Papers by jeyaraj john sekar
Authors Press, 2023
Academic writing is an important tool for second language learners to develop their language skil... more Academic writing is an important tool for second language learners to develop their language skills, critical thinking skills, and academic success. It is an important means of communication in many academic and professional settings. Second language learners who can write effectively are better able to express their ideas and communicate with others in their field. Moreover, writing academically involves synthesizing information from multiple sources, analyzing it, and drawing conclusions based one evidence. This helps second language learners develop critical thinking skills which are essential in academic and professional settings.
Again, academic writing is a key part of many academic courses and assessments. Second language learners who can write effectively are better able to succeed in their academic pursuits. It provides an opportunity for them to practise their language skills including vocabulary, grammar, and syntax. Regular practice can help learners improve their language skills and become more confident writers. It also involves understanding and adhering to the conventions and expectations of a particular academic culture. Second language learners who engage in academic writing can develop a deeper understanding of the culture and context of their academic field.
Professional writing is as important as academic writing when graduates try to settle down in a career of their choice. Professional writing skills are essential for success in most careers. Whether it is communicating with colleagues, clients, or customers, demonstrating professionalism, paying attention to detail, persuading others, or advancing your career, strong writing skills can help you achieve your goals and excel in your profession.
Professional writing skills are essential for success in most careers. There are at least five reasons for the importance of professional writing. One, clear and effective communication is critical in any profession. Being able to convey your ideas in a concise and professional manner is essential. Strong writing skills help ensure that your message is conveyed accurately and clearly. Two, writing in a professional manner is important in maintaining a professional image. Poor writing skills can negatively impact your credibility and reputation, while strong writing skills can enhance your professional image. Three, good writing requires attention to detail, including proper grammar, punctuation, and spelling. Paying attention to these details can demonstrate your commitment to quality work and attention to detail, both of which are highly valued by employers. Four, many professions require the ability to persuade and influence others. Strong writing skills can help you communicate your ideas effectively and persuade others to see your point of view. Last, strong writing skills can help you advance in your career. Many leadership roles require strong communication skills, and being able to write effectively can help you stand out among your colleagues and advance in your career.
Professional writing plays a critical role in effective communication within organizations and industries. There are reasons for different types of professional writing to be important. One, letter writing is an important form of communication that helps individuals and organizations convey information, request information, or make a request. It is an effective tool for building and maintaining relationships, both personal and professional. Two, business emails are used to communicate important information quickly and effectively. They are an essential tool for daily communication in many organizations, and they are often used to convey important updates, ask for information or feedback, or to request action.
Three, memos are an important form of internal communication within organizations. They can be used to communicate important updates, provide instructions, or make recommendations. Memos help keep employees informed and on track. Four, technical writing is used to communicate complex technical information in a clear and concise way. It is essential in industries such as engineering, computer science, and medicine, where accurate information is critical for success. Five, ad writing is used to create effective advertisements that communicate the benefits of a product or service. It is an essential tool for businesses to attract and retain customers. Last, content writing is used to create engaging and informative content for websites, blogs, and social media platforms. It helps businesses and organizations communicate their brand message and engage with their audience.
Moreover, both academic writing and professional writing are teachable skills that can be developed through instruction and practice. Academic writing skills can be developed through courses and workshops that focus on academic writing, such as courses in academic writing, research methods, and writing for publication. These courses can teach students the conventions of academic writing, including how to structure an essay, how to use evidence effectively, and how to format citations.
Similarly, professional writing skills can also be developed through courses and workshops that focus on various forms of professional writing, such as business writing, technical writing, and content writing. These courses can teach students the conventions of different types of professional writing, including how to write effective emails, how to create engaging content, and how to write technical documents.
In addition to formal instruction, practice is also essential for developing writing skills. Students can practice their writing skills by completing writing assignments, working on collaborative projects, and receiving feedback from peers and instructors. By practicing regularly, students can refine their writing skills and improve their ability to communicate effectively in academic and professional settings.
However, it is possible to learn academic writing and professional writing skills independently, although having a teacher or mentor to provide feedback and guidance can be helpful. There are a variety of resources available for individuals who want to learn these skills independently, including books, online courses, writing software, and writing communities. Many universities and colleges also provide free online resources and tutorials for academic writing.
For professional writing, there are many online courses and tutorials available that cover different types of professional writing, such as business writing, technical writing, and content writing. These courses can provide step-by-step guidance on how to write effective documents and can offer feedback on writing samples.
It is important to note that independent learning requires self-discipline, commitment, and motivation. Individuals must be willing to invest time and effort into practising their writing skills and seeking feedback from others. It can be helpful to set goals, create a writing schedule, and seek feedback from writing communities or mentors to help stay on track. Overall, while having a teacher or mentor can be helpful, it is possible to learn academic writing and professional writing skills independently through the use of available resources and consistent practice.
The purpose of this book is to aid students and graduates in enhancing their writing skills for career advancement by emphasizing the importance of writing effectively and concisely. The book is divided into two sections: Academic writing and Professional writing. The Academic writing section is comprised of four chapters that delve into writing concerns, sentence structure, paragraph development, and essay composition. Meanwhile, the Professional writing section focuses on letter writing, business emails, memo writing, technical writing, ad copy, and content creation, spanning six chapters. Each chapter features a varying number of units, ranging from eight to eleven, with the first unit of each chapter providing an introduction and contextualizing the chapter’s main theme.
Authors Press, 2022
‘What shall I choose for my research?’ ‘How shall I carry it out?’ ‘What theories shall I ‘apply’... more ‘What shall I choose for my research?’ ‘How shall I carry it out?’ ‘What theories shall I ‘apply’ for interpretation of the texts that I have chosen?’ ‘How shall I choose texts for research?’ ‘What ELT issues can I consider for research?’ ‘How to conduct a classroom experiment?’ ‘What to distinguish between a control group and an experimental group?’ “What should be my sample size?” ‘How to construct, administer, and analyse the questionnaire?’ and ‘What Journal Article Reporting Standards should I follow?’ are some of the several questions that often agitate and engage young research scholars who are planning to write research articles or undertake research projects as part of higher degree programmes like MA, MPhil, and PhD in English. They are expecting some Messiah for expert advice.
My research scholars and postgraduate students often confess that some of the styles that are suggested/prescribed do not address all their questions, doubts, and uncertainties. Hence, at best, they recycle what has already been done, and at worst, they postpone their work. This uncertainty does not even spare experienced teachers. They also experience inarticulate anxiety and inordinate delays in publication. They face time pressure, institutional pressure, and peer pressure to improve their publication profile. At this juncture, we should first understand that not all can undertake research. Research requires certain amount of intelligence and unswerving commitment.
Research in English Studies is relatively a new phenomenon. The culture of writing academic papers for presentation at national conferences, writing PhD dissertations in English language and literature, and writing research articles for publication has received a new impetus from the managements and organizations that run private (technological) and arts & science institutions. It is no longer a monopoly of miniscule minority of university ‘wits’ as it was in the 1970s. Of course, some autonomous institutions introduced project as part of the postgraduate programme in the 1980s. A handful of research scholars with or without UGC fellowships undertook fulltime PhD in the 1980s.
Meanwhile, international conferences on English language teaching and sometimes on English literature began to be organized by private technological universities and institutions across the country from the 2000s. Subsequently, the University Grants Commission started funding national and international conferences, and minor and major projects in English language and literature in the institutions that are eligible for funds. Besides, some professional associations, individuals, and some institutions started publishing open-access, online journals in English language and literature. Thus, a vast majority of college teachers, and fulltime and parttime research scholars are getting opportunities now to try their research for conferences and publications in journals and conference proceedings.
MA students and MPhil and PhD research scholars, however, face several problems in carrying out their projects. They are unable to stick to schedules and deadlines, and to publish their manuscripts in the journals indexed in Elsevier or Scopus or other databases approved by the UGC. Very sadly, a vast majority of researchers and academics do not have access to international journals at their institutions. It is an open secret that we cannot contribute manuscripts to the journals if we are not aware of their publishing standards and traditions. We should be regular users of such journals so that we can become familiar with their reporting standards.
Critical interrogation is the cornerstone of literary research. Ontology and epistemology are the two sides of research. Mostly, scholars just follow their supervisors by undertaking thematic (moral) approaches that were in vogue once in the absence of literary/critical theories as reading and research tools. They are ‘advised’ to choose a writer/a set of texts from a corpus that has been legitimized or canonized by the academia. It results in the replication/duplication of what has already been carried out. A vast majority of writers are totally ignored in research due to the institutionalized canonization effect. They do not contribute anything original to the fund of existing knowledge. Moreover, they do not realize that repetition of the text is not the interpretation of the text. Thus, quality and relevance become a big casualty.
As far as research in English language teaching is concerned, the less said the better; it is either invisible or outdated or irrelevant. Research supervisors and scholars depend on western publications to a large extent. This is symptomatic of colonial dependency syndrome to adopt western solutions for Indian pedagogical, epistemological and hermeneutic problems. Moreover, research supervisors with literary orientation and with no formal exposure to methodology in language research do not encourage research in English language teaching. As a result, many academics are unaware of recent trends in ELT research even if they are interested.
Another sad fact is that many scholars do not know the basics of both general research and research in English Studies. They just depend upon supervisors and senior researchers for oral clarification. Many research scholars are wondering how to respond when they are asked to explain the research tool, or recall the thesis statement, or to state research questions, or to distinguish between the topic and the title, or to articulate their major research findings. They have no idea of developing a chapter in a thesis or a section of the manuscript. Most of them do not know constituent parts of the introduction chapter/section of a thesis and the conclusion chapter/section of a manuscript. Many supervisors prefer Indian academics working in foreign countries as foreign examiners for their wards since they are not sure of how examiners across the international academia would assess their methodology.
Institutions also fail in adhering to international standards. Universities do not seriously study the relevance of the research topics proposed and endorsed by the guides. Even organizers of international conferences in our country are not even aware of the fact that MLA Handbook is followed for literature research and Publication Manual for language research. It is not uncommon that they first call for abstracts instead of proposals when they organize conferences. Sometimes, they prescribe outdated editions of MLA Handbook for both language and literature. Still worse, institutions that are running academic journals call for abstracts first and the article last for inclusion in their journals. It only proves that they are not aware when the abstract should be or can be written.
This book has, therefore, taken into consideration the needs and dilemmas of scholars who evince interest in research in English Studies. It has addressed their needs and problems in eleven chapters with nine to twelve units each under three sections. Section I deals with the basics of research in English Studies; Section II deals with tools for literary research, and section III focuses on tools for language research. Units are organized around a central theme that becomes the chapter title. Chapter 1 “Introduction to Language and Literary Research” in nine units deals with the issues that are common to research in English Studies. Chapter 2 with nine units focuses on Teething Problems in English Studies. Chapters 3 and 4 are titled “Components of Research Manuscript” deal with nineteen issues that characterize a language or literature manuscript of either an article or a thesis or a project report. Chapters 5 and 6 titled “Tools for Literary Research 1 & 2” deal with nineteen literary-critical theories in a synoptic format with three units on the rationale for theories to be used as research tools, the manner of choosing them, and the basic tenets of poststructuralist thinking. Each unit ends with the ‘further reading’ list for the sake of young researchers who might face the problem of locating the relevant (re)sources when they start reading more in an area for their research.
Chapter 7 “Basics of Language Research” introduces the rudiments of language research. Chapter 8 “Transactive Language Learning/Teaching” deals with nine units on those areas that focus on communication as transaction in the classroom. Chapter 9 “Cognitive Language Learning/Teaching” deals with nine units on language approaches/theories that involve cognition. Chapter 10 “Transformative Language Learning/Teaching” introduces nine approaches/theories to learning experiences that are bound to transform learning and learners. Chapter 11 “Recent Trends in Second Language Learning/Teaching” introduces the current approaches/theories to second language learning and teaching in Indian context. The chapters that deal with language issues provide young researchers the new areas of language research. Hence, an exhaustive ‘further reading’ list is provided at the end of each unit. It is a special feature of this book. The author does not want young scholars to hunt for sources as soon as they choose an area of investigation.
The only motif behind the book is that Indian scholarship in English Studies should be internationally recognized. They should be conversant with Journal Article Reporting Standards (JARS) in their chosen areas. Our scholars should publish their findings in international journals that are dedicated for different domains. Our students and scholars produce knowledge in the research realm, whereas they consume the received knowledge about language and literature in the classroom. They should know the distinction between aesthetic reading and critical creating, between learning English and studying English, between teaching English and learning English, between learning critical t...
Authors Press, 2023
Reading serves two purposes: accessing information and deriving pleasure. This book on how to rea... more Reading serves two purposes: accessing information and deriving pleasure. This book on how to read for both information and pleasure provides individuals with a comprehensive guide to effective and enjoyable reading. It helps individuals to develop the skills they need to be informed and effective consumers of information, while also encouraging them to explore new books and genres and find the joy in reading.
Reading for information is an important skill in today's society as it helps individuals understand and analyze information from a variety of sources. However, not everyone knows how to effectively read and understand information, especially in a world where information is readily available at our fingertips. Hence, this book intends to help anyone who would like to learn how to read for information and pleasure. It can provide individuals with the necessary tools and techniques to improve their reading skills and become more effective information consumers.
This book also teaches individuals how to determine the credibility of sources, identify important information, and effectively summarize and synthesize information. It also helps individuals develop critical thinking skills, which are essential for making informed decisions and solving problems. Furthermore, it provides tips on how to manage one's time and attention when reading, which is especially important in today's fast-paced and distractions-filled world. It can benefit individuals of all ages and educational backgrounds and help them become more informed and effective decision-makers.
