MEG-15 Solved Assignment 2021

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MEG-15 Solved Assignment 2021 

Title Name

MEG-15 English Solved Assignment 2020-21

Subject Name

Comparative Literature

No.of Pages in Solution

26

Course

MA(English) MEG

Language

ENGLISH

Semester

2020-2021 Course: MA(English) MEG

Session

2020-21

Submission Date

31st March 2021(if enrolled in the July 2020 Session) and 30th Sept 2021 (if enrolled in the January 2021 session)

 

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MEG-15 Solved Assignment 2021 

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MEG-15 Solved Assignment 2021

Submission: 31st March 2021(if enrolled in the July 2020 Session) and 30th Sept, 2021 (if enrolled in the January 2021 session).

Comparative Literature

 Question 1: What do you understand by the term ‘comparative literature’?

Answer: 

Comparative Literature is the study of literary writings that span national traditions, historical periods, genres, forms, and subjects, as well as literature that bridges the divide between different modes of cultural interpretation. Additionally, rather of focusing exclusively on individual works of literature, Comparative Literature can be applied to a region or part of a group’s literature. Scholars and academics seek to characterise literature’s essential qualities, but do so in the context of wider social developments, history, and philosophical ideas. Comparative Literature draws comparisons and contrasts between works of literature from diverse civilizations and traditions.

Comparative Literature specialists are referred to as “comparists.” Comparatists are language enthusiasts with a comprehensive grasp of literary criticism, philosophy, and tradition. Additionally, they are gifted in the areas of art, history, culture, and religion. Comparative literature is comprised of intricate, multilingual, and eclectic studies that combine national and international viewpoints. Comparative literature has evolved

over time, moving away from narrow, selective studies of European masterpieces and works by former colonial powers toward more eclectic and multidisciplinary research — away from a Eurocentric focus and toward a global perspective that includes minority literatures.

On the other hand, certain departments and research institutes of Comparative Literature at international universities are more concerned with literary history and critical traditions, while others are more inspired by post-modern philosophy. The phrase Comparative Literature dates all the way back to Johann Wolfgang von Goethe’s notion of Weltliteratur in 1827, as well as a private letter sent by Mathew Arnold in 1848. “Various nations recognise one another and their various works,” Goethe noted, and “in this sense [global world literature] has existed for a long time.”

A researcher comparing foreign literatures to indigenous literatures will discover parallels, contrasts, and advances in the languages, literatures, and cultures of two or more nations, as well as the common themes in the literary works of various nations. Thus, a comparatist will have the opportunity to learn about the impacts of books or writers on one another through Comparative Literature.

One of the most frequent mistakes made in the theory and practise of Comparative Literature is the assumption that the writers and their works of literature of a nation may be studied through the lens of comparative literature. While each nation may compare its own authors or literary

works to those of other nations, this is not comparative literature. This book is a comparative study of the literature of that nation; it is a progressive and historical examination of the works of a national or local literature. To do comparative literature or comparative research, we must compare two or more works of literature from different nations or languages, traditions or civilizations.

For example, when we compare English poets and novelists to one another, we get insight into English literature; but, when we compare English literature to French, American, Russian, or Turkish literature, we create comparative literature. In such scenario, comparative literature or comparative cultural methods may be used to compare and contrast features, parallels, similarities, or developments of English and Turkish poets of the nineteenth century.

Of course, one English poet can be compared to another English poet(s), but as said previously, such a study will examine the historical, social, and political evolution, as well as comparable and dissimilar elements, of English poetry. However, comparing and contrasting an English poet or writer to a Turkish poet or writer is a study of comparative literature. Without a doubt, studying a country’s national writers will provide information about that country’s literature, and this will be a limited study of a particular area, but if we want to learn about other people’s literatures, we need literatures from two or more nationalities that transcend the boundaries of a single national language.

Additionally, as Wellek notes, “we require both literary history and critique, as well as the broad viewpoint that only comparative literature can provide.” (1970, Wellek, p. 36) Comparative studies of other literatures will provide us with a wealth of knowledge about the literatures, languages, cultures, and identities of other nations; consequently, comparisons of the output of various literatures will enable us to recognise both our own and the values of others.

Without a doubt, when we compare literatures from various nations or languages, we must transcend borders; we have vast resources for comparing literary genres and works across time and place synchronically or diachronically. We must read, recognise, critique, and assess the literary works of various nations. We need to grow, we need to understand what others are doing, and we need to compare ourselves to them. As Matthew Arnold argues, we must examine literatures from the classical to the postmodern periods.

We identify parallels and differences across literatures, as well as perceive and assess the positions they take, when doing a comparative literature research.
We must compare the works of previous eras to those of our own era and country; so that, while we may be proud of the enormous development of knowledge and capacity for production that we possess, we may gain humility in contemplating the refinement of feeling and intensity of thought

displayed in the works of earlier schools. To understand how others stand in order to understand how we stand; and to understand how we stand in order to correct our errors and accomplish our deliverance – that is our dilemma. (1914, p. 457) (Arnold, 1914, p. 457) On the other hand, in a more globalised world, the relevance of translation studies for comparative literature is clear.

Than study original works in their native languages while comparing and contrasting poetry, epics, tales, stories, novels, or essays written in many languages will be superior to their translations.
We are all aware of how difficult it is to accurately translate a poetry into another language. If we do not know the original language of a text, we must rely on an accurate translation; otherwise, we will have to rely on the translated text, and unavoidable errors will arise during text comparisons. In this sense, proficiency in at least one other language is critical for obtaining correct findings in comparative/cultural, linguistic approaches to literatures, as well as for learning the methodologies and procedures of literary analysis and comparison of diverse national literatures. After defining comparative literature theoretically, comparative literature may be practised on literary genres drawn from the literatures of other countries.

Comparative scholars must use caution when identifying authors and their literary works from their own nation or countries. They must have a thorough understanding of the literary values of the countries being compared.

MEG-15 Assignment Question Paper

 
  1. What do you understand by the term ‘comparative literature’? 

  2. How does inter-literariness affect our interpretation of texts? 

  3. How does a film that has been adapted from a story/novel affect our understanding of the text

    through the shift of perspective? Illustrate. 

  4. Choose any text written in the style of magical realism and explain what features qualify it to be

    placed in this category of writing. 

  5. What do you understand by the term ‘oral literature’? Illustrate. 

  6. Explain with examples how Andhayug is relevant to our times. 

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MEG-15 Solved Assignment 2021

MEG-15 Solved Assignment 2021

150.00200.00

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