Miscellaneous Facst/Information for Literary Students.....

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1.Geoffrey Chaucer = The Father of English Literature

2.Geoffrey Chaucer = The Father of English Poetry

3.Geoffrey Chaucer = The Father of English Language

4.Geoffrey Chaucer = The Morning Star of the Renaissance

5.Geoffrey Chaucer = The First National Poet

6.Venerable Bede = The Father of English Learning.

7.Venerable Bede = The Father of English History

8.King Alfred the Great = The Father of English Prose

9.Aeschylus = The Father of Tragedy

10.Nicholas Udall = The First English Comedy Writer

11.Edmund Spenser = The Poet’s poet (by Charles Lamb)

12.Edmund Spenser = The Child of Renaissance

13.Edmund Spenser = The Bridge between Renaissance and Reformation

14.Gutenberg = The Father of Printing

15.William Caxton = Father of English Press

16.Francis Bacon = The Father of English Essay

17.John Wycliffe = The Morning Star of the Reformation

18.Christopher Marlowe = The Father of English Tragedy

19.William Shakespeare = Bard of Avon

20.William Shakespeare = The Father of English Drama

21.William Shakespeare = Sweet Swan of Avon

22.William Shakespeare = The Bard

23.Robert Burns = The Bard of Ayrshire (Scotland)

24.Robert Burns = The National Poet of Scotland

25.Robert Burns = Rabbie

26.Robert Burns = The Ploughman Poet

27.William Dunber = The Chaucer of Scotland

28.John Dryden = Father of English criticism

29.William of Newbury = Father of Historical Criticism

30.John Donne = Poet of love

31.John Donne = Metaphysical poet

32.John Milton = Epic poet

33.John Milton = The great master of verse

34.John Milton = Lady of the Christ College

35.John Milton = Poet of the Devil’s Party

36.John Milton = Master of the Grand style

38.John Milton = The Blind Poet of England

39.Alexander Pope = Mock heroic poet

40.William Wordsworth = The Worshipper of Nature

41.William Wordsworth = The High Priest of Nature

42.William Wordsworth = The Poet of Nature

43.William Wordsworth = The Lake Poet

44.William Wordsworth = Poet of Childhood

45.William Wordsworth = Egotistical Sublime

46.Samuel Taylor Coleridge = The Poet of Supernaturalism

47.Samuel Taylor Coleridge = Opium Eater

48.Coleridge & Wordsworth = The Father of Romanticism

49.Wordsworth, Coleridge, Southey = Lake Poets

50.Lord Byron = The Rebel Poet

51.Percy Bysshe Shelley = The Revolutionary Poet

52.Percy Bysshe Shelley = Poet of hope and

regeneration

53.John Keats = Poet of Beauty

54.William Blake = The Mystic Poet

55.John Keats = Chameleon Poet

56.Lord Alfred Tennyson = The Representative of the Victorian Era

57.George Bernard Shaw = The greatest modern dramatist

58.George Bernard Shaw = The Iconoclast

59.Jane Austen = Anti-romantic in Romantic age

60.Lindley Murray = Father of English Grammar

61.James Joyce = Father of English Stream of Conscious Novel

62.Edgar Allen Poe = Father of English Mystery play

63.Edgar Allen Poe = The Father of English Short Story

64.Henry Fielding = The Father of English Novel

65.Samuel Johnson = Father of English one Act Play

66.Sigmund Freud = A great Psycho-analyst

67.Robert Frost = The Poet of Terror

68.Francesco Petrarch = The Father of Sonnet (Italian)

69.Francesco Petrarch = The Father of Humanism

70.Sir Thomas Wyatt = The Father of English Sonnet

71.Henry Louis Vivian Derozio = The Father of Indian-Anglican Sonnet

72.William Hazlitt = Critic’s Critic

73.Charles Lamb = The Essay of Elia

74.Arthur Miller = Mulk Raj Anand of America

75.Addison = The voice of humanist Puritanism

76.Emerson = The Seneca of America

77.Mother Teresa = The Boon of Heaven

78.Thomas Nash = Young Juvenile

79.Thomas Decker = Fore-runner of Humorist

80.Homer = The Father of Epic Poetry

81.Homer = The Blind Poet

82.Henrick Ibsen = Father of Modern theatre

83.Rabindranath Tagore = Indian National Poet

84.Nissim Ezekiel = The Father of Indian English Poetry

Fathers and Founders in English Literature

 🌟✍️ Fathers and Founders in English Literature 🌟

[ ]  👉Father of English Poetry  - * Geoffrey Chaucer*

[ ]  👉Father of English Prose -             * King Alford *

[ ]👉Father of English Novel - * Henry fielding *

[ ]👉Father of English Modern Prose - * Bacon *

[ ]👉Father of Modern linguistics -* Bloomsfield *

[ ]👉Father of English Essays -  *Bacon *

[ ]👉Father of Essays - *Montaigne *

[ ]👉Father of Historical Novel -* Sir Walter Scott*

[ ]👉Father of Revenge Tragedy - *Thomas Kyd*

[ ]👉Father of Second  English Poet -* Edmund Spenser*

[ ]👉Prince of English Essayist - *Charles Lamb *

[ ]👉Poets Poet -* Spencer*

[ ]

