Workshop on Quality and Authenticity of web Resources

Introduction
On 19th November 2019 Dilip Barad sir organized workshop on how to find quality and Authenticity of web Resources at Department of English.
We get information about the quality and Authenticity of web Resources.
There is a five parameters to check the Authenticity and quality of web Resources.

Wikipedia
This website gives information of Author , summary, themes, style, background, symbols etc. These information available in this site. It is gives information about play, novel and very useful to us .

SparkNotes
In this site chapter Wise summery is available. Characters,plot,quotes are given in this site.It is very useful to understand novel,play etc.

Shampoo
This site regarded source of content that meets instruction goals. It is very useful to our point.

Grade saver
In this site they provide summary and quiz and it is very useful to understand our topic. In this site character list, themes,symbols,story,Analysis all information available on this site.

Thinking activity on mass media and communication

Introduction
Mass media means the technology that is intended to reach mass audience.It is the primary goal is communication used to reach the vast majority of the general public.There are many common platform for mass media.
They are

newspaper,magazines,radio,television and internet.Mass media plays a vital role in development of society.
Most common mass media are newspaper,magazines,radio,television,internet.

Newspaper,radio,television are very imp of mass media .They gave information gave education also so it played vital role in mass media.

Now a days internet is very useful to have information and education.Social media like Facebook,whats app,tweeter,etc.
All this medium are gave information about present time.It is very useful mass media now days we get very quickly news through TV and Internet.

Mobile phone very important to use of mass media communication.

Communication means a human relationship of two or more person who come together to share to dialogue and to commune.Thus communication is not just a proses but also social and cultural togetherness.

There are two types of communication verbal and non verbal communication.

 communication in which we used language to communication to other person it is called verbal communication like we are talking our friends it is verbal communication and non verbal communication in which we

 don't use Language we use symbols or expression our body parts like we express our feelings through our face expression and not use and language it called non verbal communication.

Thinking activity on A Grain of wheat and Robinson Crusoe

Introduction
Grain of Wheat is a novel written  by Kenyan novelist Ngũgĩ wa Thiongo. It is about the  Kenyan people’s fight for independence fromBritish rule. The novel is historically connected in the novel village of Thabai symbolizes as Kenyan society. It is depicted as a community. Their inhabitants are astonished by the discovery of a betrayer of the Mau Mau movement on the eve of independence.  The novel is highly based on the fight against the colonial rule for freedom.
   In the novel the central narrative is the freedom against colonial power .The beginning of the novel the movement happens against independence.It highly detected the struggle of the Kenya people from colonial rule.
    The novel focus on the number of characters experiences during the Kenyan independence of uhuru movement. Mugo is one of the central character of the novel.Mugo is connected with the woman in the hut is central element in novel.
The old woman has lost her son and never talk anybody.She live loneliness .Mugo was freedom fighter.He is very respected person or kenya. Later on Mugo confesses his crime that he has betrayed kihika. So in the novel  how people tortured by someone.The novel a grain of wheat is the national anti colonial struggle against British rule.Mau - Mau movement has historical background in history of Africa.It depicts the struggles of Kenya for getting freedom means Uhuru.

Robinson Crusoe

Robinson Crusoe represents a culture, religion and an ideology.Robinson was the master and he stands for the English imperialism, capitalism.He was English colonization.
  Robinson Crusoe taught friday gave him name of Friday.Friday was black man and he was his servent. Robinson Crusoe taught him about religion,language , wear to cloth and gave some knowledge about religion.So we can see white master and black servent relationship.
So 

Youth festival

Youth festival is one of the best festivals in which university or specific college gives you the opportunity to perform or to show your skill or talents in different fields. It is very important that someone observe your skill and motivate you or encourage you to do more and gives you platform were the talent is valued . So Maharaja Krishnakumarsinhji Bhavnagar University had organized a four-day youth festival and given the name "RANG MOHAN” and the theme of YOUTH FEST was “RANG MOHAN” attributed to 150th Birth Anniversary of Mahatma Gandhi.  It's up to you how you interpret this title. In this festival there, the university organized various events and there were many participants from various colleges. It is very interesting to meet new people or to know something new or we can learn as well. 

Sir always encourage us to participate in every event and to learn something or to have experience of it. So, our from the department, students participated in various events. I didn't participated in event, but I was there as a volunteer and I got to learn many new things and also how to handle the situation and the crowd. My other classmates were also there as a volunteer named Ashish and Krishna who handled all the situations and events very well.