Reading for pleasure is a valuable and enjoyable pastime that can provide numerous benefits, both personal and intellectual. However, not everyone knows how to choose books that they will enjoy, or how to make the most of their reading experience. As a book on how to read for pleasure, it intends to help individuals to discover the joy of reading, and develop their own reading tastes. It provides tips on how to choose books that match an individual's interests and preferences. It also offers advice on how to get the most out of a reading experience, such as how to actively engage with a book, reflect on the themes and characters, and connect the book to one's own life and experiences.
In addition, this book helps individuals to develop important life skills, such as empathy, critical thinking, and imagination. It also provides an escape from the stresses of everyday life and offers a chance to relax and recharge. In a nutshell, how to read for pleasure helps individuals to discover the joy of reading and develop their own reading tastes, while also providing numerous personal and intellectual benefits.
Grammar and vocabulary are important components of effective reading and writing, and they can play a role in assessing an individual's reading skills. However, they should not be the focus of a reading assessment, as they only provide a limited understanding of an individual's ability to comprehend and analyze written text. While grammar and vocabulary can impact an individual's ability to understand written text, they are not the only factors that determine reading comprehension and analysis. Other skills, such as critical thinking, inference, and text analysis, are also important components of effective reading and should be assessed as well.
In addition, testing grammar and vocabulary in isolation can have limitations, as it does not provide a comprehensive understanding of an individual's ability to use these skills in context. For example, someone may have a strong grasp of grammar and vocabulary but struggle to understand the meaning of a text or make connections between the text and the world outside of it. Hence, this book has deliberately avoided vocabulary and grammar exercises. Instead, it focuses on effective ways to assess an individual's reading skills, as they provide a comprehensive and in-depth understanding of their ability to comprehend, analyze, and interpret written text.
A reading book requires individuals to engage with a wide range of texts, including fiction, non-fiction, and informational texts, which can help to assess their ability to handle different types of text. Additionally, a reading book allows individuals to demonstrate their comprehension and analysis skills, as they must be able to understand and interpret the meaning of the text, recognize and analyze literary elements such as character development, plot, and theme, and make connections to the world outside of the text. Furthermore, a reading book can also provide an opportunity to assess an individual's critical thinking skills, as they must be able to evaluate the credibility and accuracy of information presented in the text, make informed decisions, and solve problems.
The first section, "Understanding Reading," is comprised of four chapters, each containing ten units. These chapters focus on the various micro-skills and factors involved in enhancing reading comprehension skills for both information and pleasure. In section two, individuals are presented with reading experiences that include journal entries, non-fiction prose, and speeches, all of which are designed to develop their ability to read for information. Meanwhile, section three provides opportunities for individuals to engage with and enjoy different forms of reading for pleasure, including short stories, poems, and literary prose. Each unit in these two sections, two types of post-reading comprehension activities: Comprehension questions and topics for reflection and discussion with study partners, if any. Comprehension questions are based on micro-skills of reading discussed in Section I. The users of this book are, therefore, advised to carefully read the first section first and practice reading and do the activities that would promote different reading and cognitive skills.
Authors Press, 2023
Given the abundance of online and print resources on literary-critical theories, one could questi... more Given the abundance of online and print resources on literary-critical theories, one could question the necessity of yet another book on the subject. Although a few courses on the topic have been integrated into the English studies curriculum at the Master’s level in Indian universities, most faculty members and students lack a comprehensive understanding of these theories. Further, senior faculty members who were not exposed to literary theories during their own studies are often resistant to teaching or reading literature from a theoretical perspective due to their adherence to colonial humanist literary theories. This leaves many individuals without guidance or support when it comes to literary-critical theories.
Times have changed rapidly, and the field of literary theory has undergone significant transformation. We have transitioned from the peak of literary theories to the eras of After-Theory and Post-Theory. The study of English literature has become increasingly professionalized worldwide, and the personal appreciation of literature is now viewed as a private pursuit. As an academic discipline, English literature requires a rigorous cognitive approach, a sense of social responsibility, personal dedication, the creation of knowledge, the development of literary and critical competencies, and aesthetic and critical sensibilities. Consequently, we require a tool to approach literature objectively and impartially, to allow English studies to achieve the same level of credibility and respect as other branches of human knowledge.
Literary-critical theory is an interdisciplinary approach to literary criticism and the study of English literature. Throughout various stages of institutionalization, literature has often been disconnected from its linguistic, historical, and philosophical contexts. Theories have sought to restore these connections. However, the English Studies curriculum has adhered to humanist principles since its establishment in the latter half of the 19th century. This approach has been adopted in literary studies across different educational cultures, largely due to the influence of colonialism on education. With the introduction of literary-critical theories into the curriculum, the traditional humanist theories have begun to break down, leading to a global overhaul of pedagogy. These new theories have opened the eyes of all stakeholders to previously unexplored realities.
Despite their importance, teaching literary-critical theories has become more complicated and mystifying than necessary. They often stand alone, without being entwined with the reading of literary texts. Academics have failed to recognize the crucial link between literary-critical theories and the professional act of reading literary texts. Despite this, literary-critical ideas have pervaded all aspects of everyday life, including art and culture, science and technology, and even film and music. Consequently, twenty-first-century citizens think differently than in the past, questioning their history and living in new ways while critically considering their future. English Studies cannot expect these modern students to look backward in time.
The interdisciplinary, multidisciplinary, and transdisciplinary nature of literary-critical theories can pose a challenge for both teachers and students. Many practising teachers, scholars and students are struggling due to a lack of linguistic and philosophical backgrounds necessary to contextualize these theories properly. However, these theories did not simply appear out of nowhere—there is a clear historical continuity to their development. The goal of this book is to clarify and simplify concepts that have a strong foundation in historical and philosophical roots.
The book is comprised of 26 chapters, each focusing on different aspects of literary-critical theory. Chapters 1-8 examine humanist literary-critical theories that view the writer as an active producer and the reader as a passive recipient of the text and its meaning. Chapters 9-11 examine the contribution of philosophy to aesthetics, while chapter 12 focuses on Structuralist Theories, which challenged the ideals of humanist literary-critical theories for the first time in 2000 years. Chapters 13-24 explore different streams of literary-critical theories, which are perceived as various versions of post-structural orientation. These are often referred to as theories proper. Chapter 25 examines different ‘after-theory’ phenomena that argue that theories cannot reduce literature to a set of abstract theoretical concepts. Finally, chapter 26 examines various post-theory phenomena that emphasize the importance of context, history, and the materiality of texts, and their relevance to everyday life.
Authors Press, 2023
Every student has a unique learning style, and what works for one may not work for another. This ... more Every student has a unique learning style, and what works for one may not work for another. This book on Strengthening Study Skills & Habits: Route to Academic Success presents different approaches and strategies that cater to different learning styles, offering students a wider range of options to choose from. Moreover, the content and demands of educational programs are constantly evolving. This book reflects these changes and provides students with up-to-date advice on how to succeed in current academic environments.
In today’s educational landscape, students often lack the study skills and strategies needed to achieve academic success. This has created an urgent need for a book like this that addresses this deficiency. The current educational system often emphasises grades and marks over learning experiences, which can hinder the development of effective study skills and habits. However, academic pursuit should be viewed as both a process and a product. Developing strong study skills and habits is essential for optimal performance throughout a student's educational career. Further, these skills are honed and improved upon over time through continued study and application.
Students can benefit greatly from developing good study skills and study habits. Effective study skills and habits help students process and retain information more effectively by using study techniques such as active reading, note-taking, and summarising; improve memory by reviewing material regularly, testing oneself and practicing retrieval; manage time effectively and make the most of their study time, reducing stress and increasing productivity; enhance critical thinking skills by using study skills such as analyzing and evaluating information in all areas of their academic and professional lives; and boost confidence and motivation, leading to greater success and enjoyment in their studies.
Therefore, this book covers traditional academic skills like effective listening, reading, and writing, note-taking, note-making, summarising, paraphrasing, precis writing, outlining, and information transferring. In addition, it includes four chapters addressing general issues, para-academic study skills and habits, time management skills and issues, as well as psychological issues.
Readers are, therefore, advised to read the book thoroughly from cover to cover to get an overview of the content and identify the topics that are most relevant to their needs; remember important information and key concepts by using a notebook or digital note-taking tool to keep your notes organized; identify areas for improvement by using the book’s advice to develop new strategies and techniques to help you study more effectively; create a personalised study plan that works for you; practise what you learn by trying out the different study techniques and habits that are recommended; review regularly the book and your notes to reinforce your learning and ensure that you are applying the techniques correctly; and if you find that you need more help in a particular area, seek out additional resources as suggested in the reading list.
The ultimate aim of this book is to enable the readers to improve their academic performance and achieve their learning goals. If they develop effective study skills and habits, they can process and retain information more effectively, allowing them to learn more in less time. Reviewing material regularly, testing oneself, and practicing retrieval can help them strengthen their memory and recall of information. Effective study habits help students manage their time better and make the most of their study time, reducing stress and increasing productivity. By using study skills such as analysing and evaluating information, students can develop critical thinking skills that can be applied to all areas of their academic and professional lives. Successful application of study skills and habits can boost students' confidence and motivation, leading to greater success and enjoyment in their studies.
Authors Press, 2024
In today’s rapidly evolving educational landscape, the demand for effective communication skills ... more In today’s rapidly evolving educational landscape, the demand for effective communication skills is more critical than ever. Essay writing stands as a cornerstone of this proficiency, serving as a fundamental tool for expressing thoughts, analyzing concepts, and persuading audiences. However, despite its significance, many students and professionals struggle with mastering this art due to a lack of comprehensive guidance on various essay types and techniques.
The need for a new book on the topic of essay writing, encompassing diverse types and techniques, is evident for several reasons. First, the traditional approach to essay writing often focuses solely on the five-paragraph structure, limiting learners’ understanding of the broader spectrum of essay formats. A comprehensive handbook would introduce readers to a range of essay types, including narrative, descriptive, expository, persuasive, argumentative, comparative, and analytical essays. By exploring these variations, individuals can develop a nuanced understanding of how to tailor their writing style to suit different purposes and audiences.
Second, existing resources often overlook the importance of effective essay techniques, such as thesis development, evidence integration, logical organization, and coherent transitions. This book investigates these essential components, providing practical strategies and examples to help young writers, scholars, and students refine their skills and produce more compelling and coherent essays.
Further, the emergence of digital platforms and online communication has reshaped the landscape of essay writing, necessitating updated guidance on incorporating multimedia elements, citing electronic sources, and navigating digital environments ethically. This contemporary handbook would address these modern challenges, equipping readers with the tools they need to thrive in a digital age.
Moreover, the increasing emphasis on interdisciplinary approaches to education and professional fields requires writers to adapt their essay writing skills to diverse subject areas and contexts. This comprehensive book caters to this need by offering insights into how to approach essay writing in various disciplines, from literature and history to science and business.
In conclusion, the necessity for this new handbook on essay writing, encompassing diverse types and techniques, is undeniable in today’s educational and professional landscape. By providing comprehensive guidance on different essay formats, essential techniques, digital considerations, and interdisciplinary approaches, such a handbook would empower learners to communicate more effectively and persuasively in their academic and professional endeavors.
Authors Press, 2022
Communication is intended to be a kind of Self Learning Material (SLM) to be used by learners of ... more Communication is intended to be a kind of Self Learning Material (SLM) to be used by learners of English as a second language independent of teachers. It leaves a very little scope for teachers to ‘teach’ any sub- skills or to deliver a wholesome lecture. Resistance to lecturing or explaining is a noble service rendered by the teachers of Conversation classes in the best interest of learners. On the other hand, it provides ample opportunities for learners’ self-practice in syntactic structures, social expressions, production of language through conversation on day-today experiences, and to self-learn certain strategies on improving communication skills in English.
The rationale for a book on Developing Conversational Skills is the need for natural, compulsive, inevitable human tendency to converse with fellow human beings rather than ‘speaking’ (monologue) to someone. Conversation is the first and foremost means of ‘primary’ socialization (becoming members of society) through one’s mother tongue. English plays the role of ‘secondary’ socialization in the life of any educated Indian who aspires to becoming or being or functioning as a bilingual. Moreover, conversation is a crucial mode of speech that demonstrates the employability potentials of the prospective employees in the professional world that recognizes English as the global language (‘Globish’).
A vast majority of students who join the Indian collegiate system lack proficiency in conversational English though some of them are good at speaking. Usually, they mistake spoken English for conversational English that is mainly informal. They have no idea of what constitutes conversational English. One necessarily depends on another to improve conversational skills. It is basically either a dyadic or group activity.
Section I titled Social Expressions aims at familiarizing learners with the rules of the game. Basic expressions that are crucial to day-to-day conversations are identified, and a model conversation in each unit is also provided with suggested activities. These expressions are believed to provide the much-needed starting energy to propel original, creative use of English on their own in the course of time. The section has forty units. The units are only suggestive and not exhaustive.
Section II titled English for Informal Conversations provides 29 units of conversations with the Expressions that users might encounter for the first time. Learners are encouraged to guess the meanings of these expressions from the context, or look them up in dictionaries. They are expected to self-learn the use of English in informal conversations. The ultimate aim is that they should ‘acquire’ the natural, untutored proficiency to use English in their daily life. Again, the units are only suggestive and not exhaustive.
Section III titled Learning through Formal Conversations aims at imparting strategies for improving communication competency. Users are ‘learning to learn’ English through an imaginary English conversation teacher who appears in all conversations from unit 70 to 84. The themes are wide-ranging but confined to the strategies to improve one’s communication skills in English. Each unit has five Comprehension Check questions/activities to ensure that what the user has learnt is reinforced.