[ ]👉Critics Critic -* William Hazlitt*

[ ]👉Founder of Knight School of Poetry -* Marlowe *

[ ]👉Founder of Metaphysical School of Poetry -  *John Donne *

[ ] 👉Founder of Lake School of Poetry -*  William Wordsworth *

[ ] 👉Founder of Saitanic School of Poetry -  *LORD BYRON *

[ ] 👉Founder of Shakespearean Society -* Steele *

[ ] 👉Founder of Chaucer  society -  *Furnivall *

[ ] 👉Founder of Sonnet - *Petrarch *

[ ] 👉Founder of' The Club' -  *Johnson *

[ ] 👉Founder of Touchstone Method -  *Matthew Arnold *

[ ] 👉Father of Psycho-Analysis -   * Sigmund Frued *

[ ]👉Father of Gothic Novels - * Horace Walpole*

[ ] 👉Father of Pre -Raphaelite Movement -* D.G . Rossetti *

[ ]👉Father of English Drama - *Christopher Marlowe *

[ ]👉Father of American Poetry - *William Culler  Bryant *

[ ]👉Father of English  Criticism - Dryden

[ ]👉Father of Plagirist - Chaucer

[ ]👉Prince of Plagirist - *Shakespear *

what you need to know about the new HSC English curriculum

 

No mandatory novels or poetry – what you need to know about the new HSC English curriculum

The release of the new English syllabus for Years 11 and 12 students in New South Wales reveals a potentially less rigorous curriculum, which is likely to encourage students to study the easier course option now available.

The syllabus applies to all students in NSW undertaking the Higher School Certificate (HSC). It is set for implementation in 2018 and will be examined in 2019.

The new syllabus includes few changes in the design, rationale, aims or learning outcomes expected of students in Year 12.

A major shift, however, means that student.

• will now study fewer texts (from four to three for Year 12 students on the standard English course, and from five to four in the advanced course)

• are no longer required to study a novel or poetry in Year 12

• can now receive an ATAR if they study the English Studies course – the least challenging English course (previously a non-ATAR course).

Why do we need a new curriculum?

The reasons given for this most recent curriculum change have been largely based on the NSW government’s Stronger HSC Standards “blueprint”. However, the assumption that a review of the senior English curriculum was necessary because of declining standards and the neglect of literary study cannot be supported by any research-based evidence.

According to the NSW Education Standards Authority’s (NESA) own statistics, the achievement levels of students in senior English have increased since the so-called McGaw reforms were introduced in 1999.

More students are undertaking the more demanding English courses and more students are achieving Band 6, the highest level possible in their HSC.

There is no evidence for declining standards in the ATAR senior English courses as a reason for this reform.

Of course, curriculum renewal is an essential and welcome process for ensuring optimal learning experiences and engagement for each new generation of students – provided that this renewal is based on evidence that clearly demonstrates the need for such reforms.

What’s missing?

The syllabus was released without two vital components that teachers need to fully evaluate and interpret the syllabus: the prescribed text list and the examination specifications. Without these, it is impossible to speculate on the range of texts available for study or subject to examination.

What is apparent in the syllabus, however, is that students will be required to study fewer texts.

Fewer texts

It has come as quite a surprise to English teachers to read that “the Bard is back”, given his drama has been a compulsory part of the higher-level English courses in NSW since 1911.

The Bard never went AWOL in NSW. Likewise, the claim that “classic” texts will now be mandatory is simply misinformation when the English text lists for the past 20 years have included more than 60% of titles that can be categorised as “great literature”.

In the previous Standard English course, students studied four mandatory texts: fiction, drama, poetry and either nonfiction or film or media or multimedia.

In the new syllabus, this has been reduced to three mandatory texts, with the removal of the mandatory study of fiction and poetry. Fiction and poetry are now options for Year 12 students.

