Graeco-Roman antiquity, believe to be reflected in the art, architecture, history, philosophy, politics, and literature of ancient Greece and Rome. Classicists believe that the ancients achieved a standard of excellence that has seldom been surpassed by more modern writers; as a result, the term classical carries the positive connotations of “excellence” and “achievement.”

We use the terms ‘classicism’ and ‘neo-classicism’ even in common parlance today. It may sound surprising that even a hundred years ago, the neo-classical writers did not characterize themselves as classicists at all. The eighteenth century was called The Augustan Age. As late as 1828, Macaulay called the neo-classical age “the critical school of poetry.”

Poetry (quotations)


By prof.Abdelhamid Fouda 

1. Poetry is not only pleasant but also useful for man and society. ( Aristotle)
2. If you want to make poetry practical then it will not remain poetry. (Seamus Heaney)
3. Poetry is a condition not a profession. (Robert Frost)
4. Poetry is not the turning loose of emotions but an escape from emotions, it is not the impression of personality but an escape from personality. (T.S.Eliot) 
5. A poet is not a teacher but preacher. (John Keats)
6. Poetry is a violence from within , which protects us from the violence without. (Wallace Stevens)
7. Poetry should be great and obtrusive, a thing which enters into one's soul , it should not startle it or maze it by itself but with its subject. (John Keats)
8. Poetry is a spontaneous overflow of strong feelings. A poet gets 'Catharsis' through his poetry. (William Wordsworth)
9. Poetry is most philosophical of all writings,the breath and finer spirit of all writings. (William Wordsworth)
10. It is not the function of poetry to relate what is happened but what may happen. (Aristotle & Heaney)
11. Poetry is not concerned so much with what is but with what ought to be. (Aristotle)
12. Reparation of satisfaction or compensation for a wrong sustained or the loss resulting from this. ( Heaney)
13. Heaney has the most flexible and beautiful lyric voice of our age, and his prose often answers his poetry in a run of subtle and subtly resonant phrasing. (William Logon)
14. Poetry cannot afford to loss its fundamentally self-delighting inventiveness. (Seamus Heaney)
15. I want to profess the surprise of poetry as well as its reliability. (Heaney)
16. The movement is from delight to wisdom and not vice versa. (Redress of Poetrt)
17. The poets have no knowledge of truth, since they imitate only appearances. (Plato)
18. Every poet is an imitator and therefore all imitators are twice away from the truth. (Plato)
19. Though, poetry is a flight of imaginations yet its ultimate purpose is to give a moral lesson and reveal the reality in the best possible way. (Seamus Heaney)
20. Poetry gives us moral with pleasure. (Heaney)
21. Poetry is the alleviating function of reality.
22. Life worries man, poetry relives man.
23. Poetry takes us to paradise while we stay on earth.
24. This world is a labyrinth where man is lost, poetry shows us the right way.
25. Poetry gives us idealized version of reality.
26. Poetry is the real picture of perfection.
27. Poetry cannot bring political change, it tries to change the mind. It never gives straight facts but inspires people to bring change.
28. Poetry builds for us the world if aspiration.
29. God loves the sinner and man gets closer to God because of his sin. This is the reality of human life and pressnted beautifully by the poet "Herbert " in " The Collar".
30. It is Poetry which has the real motive power in life.

Bertrand Russell and The Conquest of Happiness


By prof.Abdelhamid 


Bertrand Russell was the most influential philosopher of the twentieth century, having written some of the most seminal works in both mathematical logic and analytic philosophy. During his long life, he was also one of the world’s most celebrated public intellectuals. While occasionally infamous for his unconventional views, he received many honors, includ­ing the Nobel Prize in Literature in 1950.
He wrote about history, politics, education, marriage, atoms, relativity, religion, and happiness. It is the last of these subjects that we shall expand upon, focusing mainly on the themes of his book, The Conquest of Happiness, first published in 1930. However, we should begin by saying something about Russell’s long life.