Section IV titled English Pronunciation Skills through Conversations aims at addressing the much-confused, yet neglected aspect of their learning English. It is pronunciation. Pronunciation plays a crucial role in conversation. It is as important to conversation as spelling to writing. Appropriate pronunciation skills strengthen learners’ confidence level to participate in conversations. Efforts have been taken to help learners understand the need to fine-tune their English pronunciation chiefly because of the unphonetic nature of the English language. The purpose is to not encourage learners to ‘ape’ the ‘Received Pronunciation,’ (RP) but to realize that it provides a model for contrast and approximation. This contrast would make them realize how different Indian English accent is. The only criterion of a ‘good’ pronunciation is intelligibility. In fact, RP is an accent of spoken English and it is associated with educated people and formal speech. It is a standard against which other accents are measured and not condemned. One caveat here: One’s pronunciation defines one’s identity, and therefore, learners and teachers need not feel bad about their accent which is conditioned and enriched by the influence (not interference) of the mother tongue.
The role of teachers as facilitators is to provide a powerful role model by reading out each conversation aloud since listening is an integral part of the comprehensible system These expressions ought to be used in real life contexts, not in contrived ones.
Authors Press, 2024
In the rapidly evolving landscape of the 21st century, the traditional pathways to employment and... more In the rapidly evolving landscape of the 21st century, the traditional pathways to employment and career advancement are undergoing significant transformations. The era where a degree alone sufficed to secure a job and ensure career progression is fading. Today, employers are increasingly seeking candidates who possess a diverse set of employability skills—attributes that go beyond academic qualifications and examines practical, interpersonal, and cognitive abilities.
The need for a new book on employability skills is paramount in this context. As industries embrace technological advancements and global interconnectedness, the demand for skilled employees who can adapt, innovate, and thrive in dynamic environments is soaring. This book aims to address this critical gap by equipping individuals with the necessary skills to excel not only in securing placements but also in achieving promotions and sustained career growth. Employers today prioritize candidates who demonstrate strong communication skills, critical thinking, teamwork, and the ability to navigate complex problems.
Communication skills are paramount in the modern workplace, encompassing not only the ability to articulate ideas clearly and concisely but also the capacity to listen actively and engage in meaningful dialogue. Effective communication fosters collaboration, minimizes misunderstandings, and enhances productivity. In an era where remote work and digital communication are increasingly prevalent, proficiency in both verbal and written communication, as well as digital literacy, is essential. Employers seek individuals who can convey information persuasively, adapt their communication style to different audiences, and utilize various platforms to maintain effective interaction.
Cognitive skills, including critical thinking, problem-solving, and adaptability, are highly valued in today’s complex and fast-paced work environments. These skills enable employees to analyse situations, identify potential solutions, and make informed decisions. As industries face rapid technological advancements and market fluctuations, the ability to learn quickly and apply knowledge creatively becomes crucial. Cognitive skills also encompass the capacity for strategic thinking and innovation, allowing employees to anticipate challenges and drive organizational success through continuous improvement and visionary thinking.
Affective attributes are equally critical, reflecting an individual’s ability to manage emotions, build relationships, and navigate social complexities. These attributes include self-awareness, empathy, and resilience, which contribute to a positive and productive workplace culture. Employees with strong affective abilities are adept at managing stress, resolving conflicts, and motivating themselves and others. They foster an inclusive and supportive environment, enhancing teamwork and collaboration. As workplaces become more diverse and global, the ability to understand and respect different perspectives and cultures is increasingly important, making affective skills a cornerstone of employability in the 21st century.
Solving problems with heart rather than mind integrates emotional intelligence with analytical thinking, leading to more holistic, inclusive, and sustainable solutions. By valuing empathy, trust, ethical considerations, and resilience, we can better address the complexities of modern challenges and create a more compassionate and effective world. By focusing on practical applications and real-world examples, this book will serve as a comprehensive guide for both new graduates entering the workforce and seasoned professionals aiming to advance their careers. It will bridge the gap between academic knowledge and practical employability, offering a roadmap to career success in the 21st century.
Authors Press, 2020
English is a first or a second or a foreign language to Indian users and learners of English. It ... more English is a first or a second or a foreign language to Indian users and learners of English. It depends upon how they learn it and how long they learn it. Some of them learn it as a medium of schooling; others as a second language in good private schools; and the vast majority learn it as a foreign language in schools where English teachers’ communication proficiency is far from satisfactory. English is taught as a matter of either grammar subject or literature subject. As a result, Indian learners innocuously know more about English than using it for communication. They become obsessed with accuracy, and accuracy, in turn, stands in the way of fluency. They are confronting innumerable doubts about how words, both lexical and grammatical, can be used without attracting accuracy attention from those who claim to possess ‘near-native’ fluency and accuracy.
English is learnt and taught as an academic subject in India. The whole English curriculum at all levels is therefore based on the notion of accuracy. It is reinforced through grammar and literature teaching. Moreover, all testing and recruiting agencies place premium on accuracy. This emphasis increases anxiety in learners and users of English about the ‘correctness’ of their expression. The correctness is related to the use of lexical and grammatical items, sentence structures, and pronunciation. Even though there are plenty of resources for consultation, they are not readily available in a form that suits the convenience of millions of English learners and users. Two years after I started using Facebook in 2013, I got an idea of expanding English language teaching outside the four walls of the classroom. On a suggestion from an old student of mine in Delhi and with the support of yet another old student in Chennai, I started a Page in Facebook for facilitating present and past students of mine to learn English lifelong. I uploaded an item a day in the evening on English usage and the response was tremendous. A minimum of 500 to a maximum of 1500 Facebook friends and friends’ friends visited the page and made a number of queries. Many of the visitors are present and past graduate and postgraduate students and practicing teachers and scholars of mine. Their queries represent the quintessence of their doubts and dilemmas about using English!
Their queries were related to accuracy rather than fluency of expression. I understood that users and learners were quite anxious about the correctness of their expression. In fact, they revealed the Indians’ obsession with accuracy and correctness. As a practicing teacher, I understood that their anxiety should be minimised so that they can at least start using English without any further procrastination. I also understand that many graduates are unable to use English for oral communication due to this anxiety and fear of uncertainty about the correctness of their expression. Both in traditional classrooms and communicative language classrooms, learners are not encouraged to be independent users and learners of English throughout their lives by making use of resources like collocation dictionaries and English usage manuals. Since most Indians are bilinguals in English, their language practices in mother tongue also cause many doubts about the use of English.
The present volume is in the form of question-answer. It contains 1000 items and each one of them is present in the minds of millions of Indian learners and users of English though they were articulated by some of them. Indian learners know a wide range of words and grammar rules, but they have uncertainty about using them in their expressions. Languaging in English is different from languaging in their home language. American languaging is different from British languaging! Such different language practices create more confusion for Indian users of English. For instance, Indians ‘burst’ crackers while native speakers ‘set off/let off fireworks.’ Indians ‘prepone’ a meeting while Americans/British ‘advance’ it! While Americans/British discuss a matter, Indians ‘discuss about’ a matter!
Since English is a denationalised language in the sense that its ownership does not rest with any one country and culture, it is used as a first language, or as a second language, or a foreign language throughout the world. It has learnt to coexist with all languages of the world and is being influenced by them. As a result, it has assimilated quite a lot of words from other languages and all languages have either partially or wholly assimilated a significant number of English words. However, two national dialects and its varieties have emerged and they are relevant for the learners of English throughout the world for professional reasons. They are American English and British English. They have created quite distinct flavour of their own. Incidentally, they also create a number of usage problems for those who are learning English as a second or a foreign language. For instance, the expression ‘dead cheap’ is quite common among Indian speakers in their own languages. Actually, the expression ‘dirt cheap’ has been assimilated like ‘dead cheap.’ Likewise, English has a number of similar-sounding or –meaning expressions such as ‘holiday’ and ‘vacation’ or ache’ and ‘pain’ or ‘all together’ and ‘altogether’ or ‘a little’ and ‘little’ or ‘a few’ and ‘few’ or ‘alternately’ and ‘alternatively’ or ‘anyone’ and ‘anybody’ and so on. Are they all synonyms and therefore interchangeable? Learners and users have such valid doubts. This book addresses a majority of such doubts.
Authors Press, 2024
In the vast and labyrinthine landscape of literary theory, navigating the dense thicket of texts ... more In the vast and labyrinthine landscape of literary theory, navigating the dense thicket of texts can be a daunting endeavour for both seasoned scholars and curious students alike. As the tendrils of theory intertwine with the rich tapestry of literature, understanding the intricacies of critical discourse becomes essential for engaging with texts in meaningful and transformative ways. However, the opacity and complexity of many theoretical works often present a formidable barrier, leaving readers grappling with dense prose and abstract concepts.
This book titled, 50 Modern Literary Theory Texts: Explanations and Explications seeks to illuminate the shadowy recesses of modern literary theory, offering a guiding beacon through the murky waters of 50 seminal texts. Designed as a companion for those embarking on the journey of literary exploration, it aims to demystify the arcane language and convoluted arguments that often characterize theoretical discourse. By providing clear explanations, insightful interpretations, and practical examples, this book endeavours to make the terrain of literary theory more accessible and navigable.
Drawing on a diverse array of critical perspectives, from structuralism to postcolonialism, from feminism to queer theory, each chapter of this book is devoted to unpacking a seminal text within the theoretical canon. Through close reading and thoughtful analysis, we examine the foundational works of theorists such as Roland Barthes, Jacques Derrida, Judith Butler, Edward Said, and many others, illuminating their key ideas, intellectual contexts, and enduring relevance.
Moreover, this book goes beyond mere explication, inviting readers to actively engage with theoretical concepts through discussion questions and practical applications. By encouraging critical thinking and fostering dialogue, it aims to empower readers to grapple with complex ideas and develop their own interpretive frameworks.
Whether you are a seasoned scholar seeking to deepen your understanding of literary theory or a student venturing into this challenging terrain for the first time, this book offers a comprehensive roadmap for navigating the complexities of modern critical discourse. By shedding light on the intricate interplay between theory and literature, it invites readers to embark on an enriching intellectual journey—one that promises to expand horizons, provoke insights, and kindle a deeper appreciation for the boundless possibilities of literary interpretation.
Asian Journal of Languages, Literature and Cultural Studies, 2024
Life's brevity contrasts with the enduring nature of art, and the specter of mortality perenniall... more Life's brevity contrasts with the enduring nature of art, and the specter of mortality perennially shadows humanity. In the contemporary landscape, millions of English-language literary works emerge annually, rendering exhaustive in-depth reading an unattainable feat for readers engaged in literary studies. The once-relied-upon method of close reading proves inadequate in addressing the expansive breadth of literary output. The imperative to incorporate computational approaches in the study of literary texts becomes evident. As we stand at the crossroads of tradition and technology, it is incumbent upon literary studies to embrace the symbiosis with computers, commonly recognized as digital humanities. This ethnoautobiographical article seeks to navigate the practical dimensions of distant reading within the realm of digital humanities. Its central thesis posits that contemporary literary academia must integrate distant reading alongside traditional close reading methodologies to comprehensively engage with the vast and diverse literary landscape.
Journal of Scientific Research and Reports, 2023
Many English literature researchers in India commonly operate under the assumption that they lack... more Many English literature researchers in India commonly operate under the assumption that they lack a specific research methodology exclusive to literature studies, apart from what is outlined in the regularly updated MLA Handbook. Consequently, their dissertations often resemble lengthy college essays divided into five chapters, with limited emphasis on the Introduction and Conclusion chapters. The concluding section is routinely labeled as 'Summation.' These researchers typically overlook identifying knowledge gaps, even during the literature review phase, and often neglect the framing of research questions and formulation of hypotheses. There seems to be a prevailing belief that literary research is inherently distinct, exempting them from adopting methodologies employed in other disciplines. This paper explores the reasons behind the development of an antimethodological stance among literature researchers, utilizing a structured questionnaire administered to PhD holders in literature. The findings suggest that this attitude stems from a steadfast adherence to the MLA Handbook, which prioritizes documentation procedures over methodological considerations. The paper recommends that literature scholars should embrace books and stylesheets designed for general research as the fundamental objectives of research in any discipline are the pursuit of truth and the appropriate means to achieve it.
Literary Explorer, 2022
Teachers can change society through education and they can, therefore, be called ‘change-agents.’... more Teachers can change society through education and they can, therefore, be called ‘change-agents.’ Particularly, language teachers can crystallize students’ perceptions of, and attitudes toward different languages in multilingual India where hundreds of languages compete for recognition as a national language and a medium of instruction. Multilingualism inevitably leads to language politics and India is no exception to this sociolinguistic phenomenon. Language politics causes language tension and social unrest. This tension remains unresolved in India ever since the adoption of the Constitution in 1950. It is fitting to seek the language policy perceptions of English language teachers from the most linguistically sensitive State of Tamil Nadu in the 75th year of Independence for the 21st century through a questionnaire constructed on a three-point Likert scale. The study confirms that their perceptions both differ from and concur with recommendations of Commissions including the National Education Policy 2020 and they are by and large incoherent and ambiguous.
University News, 2023
Tamil Nadu led the way as the first state in India to courageously embrace the concept of academi... more Tamil Nadu led the way as the first state in India to courageously embrace the concept of academic autonomy in 1978, a move inspired by the recommendations of the Kothari Commission (1964-66). This system has stood the test of time, spanning 45 academic years, and is currently practiced in 193 out of 708 colleges in Tamil Nadu. In contrast to the NEP 2020, the Tamil Nadu government is endeavoring to enforce a uniform 'model' curriculum across all affiliated arts and science colleges, along with ten universities, including autonomous institutions. This imposition has been met with resistance from both faculty and management. This empirical article focuses on the perspectives of English teachers from autonomous colleges, examining their views on the state's intervention in their institutional autonomy and their professional freedom and responsibilities. The study addresses three research questions and substantiates one hypothesis.