SKIT :

I would like to congregate my class for the best performance. Hina, Nirali, Alisha, Prinjal, Nasim, Monica participated in the Skit competition under the guidance of Alpa Ponda and Kaushal Trivedi performed an extraordinary skit on LGBT theme. We have to think about LGBT. When we watch, at that time you may feel Catharsis or as we know that in skit they give us one important massage.

SPOT PAINTING :

Topics for Spot painting are Festival of Ganesha, war and peace, and village of Bhavnagar. In this competition, Kavisha Alagiya participated from Department of English.

Paper no 12 English language teaching 1 language teaching methods in ELT

Name - Jyotiba Gohil
Sem -3
Roll no -13
Paper no- 12
Submitted  to -MKBU Department of English

Topic- English language Teaching 1 Language Teaching methods in ELT

Introduction : 

ELT is The programme combines the academic study of language and communication  with practical training in English language teaching. It is used for leaning the language it is not applicable for selected language this methods are used for learning any language . 

Method :

Method in English language teaching is the important element through which learning of language become easier. Basically it’s referring to the techniques which is used by the teachers to teach any particular language to their students. So this methods used for any language learning. Through this methods leaning becomes easy for learners. So by using this types of method learner can learn many languages. 

● Methods in ELT : 

There are many methods used in the learning of languages : 

1) The direct method 

2)  Grammar – Translation method 

3)  Audio lingual method 

4) Total physical response 

5) Communicative language teaching 

1)  The Direct method : 

The Direct method is the important method. This method is very useful for learners. Through this method learns learn to communicate in the target language. Learner can be learn second language without help of first language. It also called as a Natural method. It is a reaction against Grammar translation method. In Grammar transaction method give focus on only grammar only. Where here into this method main aim to this method is communication. It is originate in the France into 1901.

    It is often to used to teach foreign language. It was first established in France and Germany around 1900 and contract with grammar translation method. 

● Characteristics : 

 •Into this method teaching concepts and vocabulary through real life objects and other visual materials. So it connect teaching with real life objects. For example teacher told his learner to interact with people into teaching language. So learner has to interact with the people and situation.

• Into this method leaner learns grammar rules by inductive approach. 

•Into this method focuses on the question and answer pattern. 

● Definition of Direct method : 

Direct method in the teaching a language is directly established an immediate and audio visual which is associated between experience and expression, words and phrases, rules and performance through the teacher’s body and mental skill without getting help of learner’s mother tongue. 

● Aims : 

• Build a direct way into the world of the target language and making relationship between life experience and language, word and idea, thought and expression and rule and performance. So in this don’t taking help of learners mother tongue.

• Teaching learners to learn how to communicate in the target language. 

•  method should based on the assumption. Learner should experience the new experience in the same way as he or she experienced his or her mother tongue.

● Techniques of learning : 

• Question  answer exercise 

• Dictation 

• Reading a loud 

• Students self correction 

• Conversation practice with other learners 

•  Paragraph writing 

● Merits and Demerits : 

Merits :

• Learner can understand English easier

• Good habit of speech increase

• Fluency of speech and writing skill improved

• Lessons become  interesting with use of pictures

•  Practical command over language 

• LSRW skills improves 

 Demerits :

•  Useless for average learners 

• Unachievable in over crowed class 

• Schools and colleges not have enough equipment 

•  Teacher spend a lot time in planning and  designing the activities 

 2 ) Grammar translation method : 

 This method is focuses on the Grammar rules and regulations into language. It is a method of teaching the foreign languages. This method is drives from classical method of teaching language into Greek and Latin. In this method first learner learns grammatical rules and regulations and then they apply those rules by translating the sentences between target language and native language. 

● Aims and principle : 

Aims :

• It is useful for enable learners to read and translate literature written into the source of language .

•  Development of learners reading ability to a level at where they are able to read literature written into the target language. 

● Thomson and Wyatt’ s three principles : 

• Translation interprets foreign phraseology best 
•  Through interpretation learner able to learn target language 
• Words compare and contrast with mother tongue so mother tongue helps in learning of second language. 

● Principles: 

• Classes taught in mother Tongue

• Vocabulary is taught in mother tongue in form of isolated word 

•  First learn the word in mother tongue after that moving towards second language 

● Merits and Demerits : 

 Merits

• Increasing vocabulary. 