It is evident from Russell’s auto­biographical material and correspondence that he had many bouts with depression and that they diminished in frequency and intensity only after he reached his fifties. Perhaps it is not altogether surprising that Russell would write about happiness, given his own personal struggles for contentment. The subject was also in keeping with his general outlook on ethical matters, informed partly by the writings of his godfather, John Stuart Mill, a leading representative of the utilitarian school. There are several species of utilitarianism, but the most common holds that the main goal of ethics is to spread the greatest amount of happiness to the greatest number.

Russell was unaware of what we now know about depression, brain chemistry, and pharmacology, so some of his thinking is old-fashioned. An avid student of science and admirer of the scientific method, he would have been quick to adopt the prevailing scientific knowledge. Some of his views on the sexes and other matters are antiquated, though it should be remembered that Russell was at the leading edge of progressive thought in his day. Allowing for such things, his The Conquest of Happiness is replete with observations and prescriptions grounded in common sense, and many of his ideas hold up well. Moreover, his mastery of English prose and his rapier wit make it easy and fun to read.

Russell did not write this book for people unable to remedy their circumstances, whether due to the exigencies of poverty, oppression, mental illness and other diseases, or even tragic personal circumstances. He was not so foolish as to believe that anyone could overcome any adversity. He wrote it for people not beset with the most serious obstacles—those who were most likely to read it in the first place. Furthermore, while he thought the absence of unhappiness was a necessary condition for happiness, he did not see it as a sufficient condition; rather, happiness was something one had to acquire, indeed, conquer, as the title suggests.

THE_TEMPEST by William Shakespeare SHORT_QUESTIONS_AND_ANSWERS



By prof.Abdelhamid Fouda 


1. What services does Ariel perform for Prospero?

Ariel is an airy spirit or spirit of the sea. He does every task from Prospero willingly, quickly and with enthusiasm and he reports any activity he observes.

2. Who dethrones Prospero and why?

Antonio the younger brother of Prospero with help of Alonso who is the friend of Antonio and king of Naples dethrone him because his brother is jealous, greedy and power thirsty.

3. What is the reaction of Prospero when he notices Ferdinand in love with Marinda?

When Prospero notices Ferdinand in love with Marinda he speaks to himself and says “The real Duke of Milan and his far finer daughter could beat you in a heartbeat, if it were the right time”. And for examining his love for Marinda, he forced Ferdinand to do the hard work of logs stack.

4. How was Caliban be gotten?

Caliban is son of the witch Sycorax and his mother has died, when Prospero came Caliban is the only creature on the island. Prospero enslaves him.

5. How does Prospero escape the murder attempt hatched by Caliban?

Prospero escape the murder attempt hatched by Caliban because Ariel reported the plot to Prospero.

6. Who is Ceres?

Ceres is Prospero’s spirit like Ariel and Ceres represents the goddess of the fields and the earth. Ceres with Juno both bless the Marinda and Ferdinand.

7. Who saves Prospero from being killed by Caliban?

Caliban recruits the Stephano and Trinculo to overthrow Prospero but Ariel listens his plot and reports to Prospero.

8. What arduous labour was Ferdinand forced to do to win Marinda’s hand?

Prospero forced the Ferdinand to do the arduous labour of stacking the logs to win Marinda’s hand. Actually, he is examining the true love of Ferdinand for Marinda.

OTHELLO by William Shakespeare
SHORT_QUESTIONS_WITH_ANSWERS

1. Give a brief estimate of Iago’s wife?

Iago’s wife was Emilia and she was attendant and companion of Desdemona in Cyprus. She was a young, virtuous and faithful wife and loyal to Desdemona also. She followed her husband in wifely duty and at the end of the play she condemned her husband’s lies to protect Desdemona’s character.

2. How does Othello kill Desdemona?

In the last act Othello tells Desdemona that she is disloyal and he is going to stab her. Desdemona requests for mercy and claims her innocence but he refuses and stab her.