University News, 2023
The primary goal of higher education extends beyond the mere production of graduates equipped wit... more The primary goal of higher education extends beyond the mere production of graduates equipped with the necessary hard skills for career advancement. It aims to cultivate well-rounded individuals who can contribute to society. This necessitates the development of soft skills, including emotional intelligence. Despite residing in a technology-driven era, our existence revolves around human connections—with and for our fellow human beings. The advancement of a nation is gauged not solely by technological advancements but by the growth, happiness, and social harmony of its people. In this context, effective communication and emotional intelligence are pivotal. Technocrats and bureaucrats cannot truly serve the welfare of the common people unless they establish and maintain genuine communicative and emotional connections with them. This contemplative opinion article delves into the significance of soft skills, particularly emotional intelligence, and its role in higher education, encompassing the perspectives of both teachers and students.
BODHI, 2023
In an increasingly interconnected world, the phenomenon of transnationalism has emerged as a powe... more In an increasingly interconnected world, the phenomenon of transnationalism has emerged as a powerful force shaping various facets of human existence. Transcending national borders and cultural boundaries, it encompasses a diverse array of interactions, exchanges, and influences that bridge the gaps between societies, cultures, and economies. From migration and diaspora to trade and technological advancements, it encompasses diverse aspects that shape our modern world. This article delves into the multifaceted nature of transnationalism, exploring its impact on migration patterns, cultural diversity, economic interdependence, and the forging of new cultural and literary identities.
Literary Explorer, 2022
Several language-related questions keep gnawing at the minds of some radicals in India. Some of t... more Several language-related questions keep gnawing at the minds of some radicals in India. Some of them are: Why should Indians continue to use English as a medium of instruction from pre-kindergarten onwards even after 75 years of its political independence? Why couldn’t Hindi, the official language of the Union Government of India, be developed as the National language? How long should India continue without its own national language? Is it possible for the country to function in all the twenty two scheduled languages giving equal importance for communication purposes? Can’t India offer primary and secondary education in mother tongues when some of them are very ancient? The first and the last questions form the background of the study. Thirty eight final year postgraduate students of English who are to be certified as English teachers shortly were asked to reflect over them. The researcher also made use of NEP 2020 Report and the 11th volume of the Report of the Parliamentary Official Language and public reaction to them as additional inputs for investigation. This qualitative study establishes that almost all the participants failed to make a distinction between English as a language and English as a medium. They argue for English as a medium of instruction on the strength of English as an indispensable language in the modern world. Their response appears to be a result of the colonial hangover and their reasoning falls short of ‘begging the question.’ In Tamil Nadu, the public and political payoff of discussions on the said reports is the reaffirmation of bilingual policy of Tamil (mother tongue) and English and the preference for English medium to Hindi medium of instruction.
Journal of ELTIF, 2022
The incorporation of one or two courses on literary theories in the literary curriculum has becom... more The incorporation of one or two courses on literary theories in the literary curriculum has become inevitable at postgraduate and research levels in almost all universities and autonomous institutions in India with sanction from the UGC. However, they cannot function as standalone courses without having any pedagogical implications on using them uniformly in literature classes. Unfortunately, this pedagogical failure is reflected not only in classroom practices and research practices, but also in question papers of both formative tests and summative examinations. Such an approach to curricular change has resulted in many 'theory charlatans.' Moreover, such an incorporation has divided the English literature faculty into two classes: theoretically theory-knowing, but not pedagogically practicing teachers and those who either do not know or resist teaching theories. This reflective article discusses the challenges in institutionalizing literary theories in literature classes by analyzing the mental blocks in teachers toward using them as theories of reading literature. It crystallizes the teachers' belief that theoryinformed literature teaching acts a barrier to their aesthetics of teaching literature.
Journal of ELTIF, 2023
Weeding No language is acquired or instructed as a second or foreign language within an academic ... more Weeding No language is acquired or instructed as a second or foreign language within an academic context without a clearly defined objective. In India, English is a compulsory subject in universities, and obtaining a passing grade in it is a prerequisite for graduation. Universities have continuously updated their General English curriculum to accommodate specific local requirements. However, TANSCHE has assumed authority over the Board of Studies (BoS) and Academic Council of all universities affiliated with arts and science colleges. They have developed a standardized curriculum on behalf of these institutions. A thorough examination of the four General English courses uncovers several deficiencies that undermine the optimistic prospects it initially offers. An analysis of the perceived issue indicates that the suggested solution might actually be worse than the problem itself. The article concludes by presenting ten recommendations directed at educators in the field of ESL teaching.
BODHI International Journal of Research in Humanities, Arts and Science, 2023
This article is a comprehensive exploration of posthumanism, its relationship with humanism, and ... more This article is a comprehensive exploration of posthumanism, its relationship with humanism, and its potential consequences for human existence. It provides a qualitative analysis, outlines research questions, and offers multiple perspectives on the topic. It also highlights areas for potential future research in this field. Its central axiom is that posthumanism questions the conventional anthropocentric perspective on humanity, acknowledging that human existence is intricately intertwined with technology, the environment, and non-human entities. This prompts a reconsideration of human identity and the delineation of what it means to be human
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Papers by jeyaraj john sekar
Again, academic writing is a key part of many academic courses and assessments. Second language learners who can write effectively are better able to succeed in their academic pursuits. It provides an opportunity for them to practise their language skills including vocabulary, grammar, and syntax. Regular practice can help learners improve their language skills and become more confident writers. It also involves understanding and adhering to the conventions and expectations of a particular academic culture. Second language learners who engage in academic writing can develop a deeper understanding of the culture and context of their academic field.
Professional writing is as important as academic writing when graduates try to settle down in a career of their choice. Professional writing skills are essential for success in most careers. Whether it is communicating with colleagues, clients, or customers, demonstrating professionalism, paying attention to detail, persuading others, or advancing your career, strong writing skills can help you achieve your goals and excel in your profession.
Professional writing skills are essential for success in most careers. There are at least five reasons for the importance of professional writing. One, clear and effective communication is critical in any profession. Being able to convey your ideas in a concise and professional manner is essential. Strong writing skills help ensure that your message is conveyed accurately and clearly. Two, writing in a professional manner is important in maintaining a professional image. Poor writing skills can negatively impact your credibility and reputation, while strong writing skills can enhance your professional image. Three, good writing requires attention to detail, including proper grammar, punctuation, and spelling. Paying attention to these details can demonstrate your commitment to quality work and attention to detail, both of which are highly valued by employers. Four, many professions require the ability to persuade and influence others. Strong writing skills can help you communicate your ideas effectively and persuade others to see your point of view. Last, strong writing skills can help you advance in your career. Many leadership roles require strong communication skills, and being able to write effectively can help you stand out among your colleagues and advance in your career.
Professional writing plays a critical role in effective communication within organizations and industries. There are reasons for different types of professional writing to be important. One, letter writing is an important form of communication that helps individuals and organizations convey information, request information, or make a request. It is an effective tool for building and maintaining relationships, both personal and professional. Two, business emails are used to communicate important information quickly and effectively. They are an essential tool for daily communication in many organizations, and they are often used to convey important updates, ask for information or feedback, or to request action.
Three, memos are an important form of internal communication within organizations. They can be used to communicate important updates, provide instructions, or make recommendations. Memos help keep employees informed and on track. Four, technical writing is used to communicate complex technical information in a clear and concise way. It is essential in industries such as engineering, computer science, and medicine, where accurate information is critical for success. Five, ad writing is used to create effective advertisements that communicate the benefits of a product or service. It is an essential tool for businesses to attract and retain customers. Last, content writing is used to create engaging and informative content for websites, blogs, and social media platforms. It helps businesses and organizations communicate their brand message and engage with their audience.
Moreover, both academic writing and professional writing are teachable skills that can be developed through instruction and practice. Academic writing skills can be developed through courses and workshops that focus on academic writing, such as courses in academic writing, research methods, and writing for publication. These courses can teach students the conventions of academic writing, including how to structure an essay, how to use evidence effectively, and how to format citations.
Similarly, professional writing skills can also be developed through courses and workshops that focus on various forms of professional writing, such as business writing, technical writing, and content writing. These courses can teach students the conventions of different types of professional writing, including how to write effective emails, how to create engaging content, and how to write technical documents.
In addition to formal instruction, practice is also essential for developing writing skills. Students can practice their writing skills by completing writing assignments, working on collaborative projects, and receiving feedback from peers and instructors. By practicing regularly, students can refine their writing skills and improve their ability to communicate effectively in academic and professional settings.
However, it is possible to learn academic writing and professional writing skills independently, although having a teacher or mentor to provide feedback and guidance can be helpful. There are a variety of resources available for individuals who want to learn these skills independently, including books, online courses, writing software, and writing communities. Many universities and colleges also provide free online resources and tutorials for academic writing.
For professional writing, there are many online courses and tutorials available that cover different types of professional writing, such as business writing, technical writing, and content writing. These courses can provide step-by-step guidance on how to write effective documents and can offer feedback on writing samples.
It is important to note that independent learning requires self-discipline, commitment, and motivation. Individuals must be willing to invest time and effort into practising their writing skills and seeking feedback from others. It can be helpful to set goals, create a writing schedule, and seek feedback from writing communities or mentors to help stay on track. Overall, while having a teacher or mentor can be helpful, it is possible to learn academic writing and professional writing skills independently through the use of available resources and consistent practice.
The purpose of this book is to aid students and graduates in enhancing their writing skills for career advancement by emphasizing the importance of writing effectively and concisely. The book is divided into two sections: Academic writing and Professional writing. The Academic writing section is comprised of four chapters that delve into writing concerns, sentence structure, paragraph development, and essay composition. Meanwhile, the Professional writing section focuses on letter writing, business emails, memo writing, technical writing, ad copy, and content creation, spanning six chapters. Each chapter features a varying number of units, ranging from eight to eleven, with the first unit of each chapter providing an introduction and contextualizing the chapter’s main theme.
My research scholars and postgraduate students often confess that some of the styles that are suggested/prescribed do not address all their questions, doubts, and uncertainties. Hence, at best, they recycle what has already been done, and at worst, they postpone their work. This uncertainty does not even spare experienced teachers. They also experience inarticulate anxiety and inordinate delays in publication. They face time pressure, institutional pressure, and peer pressure to improve their publication profile. At this juncture, we should first understand that not all can undertake research. Research requires certain amount of intelligence and unswerving commitment.
Research in English Studies is relatively a new phenomenon. The culture of writing academic papers for presentation at national conferences, writing PhD dissertations in English language and literature, and writing research articles for publication has received a new impetus from the managements and organizations that run private (technological) and arts & science institutions. It is no longer a monopoly of miniscule minority of university ‘wits’ as it was in the 1970s. Of course, some autonomous institutions introduced project as part of the postgraduate programme in the 1980s. A handful of research scholars with or without UGC fellowships undertook fulltime PhD in the 1980s.
Meanwhile, international conferences on English language teaching and sometimes on English literature began to be organized by private technological universities and institutions across the country from the 2000s. Subsequently, the University Grants Commission started funding national and international conferences, and minor and major projects in English language and literature in the institutions that are eligible for funds. Besides, some professional associations, individuals, and some institutions started publishing open-access, online journals in English language and literature. Thus, a vast majority of college teachers, and fulltime and parttime research scholars are getting opportunities now to try their research for conferences and publications in journals and conference proceedings.
MA students and MPhil and PhD research scholars, however, face several problems in carrying out their projects. They are unable to stick to schedules and deadlines, and to publish their manuscripts in the journals indexed in Elsevier or Scopus or other databases approved by the UGC. Very sadly, a vast majority of researchers and academics do not have access to international journals at their institutions. It is an open secret that we cannot contribute manuscripts to the journals if we are not aware of their publishing standards and traditions. We should be regular users of such journals so that we can become familiar with their reporting standards.
Critical interrogation is the cornerstone of literary research. Ontology and epistemology are the two sides of research. Mostly, scholars just follow their supervisors by undertaking thematic (moral) approaches that were in vogue once in the absence of literary/critical theories as reading and research tools. They are ‘advised’ to choose a writer/a set of texts from a corpus that has been legitimized or canonized by the academia. It results in the replication/duplication of what has already been carried out. A vast majority of writers are totally ignored in research due to the institutionalized canonization effect. They do not contribute anything original to the fund of existing knowledge. Moreover, they do not realize that repetition of the text is not the interpretation of the text. Thus, quality and relevance become a big casualty.
As far as research in English language teaching is concerned, the less said the better; it is either invisible or outdated or irrelevant. Research supervisors and scholars depend on western publications to a large extent. This is symptomatic of colonial dependency syndrome to adopt western solutions for Indian pedagogical, epistemological and hermeneutic problems. Moreover, research supervisors with literary orientation and with no formal exposure to methodology in language research do not encourage research in English language teaching. As a result, many academics are unaware of recent trends in ELT research even if they are interested.
Another sad fact is that many scholars do not know the basics of both general research and research in English Studies. They just depend upon supervisors and senior researchers for oral clarification. Many research scholars are wondering how to respond when they are asked to explain the research tool, or recall the thesis statement, or to state research questions, or to distinguish between the topic and the title, or to articulate their major research findings. They have no idea of developing a chapter in a thesis or a section of the manuscript. Most of them do not know constituent parts of the introduction chapter/section of a thesis and the conclusion chapter/section of a manuscript. Many supervisors prefer Indian academics working in foreign countries as foreign examiners for their wards since they are not sure of how examiners across the international academia would assess their methodology.
Institutions also fail in adhering to international standards. Universities do not seriously study the relevance of the research topics proposed and endorsed by the guides. Even organizers of international conferences in our country are not even aware of the fact that MLA Handbook is followed for literature research and Publication Manual for language research. It is not uncommon that they first call for abstracts instead of proposals when they organize conferences. Sometimes, they prescribe outdated editions of MLA Handbook for both language and literature. Still worse, institutions that are running academic journals call for abstracts first and the article last for inclusion in their journals. It only proves that they are not aware when the abstract should be or can be written.
