srasitex ot librarp anb ^information ssdenceir.amu.ac.in/8789/1/ds 3913.pdf · 2015-09-01 ·...

DOCTORAL THESIS SUBMITTED IN THE DEPARTMENT OF ENGLISH, A.M.IJ. (1953-2010)

ATV ANNOTATED BIBLIOGRAPHY

DISSERTATION

Submitted in Partial FulfiUment of the Requirements for tite award of the degree of

SRasitex ot librarp anb

^information ssdence

Submitted By S. SAMREEN RAH A T

lO-LSM-24 Enrolment No. GA-88S6

Under the Supervision of Prof. SHABAHAT HUSAIN

DEPARTMENT OF LIBRARY AND INFORMATION SCIENC£ ALIGARH MUSLIM UNIVERSITY

ALIGARH (INDIA) (2010-2011)

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DS3913

DEDICATED

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ALIGARH MUSLIM UNIVERSITY, ALIGARH

DEPARTMENT OF LIBRARY AND

INFORMATION SCIENCE

EPBX . 2700916, 20-22, 26 Ext 19/39 Direct 0571 -2700039, 2700920 Fax 0571-2700039 Res 0571-2501525

Dated .0.?/tD/. II...

CERTIFICATE

This is to certify that Miss S. Samreen Rahat has completed her dissertation

entitled "Doctoral Theses Submitted in the Department of English, AMU (1953-

2010): An Annotated Bibliography" in partial fulfillment of the requirements for the

degree of Master of Library and Information Science 2010-2011. She has conducted

the work under my supervision and guidance.

deem it fit for submission

U-^< Prof. Shabahat Husain

ACKNOWLEDGEMENT

""In the name of ALLAH the most beneficial and merciful"

AW praises, to almighty ALLAH , the creator of all creation , the

cherisher, and the sustainer of the world, HE endured mc with the requisite

knowledge and ability to produce this piece of work. 1 how down to HIM, in

gratitude with all humility from the depth of my heart.

I feel privileged in expressing my profound sense of gratitude to my

respected teacher and supervisor Prof Shahahat Husain Librarian ln<harge,

Maulana Azad Library, AM.LI., Aligarh. It was his constant encouragement,

valuable guidance and support that enable me to complete this work.

1 pay my special thanks to my respected teacher and Chairman of the

department. Dr. Naushad A/i, P.M. for his unfailing support, valuable

suggestions and all the facilities that made it possible to claim accuracy in this

work.

I owe my sincere thanks to my respected and co-operative teachers, Mr.

Mustufa K.^. Zaidi, Dr. Sudharma Haridasan, Dr. Nishat Fatima. And

Dr. Mehtab Alam Ansari.

I am thankful to all non-teaching staff especially to Zahid Hasan and

Mohd. Sharici of the department and also to the staff of Maulana Azad Library,

AMU, Aligarhfor their help and encouragement in my work.

I am also thankful to my friends Faizia, Saima, Arzoo, Farah and Fahim

and my sister Farheen who always encouraged me and wished me success.

1 am also thankful to my classmates and other well-wishers.

Finally, no words could possibly express my deepest gratitude to my loving

parents Mr. RahatAliShamsi and Dr. Shamim Rabat who encouraged me to

believe in hard work and not to woriy about the result.

(S. Samrcen Rabat)

CONTENTS

Page No.

Acknowledgement CHAPTER-1 1-15

Historical background of Department of English, AMU 1. Aligarh Muslim University 1 2. Department of English 4 3. Development of English Language 7 4. Development of English Literature 9

CHAPTER-2 16-25 Bibliography & Methodology: A descriptive account

1. Bibliography 16 2. Definition 16 3. Objective 17 4. Function and use of bibliography 18 5. Types 18 6. Definition of annotated Bibliography 19 7. Annotations 19 8. Scope 21 9. Methodology 21 lO.Format Followed 22 ll.Specimen Entry 23 12.Arrangement 23 13.1ndex 23 14.Abstract 24

CHAPTER-3 26-95 An Annotated Bibliography and subject heading

1. List of Subject Heading 26 (Derived By Using Chain Procedure)

2. An Annotated Bibliography 33

CHAPTER-4 96-111 Indices

1. Author Index 96 2. Title Index 103

p

CH APTEE: 1 HISTORICAL BECKQROUND OF

DEPARTMENT OF EiUSH, AMU

m m

CHAPTER 1

INTRODUCTION

1. Aligarh Muslim University

In 1875, Sir Syed founded the Muhammadan Anglo Oriental College

in Aligarh and patterned the college after Oxford and Cambridge universities

that he had visited on a trip to England.

Aligarh is situated at distance of 133 km, south east of Delhi on Delhi-

Kolkata Railway and Grand Trunk Road.

His objective v^as to build a college in tune with the British education

system but without compromising its Islamic values. Sir Syed's son, Syed

Mahmood, had studied at Cambridge and contributed a proposal for an

independent university to the Muhammadan Anglo-Oriental College Fund

Committee upon his return from England in 1872. This proposal was

adopted and subsequently modified. Mahmood continued to work alongside

his father in founding the college.

It was one of the first purely residential educational institutions set

up either by the Government or the public in India. Over the years it gave

rise to a new educated class of Muslims who were active in the political

system of the British Raj, and who would serve as a catalyst for change

among not only the Muslim population of India, but of the entire

subcontinent. When Viceroy to India, Lord Curzon visited the College in

1901, he praised the work which was carried on by the College and called it

of "sovereign importance".

The college was originally affiliated with the University of Calcutta,

and was transferred to the Allahabad University in 1885. Near the turn of the

century it began publishing its own magazine, and established a law school.

It was also around this time that a movement began to have it develop into a

university to stand on its own. To achieve this goal, many expansions were

made with more and more programs added to the curriculum. A school for

girls was established in 1907. By 1921 (exact year 1920), the College was

transformed into a university, and it was named Muslim University. Its

growth continued. The first chancellor of the university was a female. Sultan

Shah Jahan Begum.

Raja Sir Mohammad Ali Mohammad Khan of Mahamudabad was the

first Vice chancellor and Aga Khan was first Pro- Chancellor of AMU.