3. What is Othello’s opinion about unexposed Iago?

Othello’s opinion about unexposed Iago is that he is kind and honest man but it is ironical because in reality he is opposite.

4. Why is Brabantio dismayed about Desdemona?

Brabantio was father of Desdemona. He dismayed about Desdemona when he realized that she has married to a moor Othello. The main reason was that Othello was a black and Moorish.

5. What qualities of Othello do win the heart of Desdemona?

The qualities of Othello that win the heart of Desdemona are the tales of wars, his adventures and endurance before coming to Venice that told to Desdemona. Desdemona says that my heart is subdued for the Othello’s visage and honor.

6. Why does Iago stab his mistress?

Iago does not tell anything that why he stab his mistress but it is very clear from the story that Emilia tells the truth and condemn the lies of his husband so, in revenge he stab her.

7. How does Iago exploit Roderigo?

Roderigo is an emotional person. He does not think on reason so, Iago exploit Roderigo through his emotions. Iago tells Roderigo that money can get anything even Desdemona’s love thus he get money from Roderigo.

8. What sort of women was Emilia?

Emilia the wife of Iago and attendant of Desdemona is a young, virtuous, intelligent and with emotional flexibility. She is faithful wife and loyal servant.

9. Why does Iago not like Othello?

Iago does not like Othello because Othello has made Cassio his lieutenant who has no military experience instead of Iago who has military experience.


Studies of Francis Bacon


By prof.Abdelhamid Fouda 


Francis Bacon is one of the greatest writers of English prose.  His earliest work of importance was the Essays. The language is simple, brief and clear. As Bacon says, “his essays are to be chewed and digested”. Bacon explains that there are three uses of study. We get three types of benefits from studies. First it gives us delight.  In our leisure time and in privacy, we can spend our time reading books, which give us both enjoyment and education.  Secondly, reading helps us to speak and communicate with people more efficiently. Thirdly studies help us to deal with our problems of life more effectively. We can make good judgement of matters and issues. Studies help professional experts to deal successfully with particular cases.
2.  Study has some disadvantages. Spending too much time reading books will make a man lazy.  Another disadvantage is that those who study too much may make a show of their learning. This affectation should be avoided.  Again our too much study of books may develop in us a tendency to separate studies from their practical application in day to day life.  The scholar should avoid such bad tendencies. This bookish knowledge should be guided by experience of life.  Practical experience helps us to apply them to real life situations. There are cunning and crafty people who think that they need not want practical experience of life. Simple people admire book learning. But wise men use studies and apply them to life situations.
3.  Bacon prescribes some rules of study. We should not read just to contradict or argue with others.  We should not blindly believe whatever we study in the books. We should keep an open mind. Bacon wants lovers of books to use their critical judgement and to evaluate impartially opinions of the authors.
4.  According to Bacon, all books are not to be read in the same manner. There are different types of books and Bacon tells us how we may approach each type of book. There are some books to be read in parts, so we may skip through the pages.  Some books are to be read completely.  But these books need not be studied well. We can read them for our curiosity. But some other books are to be studied carefully and digested, because their form and content are very important and useful for us in our practical life. Again some other books are to be read by deputies because the matter is very little.
5.  Now Bacon tells us how studies cure the diseases of our mind.  Reading makes a person up-to-date.  Every subject has its’ own value for the reader.  History helps us to enhance our wisdom. Poetry makes us imaginative.  Mathematics helps to acquire subtlety.  Natural philosophy makes us deep. On the other hand, moral philosophy gives us gravity.  Logic and rhetoric promote the power of debate and argument. Thus studies reform our character and make us more civilized. Studies can cure diseases of mind just as physical exercises cure defects of the body.  For example bowling is good for kidneys.  Shooting for the lungs and walking for digestion.  Similarly mathematics is a strong cure for mind wandering.  Scholastic philosophy is good for muddle thinking.  The study of law is an effective medicine for bad memory.
Questions
What according to Bacon is the use of studies? -   1st paragraph
How does Bacon show the abuse or disadvantage of studies? – 2nd paragraph
How does Bacon emphasize the value of experience?     -          2nd paragraph
What rules of study does Bacon prescribe?   -  3rd paragraph
Write a note on the different types of books?   - 4th paragraph
How do studies cure the diseases of the mind?  - 5th paragraph

The Five Main Genres of Literature


By prof.Abdelhamid Fouda 

Literature is a broad term that encompasses almost everything we read, see, and hear. It helps to be able to break it down into categories, for ease of understanding and analysis. Here are 5 genres of literature commonly taught in the classroom, with explanations and examples.