• Save time and energy both 

• Strong memory bond establish

Demerits :

•  Listening and speaking skills not given importance 

• Literary translation ruins the charm of the language 

• Unable to think in target language 

• Rare opportunity of practice speaking 

● Techniques :

• Translation of passage 

• Antonyms and synonymous 

• Fill in the blanks 

• Memorisation 

• Make sentences 

• Composition 

• Reading Comprehensive questions 

 So by using these techniques learner can improve their target language. This all techniques make learner to learn language. 

3) Audio – Lingual method :

 This method is very much useful to teach foreign language. It is based on the behaviourist theory. This approach of learning language is similar to direct method. So like the direct method the audio Lingual method also advice that  students should be taught a languages direct without using learner’s mother tongue to explain new words to learners. 

● Principles : 

• LSRW skills taught separately 

• Focuses on more listening and speaking but not completely neglected writing and reading

• The main feature of this method is dialogue 

• Dialogue provide leaner an opportunity to practice and memorise language 

• Mother tongue not given much importance as similar as  Direct method

● Techniques :

•  Language taught through dialogue with useful common communication structure and vocabulary 

• Repetition of phrases and sentences 

•  Dialogue learned by first whole class then by smaller groups and then individual 

• Reading material introduced orally 

• Asked to write composition report based on the oral lessons 

● Aims :

• Oral skills used systematically for communication 

• Practice is central aim 

•  Emphasis on oral learning 

• Put stress on oral skills 

• Oral skills at the centre

● Merits and Demerits : 

Merits :

• Use of visual aids is effective in vocabulary teaching.

• Method is just as functional and easy to execute for larger groups.

• Correct pronunciation and structure given  emphasized 

• Teacher-dominated method.

• Mechanical method and it demand pattern practice, drilling, and memorization.

• The learner is in the  directed role the learner has little control over the material studied and  the method of study.

Demerits : 

• Language form is considered not meaning 

• Teacher dominated method 

• Learner in the passive role little control over their learning 

• Equal importance not given all four skills LSRW

• Mechanical method  demands pattern practice, drilling, and memorization over functional learning of languages  

4) Total physical response: 

This method is founded by James Ashar professor of physiology. This theory based on the coordination of the language and physical movement. This method is an example of the comprehension approach to language teaching. The listening and responding serves two purpose. It means of quickly recognizing meaning in the language being learned and a means of passively learning the structure of the language itself. Grammar is not taught into this method of language learning   but can be learned from the language input. This method is a valuable way to learn vocabulary. 

●  Principles : 

•  Students not force to speak teacher waits until student acquired enough language to speak 

• At the begging stages larger can respond teacher into native language 

• Development of oral fluency is primary goal 

• Lesson organised around grammar and verbs

• Grammar not taught but learned by induction 

• Oral and  physical response is both are  teaching techniques. It is  a philosophy of language teaching

● Techniques : 

    • Uses of props and posters 

    • Use of charts and pictures 

● Merits and Demerits : 

    Merits :

•Funny and easy technique of learning 

 •not require a great deal of preparation on the part of the teacher.

•Good tool for learning vocabulary.

•Class size does not need to be a problem.

• No age barrier.

● Demerits :

• It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.

•It is easy to overuse TPR.

•It is limited, since everything cannot be explained with this method. It must be combined with other approaches.

 5 ) Communicative Language teaching: 

This  technique gives more importance to  interaction and it considering as  the ultimate goal of study.Language learners in environments utilizing communicative language teaching  techniques through they  learn and practice the target language through the interaction with one another and the teacher. So this  method is based on study of "authentic texts". So  through the use of this technique learner can be learn the language both in class and outside of class.

Conclusion: 

So these method can be very helpful to learners to enquire the language. This method is not only for English learning but these methods can be applicable into all other language learning. So by using these types of method it will be very helpful and easy way to learn the language. 

Paper 11 Black skin white Mask

Name- Jyotiba Gohil
Roll no- 13
Subject- 11 The postcolonial literature
Submitted to- MKBU Department of English
Topic- Black Skin White Mask
Themes of Black skin , White mask :

● Introduction :

Black skin, white mask is a book written by Frantz Fanon in 1952. He was a psychiatrist. Into this book he described the mental conditions of Black people. Through this book fan on shows his own experience in addition to presenting historical critical of effects of racism and dehumanisation and inherent situation of colonial people domination on human psyche.