In 1927, a school for the blind was established, and the following year,

a Medical School was attached to the university. By the end of the 1930s, the

University had also developed its Engineering faculty.

Syed Zafarul Hasan, joined the Aligarh Muslim University in early

1900 as Head of Philosophy Department, Dean Faculty of Arts. He was a

pro-Vice Chancellor prior to his retirement, and brought good name to the

University.

1.2 Aligarh Muslim University: At Present

AMU offers more than 250 courses in the traditional and modem

branches of education. It has almost 30,000 students and over 2000 faculty

members with over 80 departments of study, coming under twelve faculties.

AMU also maintains interdepartmental research centres. In addition to that

one primary, seven secondary and two senior secondary schools are also

integral part of AMU. The university also has eight colleges under it.

country

AMU has been ranked 8**̂ among top 100 research institutes in the 1

^ Current Science, Vol. 96. No. 12, 25 June 2009. http://www.en.wikipedia.org/wiki/Aligarh_Muslim_University

http://www.en.wikipedia.org/wiki/Aligarh_Muslim_University

1.3 Faculties

AMU has 12 faculties and these are: -

• Faculty of Agriculture Science.

• Faculty of Arts.

• Faculty of Commerce.

• Faculty of Engineering and Technology.

• Faculty of Law,

• Faculty of Life Science.

• Faculty of Management Studies and Research.

• Faculty of Medicine.

• Faculty of Science.

• Faculty of Social Sciences.

• Faculty of Theology.

• Faculty of Unani Medicine.

1.4 Faculty of Arts

Many departments are part of Faculty of Arts, and these are:

Department of Arabic.

Department of Comp. Study and Indian Languages.

Department of English.

Department of Fine Arts.

Department of Hindi.

Department of Linguistics.

Department of Modem Indian Languages.

Department of Philosophy.

Department of Persian.

• Department of Sanskrit.

• Department of Urdu.

2. Department of English

Realizing the importance of Englisli for modem education, the

founder of MAO College, Aligarh, Sir Syed Ahmad Khan and his associates

had the Department of English established at the College as early as 1877.

The principal and good number of teachers at that time was British.

In 1885, Walter Raleigh was appointed the first professor of English at

the MAO College, Aligarh. He was to distinguish himself as a literary critic

in 1886. He also taught at Manchester, Liverpool and Glasgow before he

joined as Professor of English in Matron College, Oxford and had a major

role in organizing English studies in the University of Oxford,

Raleigh Literary Society, the oldest of all literary societies in AMU, is

named after Raleigh it still continues to hold paper reading sessions,

discussion and literary competitions thus making Raleigh's name known to

each fresh batch of students. Beside, the University and the Department of

English published in the year 1988 a volume often essays entitled 'Essays

on Sir Walter Raleigh'. It was edited by Prof. A. A. Ansari and the

contributors included Kenneth Muir, James Ogden, Marry Lascelles,

Gabrielle Barfoot, G. Singh and Richard Brinkley.

Professor from Britain headed the Department of English as late as

1946 though the European Staff had left the MAO College in the early years

of 20 century. In 1921, with the Aligarh College becoming a University,

Professor E.C.Dikinson took over as the first. Chairman of the University's

English Department. English Literature was a compulsory subject for all B.A

students till 1950. Those were the days of the dominance of liberal

education. Not much emphasis was put on research in English. In fact the

Department took an initiative in this direction under the guidance of its

Chairman; Professor A.Bose only in the fifth decade of the Department

went to British and American Universities for research or advanced studies.

Professor A. Rose not only promoted research, he also gave English

Language Teaching its due place in the new one year Pre- University and

three year degree courses introduced in 1950s. English Literature courses

were also revamped with the coming one of a chronology based M.A

syllabus replacing the earlier from / genre oriented papers. American

Literature was the first to make its appearance in 1959 to be followed by

papers on English Language, Common Wealth Literature, Continental Novel

and Continental Drama. It may be interesting to know that their MA students

had a paper on Continental Literature in the 1940s which was later

withdrawn. Certificate and Diploma courses in French, German and Russian

were started. The Department still gives these courses in French and

German. It was in Professor Rose's time that the Annual All India English

Teacher's Conference was held at Aligarh n 1954. The Department hosied

this conference again in 1964 and 1977.

Professor A. A. Ansari who took over as the Department's Chairman

in 1965 and continued it for the next nineteen years. His most significant

contribution to the Department is the Aligarh Journal of English Studies,

which he started in 1976 and edited till his refirement. The journal is still

published twice a year and has won praise for its articles from very

distinguished English scholars and critics the world over.

In 1987, Professor Masoodul Hasan, Chairman, Department of

English, organised a well attended All India Seminar on the Problems of

Research in English.

All India Seminar on John Keats was organized in 1997 under the

Chairmanship of Professor K. S. Misra.

The most remarkable happening of the last 15 years is the starting of

two altogether new courses: M.A. ELT and B.A (Hons.) Communicative

English. The latter courses was founded by the UGC fir its initial years.

A recent major event in the Department was holding of National

Seminar on Indian Writing in English. 26-27 October 2002. The seminar

contributors, faculty members of both the departments and outside, research

scholars, education plaimers and others, deliberated on various facets of

Indian Writing in English.

A UGC Major Research Project (1996-2000) was awarded to

Professor A. R. Kidwai on The Image of Orient in English Literature of

Romantic Period. Two books, several articles, and more importantly, Ph.D

degrees were awarded in the area of the project. Another UGC Major

Research Project has been awarded in 2003 to Professor A. R. Kidwai on

The Representation of Muslim Women in India Writing in English (1950-

2000). Under the auspices of Hornby Regional Project: Aligarh region, the

Department organized a three day workshop on Effective Use of Materials

(October 14-16, 2003) sponsored by the British Council's ELT Group, U.K

and Hornby Trust coordinated by Dr. M. Rizwan Khan and Dr. Rashid

Nehal.

The Department has a Seminar Library with over 8000 books. The

Department also has a Multimedia Language Lab equipped with 13

computers, Muhimedia projection facility and state- of- the- art software.