👉Categorizing Literature
 The 5 Main Genres of Literature
Back in ancient Greece, literature was divided into two main categories: tragedy and comedy. Nowadays the list of possible types and genres of literature can seem endless. But it is still possible to narrow down the vast amount of literature available into a few basic groups.

The five genres of literature students should be familiar with are Poetry, Drama, Prose, Nonfiction, and Media—each of which is explained in more detail below. You’ll see some overlap between genres; for example prose is a broader term that includes both drama and non-fiction. At the end of this article we’ll also touch on a couple of narrower but still important literary categories.

🌻🌻Poetry
This is often considered the oldest form of literature. Before writing was invented, oral stories were commonly put into some sort of poetic form to make them easier to remember and recite. Poetry today is usually written down, but is still sometimes performed.

A lot of people think of rhymes and counting syllables and lines when they think of poetry, and some poems certainly follow strict forms. But other types of poetry are so free-form that they lack any rhymes or common patterns. There are even kinds of poetry that cross genre lines, such as prose poetry. In general, though, a text is a poem when it has some sort of meter or rhythm, and when it focuses on the way the syllables, words, and phrases sound when put together. Poems are heavy in imagery and metaphor, and are often made up of fragments and phrases rather than complete, grammatically correct sentences. And poetry is nearly always written in stanzas and lines, creating a unique look on the page.

Poetry as experienced in the classroom is usually one of three types. There are the shorter, more modern poems, spanning anything from a few lines to a few pages. Often these are collected in books of poems by a single author or by a variety of writers. Edgar Allen Poe’s “The Raven," is one of the most commonly taught poems of this type. Then there are the classical, formulaic poems of Shakespeare’s time, such as the blank verse and the sonnet. And finally there are the ancient, epic poems transcribed from oral stories. These long, complex poems resemble novels, such as Homer’s The Iliad and The Odyssey.
🌻🌻Prose
Once you know what poetry is, it’s easy to define prose. Prose can be defined as any kind of written text that isn’t poetry (which means drama, discussed below, is technically a type of prose). The most typical varieties of prose are novels and short stories, while other types include letters, diaries, journals, and non-fiction (also discussed below). Prose is written in complete sentences and organized in paragraphs. Instead of focusing on sound, which is what poetry does, prose tends to focus on plot and characters.

Prose is the type of literature read most often in English classrooms. Any novel or short story falls into this category, from Jane Eyre to Twilight and from “A Sound of Thunder" to “The Crucible." Like poetry, prose is broken down into a large number of other sub-genres. Some of these genres revolve around the structure of the text, such as novellas, biographies, and memoirs, and others are based on the subject matter, like romances, fantasies, and mysteries.

🌻🌻Drama
Any text meant to be performed rather than read can be considered drama (unless it’s a poem meant to be performed, of course). In layman’s terms, dramas are usually called plays. When written down the bulk of a drama is dialogue, with periodic stage directions such as “he looks away angrily." Of all the genres of literature discussed in this article, drama is the one given the least time in most classrooms. And often when drama is taught, it’s only read the same way you might read a novel. Since dramas are meant to be acted out in front of an audience, it’s hard to fully appreciate them when looking only at pages of text. Students respond best to dramas, and grasp their mechanics more fully, when exposed to film or theater versions or encouraged to read aloud or act out scenes during class.

