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Literature and different cultures
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1.“Higginson’s desire that World Literature courses impart students those general values, ideas, and structures he finds at the roots of all belles lettres…”(Pizer 88) Many people do not have particular interest in the “Great Books,” or Classics. They either do not find them intriguing or just cannot quite understand them, for it can be difficult to do so. Higginson believed that such great works which derived from numerous cultures and varying perspectives deserved to be considered World Literature; However, today World Literature is devised for novices. Less canonical novels and works are chosen for the courses; courses unique to America initiated in the 1920s. I chose this passage, for canonical works, or as Higginson describes as belles lettres, should be equally represented in a World Literature course as are other works. They should not be removed or overlooked when in fact they may be the most moving and thematically sounding compared to non-canonical works. Unfortunately, the more advanced language used in a work, the more difficult the task of translating it may be. Perhaps it is worth the quasi loss of aesthetic in order to grasp an understanding far above ourselves? Or should we, humankind collectively, neglect the writings from the greats for the sake of the majority’s …show more content…
“The writer from a marginal culture is in a double bind”(Damrosch 9). Without the influences of great foreign writers, a young writer is unable to attain greatness in the like. He is limited by reading and studying only the literature of his own culture. Thus, his writing becomes the same as those before him. Through world literature, a writer can access predecessors from varying cultures, who implement different styles and ways to express emotion in their works. Translationing has been known to skew or eradicate texts completely; however, a translation can possess the power to strengthen a work. Goethe even preferred a Latin translation of one of his works to the
Damrosch, D. , & Pike, D. L. (Eds.). (2008). The Longman Anthology: World Literature. New York, NY: Pearson Education Inc.
Sixth Edition. New York: Harper Collins College Publishers Inc., 1995. Twentieth Century Literary Criticism. Vol. 9.
in Contemporary Literary Criticism. Ed. Jeffrey W. Hunter, Ph.D. Vol. 235. The.
Throughout Hughes’ text the reader is bombarded with the tedious, albeit extensive, litany of his readings. He has “read a lot of books in the last forty-five years, since (he) became a conscious and addicted reader at the age of about nine” (107). However, instead of writing about works he is familiar with, he should write about what he has learned from undertaking this honorable hobby.
... was not present to see. Through poetics and story telling, authors give a more emotional feeling to important events that must be witnessed and remembered. Although resurrecting the past can be a struggle and cause emotional pain, it can also help to soothe people’s spirits. In The House on Mango Street, Ceremony, “Song for a Barbarian Reed Pipe,” and Zoot Suit each tell a unique story that offers a new perspective and understanding of a culture. Texts that offer a look into the multicultural world we all live in, enables us to reconfigure our understanding of diversity and allows us to revaluate the importance and the presence of race and culture in daily life. Through writing and storytelling, we can also extend our knowledge about parallel cultures by exposing ourselves to the differences and similarities between our own culture and that of other groups.
The emplacement of cultural elements and themes may have restricted the speaker’s audience and lengthened the distance between the speaker and western audiences, but through the use of a first person narrative and universal ideologies a connection is still established. The use of a first person narrative may not be able to fully transcend the cultural barriers that exist in the story, but is able to shorten the distance between the speaker and the reader and create a sense of authenticity and truthfulness.
Welty, Eudora. “A Worn Path.” Heritage of American Literature. Ed. James E. Miller. Vol 2. Austin: Harcourt Brace Jovanovich 1991. 1274. Print.
Donald E. Pease, in his article “Author,” suggests that the role of the author was, originally, that of a “cultural attaché” of sorts, defining, exploring, and connecting the thoughts and values of the culture. As the “ New World ” was discovered and explored, it became the job of the author to record and explain the new cultures and concepts that they saw, allowing them in essence to create an entirely new lexicon and way of writing. No longer was the author bound solely to his (or her) own culture; the author now had the power to incorporate several cultures and thoughts into a single work, or simply create an entirely new basis for thought and writing. It was...
... World Literature. Ed. Martin Puncher. New York: W. W. Norton & Company, 2012. 441. Print.
Puchner, Martin, , et al. The Norton Anthology of World Literature . Third. a. New York: W.W, Norton & Company, Inc., 2012. 230-331. Print.
Lawall, Sarah,et al. The Norton Anthology of World Literature. 2nd ed. Volume A (slipcased). Norton, 2001. W.W. Norton and Company Inc. New York, NY.
Domrosch, David. Longman Anthology of World Literature, The, Compact Edition. 1st Edition. Pearson College Div: Longman, 2007. Print.
Recent years have witnessed a large number of Indian English fiction writers who have stunned the literary world with their works. The topics dealt with are contemporary and populist and the English is functional, communicative and unpretentious. Novels have always served as a guide, a beacon in a conflicting, chaotic world and continue to do so. A careful study of Indian English fiction writers show that there are two kinds of writers who contribute to the genre of novels: The first group of writers include those who are global Indians, the diasporic writers, who are Indians by birth but have lived abroad, so they see Indian problems and reality objectively. The second group of writers are those born and brought up in India, exposed to the attitudes, morale and values of the society. Hence their works focus on the various social problems of India like the plight of women, unemployment, poverty, class discrimination, social dogmas, rigid religious norms, inter caste marriages, breakdown of relationships etc.
During the course of this class, I have had the opportunity to read literature from authors who come from different backgrounds and places in the world. Some of the stories and poetry we read were straight forward while others were confusing and sometimes required a second look. But one thing is clear, it changed the way I think about literature in a few ways that I wasn’t expecting. Three works in particular stand out in my mind. “ I Wont Let You Go” by Rabindranath Tagore, “To New York” by Leopold Senghor, and Pedro Peramo by Juan Rulfo all had an impact on my thinking for similar yet different reasons. They all incorporate their cultural backgrounds into their work through the setting of their pieces. They also compose their pieces in a way that makes you want to research their history to find the deeper meaning. Finally, a couple of the authors write about things they are emotionally connected to. Some of the examples we will look at, really opened my eyes to going beyond a superficial understanding of literature.
These imaginative minds are often separated into two different generations, or styles of writings, based on the style of authors and the experiences that they wrote about. The first generation of poets wrote about the longing for freedom and attempted to see the light at the end of the tunnel and remained hopeful. The optimistic poets, such as Wil...