Fortunately English has ever enjoyed wide popularity on the campus.

English is taught as a compulsory subject to the undergraduates of the

University except for the Faculty of Medicine and Agriculture.

3. Development of English Language

English is a West Germanic language that originated from the Anglo-

Frisian dialects brought to Britain by Germanic invaders from various parts

of what is now northwest Germany and the Netherlands. Initially, Old

English was a diverse group of dialects, reflecting the varied origins of

the Anglo-Saxon kingdoms of England. One of these dialects. Late West

Saxon, eventually came to dominate.

English changed enormously in the Middle Ages. Written Old English

of 1000 AD is similar in vocabulary and grammar to other old Germanic

languages such as Old High German and Old Norse, and completely

unintelligible to modem speakers, while the modem language is already

largely recognizable in written Middle English of 1400 AD. This was caused

by two further waves of invasion: the first by speakers of the Scandinavian

branch of the Germanic language family, who conquered and colonized parts

of Britain in the 8th and 9th centuries; the second by the French Normans in

the 11th century, who spoke Old Norman and ultimately developed an

English variety of this called Anglo-Norman.

3.1 Proto- English: -

The languages of Germanic peoples gave rise to the English language.

Some Latin words for common objects entered the vocabulary of these

Germanic peoples before their arrival in Britain and their subsequent

formation of England. The main source of information for the culture of

the Germanic peoples (the ancestors of the English) in ancient times

is Tacitus'Germania, written around 100 AD. While remaining conversant

with Roman civilisation and its economy, including serving in the Roman

military, they retained political independence. Some Germanic troops served

in Britannia under the Romans. It is unlikely that Germanic settlement in

Britain was intensified (except for Frisians) until the arrival of mercenaries

in the 5th century as described by Gilda. As it was, the

Angles, Saxons and Jutes arrived as Germanic pagans, independent of

Roman control.

3.2 Old English: -

Old English emerged over time out of the many dialects and languages

of the colonising tribes. Even then, it continued to exhibit local language

variation, the remnants of which continue to be found in dialects of Modem

English. The most famous surviving work from the Old English period is

the epic poem Beowulf composed by an unknown poet.

Old English did not sound or look like the Standard English of today.

Any native English speaker of today would find Old English unintelligible

without studying it as a separate language. Nevertheless, about half of the

most commonly used words in Modem English have Old English roots.

3.3 Middle English: -

Middle English was influenced by both Anglo-Norman and, later,

Anglo-French. Even after the decline of Norman-French, standard French

retained the status of a formal or prestige language - as with most of Europe

during the period - and had a significant influence on the language, which is

visible in Modem English today. A tendency for French-derived words to

have more formal connotations has continued to the present day; most

modem English speeikers would consider a "cordial reception" (from French)

to be more formal than a "hearty welcome" (Germanic). The most famous

writer from the Middle English period was Geoffrey Chaucer, and The

Canterbury Tales is his best-known work.

3.4 Early Modern English: -

Modem English is often dated from the Great Vowel Shift, which took

place mainly during the 15th century. English was ftirther transft)rmed by the

spread of a standardised London-based dialect in government and

administration and by the standardising effect of printing. By the time

of William Shakespeare, the language had become clearly recognizable as

Modem English.

English has continuously adopted foreign words, especially from Latin

and Greek, since the Renaissance. As there are many words fi-om different

languages and English spelling is variable, the risk of mispronunciation is

high, but remnants of the older forms remain in a few regional dialects, most

notably in the West Country.

3.5 Modern English: -

In 1755, Samuel Johnson published the first significant English

dictionary, his Dictionary of the English Language. The main difference

between Early Modem English and Late Modem English is vocabulary. Late

Modem English has many more words, arising from two principal factors:

firstly, the Industrial Revolution and technology created a need for new

words; secondly, the British Empire at its height covered one quarter of the

Earth's surface, and the English language adopted foreign words from many

countries.

4. Development of English Literature

Literature is the expression of life in words of tmth and beauty; it is

the written record of man's spirit, of his thoughts, emotions, aspirations; it is

the history, and the only history, of the human soul. It is characterized by its

artistic, its suggestive, and its permanent qualities. Its two tests are its

universal interest and its personal style. Its object, aside from delight it gives

us, is to know man, that is, the soul of man rather than his action; and since it

preserves to the race the ideals upon which all English civilization is

founded, it is one of the most important and delightful subject that can

occupy the human mind.

4.1 Anglo Saxon Period (450 -1050): -

English literature begins with songs and stories of a time when their

Teutonic ancestors were living on the borders of the North Sea. Three tribes

of these ancestors, the Jutes, Angels, and Saxons conquered Britain in the

latter half of fifth century, and laid the foundation of the English Nation.

These Old ancestors were hardy warriors and sea rovers, yet were

capable of profound and noble emotions. There poetry reflects this double

nature. There subject were chiefly the sea and the plunging boats, battles,

adventure, brave deeds, the glory of warriors, and the love of home. Accent,

alliteration, and an abrupt break in the middle of each line gave their poetry a

kind of martial rhythm.

4.2 Anglo Norman Period (1066 - 1350): -

The Normans were originally a hardy race of sea rovers inhabiting

Scandinavia. There literature which they brought to England is remarkable

for its bright, romantic tales of love and adventure, in marked contrast with

the strength and sombemess of Anglo Saxon poetry. English literature is also

a combination of French and Saxon elements.

4.3 Age of Chaucer (1350 - 1400): -

This age produced five writers, one of whom was, Geoffrey Chaucer.

He is one of the greatest of English writers. His poetry is remarkable for its

variety, its story interest, and its wonderfiil melody. Chaucer's work and

10

Wycliffe's translation of the Bible developed the Midland dialect into the

national language of England. The second was, Langland, the poet and

prophet of social reforms. Third, Wycliffe, the religious reformer. Forth was,

Mandeville, the alleged traveler. Fifth and the last was, Gower, who wrote in

three languages, French, Latin, and English.