This book has, therefore, taken into consideration the needs and dilemmas of scholars who evince interest in research in English Studies. It has addressed their needs and problems in eleven chapters with nine to twelve units each under three sections. Section I deals with the basics of research in English Studies; Section II deals with tools for literary research, and section III focuses on tools for language research. Units are organized around a central theme that becomes the chapter title. Chapter 1 “Introduction to Language and Literary Research” in nine units deals with the issues that are common to research in English Studies. Chapter 2 with nine units focuses on Teething Problems in English Studies. Chapters 3 and 4 are titled “Components of Research Manuscript” deal with nineteen issues that characterize a language or literature manuscript of either an article or a thesis or a project report. Chapters 5 and 6 titled “Tools for Literary Research 1 & 2” deal with nineteen literary-critical theories in a synoptic format with three units on the rationale for theories to be used as research tools, the manner of choosing them, and the basic tenets of poststructuralist thinking. Each unit ends with the ‘further reading’ list for the sake of young researchers who might face the problem of locating the relevant (re)sources when they start reading more in an area for their research.
Chapter 7 “Basics of Language Research” introduces the rudiments of language research. Chapter 8 “Transactive Language Learning/Teaching” deals with nine units on those areas that focus on communication as transaction in the classroom. Chapter 9 “Cognitive Language Learning/Teaching” deals with nine units on language approaches/theories that involve cognition. Chapter 10 “Transformative Language Learning/Teaching” introduces nine approaches/theories to learning experiences that are bound to transform learning and learners. Chapter 11 “Recent Trends in Second Language Learning/Teaching” introduces the current approaches/theories to second language learning and teaching in Indian context. The chapters that deal with language issues provide young researchers the new areas of language research. Hence, an exhaustive ‘further reading’ list is provided at the end of each unit. It is a special feature of this book. The author does not want young scholars to hunt for sources as soon as they choose an area of investigation.
The only motif behind the book is that Indian scholarship in English Studies should be internationally recognized. They should be conversant with Journal Article Reporting Standards (JARS) in their chosen areas. Our scholars should publish their findings in international journals that are dedicated for different domains. Our students and scholars produce knowledge in the research realm, whereas they consume the received knowledge about language and literature in the classroom. They should know the distinction between aesthetic reading and critical creating, between learning English and studying English, between teaching English and learning English, between learning critical t...
Reading for information is an important skill in today's society as it helps individuals understand and analyze information from a variety of sources. However, not everyone knows how to effectively read and understand information, especially in a world where information is readily available at our fingertips. Hence, this book intends to help anyone who would like to learn how to read for information and pleasure. It can provide individuals with the necessary tools and techniques to improve their reading skills and become more effective information consumers.
This book also teaches individuals how to determine the credibility of sources, identify important information, and effectively summarize and synthesize information. It also helps individuals develop critical thinking skills, which are essential for making informed decisions and solving problems. Furthermore, it provides tips on how to manage one's time and attention when reading, which is especially important in today's fast-paced and distractions-filled world. It can benefit individuals of all ages and educational backgrounds and help them become more informed and effective decision-makers.
Reading for pleasure is a valuable and enjoyable pastime that can provide numerous benefits, both personal and intellectual. However, not everyone knows how to choose books that they will enjoy, or how to make the most of their reading experience. As a book on how to read for pleasure, it intends to help individuals to discover the joy of reading, and develop their own reading tastes. It provides tips on how to choose books that match an individual's interests and preferences. It also offers advice on how to get the most out of a reading experience, such as how to actively engage with a book, reflect on the themes and characters, and connect the book to one's own life and experiences.
In addition, this book helps individuals to develop important life skills, such as empathy, critical thinking, and imagination. It also provides an escape from the stresses of everyday life and offers a chance to relax and recharge. In a nutshell, how to read for pleasure helps individuals to discover the joy of reading and develop their own reading tastes, while also providing numerous personal and intellectual benefits.
Grammar and vocabulary are important components of effective reading and writing, and they can play a role in assessing an individual's reading skills. However, they should not be the focus of a reading assessment, as they only provide a limited understanding of an individual's ability to comprehend and analyze written text. While grammar and vocabulary can impact an individual's ability to understand written text, they are not the only factors that determine reading comprehension and analysis. Other skills, such as critical thinking, inference, and text analysis, are also important components of effective reading and should be assessed as well.
In addition, testing grammar and vocabulary in isolation can have limitations, as it does not provide a comprehensive understanding of an individual's ability to use these skills in context. For example, someone may have a strong grasp of grammar and vocabulary but struggle to understand the meaning of a text or make connections between the text and the world outside of it. Hence, this book has deliberately avoided vocabulary and grammar exercises. Instead, it focuses on effective ways to assess an individual's reading skills, as they provide a comprehensive and in-depth understanding of their ability to comprehend, analyze, and interpret written text.
A reading book requires individuals to engage with a wide range of texts, including fiction, non-fiction, and informational texts, which can help to assess their ability to handle different types of text. Additionally, a reading book allows individuals to demonstrate their comprehension and analysis skills, as they must be able to understand and interpret the meaning of the text, recognize and analyze literary elements such as character development, plot, and theme, and make connections to the world outside of the text. Furthermore, a reading book can also provide an opportunity to assess an individual's critical thinking skills, as they must be able to evaluate the credibility and accuracy of information presented in the text, make informed decisions, and solve problems.
The first section, "Understanding Reading," is comprised of four chapters, each containing ten units. These chapters focus on the various micro-skills and factors involved in enhancing reading comprehension skills for both information and pleasure. In section two, individuals are presented with reading experiences that include journal entries, non-fiction prose, and speeches, all of which are designed to develop their ability to read for information. Meanwhile, section three provides opportunities for individuals to engage with and enjoy different forms of reading for pleasure, including short stories, poems, and literary prose. Each unit in these two sections, two types of post-reading comprehension activities: Comprehension questions and topics for reflection and discussion with study partners, if any. Comprehension questions are based on micro-skills of reading discussed in Section I. The users of this book are, therefore, advised to carefully read the first section first and practice reading and do the activities that would promote different reading and cognitive skills.
Times have changed rapidly, and the field of literary theory has undergone significant transformation. We have transitioned from the peak of literary theories to the eras of After-Theory and Post-Theory. The study of English literature has become increasingly professionalized worldwide, and the personal appreciation of literature is now viewed as a private pursuit. As an academic discipline, English literature requires a rigorous cognitive approach, a sense of social responsibility, personal dedication, the creation of knowledge, the development of literary and critical competencies, and aesthetic and critical sensibilities. Consequently, we require a tool to approach literature objectively and impartially, to allow English studies to achieve the same level of credibility and respect as other branches of human knowledge.
Literary-critical theory is an interdisciplinary approach to literary criticism and the study of English literature. Throughout various stages of institutionalization, literature has often been disconnected from its linguistic, historical, and philosophical contexts. Theories have sought to restore these connections. However, the English Studies curriculum has adhered to humanist principles since its establishment in the latter half of the 19th century. This approach has been adopted in literary studies across different educational cultures, largely due to the influence of colonialism on education. With the introduction of literary-critical theories into the curriculum, the traditional humanist theories have begun to break down, leading to a global overhaul of pedagogy. These new theories have opened the eyes of all stakeholders to previously unexplored realities.
Despite their importance, teaching literary-critical theories has become more complicated and mystifying than necessary. They often stand alone, without being entwined with the reading of literary texts. Academics have failed to recognize the crucial link between literary-critical theories and the professional act of reading literary texts. Despite this, literary-critical ideas have pervaded all aspects of everyday life, including art and culture, science and technology, and even film and music. Consequently, twenty-first-century citizens think differently than in the past, questioning their history and living in new ways while critically considering their future. English Studies cannot expect these modern students to look backward in time.
The interdisciplinary, multidisciplinary, and transdisciplinary nature of literary-critical theories can pose a challenge for both teachers and students. Many practising teachers, scholars and students are struggling due to a lack of linguistic and philosophical backgrounds necessary to contextualize these theories properly. However, these theories did not simply appear out of nowhere—there is a clear historical continuity to their development. The goal of this book is to clarify and simplify concepts that have a strong foundation in historical and philosophical roots.
The book is comprised of 26 chapters, each focusing on different aspects of literary-critical theory. Chapters 1-8 examine humanist literary-critical theories that view the writer as an active producer and the reader as a passive recipient of the text and its meaning. Chapters 9-11 examine the contribution of philosophy to aesthetics, while chapter 12 focuses on Structuralist Theories, which challenged the ideals of humanist literary-critical theories for the first time in 2000 years. Chapters 13-24 explore different streams of literary-critical theories, which are perceived as various versions of post-structural orientation. These are often referred to as theories proper. Chapter 25 examines different ‘after-theory’ phenomena that argue that theories cannot reduce literature to a set of abstract theoretical concepts. Finally, chapter 26 examines various post-theory phenomena that emphasize the importance of context, history, and the materiality of texts, and their relevance to everyday life.
In today’s educational landscape, students often lack the study skills and strategies needed to achieve academic success. This has created an urgent need for a book like this that addresses this deficiency. The current educational system often emphasises grades and marks over learning experiences, which can hinder the development of effective study skills and habits. However, academic pursuit should be viewed as both a process and a product. Developing strong study skills and habits is essential for optimal performance throughout a student's educational career. Further, these skills are honed and improved upon over time through continued study and application.
Students can benefit greatly from developing good study skills and study habits. Effective study skills and habits help students process and retain information more effectively by using study techniques such as active reading, note-taking, and summarising; improve memory by reviewing material regularly, testing oneself and practicing retrieval; manage time effectively and make the most of their study time, reducing stress and increasing productivity; enhance critical thinking skills by using study skills such as analyzing and evaluating information in all areas of their academic and professional lives; and boost confidence and motivation, leading to greater success and enjoyment in their studies.
Therefore, this book covers traditional academic skills like effective listening, reading, and writing, note-taking, note-making, summarising, paraphrasing, precis writing, outlining, and information transferring. In addition, it includes four chapters addressing general issues, para-academic study skills and habits, time management skills and issues, as well as psychological issues.
Readers are, therefore, advised to read the book thoroughly from cover to cover to get an overview of the content and identify the topics that are most relevant to their needs; remember important information and key concepts by using a notebook or digital note-taking tool to keep your notes organized; identify areas for improvement by using the book’s advice to develop new strategies and techniques to help you study more effectively; create a personalised study plan that works for you; practise what you learn by trying out the different study techniques and habits that are recommended; review regularly the book and your notes to reinforce your learning and ensure that you are applying the techniques correctly; and if you find that you need more help in a particular area, seek out additional resources as suggested in the reading list.
The ultimate aim of this book is to enable the readers to improve their academic performance and achieve their learning goals. If they develop effective study skills and habits, they can process and retain information more effectively, allowing them to learn more in less time. Reviewing material regularly, testing oneself, and practicing retrieval can help them strengthen their memory and recall of information. Effective study habits help students manage their time better and make the most of their study time, reducing stress and increasing productivity. By using study skills such as analysing and evaluating information, students can develop critical thinking skills that can be applied to all areas of their academic and professional lives. Successful application of study skills and habits can boost students' confidence and motivation, leading to greater success and enjoyment in their studies.
The need for a new book on the topic of essay writing, encompassing diverse types and techniques, is evident for several reasons. First, the traditional approach to essay writing often focuses solely on the five-paragraph structure, limiting learners’ understanding of the broader spectrum of essay formats. A comprehensive handbook would introduce readers to a range of essay types, including narrative, descriptive, expository, persuasive, argumentative, comparative, and analytical essays. By exploring these variations, individuals can develop a nuanced understanding of how to tailor their writing style to suit different purposes and audiences.
Second, existing resources often overlook the importance of effective essay techniques, such as thesis development, evidence integration, logical organization, and coherent transitions. This book investigates these essential components, providing practical strategies and examples to help young writers, scholars, and students refine their skills and produce more compelling and coherent essays.
Further, the emergence of digital platforms and online communication has reshaped the landscape of essay writing, necessitating updated guidance on incorporating multimedia elements, citing electronic sources, and navigating digital environments ethically. This contemporary handbook would address these modern challenges, equipping readers with the tools they need to thrive in a digital age.
Moreover, the increasing emphasis on interdisciplinary approaches to education and professional fields requires writers to adapt their essay writing skills to diverse subject areas and contexts. This comprehensive book caters to this need by offering insights into how to approach essay writing in various disciplines, from literature and history to science and business.
In conclusion, the necessity for this new handbook on essay writing, encompassing diverse types and techniques, is undeniable in today’s educational and professional landscape. By providing comprehensive guidance on different essay formats, essential techniques, digital considerations, and interdisciplinary approaches, such a handbook would empower learners to communicate more effectively and persuasively in their academic and professional endeavors.
The rationale for a book on Developing Conversational Skills is the need for natural, compulsive, inevitable human tendency to converse with fellow human beings rather than ‘speaking’ (monologue) to someone. Conversation is the first and foremost means of ‘primary’ socialization (becoming members of society) through one’s mother tongue. English plays the role of ‘secondary’ socialization in the life of any educated Indian who aspires to becoming or being or functioning as a bilingual. Moreover, conversation is a crucial mode of speech that demonstrates the employability potentials of the prospective employees in the professional world that recognizes English as the global language (‘Globish’).
A vast majority of students who join the Indian collegiate system lack proficiency in conversational English though some of them are good at speaking. Usually, they mistake spoken English for conversational English that is mainly informal. They have no idea of what constitutes conversational English. One necessarily depends on another to improve conversational skills. It is basically either a dyadic or group activity.
Section I titled Social Expressions aims at familiarizing learners with the rules of the game. Basic expressions that are crucial to day-to-day conversations are identified, and a model conversation in each unit is also provided with suggested activities. These expressions are believed to provide the much-needed starting energy to propel original, creative use of English on their own in the course of time. The section has forty units. The units are only suggestive and not exhaustive.