The dramas most commonly taught in classrooms are definitely those written by the bard. Shakespeare’s plays are challenging, but rewarding when approached with a little effort and a critical mindset. Popular choices from his repertoire include Hamlet, Taming of the Shrew, and Romeo and Juliet, among others. Older Greek plays are also taught fairly often, especially Sophocles’ Antigone. And any good drama unit should include more modern plays for comparison, such as Arthur Miller’s Death of a Salesman.

🌻🌻Non-Fiction
Poetry and drama both belong to the broader category of fiction—texts that feature events and characters that have been made up. Then there is non-fiction, a vast category that is a type of prose and includes many different sub-genres. Non-fiction can be creative, such as the personal essay, or factual, such as the scientific paper. Sometimes the purpose of non-fiction is to tell a story (hence the autobiography), but most of the time the purpose is to pass on information and educate the reader about certain facts, ideas, and/or issues.

Some genres of non-fiction include histories, textbooks, travel books, newspapers, self-help books, and literary criticism. A full list of non-fiction types would be at least as long as this entire article. But the varieties most often used in the classroom are textbooks, literary criticism, and essays of various sorts. Most of what students practice writing in the classroom is the non-fiction essay, from factual to personal to persuasive. And non-fiction is often used to support and expand students’ understanding of fiction texts—after reading Hamlet students might read critical articles about the play and historical information about the time period and/or the life of Shakespeare.

🌻🌻Media
The newest type of literature that has been defined as a distinct genre is media. This categorization was created to encompass the many new and important kinds of texts in our society today, such as movies and films, websites, commercials, billboards, and radio programs. Any work that doesn’t exist primarily as a written text can probably be considered media, particularly if it relies on recently developed technologies. Media literature can serve a wide variety of purposes—among other things it can educate, entertain, advertise, and/or persuade.

More and more educators are coming to recognize the importance of teaching media in the classroom. Students are likely to be exposed to far more of this type of literature than anything else throughout their lives, so it makes sense to teach them how to be critical and active consumers of media. Internet literacy is a growing field, for example, since the skills required to understand and use online information differ in important ways from the skills required to analyze printed information. Teaching media literacy is also a great way for educators to help students become participants in their own culture, through lessons on creating their own websites or home movies or commercials.

🌻🌻🌻Other Types of Literature
These are far from the only important genres of literature. Here are a few more that are sometimes used in classrooms:

🌻Oral Literature: The oldest type of literature, and the foundation on which culture was built. Now most oral texts have been written down, of course, and are usually taught in the form of epic poems or plays or folk tales.

🌻Folklore/Folk Tales/Fables: A distinction is often made between regular prose and folklore. Most folk tales were originally oral literature, and are short stories meant to pass on a particular lesson or moral. They often have a timeless quality, dealing with common human concerns that are just as relevant to us today, while still being products of a very specific culture and time period.

🌻Graphic Novels and Comic Books: It used to be that most educators saw comic books as the lowest form of literature, not suitable or valuable for children. But times have changed, and many teachers have come to realize that comic books and the more modern graphic novels are both appealing to kids and are a valid form of literature in their own right.

Rhyme and its Kinds in literature


By prof.Abdelhamid Fouda 

A rhyme is a repetition of similar sounds in two or more words, most often at the end of lines in poems and songs. There are many types of rhymes but mostly known and mostly used rhymes in English poetry are as follows;

1)CHAIN RHYME
A rhyme scheme in which a rhyme in a line of one stanza is used as a link to a rhyme in the next stanza.

2)CROSS RHYME
Occurs when the syllable at the end of a line rhymes with a word in the middle of a line before or after it.