4.4 Revival of Learning Period (1400 -1550): -

This transition period is at first one of decline from the Age of

Chaucer, and then of intellectual preparation for the Age of Elizabeth. For a

century and half after Chaucer not a single great English work appeared, and

the general standard of literature was very low. Historically the age is

noticeable for its intellectual progress, for the introduction of printing, for

the discovery of America, for the beginning of the Reformation, and for the

growth of political power among the common people.

4.5 Age of Elizabeth (1550 -1620): -

This period is generally regarded as the greatest in the history of

English literature. In this age the tremendous impetus received from the

Renaissance, from Reformation, and from the exploration of the New World.

Such an age, of

thought, feeling and vigorous action, finds its best expression in the drama;

and the wonderftil development of the drama, culminating in Shakespeare, is

the most significant characteristic of the Elizabethan period. Though the age

produced some excellent prose works, it is essentially an age of poetry; and

the poetry is remarkable for its variety, its freshness, its youthfiil and

romantic feeling. Both the poetry and drama were permeated by Italian

influence, which was dominant in English literature from Chaucer to the

Restoration. The literature of this age is often called the literature from

11

Chaucer to Restoration, though, the Renaissance itself began much earlier,

and for a century and half added very little to English Literature possessions.

4.6 Puritan Age (1620 -1660): -

The half century between 1625 and 1675 is called the Puritan period

for two reasons: first, because Puritan standards prevailed for a time in

England; and second, because the greatest literary figure during all these

years was Puritan John Milton.

The literature of the age is extremely diverse in character. This

literature differs fi-om that of the preceding age in three marked ways: first, it

has no unity of spirit. Second, much of the literature of this period is somber

in character, and third is, it has lost the romantic impulse of youth, and

become critical and intellectual: it makes us think, rather than feel deeply.

4.7 Restoration Period (1660 -1700): -

In this age, fi-om the Elizabethan drama playwrights turned to coarse,

evil scenes, which presently disgusted the people and were driven from the

stage. From romance, writers turned to realism. Poets turned from the noble

blank verse of Shakespeare noble blank verse of Shakespeare and Milton,

from the variety and melody which had characterized English Poetry since

Chaucer's day, to the monotonous heroic couplet with its mechanical

perfection.

The greatest writer of the age is John Dryden, who established the

heroic couplet as the prevailing verse form in English poetry.

4.8 Eighteenth Century Literature (1700 - 1800): -

The literature of the century is remarkably complex, but we may

classify it all under three general heads, ~ the Reign of so called Classicism,

12

the revival of romantic poetry and the beginning of the modem novel. The

first half of the century, especially is an age of prose. Both prose and poetry

were too frequently satiric, and satire does not tend to produce a high type of

literature. These tendencies in poetry were modified, in the latter part of the

century, by the revival of romantic poetry.

4.9 Age of Romanticism (1800 - 1850): -

The literature of the age is largely poetical in form, and almost entirely

romantic in spirit. At first the literature, as shown especially in the early

work of Wordsworth, Byron, Shelley, reflected the turmoil of the age and the

wild hopes of an ideal democracy occasioned by the French Revolution.

English writers produced so much excellent literature that the age is often

called the second creative period, the first being the Age of Elizabeth. This

age is known for the prevalence of romantic poetry, the creation of the

historical novel by Scott, the first appearance of women novelist, the

development of literary criticism, the practical and economic bent of

philosophy, and the establishment of great literary magazines.

4.10 Victorian Age (1850 - 1900): -

The Victorian age produced two great poets, Tennyson and Browning,

the age, as a whole, is remarkable for the variety and excellence of its prose.

Some general characteristics of the age are: literature in this age has come

very close to daily life, reflecting its practical problems and interests and is a

powerful instrument of human progress. The tendency of literature is

strongly ethical; all the great poets, novelists, and essayists of the age are

moral teachers. Science in this age exercises an incalculable influence.

13

4.11 Modern Age (20* Century): -

The long and progressive reign of Queen Victoria came to a climax in

the Diamond Jubilee Year (1987), a time of peace and plenty when British

Empire seemed to be at the summit of its power and security. The two

factors had large influence on contemporary English Literature.

The first disturbing factor was imperialism, the reawakening of a

of an Imperial Federation. Another factor that influenced literature for the

worse was a widespread demand for social reform of every kind.

The late Victorian and early modem period are spanned by two

novelists of foreign birth: the American Henry James and Joseph Conrad.

Other notable writers of this age are George Bernard Shah, H. G. Wells, E.

M. Foster, James Joyce, Virginia Woolf, D. H. Laurence, etc.

14

References: -

1. Muhammad, Shan. (2002). Education and poUtics: From Sir Syed to

present day. Delhi: APH.

2. 125 years of the department of English. (2002). Aligarh: Aligarh Muslim

University.

3. Long, William J. (2007). English literature: Its history and significance.

New Delhi: Kalyani.

4. http://www.amu.ac.in

5. http://www.en.wikipedia.org/wiki/Aligarh_Muslim_University

6. http://www.amu.ac.in/ShowDepart.jsp?did=14

7. http://en.wikipedia.org/wiki/History_of_the_English_language .

8. http://www.englishclub.com/english-language-history.htm.

9. http://www.ucm.eS/info/siim/descargas/2.TheDevelopmentofEnglishLiter

ature.pdf

15

http://www.amu.ac.in

http://www.en.wikipedia.org/wiki/Aligarh_Muslim_University

http://www.amu.ac

http://en.wikipedia.org/wiki/History_of_the_English_language

http://www.englishclub.com/english-language-history.htm

http://www.ucm.eS/info/siim/descargas/2.TheDevelopmentofEnglishLiter

p m

CHAPTEE: IBUOQEAPHY d METHODOLOQf: A

DESCRIPTIVE ACCOUNT

& m

CHAPTER 2

BIBLIOGRAPHY & METHODOLOGY: A DESCRIPTIVE

ACCOUNT

1. Bibliography

Bibliography is a systematic listing and analytical study of books,

manuscript and other documents. A bibliography is an organized list of

primary or other sources relating to a given subject(s) or person(s). It is

usually arranged alphabetically by author or chronologically or topic- wise.