Section II titled English for Informal Conversations provides 29 units of conversations with the Expressions that users might encounter for the first time. Learners are encouraged to guess the meanings of these expressions from the context, or look them up in dictionaries. They are expected to self-learn the use of English in informal conversations. The ultimate aim is that they should ‘acquire’ the natural, untutored proficiency to use English in their daily life. Again, the units are only suggestive and not exhaustive.
Section III titled Learning through Formal Conversations aims at imparting strategies for improving communication competency. Users are ‘learning to learn’ English through an imaginary English conversation teacher who appears in all conversations from unit 70 to 84. The themes are wide-ranging but confined to the strategies to improve one’s communication skills in English. Each unit has five Comprehension Check questions/activities to ensure that what the user has learnt is reinforced.
Section IV titled English Pronunciation Skills through Conversations aims at addressing the much-confused, yet neglected aspect of their learning English. It is pronunciation. Pronunciation plays a crucial role in conversation. It is as important to conversation as spelling to writing. Appropriate pronunciation skills strengthen learners’ confidence level to participate in conversations. Efforts have been taken to help learners understand the need to fine-tune their English pronunciation chiefly because of the unphonetic nature of the English language. The purpose is to not encourage learners to ‘ape’ the ‘Received Pronunciation,’ (RP) but to realize that it provides a model for contrast and approximation. This contrast would make them realize how different Indian English accent is. The only criterion of a ‘good’ pronunciation is intelligibility. In fact, RP is an accent of spoken English and it is associated with educated people and formal speech. It is a standard against which other accents are measured and not condemned. One caveat here: One’s pronunciation defines one’s identity, and therefore, learners and teachers need not feel bad about their accent which is conditioned and enriched by the influence (not interference) of the mother tongue.
The role of teachers as facilitators is to provide a powerful role model by reading out each conversation aloud since listening is an integral part of the comprehensible system These expressions ought to be used in real life contexts, not in contrived ones.
The need for a new book on employability skills is paramount in this context. As industries embrace technological advancements and global interconnectedness, the demand for skilled employees who can adapt, innovate, and thrive in dynamic environments is soaring. This book aims to address this critical gap by equipping individuals with the necessary skills to excel not only in securing placements but also in achieving promotions and sustained career growth. Employers today prioritize candidates who demonstrate strong communication skills, critical thinking, teamwork, and the ability to navigate complex problems.
Communication skills are paramount in the modern workplace, encompassing not only the ability to articulate ideas clearly and concisely but also the capacity to listen actively and engage in meaningful dialogue. Effective communication fosters collaboration, minimizes misunderstandings, and enhances productivity. In an era where remote work and digital communication are increasingly prevalent, proficiency in both verbal and written communication, as well as digital literacy, is essential. Employers seek individuals who can convey information persuasively, adapt their communication style to different audiences, and utilize various platforms to maintain effective interaction.
Cognitive skills, including critical thinking, problem-solving, and adaptability, are highly valued in today’s complex and fast-paced work environments. These skills enable employees to analyse situations, identify potential solutions, and make informed decisions. As industries face rapid technological advancements and market fluctuations, the ability to learn quickly and apply knowledge creatively becomes crucial. Cognitive skills also encompass the capacity for strategic thinking and innovation, allowing employees to anticipate challenges and drive organizational success through continuous improvement and visionary thinking.
Affective attributes are equally critical, reflecting an individual’s ability to manage emotions, build relationships, and navigate social complexities. These attributes include self-awareness, empathy, and resilience, which contribute to a positive and productive workplace culture. Employees with strong affective abilities are adept at managing stress, resolving conflicts, and motivating themselves and others. They foster an inclusive and supportive environment, enhancing teamwork and collaboration. As workplaces become more diverse and global, the ability to understand and respect different perspectives and cultures is increasingly important, making affective skills a cornerstone of employability in the 21st century.
Solving problems with heart rather than mind integrates emotional intelligence with analytical thinking, leading to more holistic, inclusive, and sustainable solutions. By valuing empathy, trust, ethical considerations, and resilience, we can better address the complexities of modern challenges and create a more compassionate and effective world. By focusing on practical applications and real-world examples, this book will serve as a comprehensive guide for both new graduates entering the workforce and seasoned professionals aiming to advance their careers. It will bridge the gap between academic knowledge and practical employability, offering a roadmap to career success in the 21st century.
English is learnt and taught as an academic subject in India. The whole English curriculum at all levels is therefore based on the notion of accuracy. It is reinforced through grammar and literature teaching. Moreover, all testing and recruiting agencies place premium on accuracy. This emphasis increases anxiety in learners and users of English about the ‘correctness’ of their expression. The correctness is related to the use of lexical and grammatical items, sentence structures, and pronunciation. Even though there are plenty of resources for consultation, they are not readily available in a form that suits the convenience of millions of English learners and users. Two years after I started using Facebook in 2013, I got an idea of expanding English language teaching outside the four walls of the classroom. On a suggestion from an old student of mine in Delhi and with the support of yet another old student in Chennai, I started a Page in Facebook for facilitating present and past students of mine to learn English lifelong. I uploaded an item a day in the evening on English usage and the response was tremendous. A minimum of 500 to a maximum of 1500 Facebook friends and friends’ friends visited the page and made a number of queries. Many of the visitors are present and past graduate and postgraduate students and practicing teachers and scholars of mine. Their queries represent the quintessence of their doubts and dilemmas about using English!
Their queries were related to accuracy rather than fluency of expression. I understood that users and learners were quite anxious about the correctness of their expression. In fact, they revealed the Indians’ obsession with accuracy and correctness. As a practicing teacher, I understood that their anxiety should be minimised so that they can at least start using English without any further procrastination. I also understand that many graduates are unable to use English for oral communication due to this anxiety and fear of uncertainty about the correctness of their expression. Both in traditional classrooms and communicative language classrooms, learners are not encouraged to be independent users and learners of English throughout their lives by making use of resources like collocation dictionaries and English usage manuals. Since most Indians are bilinguals in English, their language practices in mother tongue also cause many doubts about the use of English.
The present volume is in the form of question-answer. It contains 1000 items and each one of them is present in the minds of millions of Indian learners and users of English though they were articulated by some of them. Indian learners know a wide range of words and grammar rules, but they have uncertainty about using them in their expressions. Languaging in English is different from languaging in their home language. American languaging is different from British languaging! Such different language practices create more confusion for Indian users of English. For instance, Indians ‘burst’ crackers while native speakers ‘set off/let off fireworks.’ Indians ‘prepone’ a meeting while Americans/British ‘advance’ it! While Americans/British discuss a matter, Indians ‘discuss about’ a matter!
Since English is a denationalised language in the sense that its ownership does not rest with any one country and culture, it is used as a first language, or as a second language, or a foreign language throughout the world. It has learnt to coexist with all languages of the world and is being influenced by them. As a result, it has assimilated quite a lot of words from other languages and all languages have either partially or wholly assimilated a significant number of English words. However, two national dialects and its varieties have emerged and they are relevant for the learners of English throughout the world for professional reasons. They are American English and British English. They have created quite distinct flavour of their own. Incidentally, they also create a number of usage problems for those who are learning English as a second or a foreign language. For instance, the expression ‘dead cheap’ is quite common among Indian speakers in their own languages. Actually, the expression ‘dirt cheap’ has been assimilated like ‘dead cheap.’ Likewise, English has a number of similar-sounding or –meaning expressions such as ‘holiday’ and ‘vacation’ or ache’ and ‘pain’ or ‘all together’ and ‘altogether’ or ‘a little’ and ‘little’ or ‘a few’ and ‘few’ or ‘alternately’ and ‘alternatively’ or ‘anyone’ and ‘anybody’ and so on. Are they all synonyms and therefore interchangeable? Learners and users have such valid doubts. This book addresses a majority of such doubts.
This book titled, 50 Modern Literary Theory Texts: Explanations and Explications seeks to illuminate the shadowy recesses of modern literary theory, offering a guiding beacon through the murky waters of 50 seminal texts. Designed as a companion for those embarking on the journey of literary exploration, it aims to demystify the arcane language and convoluted arguments that often characterize theoretical discourse. By providing clear explanations, insightful interpretations, and practical examples, this book endeavours to make the terrain of literary theory more accessible and navigable.
Drawing on a diverse array of critical perspectives, from structuralism to postcolonialism, from feminism to queer theory, each chapter of this book is devoted to unpacking a seminal text within the theoretical canon. Through close reading and thoughtful analysis, we examine the foundational works of theorists such as Roland Barthes, Jacques Derrida, Judith Butler, Edward Said, and many others, illuminating their key ideas, intellectual contexts, and enduring relevance.
Moreover, this book goes beyond mere explication, inviting readers to actively engage with theoretical concepts through discussion questions and practical applications. By encouraging critical thinking and fostering dialogue, it aims to empower readers to grapple with complex ideas and develop their own interpretive frameworks.
Whether you are a seasoned scholar seeking to deepen your understanding of literary theory or a student venturing into this challenging terrain for the first time, this book offers a comprehensive roadmap for navigating the complexities of modern critical discourse. By shedding light on the intricate interplay between theory and literature, it invites readers to embark on an enriching intellectual journey—one that promises to expand horizons, provoke insights, and kindle a deeper appreciation for the boundless possibilities of literary interpretation.
Again, academic writing is a key part of many academic courses and assessments. Second language learners who can write effectively are better able to succeed in their academic pursuits. It provides an opportunity for them to practise their language skills including vocabulary, grammar, and syntax. Regular practice can help learners improve their language skills and become more confident writers. It also involves understanding and adhering to the conventions and expectations of a particular academic culture. Second language learners who engage in academic writing can develop a deeper understanding of the culture and context of their academic field.
Professional writing is as important as academic writing when graduates try to settle down in a career of their choice. Professional writing skills are essential for success in most careers. Whether it is communicating with colleagues, clients, or customers, demonstrating professionalism, paying attention to detail, persuading others, or advancing your career, strong writing skills can help you achieve your goals and excel in your profession.
Professional writing skills are essential for success in most careers. There are at least five reasons for the importance of professional writing. One, clear and effective communication is critical in any profession. Being able to convey your ideas in a concise and professional manner is essential. Strong writing skills help ensure that your message is conveyed accurately and clearly. Two, writing in a professional manner is important in maintaining a professional image. Poor writing skills can negatively impact your credibility and reputation, while strong writing skills can enhance your professional image. Three, good writing requires attention to detail, including proper grammar, punctuation, and spelling. Paying attention to these details can demonstrate your commitment to quality work and attention to detail, both of which are highly valued by employers. Four, many professions require the ability to persuade and influence others. Strong writing skills can help you communicate your ideas effectively and persuade others to see your point of view. Last, strong writing skills can help you advance in your career. Many leadership roles require strong communication skills, and being able to write effectively can help you stand out among your colleagues and advance in your career.
Professional writing plays a critical role in effective communication within organizations and industries. There are reasons for different types of professional writing to be important. One, letter writing is an important form of communication that helps individuals and organizations convey information, request information, or make a request. It is an effective tool for building and maintaining relationships, both personal and professional. Two, business emails are used to communicate important information quickly and effectively. They are an essential tool for daily communication in many organizations, and they are often used to convey important updates, ask for information or feedback, or to request action.
Three, memos are an important form of internal communication within organizations. They can be used to communicate important updates, provide instructions, or make recommendations. Memos help keep employees informed and on track. Four, technical writing is used to communicate complex technical information in a clear and concise way. It is essential in industries such as engineering, computer science, and medicine, where accurate information is critical for success. Five, ad writing is used to create effective advertisements that communicate the benefits of a product or service. It is an essential tool for businesses to attract and retain customers. Last, content writing is used to create engaging and informative content for websites, blogs, and social media platforms. It helps businesses and organizations communicate their brand message and engage with their audience.
Moreover, both academic writing and professional writing are teachable skills that can be developed through instruction and practice. Academic writing skills can be developed through courses and workshops that focus on academic writing, such as courses in academic writing, research methods, and writing for publication. These courses can teach students the conventions of academic writing, including how to structure an essay, how to use evidence effectively, and how to format citations.
Similarly, professional writing skills can also be developed through courses and workshops that focus on various forms of professional writing, such as business writing, technical writing, and content writing. These courses can teach students the conventions of different types of professional writing, including how to write effective emails, how to create engaging content, and how to write technical documents.
In addition to formal instruction, practice is also essential for developing writing skills. Students can practice their writing skills by completing writing assignments, working on collaborative projects, and receiving feedback from peers and instructors. By practicing regularly, students can refine their writing skills and improve their ability to communicate effectively in academic and professional settings.
However, it is possible to learn academic writing and professional writing skills independently, although having a teacher or mentor to provide feedback and guidance can be helpful. There are a variety of resources available for individuals who want to learn these skills independently, including books, online courses, writing software, and writing communities. Many universities and colleges also provide free online resources and tutorials for academic writing.
For professional writing, there are many online courses and tutorials available that cover different types of professional writing, such as business writing, technical writing, and content writing. These courses can provide step-by-step guidance on how to write effective documents and can offer feedback on writing samples.
It is important to note that independent learning requires self-discipline, commitment, and motivation. Individuals must be willing to invest time and effort into practising their writing skills and seeking feedback from others. It can be helpful to set goals, create a writing schedule, and seek feedback from writing communities or mentors to help stay on track. Overall, while having a teacher or mentor can be helpful, it is possible to learn academic writing and professional writing skills independently through the use of available resources and consistent practice.