Black skin white mask divided into Eight  parts :

1)  The Negro and Language
2)  The Woman of Colour and the White Man
3)  The Man of Colour and the White Woman
4)  The So-Called Dependency Complex of Colonized Peoples
5) The Fact of Blackness
6) The Negro and Psychopathology
7)  The Negro and Recognition
8)  Conclusion


● Themes in Black skin , White mask :

● Desire to be white :

“The black man wants to be white. The white man slaves to reach a human level.”

This theme consider as the most important theme of Black skin ,  white mask. In this theme shows desire of black people to be white. Fanon also described about interracial relationship. Power plays a vital role behind this desire of black people. Because of colonial power they get nothing in their life their lives becomes meaningless and painful because of black skin. So this power lead these people to being white.
   White people have all the advantages like more opportunities and economical advantages compare to black people. So they have desire to be white only for getting this advantages in their lives and make their lives more happier and peaceful. But they can’t be white so their desire to be white not fulfill. So at that they suffers mentally through out their lives. In the bluest eye novel by Tony Morrison. In this character of Pecola  have desire for blue eyes because she not getting love from her parents but she can’t fulfill her desire and suffers through put her life.

● Recognition by Others :

 Black people not consider themselves black until they not recognised white people. So the white ‘ other ‘ make them realise their blackness. They imposed inferiority complex upon black people. So the identity categories always  through interaction and relationships that involved people with different social positions.

● Racist create inferiority complex :

Both the black man, slave to his inferiority and the white man, slave to his superiority, behave along neurotic lines. As a consequence, we have been led to consider their alienation with reference to psychoanalytic descriptions.

Black people don’t naturally feel inferior. So there  sense of inferiority is produced by racist societies. Who doing discrimination of people on the basis of colours. So Because of the recognition involved in identity White people create their own sense of superiority by saying Blacks are inferior. So the society create inferiority complex into black people. They feel inferiority complex. So this racial discrimination becomes the reason inferiority  from which black people suffering. So both black and white man slave of their complexity which is inferiority and superiority complex. White suffering from superiority complex as same as black people suffering from inferiority complex.

● Black as biological :

The  theme throughout cultural representations of Black people. According to Fanon they are a symbol for the biological. This means that they are not thought of as thinking or feeling people but primarily as physical bodies like animals and beasts. So they all like other human beings they have a same feelings and emotions as other being have. The colour of black can be seen as a biological and environmental. Environment plays a vital role into skin colour. So it can be seen as normal thing. The consequence of  sexualisation of Black people. Reduced to their bodies, they are also reduced to the purely physical and sexual side of human life. Fanon argue that  this is why Black people are feared in European society. So black can be seen as natural rather than cruel and regressive people. Black colour also connected with bad things and it also effect lives of black people because their skin is black people consider them as cruel and monster and more regressive people.

● Colonialism :

Black Skin, White Masks is a book about the powerful effects of colonialism on life in the 20th century people . Fanon examines colonialism’s impact on black as well as white people. Colonialism consider as the main theme. Effect of Colonialism can be seen into the mind of people.

colonized people lost their own culture, identity, and  sense of their own existence they leaving  in a state of profound alienation. Throughout the book Fanon emphasizes that black people are forced to exist into  relation or in comparison to whiteness. White people try to force their religion and culture on black people. In the novel Robinson Crusoe by Daniel Dafoe. Into this novel  Robinson tried to ruled over Friday. He implement his religion and culture over Friday. Friday lost his own identity when Robinson give him a name “ Friday”. Even he lost his land and freedom. So these all things can be seen as the effect of Colonialism.

● Material and psychological oppressed :

 Black people are Material and psychological oppressed by white people. All the basic material facilities providing white people not black. They feel oppressed into the world which is surrounded by white people. Black people also psychologically oppressed they suffering from the inferiority complex. So it shows how they mentally suppressed by white people. All the opportunity and wealth and economical facilities only provide to white people. Black people have no chances to make their lives more facaliticised.
Fanon also writes about the racism of white people through the framework of psychopathology. Into this he discussed white people’s phobic means the fear of black people. He also explains that  how this irrational fear can itself be seen as a psychological effect of colonialism. He also gives an example of a woman her fear of black people has affected her so deeply that she suffers from debilitating physicality.

“We too often tend to forget that neurosis is not a basic component of human reality. Whether you like it or not the Oedipus complex is far from being a black complex.”