It may be comprehensive or selective, it may be published as a part of a

longer work or as separate work. A well prepared bibliography provides a

definitive courage of documents our period of time within specified limits.

Thus it also serves the purpose of retrospective searching of literature. The

term 'bibliography' was first used by Louis Jacob de Saint Charles in his

bibliographia Parisiana (1645- 50), and become popular in the 18 century.

It is derived from two Greek words, "biblion" and "graphein". "Biblion"

means "books" and "Graphein" is "to write". Thus etymologically

bibliography means the writing of books.

2. Definition

a) Sir Harold Nicholson-

"A biography must be a history in the sense that it must be accurate

and depict a person in relation to his times. It must describe an individual

with all graduation of human character and not merely present a type of

virtue or vice, and it must be... written in grammatical English and with

an adequate feeling for style".'

Dhiman, Anil K and Yashoda Rani. (2005). Learn information and reference sources and services. New Dehli: Ess Ess, 143,144.

16

b) The Oxford English Dictionary -

"A list of books of a particular author, printer or country, or of those

dealing with any particular theme; the literature of a subject".

3. Objectives

The basic aims and objectives of a bibliography are to assist the user in the

user in locating the existence of or identifying a book or any other material

which may be of interest to him. In the case of a researcher, a bibliography

enables him to find out what has already been written and his subject and

allows him to keep himself well informed and up to date. This avoids

duplication in research, saving him both time and money. The secondary aim

of a bibliography is to serve as a tool for book selection, the identification

and verification of bibliographic details, location of material (in terms of

place of publication, location in the library or point of purchase).

3.1. Finding the existence or identification of a document: A scholar may

know of a document but in order to verify its existence, he has to depend

upon a bibliography, which will also assist him in identifying the document.

3.2. Book Selection: The very purpose intended to be served by a

bibliography would indicate the value of document included in it to a given

type of user. This is done by adding a note to each document being listed.

3.3. Verification of bibliographic details: In order to identify or verify

bibliographic details one has to depend on bibliographic. A good practice is

to start with general bibliographic and pass on to specialized ones.

^ Feather, John and Sturges, Paul. (1997). International encyclopedia of Information and library science. London: Rutledge, 30.

17

3.4. Location of Materials: A user may know what he requires but may not

know whether it exists or where he can find it. For this purpose, a

bibliography in the form of a pubHshed library catalogue.

4. Functions and use of Bibliography

1. It helps the user in locating documents in their interest.

2. Further help in tracing the development of subject.

3. Duplication in research can be avoided.

4. It helps in obtaining information on complete works and about an

individual author.

5. It saves the time and efforts of researchers as it helps in selecting

relevant and specific documents from the large universe of documents.

6. It provides direction to researcher by indicating the areas where total

researches stands and its progress;

7. It is useful for carrying out retrospective search for the purposes of

research;

8. It promotes application of existing knowledge and activates the

creation of new knowledge; and

9. It helps a librarian to be selective, in case the budget is rather limited.

5. Types

5.1 Enumerative bibliography

A bibliography is a list, either indicative or comprehensive of works;

• Author

• Subject

• Published in a specified period mentioned in, or relevant to a

particular work. A bibliography may be arranged by author, topic or

some other scheme. Annotated bibliographies give descriptions about

18

how each source is useful to an author in constructing a paper or

argument. These descriptions, usually a few sentences long, provide a

summary of the source and describe its relevance.

5.2 Analytical bibliography

The critical study of bibliography is subdivided into descriptive,

historical and textual bibliography. Descriptive bibliography is the close

examination of a book as a physical object, recording its size, format,

binding and soon, while historical bibliography is another name for textual

criticism.

5.3 Annotated Bibliography

An annotated bibliography is a bibliography that gives a summary of

the research sources. In addition to bibliographic data, an annotated

bibliography provides a brief summary or annotation.

6. Definition of an Annotated Bibliography

• A list of work on a particular topic, with each entry being

accompanied by a note intended to explain, describe, or evaluate the

publication.

• A list of books and or other material on a subject or by a particular

author which includes brief descriptions of the materials listed

• A bibliography containing citation information and including

commentary on each source.

7. Annotations

The purpose of annotations is to provide the reader with a summary

and an evaluation of the source. In order to write a successful annotation.

19

each summary must be concise and brief. An annotation should display the

source. In order to write a successful should display the source is about.

An annotation should include the complete bibliographic information

for the source. It should include some or all of the following.

• An explanation about the authority and/or qualifications of the author

• Scope or main purpose of the work

• Any detectable bias

• Intended audience and level of reading

• A summary comment

7.1 Indicative Annotations

This type of annotations defines the scope of the source, lists the

significant topics and explains what the source is about. In this type of entry,

there is no attempt to give actual data such as hypotheses, proofs, etc.

7.2 Informative Annotations

This type of annotations is a summary of the source. An informative

annotation should include the thesis of the work, arguments or hypotheses,

proofs and a conclusion.

7.3 Evaluative Annotations

This type of annotation assesses the source strengths and weaknesses.

An indication of how the source in useful and how it is not should be

included. Simply put and evaluative annotation should evaluate the source's

usefulness.

20

7.4 Combination Annotations

Most annotate bibliographies contain combination annotations. This

type of annotation will summarize or describe the topic, and then evaluate

the source's usefulness.

8. Scope

The present study in the form of an annotated bibliography assembles

together all the Doctoral Thesis submitted in the Department of English,

Aligarh Muslim University, Aligarh. This bibliography will be helpful for

the purpose of the research as well as it is useful for general students. It acts

as a guide to what has been done and what has to be done and avoids

duplication of work.

9- Methodology

This study includes 122 annotated bibliographies of the Doctoral

Thesis submitted in the Department English, Aligarh Muslim University,

Aligarh from 1953 to 2010. In order to complete this work, the list of thesis

in Maulana Azad Library, AMU, Aligarh was consulted. After this entries

were made on the 15" x 8" cards, giving bibliographic details in APA format

for Unpublished Doctoral or Masters Theses.