The purpose of this book is to aid students and graduates in enhancing their writing skills for career advancement by emphasizing the importance of writing effectively and concisely. The book is divided into two sections: Academic writing and Professional writing. The Academic writing section is comprised of four chapters that delve into writing concerns, sentence structure, paragraph development, and essay composition. Meanwhile, the Professional writing section focuses on letter writing, business emails, memo writing, technical writing, ad copy, and content creation, spanning six chapters. Each chapter features a varying number of units, ranging from eight to eleven, with the first unit of each chapter providing an introduction and contextualizing the chapter’s main theme.
My research scholars and postgraduate students often confess that some of the styles that are suggested/prescribed do not address all their questions, doubts, and uncertainties. Hence, at best, they recycle what has already been done, and at worst, they postpone their work. This uncertainty does not even spare experienced teachers. They also experience inarticulate anxiety and inordinate delays in publication. They face time pressure, institutional pressure, and peer pressure to improve their publication profile. At this juncture, we should first understand that not all can undertake research. Research requires certain amount of intelligence and unswerving commitment.
Research in English Studies is relatively a new phenomenon. The culture of writing academic papers for presentation at national conferences, writing PhD dissertations in English language and literature, and writing research articles for publication has received a new impetus from the managements and organizations that run private (technological) and arts & science institutions. It is no longer a monopoly of miniscule minority of university ‘wits’ as it was in the 1970s. Of course, some autonomous institutions introduced project as part of the postgraduate programme in the 1980s. A handful of research scholars with or without UGC fellowships undertook fulltime PhD in the 1980s.
Meanwhile, international conferences on English language teaching and sometimes on English literature began to be organized by private technological universities and institutions across the country from the 2000s. Subsequently, the University Grants Commission started funding national and international conferences, and minor and major projects in English language and literature in the institutions that are eligible for funds. Besides, some professional associations, individuals, and some institutions started publishing open-access, online journals in English language and literature. Thus, a vast majority of college teachers, and fulltime and parttime research scholars are getting opportunities now to try their research for conferences and publications in journals and conference proceedings.
MA students and MPhil and PhD research scholars, however, face several problems in carrying out their projects. They are unable to stick to schedules and deadlines, and to publish their manuscripts in the journals indexed in Elsevier or Scopus or other databases approved by the UGC. Very sadly, a vast majority of researchers and academics do not have access to international journals at their institutions. It is an open secret that we cannot contribute manuscripts to the journals if we are not aware of their publishing standards and traditions. We should be regular users of such journals so that we can become familiar with their reporting standards.
Critical interrogation is the cornerstone of literary research. Ontology and epistemology are the two sides of research. Mostly, scholars just follow their supervisors by undertaking thematic (moral) approaches that were in vogue once in the absence of literary/critical theories as reading and research tools. They are ‘advised’ to choose a writer/a set of texts from a corpus that has been legitimized or canonized by the academia. It results in the replication/duplication of what has already been carried out. A vast majority of writers are totally ignored in research due to the institutionalized canonization effect. They do not contribute anything original to the fund of existing knowledge. Moreover, they do not realize that repetition of the text is not the interpretation of the text. Thus, quality and relevance become a big casualty.
As far as research in English language teaching is concerned, the less said the better; it is either invisible or outdated or irrelevant. Research supervisors and scholars depend on western publications to a large extent. This is symptomatic of colonial dependency syndrome to adopt western solutions for Indian pedagogical, epistemological and hermeneutic problems. Moreover, research supervisors with literary orientation and with no formal exposure to methodology in language research do not encourage research in English language teaching. As a result, many academics are unaware of recent trends in ELT research even if they are interested.
Another sad fact is that many scholars do not know the basics of both general research and research in English Studies. They just depend upon supervisors and senior researchers for oral clarification. Many research scholars are wondering how to respond when they are asked to explain the research tool, or recall the thesis statement, or to state research questions, or to distinguish between the topic and the title, or to articulate their major research findings. They have no idea of developing a chapter in a thesis or a section of the manuscript. Most of them do not know constituent parts of the introduction chapter/section of a thesis and the conclusion chapter/section of a manuscript. Many supervisors prefer Indian academics working in foreign countries as foreign examiners for their wards since they are not sure of how examiners across the international academia would assess their methodology.
Institutions also fail in adhering to international standards. Universities do not seriously study the relevance of the research topics proposed and endorsed by the guides. Even organizers of international conferences in our country are not even aware of the fact that MLA Handbook is followed for literature research and Publication Manual for language research. It is not uncommon that they first call for abstracts instead of proposals when they organize conferences. Sometimes, they prescribe outdated editions of MLA Handbook for both language and literature. Still worse, institutions that are running academic journals call for abstracts first and the article last for inclusion in their journals. It only proves that they are not aware when the abstract should be or can be written.
This book has, therefore, taken into consideration the needs and dilemmas of scholars who evince interest in research in English Studies. It has addressed their needs and problems in eleven chapters with nine to twelve units each under three sections. Section I deals with the basics of research in English Studies; Section II deals with tools for literary research, and section III focuses on tools for language research. Units are organized around a central theme that becomes the chapter title. Chapter 1 “Introduction to Language and Literary Research” in nine units deals with the issues that are common to research in English Studies. Chapter 2 with nine units focuses on Teething Problems in English Studies. Chapters 3 and 4 are titled “Components of Research Manuscript” deal with nineteen issues that characterize a language or literature manuscript of either an article or a thesis or a project report. Chapters 5 and 6 titled “Tools for Literary Research 1 & 2” deal with nineteen literary-critical theories in a synoptic format with three units on the rationale for theories to be used as research tools, the manner of choosing them, and the basic tenets of poststructuralist thinking. Each unit ends with the ‘further reading’ list for the sake of young researchers who might face the problem of locating the relevant (re)sources when they start reading more in an area for their research.
Chapter 7 “Basics of Language Research” introduces the rudiments of language research. Chapter 8 “Transactive Language Learning/Teaching” deals with nine units on those areas that focus on communication as transaction in the classroom. Chapter 9 “Cognitive Language Learning/Teaching” deals with nine units on language approaches/theories that involve cognition. Chapter 10 “Transformative Language Learning/Teaching” introduces nine approaches/theories to learning experiences that are bound to transform learning and learners. Chapter 11 “Recent Trends in Second Language Learning/Teaching” introduces the current approaches/theories to second language learning and teaching in Indian context. The chapters that deal with language issues provide young researchers the new areas of language research. Hence, an exhaustive ‘further reading’ list is provided at the end of each unit. It is a special feature of this book. The author does not want young scholars to hunt for sources as soon as they choose an area of investigation.
The only motif behind the book is that Indian scholarship in English Studies should be internationally recognized. They should be conversant with Journal Article Reporting Standards (JARS) in their chosen areas. Our scholars should publish their findings in international journals that are dedicated for different domains. Our students and scholars produce knowledge in the research realm, whereas they consume the received knowledge about language and literature in the classroom. They should know the distinction between aesthetic reading and critical creating, between learning English and studying English, between teaching English and learning English, between learning critical t...
Reading for information is an important skill in today's society as it helps individuals understand and analyze information from a variety of sources. However, not everyone knows how to effectively read and understand information, especially in a world where information is readily available at our fingertips. Hence, this book intends to help anyone who would like to learn how to read for information and pleasure. It can provide individuals with the necessary tools and techniques to improve their reading skills and become more effective information consumers.
This book also teaches individuals how to determine the credibility of sources, identify important information, and effectively summarize and synthesize information. It also helps individuals develop critical thinking skills, which are essential for making informed decisions and solving problems. Furthermore, it provides tips on how to manage one's time and attention when reading, which is especially important in today's fast-paced and distractions-filled world. It can benefit individuals of all ages and educational backgrounds and help them become more informed and effective decision-makers.
Reading for pleasure is a valuable and enjoyable pastime that can provide numerous benefits, both personal and intellectual. However, not everyone knows how to choose books that they will enjoy, or how to make the most of their reading experience. As a book on how to read for pleasure, it intends to help individuals to discover the joy of reading, and develop their own reading tastes. It provides tips on how to choose books that match an individual's interests and preferences. It also offers advice on how to get the most out of a reading experience, such as how to actively engage with a book, reflect on the themes and characters, and connect the book to one's own life and experiences.
In addition, this book helps individuals to develop important life skills, such as empathy, critical thinking, and imagination. It also provides an escape from the stresses of everyday life and offers a chance to relax and recharge. In a nutshell, how to read for pleasure helps individuals to discover the joy of reading and develop their own reading tastes, while also providing numerous personal and intellectual benefits.
Grammar and vocabulary are important components of effective reading and writing, and they can play a role in assessing an individual's reading skills. However, they should not be the focus of a reading assessment, as they only provide a limited understanding of an individual's ability to comprehend and analyze written text. While grammar and vocabulary can impact an individual's ability to understand written text, they are not the only factors that determine reading comprehension and analysis. Other skills, such as critical thinking, inference, and text analysis, are also important components of effective reading and should be assessed as well.
In addition, testing grammar and vocabulary in isolation can have limitations, as it does not provide a comprehensive understanding of an individual's ability to use these skills in context. For example, someone may have a strong grasp of grammar and vocabulary but struggle to understand the meaning of a text or make connections between the text and the world outside of it. Hence, this book has deliberately avoided vocabulary and grammar exercises. Instead, it focuses on effective ways to assess an individual's reading skills, as they provide a comprehensive and in-depth understanding of their ability to comprehend, analyze, and interpret written text.
A reading book requires individuals to engage with a wide range of texts, including fiction, non-fiction, and informational texts, which can help to assess their ability to handle different types of text. Additionally, a reading book allows individuals to demonstrate their comprehension and analysis skills, as they must be able to understand and interpret the meaning of the text, recognize and analyze literary elements such as character development, plot, and theme, and make connections to the world outside of the text. Furthermore, a reading book can also provide an opportunity to assess an individual's critical thinking skills, as they must be able to evaluate the credibility and accuracy of information presented in the text, make informed decisions, and solve problems.
The first section, "Understanding Reading," is comprised of four chapters, each containing ten units. These chapters focus on the various micro-skills and factors involved in enhancing reading comprehension skills for both information and pleasure. In section two, individuals are presented with reading experiences that include journal entries, non-fiction prose, and speeches, all of which are designed to develop their ability to read for information. Meanwhile, section three provides opportunities for individuals to engage with and enjoy different forms of reading for pleasure, including short stories, poems, and literary prose. Each unit in these two sections, two types of post-reading comprehension activities: Comprehension questions and topics for reflection and discussion with study partners, if any. Comprehension questions are based on micro-skills of reading discussed in Section I. The users of this book are, therefore, advised to carefully read the first section first and practice reading and do the activities that would promote different reading and cognitive skills.
Times have changed rapidly, and the field of literary theory has undergone significant transformation. We have transitioned from the peak of literary theories to the eras of After-Theory and Post-Theory. The study of English literature has become increasingly professionalized worldwide, and the personal appreciation of literature is now viewed as a private pursuit. As an academic discipline, English literature requires a rigorous cognitive approach, a sense of social responsibility, personal dedication, the creation of knowledge, the development of literary and critical competencies, and aesthetic and critical sensibilities. Consequently, we require a tool to approach literature objectively and impartially, to allow English studies to achieve the same level of credibility and respect as other branches of human knowledge.
Literary-critical theory is an interdisciplinary approach to literary criticism and the study of English literature. Throughout various stages of institutionalization, literature has often been disconnected from its linguistic, historical, and philosophical contexts. Theories have sought to restore these connections. However, the English Studies curriculum has adhered to humanist principles since its establishment in the latter half of the 19th century. This approach has been adopted in literary studies across different educational cultures, largely due to the influence of colonialism on education. With the introduction of literary-critical theories into the curriculum, the traditional humanist theories have begun to break down, leading to a global overhaul of pedagogy. These new theories have opened the eyes of all stakeholders to previously unexplored realities.
Despite their importance, teaching literary-critical theories has become more complicated and mystifying than necessary. They often stand alone, without being entwined with the reading of literary texts. Academics have failed to recognize the crucial link between literary-critical theories and the professional act of reading literary texts. Despite this, literary-critical ideas have pervaded all aspects of everyday life, including art and culture, science and technology, and even film and music. Consequently, twenty-first-century citizens think differently than in the past, questioning their history and living in new ways while critically considering their future. English Studies cannot expect these modern students to look backward in time.
The interdisciplinary, multidisciplinary, and transdisciplinary nature of literary-critical theories can pose a challenge for both teachers and students. Many practising teachers, scholars and students are struggling due to a lack of linguistic and philosophical backgrounds necessary to contextualize these theories properly. However, these theories did not simply appear out of nowhere—there is a clear historical continuity to their development. The goal of this book is to clarify and simplify concepts that have a strong foundation in historical and philosophical roots.
The book is comprised of 26 chapters, each focusing on different aspects of literary-critical theory. Chapters 1-8 examine humanist literary-critical theories that view the writer as an active producer and the reader as a passive recipient of the text and its meaning. Chapters 9-11 examine the contribution of philosophy to aesthetics, while chapter 12 focuses on Structuralist Theories, which challenged the ideals of humanist literary-critical theories for the first time in 2000 years. Chapters 13-24 explore different streams of literary-critical theories, which are perceived as various versions of post-structural orientation. These are often referred to as theories proper. Chapter 25 examines different ‘after-theory’ phenomena that argue that theories cannot reduce literature to a set of abstract theoretical concepts. Finally, chapter 26 examines various post-theory phenomena that emphasize the importance of context, history, and the materiality of texts, and their relevance to everyday life.
In today’s educational landscape, students often lack the study skills and strategies needed to achieve academic success. This has created an urgent need for a book like this that addresses this deficiency. The current educational system often emphasises grades and marks over learning experiences, which can hinder the development of effective study skills and habits. However, academic pursuit should be viewed as both a process and a product. Developing strong study skills and habits is essential for optimal performance throughout a student's educational career. Further, these skills are honed and improved upon over time through continued study and application.