Example: The sound flung on the air
The song is sung
(the cross rhyme is flung and sung)

3)END RHYME
(Also known as SIGHT RHYME)
The near duplication of sounds that takes place at the ends of lines. End rhyme is the most common type of rhyme.
Examples: Heat, Neat, Feet, Greet, Sweet

4)EYE RHYME
Rhyme in which the ending of words are spelled alike; in most instances were pronounced alike, but not always are they pronounced alike.
Example: Lint, Pint, Sprint

5)FEMININE RHYME
A rhyme that occurs when the final syllable in Unstressed (normally used with multi-syllable words)
Examples: pleasure/leisure, longing/yearning

6)IMPERFECT RHYME
(also known as PARTIAL, HALF, NEAR, OFF, SLANT and APPROXIMATE RHYME)
A rhyme in which the vowels are either approximate or different; and occasionally, even the rhymed consonants are similar rather than identical.
Example: Dry, Died (“i”) or Grown, Moon (“n”)

7)INTERNAL RHYME
(also known as MIDDLE and LEONINE RHYME)
Involves rhyming sounds within the same line.
Example: ”Sister, my sister, O fleet, sweet, swallow.” –Swinburne
Example 2:Where I once had a Bill to drive back my chill

8)LINKED RHYME
A rhyme between the last syllable or syllables of a line with the first syllable or syllables of the following line.
Example: The song is sung
Flung upon the air
(Sung and Flung)

9)MASCULINE RHYME
A rhyme that occurs when the final syllable is Stressed (can be in either single or mulit-syllable words)
Examples: desire/fire, observe/deserve, cat/hat

John Keats' Letter to Fanny Brawne


By prof.Abdelhamid Fouda

My love has made me selfish. I cannot exist without you – I am forgetful of every thing but seeing you again – my Life seems to stop there – I see no further. You have absorb’d me. I have a sensation at the present moment as though I was dissolving – I should be exquisitely miserable without the hope of soon seeing you … I have been astonished that Men could die Martyrs for religion – I have shudder’d at it – I shudder no more – I could be martyr’d for my Religion – Love is my religion – I could die for that – I could die for you.
(John Keats)
13 October 1819

THE BEST POEMS OF JOHN KEATS

John Keats (1795-1821) died when he was just twenty-five years old, but he left behind a substantial body of work, considering he died so young. Nevertheless, a number of his poems immediately suggest themselves as being among the ‘best’ of his work. 

‘Ode to Psyche’. 

The earliest of Keats’s 1819 odes, ‘Ode to Psyche’ is about the Greek embodiment of the soul and mind, Psyche. Keats declares that he will be Psyche’s ‘priest’ and build a temple to her in his mind. Although this is probably the least-admired of Keats’s classic odes (though ‘Ode on Indolence’ would rival it), it’s a fine paean to poetic creativity and the power of the imagination.

‘Ode on Melancholy’. 

Another one of the famous odes, this time addressing us, the reader, directly, and telling us the best way to deal with a case of the blues. Rather than trying to shake it off or ignore it, he says that we should allow ourselves to wallow in melancholy by dwelling on the transience of all things – including melancholy itself. ‘This too shall pass’, as the old line has it…

‘Lamia’. 

Another product of Keats’s annus mirabilis of 1819, ‘Lamia’ is a longer, somewhat tragic narrative poem about Hermes’ search for a beautiful nymph, whom he finds thanks to Lamia, a queen who has been transformed into a serpent. This poem contains Keat’s famous objection to science as a discipline which unravels the mysteries of nature and ‘unweaves the rainbow’.

‘Bright Star’. 

This sonnet muses upon the fragility and inconstancy of human life. It doesn’t actually have a title, and instead is known by its first line, ‘Bright star! Would I were stedfast as thou art’. Keats copied the finished version of the sonnet into a volume of The Poetical Works of William Shakespeare, placing his poem opposite

Shakespeare’s A Lover’s Complaint. 

The first two words of the sonnet were used as the title of the 2009 biopic about Keats’s life, Bright Star, starring Ben Whishaw as Keats.

‘On First Looking into Chapman’s Homer’. 