All the 122 entries were classified using Colon Classification (6'*̂ ed.),

more particularly the schedules of Literature (O), Linguistics (P) and

education (T) have been used as and when required.

Thereafter Subject Heading were derived by using 'Chain procedure'

(First link forward method). All the entries have therefore broadly grouped

into:

• Linguistics (1-30 entries)

21

• Literature (30-125 entries) including see also entries.

After chain procedure the entries have been arranged strictly in

alphabetical order. Chapter 3 of An Annotated Bibliography therefore

consist of :-

1. List of Subject Headings derived from chain procedure.

2. An Annotated Bibliography.

Chapter 4 provides following indexes to the main Annotated

Bibliography:-

1 .Author index

2.Title index

10- Format Followed

The American Psychology Association (APA) style is widely accepted in the

social sciences and other fields, such as Education, Business, and Nursing.

The APA citation format requires parenthetical citations within the text

rather than endnotes or footnotes. Citation in the text provides brief

information, usually the name of the author and the date of publication, to

lead the reader to the source of information in the reference list at the end of

the paper. Thus it gives uniformity for the bibliographic references of all the

entries and the arrangement is:

A. Author

B. Full stop (.)

C. Year

D. Full stop (.)

E. Title : subtitle, if any

F. Full stop (.)

22

G. Name of Institution

H. Comma (,)

I. Location

J. Full stop (.)

An attempt has been given to subject headings as much as possible it

will facilitate the reader to faired and desired thesis from this bibliography.

A humble effort has been made to follow postulates and private as suggested

by Dr. S. R. Ranganathan is the formation of subject headings.

11- Specimen Entry

31. Al- Udayli, Khalid Rifat Hussien. (1996). Samuel Beckett: A

study of his dramatic technique (Unpublished doctoral thesis).

Department of English, Aligarh Muslim University, Aligarh.

Beckettain plays do not have plots; they rather have specific shapes or

structures. He works as an introducer of techniques. In his work no two

dramatic techniques are same, for example in 'Waiting for Godot' he uses

'two act cyclic structures', on the other hand, 'End game' has a 'one act

linear structure'. In his work, reader feels absence of rational system

presence of.

12- Arrangement

The entries in this bibliography are arranged strictly under alphabetical

subject headings. An entry is preceded by subject heading in capital.

13-Index

The index part contains the Author index and Title index arranged

alphabetically. It is hoped that they will be found very useful in the

consultation of the bibliography.

23

14- Abstract

The entries in the bibhography contain indicative abstracts giving the

essential information about the thesis. An attempt has been to prepare

abstract so that, in most of the cases user needs are fulfilled with abstract

itself The entry begins with entry element (i.e. Surname) of the author,

followed by the secondary element (i.e. forename) and then year of

submission of thesis in bracket. After this title of the thesis and subtitle, if

any. Then 'Unpublished doctoral thesis' in bracket and name of the

institution in last. Each entry is then followed by an abstract of the thesis.

24

References

1. Dhiman, Anil K and Yashoda Rani. (2005). Learn information and

reference sources and services. New Delhi: Ess Ess.

2. Feather, John and Sturges, Paul. (1997). International encyclopedia of

information and library science. London: Routledge.

3. Krishan, Kumar. (1978). Reference service {5'^ rev. ed.). New Delhi:

Vikas.

4. Mukherjee, A.K. (1971). Reference work and its tools (2"̂ * ed.).

Calcutta: World.

5. Lai, C and Kumar, K. (2007). Descriptive questions in library and

information science (3''* ed.). Delhi: Ess Ess.

6. www.libraries.evansvill.edu/libservices/teach/glossary.html

7. http://en.wiki.org/wiki/Bibliogaraphy

8. www.2.iv.psu.edu/library/guides/theal05/glossary.html

9. www.Academic.evergreen.edu/curricular/stillbooking/reference/glossa

ry.html

10.www.apu.libguides.com/content.php?pid=l 11814&sid=842092

11 .www.library.nmu.edu/guides/userguides/style_apa.htm

25

http://www.libraries.evansvill.edu/libservices/teach/glossary.html

http://en.wiki.org/wiki/Bibliogaraphy

http://www.2.iv.psu.edu/library/guides/theal05/glossary.html

http://www.Academic.evergreen.edu/curricular/stillbooking/reference/glossa

http://www.apu.libguides.com/content.php?pid=l

http://www.library.nmu.edu/guides/userguides/style_apa.htm

m

CHAPTER: AN iy^NOTATED

BIBLI06E & SUBJECT

m m

CHAPTER 3

1.LIST OF SUBJECT HEADINGS

LINGUISTICS, ENGLISH, COMPAWSON, URDU, TEACHING,

TECHNIQUES, WORD STRESS, STRUCTURE, SURVEY.

, , COMPOSITION, TEACHING TECHNIQUES, CRITICISM.

, , HOTEL MANAGEMENT, TEACHING TECHNIQUES,

CRITICISM.

, , INTERMEDIATE, TEACHING TECHNIQUES, CRITICISM.

, , , , COMPOSITION, CRITICISM.

, , , , ALIGARH, CRITICISM.

, , , , PRACTICE MATERIAL, ALIGARH, SURVEY.

, , MEDICAL, TEACHING TECHNIQUES, CRITICISM.

, , PHILOSOPHY, TEACHING TECHNIQUES, DEBATE,

CRITICISM.

, , POLICY, TEACHING TECHNIQUES, INDIA, CRITICISM.

, , , TEACHING TECHNIQUES, ALIGARH, CRITICISM.

, , SECONDARY, TEACHING TECHNIQUES, CASE STUDY,

BANGLADESH.

, , SELF CONCIOUSNESS, TEACHING TECHNIQUES, INDIA,

CRITICISM.

, , TEACHING TECHNIQUES, COMPOSITION, CRITICISM.

, , , , INDIA, CRITICISM.

, , , INTERVIEW, CRITICISM.

26

, , , PHONETICS, CRITICISM.

, , , PRACTICE MATERIAL, CRITICISM.

, , , TRANSLATION, CRITICISM.

, , UNDERGRADUATE, POLICY, TEACHING TECHNIQUES,

ASSAM.