In the Advanced English course, where students previously studied five mandatory texts (fiction, Shakespearean drama, poetry, drama or film, and either nonfiction or media or multimedia), they will now study only four mandatory texts. Again, fiction and poetry are optional.

Since 1911, all senior students in NSW have been required to study the core literary categories of fiction, poetry and drama. Now, for the first time in our history, students can complete Year 12 without having read a novel or poetry.

The syllabus and other documents pertaining to the reforms do not provide any evidence-based rationale for the removal of this requirement.

It is curious that we will now have an English curriculum in NSW that requires more literary engagement and rigour in Years 7-10 than in Year 12.

Repeating history?

The previous reforms to the HSC (in the 1990s) were prompted by serious concerns about the flight of students from the more challenging senior English courses to the “soft” option of a theme-based course that did not require sustained textual study.

Many of us can recall the crisis surrounding this two-unit contemporary English course, whereby very capable students were opting for the less rigorous course, earning high marks and thus maximising their HSC English result and ATAR.

Since the McGaw reforms, no such option has been available to students. Rigour had been maintained and in fact strengthened. The NESA website provides enrolment statistics showing increases in candidature in the more rigorous, higher-level English courses, including strong enrolments in English Extension courses.

This new syllabus, however, will rewind the clock and trigger a repetition of the disastrous situation played out in English in the 1980s and 1990s.

Students can now elect to study the English (Standard) or the English (Advanced) courses.

Rather than electing to enrol in the more rigorous Advanced and Standard HSC English courses, students can undertake a far less demanding English Studies course. Prior to this new syllabus, this was a non-ATAR course. It was designed for students not wishing to proceed to university. There was no external examination in this course.

Now, any student can elect to enrol in the English Studies course and will be eligible for an ATAR.

In the high-stakes crucible of the HSC, it is a no-brainer that we will again see a stampede of students choosing the less rigorous English course to attain their two units of English.

They’d be mad not to. There is no incentive to undertake the more rigorous courses. NESA has not provided any reason for proceeding with this change, which flies in the face of research evidence and informed advice from the profession.

The full extent of the revisions, and their implications for teachers and students, will only be apparent when the syllabus can be read in concert with the prescribed text list and examination requirements, which ultimately drive the quality of teaching and learning in senior English in NSW.

Invictus....

 "Invictus

" is a poem by William Ernest Henley, first published in 1888. The poem is about the triumph of the human spirit in the face of adversity. It has been used as an inspiration by many people, including Nelson Mandela, who used it as a rallying cry during his time in prison.

The poem is written in four stanzas of four lines each. It has a set rhyme scheme of abab cdcd efef gbgb. The poem also has a set metrical pattern. Each line of this poem contains eight syllables, and the stress falls on the second syllable of each foot, a segment of two syllables. Hence the poem is written in iambic tetrameter.

The poem begins with the speaker stating that he is not afraid of anything. He says that he is "the master of my fate" and "the captain of my soul." He says that he has faced many challenges in his life, but he has never given up. He says that he will "be strong in spite of pain" and "that I shall not bow my head."

In the second stanza, the speaker talks about the importance of hope. He says that he will "stoop and build my own world" and "that I shall not fail." He says that he will "face the bludgeonings of chance" and "that I shall not be crushed."

In the third stanza, the speaker talks about the importance of faith. He says that he will "be unconquered still" and "that I shall see God's face." He says that he will "be a friend to myself" and "that I shall be my own guide."

In the fourth and final stanza, the speaker talks about the importance of courage. He says that he will "be unafraid of death" and "that I shall die unbowed." He says that he will "be master of my fate" and "that I shall be captain of my soul."

The poem "Invictus" is a powerful poem about the triumph of the human spirit in the face of adversity. It is a poem that has inspired many people, and it continues to be an inspiration today.

Here is a more detailed analysis of the poem's themes and imagery:

>>Theme of resilience: The poem's main theme is resilience in the face of adversity. The speaker has faced many challenges in his life, but he has never given up. He is determined to overcome any obstacle that comes his way.

>>Imagery of strength: The poem is full of imagery of strength. The speaker is compared to a "boxer" and a "captain." He is also described as being "unconquered" and "unafraid." This imagery helps to convey the speaker's determination and strength of character.

>>Theme of hope: The poem also contains a strong theme of hope. The speaker believes that he will eventually overcome his challenges. He says that he will "build my own world" and "see God's face." This hope helps to give the speaker the strength to keep going.

>>Imagery of light: The poem also contains imagery of light. The speaker says that he will "stoop and build my own world" and "face the bludgeonings of chance." This imagery suggests that the speaker is determined to create a better world for himself, even in the face of adversity.