This sonnet focuses on Keats’s initial encounter with an English translation of Homer’s poetry by George Chapman (c. 1559-1634), likening the experience to that of an astronomer discovering a new planet or an explorer sighting an unknown land. Curiously, the poem contains an error: Keats writes of ‘stout Cortez’ sighting the Pacific, but it was Balboa, rather than Cortez, who conquered South America and would have stood ‘upon a peak in Darien’. Whether this mistake matters depends on your view of what Christopher Ricks has called ‘literature and the matter of fact’.

‘The Eve of St. Agnes’. 

One of the longer poems to feature on this list, ‘The Eve of St. Agnes’ is a narrative poem told using the Spenserian stanza, the nine-line verse form Edmund Spenser developed for his vast sixteenth-century epic, The Faerie Queene. On a cold night in a medieval castle, a young lover breaks into his sweetheart’s chamber, hides in her closet, and then persuades her semi-conscious self to run away with him.

‘La Belle Dame sans Merci’. 

This ballad is among Keats’s most popular poems: it tells the story of a knight-at-arms who was seduced by a woman who was more fairy than human (you know the sort of thing), lured back to her cave, and then abandoned on the cold hillside. The poem inspired the title of Rachel Carson’s groundbreaking 1962 work of environmentalism, Silent Spring, from the line of Keats’s poem, ‘And no birds sing.’

‘Ode on a Grecian Urn’. 

Inspired by the scenes depicted on an ancient Greek urn, this is one of Keats’s best odes. However, original readers didn’t think so: in 1820 it was met with a lukewarm reception. Since then, though, its reputation as one of Keats’s most polished poems has become established – including the famous final two lines, ‘Beauty is truth, truth beauty, – that is all / Ye know on earth, and all ye need to know.’

‘To Autumn’. 

Probably the most famous poem about the season in all of English literature, Keats’s ‘To Autumn’ is also one of the finest autumn poems in the language. Jonathan Bate has a fine analysis of this poem in his book of eco-criticism, The Song of the Earth, which points up all of the contemporary allusions to early nineteenth-century politics and history.

‘Ode to a Nightingale’. 

Unlike the ‘Ode on a Grecian Urn’, this fellow ode was admired by contemporary critics and reviewers of Keats’s work. According to one account it was written by Keats under a plum tree in the garden of Keats House, London in May 1819. Keats was inspired by hearing the sound of birdsong and penned this poem in praise of the nightingale. Like ‘Bright Star’ it is a brilliant poem about mortality and the lure of death and escape. F. Scott Fitzgerald took the phrase ‘tender is the night’ from this poem and used it as the title for his 1934 novel.

Ode on #Melancholy

BY #JOHN KEATS

No, no, go not to Lethe, neither twist Wolf's-bane, tight-rooted, for its poisonous wine; 
Nor suffer thy pale forehead to be kiss'd
By nightshade, ruby grape of Proserpine;
Make not your rosary of yew-berries, 
Nor let the beetle, nor the death-moth be
Your mournful Psyche, nor the downy owl 
A partner in your sorrow's mysteries;
For shade to shade will come too drowsily,
And drown the wakeful anguish of the soul. 

But when the melancholy fit shall fall
Sudden from heaven like a weeping cloud,
That fosters the droop-headed flowers all,
And hides the green hill in an April shroud; 
Then glut thy sorrow on a morning rose,
Or on the rainbow of the salt sand-wave,
Or on the wealth of globed peonies; 
Or if thy mistress some rich anger shows, Emprison her soft hand, and let her rave,
And feed deep, deep upon her peerless eyes. 

She dwells with Beauty—Beauty that must die;
And Joy, whose hand is ever at his lips 
Bidding adieu; and aching Pleasure nigh, Turning to poison while the bee-mouth sips: 
Ay, in the very temple of Delight
Veil'd Melancholy has her sovran shrine, Though seen of none save him whose strenuous tongue
Can burst Joy's grape against his palate fine; 
His soul shalt taste the sadness of her might,  And be among her cloudy trophies hung.