, , SCIENCE, TEACHING TECHNIQUES, STRUCTURE,

CRITICISM.

, , COMPARISON, PERSIAN, TEACHING TECHNIQUES,

SYNTAX, CRITICISM.

, , , , CLASSROOMS, LITERATURE, CRITICISM.

, , , , COMPOSITION, ALIGARH, CRITICISM.

, . . . . . . . , , , POETRY, INDIA, CRITICISM.

, , UNIVERSITY, TEACHING TECHNIQUES, PHONETICS, INDIA,

CRITICISM.

, , , , TAIZ, SURVEY.

, , AVRITTEN COMMUNICATION, TEACHING TECHNIQUES,

CRITICISM.

, , INFLUENCE, UNDERGRADUATE, TEACHING TECHNIQUES,

ALIGARH.

, , , , AUDIO VISUAL, UTTAR PRADESH, CRITICISM.

LITERATURE, ENGLISH, DRAMA, BACKETT, CRITICISM, TECHNIQUES.

, , , CRITICISM, ELIZABETHAN AGE.

, , , , VICTORIAN AGE.

, , , FRY, CRITICISM.

, , , IBSEN, CRITICISM, WOMEN CHARACTER.

27

, MACNEICE, CRITICISM, AUDIO VISUAL.

, MILLER, CRITICISM, HUMAN FIGURE.

, O' CASEY, CRITICISM, CHARACTERS.

, , , TECHNIQUES.

, WILLIAMS, CRITICISM, TECHNIQUES.

, PINTER, CRITICISM, AUDIO VISUAL.

, SHAKESPEARE, CRITICISM.

, , , NATURE.

, , , SALVATION.

, , INFLUENCE, HINDI LITERATURE, CRITICISM.

, , KING LEAR, CRITICISM, GOD.

, STEEL, CRITICISM.

, WEBSTER, CRITICISM, IMAGERY.

, O'NEILL, CRITICISM, VALUES, EVOLUTION.

, YEATS, CRITICISM.

, CRITICISM, CULTURE, INDIA.

FICTION, ACHEBE, CRITICISM.

, ATTIA HUSAIN, CRITICISM, PARTITION.

, AUSTEN, CRITICISM, WOMEN CHARACTER.

, AUSTEN, CRITICISM, WRITING.

, BHATTACHARYA, CRITICISM, STRUCTURE.

28

, , BURTON, CRITICISM, TRANSLATION, LITERATURE.

ARABIC.

.—, , CONRAD, CRITICISM.

, , , , CULTURE, POLITICAL SCIENCE.

. — , , CRITICISM, CULTURE, INDIA.

, , , FEMALE, VICTORIAN AGE.

, , , INDIA, AFRICA.

, , . , , WORK.

, , , WOMEN, WRITING, INDIA, POST

INDEPENDENCE.

.—, , DISRAELI, CRITICISM.

-, ELIOT, CRITICISM.

-, FAULKNER, CRITICISM, HUMAN.

-, FITZGERALD, CRITICISM, JAZZ AGE.

., , , VISION.

-, FORSTER, CRITICISM.

., , , SYBOLISM.

-, GASKELL, CRITICISM, SOCIAL ETHICS.

-, HARDY, CRITICISM, SOCIAL ETHICS.

-, HEMINGWAY, CRITICISM.

-, LAWRENCE, CRITICISM.

-, MORRISON, CRITICISM, WOMEN CHARACTER.

-, MUKHERJEE, CRITICISM, IMMIGRANT.

29

-, NAIPAUL, CRITICISM, EMIGRANT.

-, ORWELL, CRITICISM.

-, RAND, CRITICISM, WOMEN.

-, RAO, CRITICISM, PHILOSOPHY, INDIA.

-, SETH, CRITICISM, WiaTING.

-, SINGH, CRITICISM, PARTITION, INDIA.

-, STEINBECK, CRITICISM.

, TWAIN, CRITICISM.

, UPDIKE, CRITICISM.

, WHITE, CRITICISM, VISION.

, WOOLF, CRITICISM, MAN.

POETRY, BRIDGES, CRITICISM.

, BROWNING, CRITICISM.

, BYRON, CRITICISM.

, , , CONSCIOUSNESS.

, BYRON, DON JUAN, CRITICISM.

, CRITICISM, GOTHIC GROUP, INFLUENCE.

-, , SYMBOLISM, VICTORIAN AGE.

-, DE LA MARE, CRITICISM, REALISM.

-, DICKINSON, CRITICISM.

., , , SELF.

-, DRAYTON, CRITICISM.

30

COLONIAL.

, , HOPE, CRITICISM.

-, GIBSON, CRITICISM.

-, HEANEY, CRITICISM, COMPROMISE, COMPENSATION,

-, HOPKINS, CRITICISM.

-, HOUSMAN, CRITICISM.

-, KEATS, CRITICISM, MYTHOLOGY.

., , , POLITICAL SCIENCE.

-, LARKIN, CRITICISM, LARKIN, IMAGERY.

-, MOORE, CRITICISM.

, , . , LALLA ROOKH, LOVES OF THE ANGLES,

GHAZALS, CRITICISM.

-, NAIDU, CRITICISM, IMAGERY.

-, RICH, CRITICISM, POLITICAL SCIENCE.

-, SHELLY, CRITICISM, EVIL.

., , , SOCIAL LIFE.

-, TENNYSON, CRITICISM, MYTHOLOGY, GREECE.

-, KEATS, CRITICISM, MYTHOLOGY.

., , , POLITICAL SCIENCE.

-, LARKIN, CRITICISM, LARKIN, IMAGERY.

-, MOORE, CRITICISM.

, , , LALLA ROOKH, LOVES OF THE ANGLES,

GHAZALS, CRITICISM.

31

-, NAIDU, CRITICISM, IMAGERY.

-, RICH, CRITICISM, POLITICAL SCIENCE.

-, SHELLY, CRITICISM, EVIL.

., , , SOCIAL LIFE.

-, TENNYSON, CRITICISM, MYTHOLOGY, GREECE.