So Fanon uses his knowledge  as a psychiatrist to extend psychological principles to black people. He described the psychological  conditions of black people. He also  highlighting the ways in which black people have starkly different psychological experiences than whites. Here he wants to show the clear difference of Oedipus complex and black complex. Being black face so much difficulties and suffering in to the life.

● Self Image and self Hatred :

“Hatred is not a given; it is a struggle to acquire hatred, which has to be dragged into being, clashing with acknowledged guilt complexes. Hatred cries out to exist, and he who hates must prove his hatred through action and the appropriate behaviour. In a sense he has to embody hatred.”

Black people have an image of themselves that is distorted and a very  negative image constructed by the  white colonizers. Black people experience the weight of being hated, detested, and despise by the white society. This experience leads the  feelings of shame and self-hatred. So at the result of that many black people try to become ‘more white’ and as a result it creates shame due to the hopelessness of that task to be white. So the white colonisers have destroyed the self image of black. They consider the black skin as course upon them. To get more importance and love from people they always desire for fair skin. So they lost their self love for being black. They hate themselves for being black. It happens because of  colonized subjects taught them to hate their own blackness and to distance themselves from white people. Fanon also  argues that the white western culture has no any true understanding of the experiences of black people. They only lies about black people by portering them as devil and harmful people. So as a result of that Fanon argues that it is very  difficult for black people to gain an understanding of themselves that is separate from conceptions of whiteness and therefore they also suffers by self-hatred.

● Conclusion :

 So these are the themes of Black skin , white mask. This book is based on the psychological conditions of black people and their struggle and suffering during their life. Here we can see the effect of colonial power highly shown behind the situation of black people. They always suffer during their lives. They suffers socially,  psychological,  physical, economical. So it shows the sufferings of black into the coloniser world. White people portrayed black as uncivilised,  devil ,  regressive. So they wants to highlight their civilisation into the world by calling themselves more civilised. Into this book reflected the real conditions of. Black people as they have desire for whiteness ,  material and psychological oppressed by white people , self  hatred and  loss of self importance , suffering from inferiority complex and effect of colonialism on their lives. 

Hemingway's view on the old man and the sea

Name  - Jyotiba Gohil
Paper no 10
Roll no 13
Enrollment no 2069108420180017
Submitted to MKBU Department of English
Topic  Hemingway's craft in The old man and the sea.
 

      The Old man and the sea, published in 1952, was the last major work of fiction by Hemingway to appear in his life time . Although several years of creative effort remained to him before his death in 1961, the writing of those year is not likely to either enhance or materially alter his reputation at least in the opinions of Carlos Baker and Philip young, who have examined the writer's unpublished papers. If this is indeed the case, the old man and the sea will probably solidify its position as the final boundary of Hemingway’s career, just as in our Time marks it’s beginning. The judgment of the Nobel Committee, which singled out The old Man and the Sea for special praise in its award of the 1954 Literature prize to Hemingway had proved to be unusually percipient.
Nor have the critics neglected the work.
Soon after its publication it became the subject for serious and generally sympathetic commentary ,continuing to this moment. Some have hailed The old man and the sea his affirmation and reconciliation of man and nature other have interpreted it as his reiteration of man's tragic or ironic defeat by in super able forces . The story allegorical dimensions have also been examined, especially it’s use of Christian symbolism and the parallels between Santiago ordeal and Christ or that of a mythic quest hero. An early and persistent reading holds that the novella poses a parable of his own literary fate, with himself as the gallant fisherman and his career as the splendid Marlin develop Ed by bloodthirsty shark critics . In sum , the old man and the sea would not seem to be a neglected work.

First the essential design of the old man and the sea can be compared to that of the drama, for the narrative moves through three distinct phases of action which are symmetrically proportioned in relation both to one another and to the whole. In the first part or act Hemingway established the old man relationship with the boy  Santiago uniqueness and potentiality for tragic stature, the ethical values to be tested and the voyage out to sea. This part occupies almost exactly one fourth of the entire work. The second section act two in the drama is introduced by Santiago twice repeated yes and begins at the moment when the great Marlin takes the fisherman bait. It proceeds to describe the harrowing combat between man and fish and concludes with Santiago killing of the Marlin. This section is virtually twice the length of the opening phase and occupies the middle half of the work. The concluding section, the denouement , completed the symmetry for it is the same length as part one. It narrative the voyage back, the destruction of the Marlin by sharks, and the old man reconciliation with the boy. This the story comes full circle. This sequence of action, then , in its proportional arrangement , comprises the work basic architecture. However, this is hardly it’s only structural principal. The large frame is reinforced by other, more intricate design.