Students can benefit greatly from developing good study skills and study habits. Effective study skills and habits help students process and retain information more effectively by using study techniques such as active reading, note-taking, and summarising; improve memory by reviewing material regularly, testing oneself and practicing retrieval; manage time effectively and make the most of their study time, reducing stress and increasing productivity; enhance critical thinking skills by using study skills such as analyzing and evaluating information in all areas of their academic and professional lives; and boost confidence and motivation, leading to greater success and enjoyment in their studies.
Therefore, this book covers traditional academic skills like effective listening, reading, and writing, note-taking, note-making, summarising, paraphrasing, precis writing, outlining, and information transferring. In addition, it includes four chapters addressing general issues, para-academic study skills and habits, time management skills and issues, as well as psychological issues.
Readers are, therefore, advised to read the book thoroughly from cover to cover to get an overview of the content and identify the topics that are most relevant to their needs; remember important information and key concepts by using a notebook or digital note-taking tool to keep your notes organized; identify areas for improvement by using the book’s advice to develop new strategies and techniques to help you study more effectively; create a personalised study plan that works for you; practise what you learn by trying out the different study techniques and habits that are recommended; review regularly the book and your notes to reinforce your learning and ensure that you are applying the techniques correctly; and if you find that you need more help in a particular area, seek out additional resources as suggested in the reading list.
The ultimate aim of this book is to enable the readers to improve their academic performance and achieve their learning goals. If they develop effective study skills and habits, they can process and retain information more effectively, allowing them to learn more in less time. Reviewing material regularly, testing oneself, and practicing retrieval can help them strengthen their memory and recall of information. Effective study habits help students manage their time better and make the most of their study time, reducing stress and increasing productivity. By using study skills such as analysing and evaluating information, students can develop critical thinking skills that can be applied to all areas of their academic and professional lives. Successful application of study skills and habits can boost students' confidence and motivation, leading to greater success and enjoyment in their studies.
The need for a new book on the topic of essay writing, encompassing diverse types and techniques, is evident for several reasons. First, the traditional approach to essay writing often focuses solely on the five-paragraph structure, limiting learners’ understanding of the broader spectrum of essay formats. A comprehensive handbook would introduce readers to a range of essay types, including narrative, descriptive, expository, persuasive, argumentative, comparative, and analytical essays. By exploring these variations, individuals can develop a nuanced understanding of how to tailor their writing style to suit different purposes and audiences.
Second, existing resources often overlook the importance of effective essay techniques, such as thesis development, evidence integration, logical organization, and coherent transitions. This book investigates these essential components, providing practical strategies and examples to help young writers, scholars, and students refine their skills and produce more compelling and coherent essays.
Further, the emergence of digital platforms and online communication has reshaped the landscape of essay writing, necessitating updated guidance on incorporating multimedia elements, citing electronic sources, and navigating digital environments ethically. This contemporary handbook would address these modern challenges, equipping readers with the tools they need to thrive in a digital age.
Moreover, the increasing emphasis on interdisciplinary approaches to education and professional fields requires writers to adapt their essay writing skills to diverse subject areas and contexts. This comprehensive book caters to this need by offering insights into how to approach essay writing in various disciplines, from literature and history to science and business.
In conclusion, the necessity for this new handbook on essay writing, encompassing diverse types and techniques, is undeniable in today’s educational and professional landscape. By providing comprehensive guidance on different essay formats, essential techniques, digital considerations, and interdisciplinary approaches, such a handbook would empower learners to communicate more effectively and persuasively in their academic and professional endeavors.
The rationale for a book on Developing Conversational Skills is the need for natural, compulsive, inevitable human tendency to converse with fellow human beings rather than ‘speaking’ (monologue) to someone. Conversation is the first and foremost means of ‘primary’ socialization (becoming members of society) through one’s mother tongue. English plays the role of ‘secondary’ socialization in the life of any educated Indian who aspires to becoming or being or functioning as a bilingual. Moreover, conversation is a crucial mode of speech that demonstrates the employability potentials of the prospective employees in the professional world that recognizes English as the global language (‘Globish’).
A vast majority of students who join the Indian collegiate system lack proficiency in conversational English though some of them are good at speaking. Usually, they mistake spoken English for conversational English that is mainly informal. They have no idea of what constitutes conversational English. One necessarily depends on another to improve conversational skills. It is basically either a dyadic or group activity.
Section I titled Social Expressions aims at familiarizing learners with the rules of the game. Basic expressions that are crucial to day-to-day conversations are identified, and a model conversation in each unit is also provided with suggested activities. These expressions are believed to provide the much-needed starting energy to propel original, creative use of English on their own in the course of time. The section has forty units. The units are only suggestive and not exhaustive.
Section II titled English for Informal Conversations provides 29 units of conversations with the Expressions that users might encounter for the first time. Learners are encouraged to guess the meanings of these expressions from the context, or look them up in dictionaries. They are expected to self-learn the use of English in informal conversations. The ultimate aim is that they should ‘acquire’ the natural, untutored proficiency to use English in their daily life. Again, the units are only suggestive and not exhaustive.
Section III titled Learning through Formal Conversations aims at imparting strategies for improving communication competency. Users are ‘learning to learn’ English through an imaginary English conversation teacher who appears in all conversations from unit 70 to 84. The themes are wide-ranging but confined to the strategies to improve one’s communication skills in English. Each unit has five Comprehension Check questions/activities to ensure that what the user has learnt is reinforced.
Section IV titled English Pronunciation Skills through Conversations aims at addressing the much-confused, yet neglected aspect of their learning English. It is pronunciation. Pronunciation plays a crucial role in conversation. It is as important to conversation as spelling to writing. Appropriate pronunciation skills strengthen learners’ confidence level to participate in conversations. Efforts have been taken to help learners understand the need to fine-tune their English pronunciation chiefly because of the unphonetic nature of the English language. The purpose is to not encourage learners to ‘ape’ the ‘Received Pronunciation,’ (RP) but to realize that it provides a model for contrast and approximation. This contrast would make them realize how different Indian English accent is. The only criterion of a ‘good’ pronunciation is intelligibility. In fact, RP is an accent of spoken English and it is associated with educated people and formal speech. It is a standard against which other accents are measured and not condemned. One caveat here: One’s pronunciation defines one’s identity, and therefore, learners and teachers need not feel bad about their accent which is conditioned and enriched by the influence (not interference) of the mother tongue.
The role of teachers as facilitators is to provide a powerful role model by reading out each conversation aloud since listening is an integral part of the comprehensible system These expressions ought to be used in real life contexts, not in contrived ones.
The need for a new book on employability skills is paramount in this context. As industries embrace technological advancements and global interconnectedness, the demand for skilled employees who can adapt, innovate, and thrive in dynamic environments is soaring. This book aims to address this critical gap by equipping individuals with the necessary skills to excel not only in securing placements but also in achieving promotions and sustained career growth. Employers today prioritize candidates who demonstrate strong communication skills, critical thinking, teamwork, and the ability to navigate complex problems.
Communication skills are paramount in the modern workplace, encompassing not only the ability to articulate ideas clearly and concisely but also the capacity to listen actively and engage in meaningful dialogue. Effective communication fosters collaboration, minimizes misunderstandings, and enhances productivity. In an era where remote work and digital communication are increasingly prevalent, proficiency in both verbal and written communication, as well as digital literacy, is essential. Employers seek individuals who can convey information persuasively, adapt their communication style to different audiences, and utilize various platforms to maintain effective interaction.
Cognitive skills, including critical thinking, problem-solving, and adaptability, are highly valued in today’s complex and fast-paced work environments. These skills enable employees to analyse situations, identify potential solutions, and make informed decisions. As industries face rapid technological advancements and market fluctuations, the ability to learn quickly and apply knowledge creatively becomes crucial. Cognitive skills also encompass the capacity for strategic thinking and innovation, allowing employees to anticipate challenges and drive organizational success through continuous improvement and visionary thinking.
Affective attributes are equally critical, reflecting an individual’s ability to manage emotions, build relationships, and navigate social complexities. These attributes include self-awareness, empathy, and resilience, which contribute to a positive and productive workplace culture. Employees with strong affective abilities are adept at managing stress, resolving conflicts, and motivating themselves and others. They foster an inclusive and supportive environment, enhancing teamwork and collaboration. As workplaces become more diverse and global, the ability to understand and respect different perspectives and cultures is increasingly important, making affective skills a cornerstone of employability in the 21st century.
Solving problems with heart rather than mind integrates emotional intelligence with analytical thinking, leading to more holistic, inclusive, and sustainable solutions. By valuing empathy, trust, ethical considerations, and resilience, we can better address the complexities of modern challenges and create a more compassionate and effective world. By focusing on practical applications and real-world examples, this book will serve as a comprehensive guide for both new graduates entering the workforce and seasoned professionals aiming to advance their careers. It will bridge the gap between academic knowledge and practical employability, offering a roadmap to career success in the 21st century.
English is learnt and taught as an academic subject in India. The whole English curriculum at all levels is therefore based on the notion of accuracy. It is reinforced through grammar and literature teaching. Moreover, all testing and recruiting agencies place premium on accuracy. This emphasis increases anxiety in learners and users of English about the ‘correctness’ of their expression. The correctness is related to the use of lexical and grammatical items, sentence structures, and pronunciation. Even though there are plenty of resources for consultation, they are not readily available in a form that suits the convenience of millions of English learners and users. Two years after I started using Facebook in 2013, I got an idea of expanding English language teaching outside the four walls of the classroom. On a suggestion from an old student of mine in Delhi and with the support of yet another old student in Chennai, I started a Page in Facebook for facilitating present and past students of mine to learn English lifelong. I uploaded an item a day in the evening on English usage and the response was tremendous. A minimum of 500 to a maximum of 1500 Facebook friends and friends’ friends visited the page and made a number of queries. Many of the visitors are present and past graduate and postgraduate students and practicing teachers and scholars of mine. Their queries represent the quintessence of their doubts and dilemmas about using English!
Their queries were related to accuracy rather than fluency of expression. I understood that users and learners were quite anxious about the correctness of their expression. In fact, they revealed the Indians’ obsession with accuracy and correctness. As a practicing teacher, I understood that their anxiety should be minimised so that they can at least start using English without any further procrastination. I also understand that many graduates are unable to use English for oral communication due to this anxiety and fear of uncertainty about the correctness of their expression. Both in traditional classrooms and communicative language classrooms, learners are not encouraged to be independent users and learners of English throughout their lives by making use of resources like collocation dictionaries and English usage manuals. Since most Indians are bilinguals in English, their language practices in mother tongue also cause many doubts about the use of English.
The present volume is in the form of question-answer. It contains 1000 items and each one of them is present in the minds of millions of Indian learners and users of English though they were articulated by some of them. Indian learners know a wide range of words and grammar rules, but they have uncertainty about using them in their expressions. Languaging in English is different from languaging in their home language. American languaging is different from British languaging! Such different language practices create more confusion for Indian users of English. For instance, Indians ‘burst’ crackers while native speakers ‘set off/let off fireworks.’ Indians ‘prepone’ a meeting while Americans/British ‘advance’ it! While Americans/British discuss a matter, Indians ‘discuss about’ a matter!
Since English is a denationalised language in the sense that its ownership does not rest with any one country and culture, it is used as a first language, or as a second language, or a foreign language throughout the world. It has learnt to coexist with all languages of the world and is being influenced by them. As a result, it has assimilated quite a lot of words from other languages and all languages have either partially or wholly assimilated a significant number of English words. However, two national dialects and its varieties have emerged and they are relevant for the learners of English throughout the world for professional reasons. They are American English and British English. They have created quite distinct flavour of their own. Incidentally, they also create a number of usage problems for those who are learning English as a second or a foreign language. For instance, the expression ‘dead cheap’ is quite common among Indian speakers in their own languages. Actually, the expression ‘dirt cheap’ has been assimilated like ‘dead cheap.’ Likewise, English has a number of similar-sounding or –meaning expressions such as ‘holiday’ and ‘vacation’ or ache’ and ‘pain’ or ‘all together’ and ‘altogether’ or ‘a little’ and ‘little’ or ‘a few’ and ‘few’ or ‘alternately’ and ‘alternatively’ or ‘anyone’ and ‘anybody’ and so on. Are they all synonyms and therefore interchangeable? Learners and users have such valid doubts. This book addresses a majority of such doubts.
This book titled, 50 Modern Literary Theory Texts: Explanations and Explications seeks to illuminate the shadowy recesses of modern literary theory, offering a guiding beacon through the murky waters of 50 seminal texts. Designed as a companion for those embarking on the journey of literary exploration, it aims to demystify the arcane language and convoluted arguments that often characterize theoretical discourse. By providing clear explanations, insightful interpretations, and practical examples, this book endeavours to make the terrain of literary theory more accessible and navigable.
Drawing on a diverse array of critical perspectives, from structuralism to postcolonialism, from feminism to queer theory, each chapter of this book is devoted to unpacking a seminal text within the theoretical canon. Through close reading and thoughtful analysis, we examine the foundational works of theorists such as Roland Barthes, Jacques Derrida, Judith Butler, Edward Said, and many others, illuminating their key ideas, intellectual contexts, and enduring relevance.
Moreover, this book goes beyond mere explication, inviting readers to actively engage with theoretical concepts through discussion questions and practical applications. By encouraging critical thinking and fostering dialogue, it aims to empower readers to grapple with complex ideas and develop their own interpretive frameworks.
Whether you are a seasoned scholar seeking to deepen your understanding of literary theory or a student venturing into this challenging terrain for the first time, this book offers a comprehensive roadmap for navigating the complexities of modern critical discourse. By shedding light on the intricate interplay between theory and literature, it invites readers to embark on an enriching intellectual journey—one that promises to expand horizons, provoke insights, and kindle a deeper appreciation for the boundless possibilities of literary interpretation.