Keats’ Sensuousness 
The poetry that directly and immediately appeals to our senses of hearing, seeing, touching, smelling and tasting is often termed as sensuous poetry. John Keats is the greatest poet of senses in the world of English literature. Sensuousness is the paramount quality of Keats' poetry. No one has gratified human senses to the same extent as Keats does. Adoration of beauty is his religion as he writes, “I have loved the principle of beauty in all things”. This sensuousness is the striking feature of Keats’ poetry. Ode to Psyche, Ode on Melancholy, Ode on a Grecian Urn, Ode to Fancy and The Eve of St. Agnes are the poems which teem with sensuous pictures and images.

Firstly, 'Ode to Psyche' contains a lovely picture of cupid and psyche lying in an embrace in the deep grass, in the midst of flowers of varied colors, “Mid hush'd, cool rooted flowers, fragrant eyed”. Keats presents more sensuous imagery when he describes the superior beauty of psyche as compared to that of Venus and Vesper .Then Keats presents the sensuous pictures of a forest, mountains, streams, birds and breezes. The most sensuous picture comes when cupid is going towards temple in order to make love to psyche. 

Secondly, in 'Ode on Melancholy' we have several sensuous pictures. The poet presents the picture of rain falling and the beautiful morning rose. Then Keats shows the different colors produced by the sun light playing on wet sand and there is also the wealth 'globed peonies'. And then there is another exquisitely sensuous picture when he says,
”If the mistress some rich anger shows, Emprison her soft hand and let her rave”.

Thirdly, Keats’ masterpiece 'Ode on Grecian Urn' contains a series of sensuous pictures. He beautifully depicts the pipers who are playing sweet music and a mad lover who is chasing his beloved in order to kiss her. Then he depicts the happy branches of the trees that are enjoying everlasting spring and this sight amuses our sense of seeing. The most sensuous picture is of the lovers who will never grow old and their love will remain warm forever.                           “More happy love, more happy love ! For ever warm and still to be enjoyed” 

Fourthly, Keats’ masterpiece 'Ode to Nightingale' is one of the finest examples of his rich sensuousness. In this ode, the poet expresses his passionate desire for some red wine from the mountain of the Muses. Keats' desire for red wine appeals to our sense of smelling and tasting.
”For a draught of vintage! that hath been cooled a long age in the deep delved earth”.
 Then the beaker full of wine, rich feast of flowers, the eglantine and the magnificent image of the moon shining in the sky, all this is a delight for our senses.
Fifthly, in 'Ode to Fancy' the fruits of autumn and the sweet songs of the birds are the magnificent pictures that appeal to our senses. While in 'Ode to Autumn' the vine suggesting grapes, apples and the bees suggesting honey all this appeals to our senses of tasting and smelling. Keats is pre- eminently a poet of sensations however this sensuousness has certain objectionable aspects as well.
First, sometimes Keats tends to develop too much upon the charms of the feminine body such as lips, cheeks, and breast. He often wishes for the activities that are sensual in their manner and unsuitable in their appeal. The poems like “Sleep and Poetry' 'Ode to Fancy' and 'The Eve of St.Agnes” can be quoted as examples of such hyper-sensual poetry.
Second, the most frequent objection against Keats' sensuousness is that Keats is a sentimental, sensuous and escapist poet who sees intellectual and spiritual depth. Yet we can note that sensuous and intellectual, real and ideal go hand in hand in his poetry. Although he goes into ideal world, yet his feet are firmly rooted on this earth. “Adieu! The fancy cannot cheat so well as she is famed to do”.
We can clearly see that he transforms himself into nightingale's world but never breaks his link with this world of reality and its natives. To be short, sensuousness is the principal charm of Keats' poetry because beauty gives a touch of sensuousness to his poetry. Keats adores beauty to the extent that he says in Hyperion. ”That first in beauty should be first in might”. 

To sum up we can say that Keats’ sensuous poetry is not cheap sensational or petty sentimental rather there is a streak of deep intellect and spirituality. It is mainly due to his sensuous poetry that Keats stands starkly high and superior among English poets. Sensuousness is one of the striking features of his poetry.