Among the essential symbol in patterns which support the structure of the old man and the sea, as of other his narrative is the movement sometimes applies literally as the progression from in doors to out of doors from nature to dwelling or dwelling to nature  as in Indian camp, three day blow an Alpine Idyll and many others. In some instances the pattern has only two phase, in other three with the action returning to the place or sphere of origin. The inside outside pattern has  many ramifications. Of course. Which break through the literal naming and which inherently convey deep emotional association and values.
Just as Hemingway established paradoxical values for the land, he bestows even more ironically ambiguous meaning upon the sea . As the vast arena for Santiago struggle with the great Marlin, it is that sphere in which man becomes most intensely alive , most severely tested, most heroic . The sea is beneficial the source of peace and nourishment and of inexpressible grandeur. But it is a trap, too, the elements populared by deceptively beautiful yet poisonous creatures such as the Portuguese man of war, and by the vicious sharks. The sea succors and exalts man even as it overwhelms and ruins him. This is what Santiago means when he days repeated in the book concludeing section that he has gone out too far . The sea becomes, finally, the objective correlative for the abstractions we name Nature ,fate.
Thus the work narrative pattern and frame , the land sea land movement, embodies also the polarities of its meaning the known against the unknown, the human against the infinite. Furthermore, Hemingway strengthens the principal narrative pattern by interweaving two other subpatterns, which serve to reduplicate the three part structure. Together alone together, darkness light darkness.
In the together alone together design the narrative opens with its depiction of Santiago intimate comradeship with the boy, takes him out to sea alone, then closes with the renewed and intensified love of the boy. The narrative and symbolic pattern of light darkness can be studied in further detail, for it serves in the story both as simple external frame and as internal imagery. As frame, the story both as begins and ends in daylight,from the late afternoon of the eighty fourth day Santiago has gone unlucky  to the afternoon three days later, when the tourists comments ignorantly while Santiago sleeps exhausted. More important, Hemingway uses a recurrint imagery and light.

We must consider, finally, the techniques by which Hemingway portrays his hero, and here again there appears a kind of ambivalence . That is his comments Santiago to our affection and admiration at the same time , he carefully foreshadow the story tragic or ironic outcome and  demonstrates the protagonist frailties as a man. Hemingway method is dual first he established the old man's attribute through a series of contrast and associates which convey both strength and weakness, innocence and guilt, second the writer makes his hero intimately familiar to us by his skillful use of a particular narrative perspective.

It was noted earlier in this essay that one of the important function of the story opening section is to elevate the fisherman to heroic stature. The most obvious means is direct statement, and three such assertion occur in the work .
With a single exception, the third person mode is scrupulously maintained during the books first twenty pages which treat events on shore . We know the contents of Santiago thoughts by Hemingway statement of them but we do not share in them directly. However, once Santiago is alone and rows out to sea we enter into his mind with increasing frequency, sometime moving from outside to inside with the traditional Hemingway crues, he thought, he said, sometimes gliding over directly from third person to first person. In other words, we get to know Santiago better when we have him alone. The initial instance of Santiago voiced thought is indicated by quotation marks after that the author uses no typographical markers except for what is actually spoken aloud.

Thus to the reader third person and first person narration seem visually the same, as they do aurally. Likewise, the seams of the narrative the transition in voice, are kept from intruding  upon the reader attention.
Surely the passage appears simple enough and wholly characteristic of Hemingway, yet this seemingly transparent and artless prose employs, in sequence, four distinct narrative modes. It begins with third person narration. But with the writer occupying the same point in time, space, and outlook as his character. It then shifts to direct utterance, set off by conventional punctuation and introduced by a conventional phrase. Next, however, there is a passage of interior monologue with out any cues, followed immediately by another brief passage of outside narrative, followed in turn by a passage which integrates cried interior monologue and third person narration.

What is true of The old man and the sea is true at large. Who does not know Hemingway writing yet who can profess to understand exactly ho it is made, or unruffled the secret of its special magic. We want to know more, for at its best as in the old man and the sea, it partakes of the miracle of enduring art. That it can never be exhausted by critic or reader , but that it renews itself and it's audience perpetually.