32

LINGUISTICS, ENGLISH, COMPARISON, URDU, TEACHING TECHNIQUES, WORD STRESS, STRUCTURE, SURVEY.

1. Khan, Mohammad Owais. (2008). A contrastive study of the

syllable structures and word stress patterns in English and Urdu

(Unpublished doctoral thesis). Aligarh Muslim University, Aligarh.

This study reveals the nature and differences between these two

languages. Urdu speakers face problems in learning the syllable structure

and word stress pattern in English language. Similarly this problem is also

faced by the English speakers. This work deeply studies the stress pattern

and syllable structure of both the languages and tries to take out the

similarities and differences.

, , COMPOSITION, TEACHING TECHNIQUES,

CRITICISM.

2. Ismail Baroudy. (1997). Process theory of writing and the

teaching of ESL composition (Unpublished doctoral thesis).


Writing is an act, sometimes it is used to entertain others, sometimes

to argue or persuade, sometimes to discover a new thing and for some other

purposes also. In literature audience is necessary for all types of writings.

Writing is an act by which writer is able to convey, his ideas, his

feelings his thoughts, etc. to the other peoples. Writing is the best way to

give your thoughts in the mind of other, to open their eyes, to make them

realize.

33

, , HOTEL MANAGEMENT, TEACHING

TECHNIQUES, CRITICISM.

3. Khan, Mohd. AmiruUah. (1989). Teaching English vocabulary

for special purpose with special reference to professional English

used in catering, hotel management and tourism (Unpublished

doctoral thesis). Department of English, Aligarh Muslim

University, Aligarh.

ESP, English Language for Special Purposes is development in the

major worldwide industry of teaching English as a second or foreign

language. It has been felt that the technical vocabulary of specific area is like

a foundation stone for the new building, this study highlights the approaches

and techniques of teaching specific vocabulary used in catering, hotel

management and tourism.

, , INTERMEDIATE, TEACHING TECHNIQUES,

CRITICISM.

4. Hameeda Khatoon. (2004). Teacher training programme in the

context of the communicative language teaching at senior

secondary level (Unpublished doctoral thesis). Department of

English, Aligarh Muslim University, Aligarh.

This study is about the history, significance, relevance and methods of

Communicative Language Teaching, It also focuses on the different teacher

teaching programs useful for this approach. It gives more emphases to

listening and speaking in comparison to writing. In Situation Language

Teaching approach the emphasis is on vocabulary. Vocabulary is one of the

most important aspects of foreign language learning. Communicative

34

Language Teaching appeared in the 1960s as a replacement to the Situational

Language Teaching.

, , ^ , COMPOSITION, CRITICISM.

5. Abidi, Aeda. (2004). Language teaching through literature

theory and methodology at intermediate level (Unpublished



This study focuses on the use of literature to improve the learning

ability of the intermediate students. Teachers generally not much informed

about the language teaching theory and methodology, and ESL and EFL are

purely based on linguistic theory. Therefore ELT experts take out a middle

way, that language teaching through literature. Indian intermediate learners

cannot write correct English, even their spoken language is also has mistakes

in use of grammar.

, , , , ALIGARH, CRITICISM.

6. Mohd. Asif. (2008). Language literature controversy: Assessing

the use of literature in language teaching at senior secondary level

in Aligarh (Unpublished doctoral thesis). Department of English,

Aligarh Muslim University, Aligarh.

This study focuses on the present status of the ELT and examines the

changes on the standards of English teaching in the country after the

language literature controversy. The main of all these groups and committees

related to this field is to improve the teaching and learning of English as a

second language. This work also studies the relationship between the

language and literature, and its teaching in the Indian ESL classrooms,

especially at the senior secondary level.

35

, ^ , , PRACTICE MATERIAL, ALIGARH, SURVEY.

7. Kana'an, Basim Hamdn Ibrahim. (2008). Contexts of use of

ELT materials and adaptation techniques for effective teaching: An

assessment of the classes at the senior Secondary school level at

AMU (Unpublished doctoral thesis). Department of English,


In this age of communication, designing of material for

communicative purpose is essential. This material should improve the

learning and speaking capability of the learner. With the emergence of

Communicative Language Teaching (CLT), the demand for the

communicative material rises. This material is used by many senior

secondary schools including AMU.

, , MEDICAL, TEACHING TECHNIQUES,

CRITICISM.

8. Khan, Farhat Ullah. (1986). ESP and the teaching of medical

English vocabulary (Unpublished doctoral thesis). Department of


The concept of English for Specific Purpose (ESP) has emerged as a

collective professional response to meet new demands which are less

generalized in nature but more closely related to Learner's specific needs

and purposes.

One of the objectives of this study is to examine the range of uses that

English has assumed in the new setting and to assess its value in the

36

educational, vocational and professional fields. ESP texts are differentiated

by their subject matters.

, , PHILOSOPHY, TEACHING TECHNIQUES,

DEBATE, CRITICISM.

9. Nasim Akhtar. (2006). The grammar debate: Philosophical and

pedagogic grammar (Unpublished doctoral thesis). Department of


The role of grammar in the language curriculum has been a topic of

debate among the teachers and researchers. This debate is not a recent

development; it has been going from decades. The basis of these debates is

logic and philosophy. This was a debate between linguist and teachers. This

was a debate between perspective approach and descriptive approach. These

grammarians, linguistics and scholars established grammar as an area of

studies for further investigations and research and as a result of their work

the teaching of grammar became a substitute for the teaching of a language.

, , POLICY, TEACHING TECHNIQUES, INDIA,

CRITICISM.

10. Khan, Md. Rizwan. (1995). Policy and provision for ESL in

India's higher education: An empirical case study of needs and

means analysis at Aligarh Muslim University (Unpublished



Present study attempts to investigate classroom a feedback regarding

the existing needs, role and extent of the use of English. This study also

37

focused on the origin and evolution of ESL policies in India. Today English

is considered as a global language and people are aware of its development.

In AMU and in other institutions also English is used as a medium of

instruction, but in 1990s it was only a compulsory subject.

, , SCIENCE, TEACHING TECHNIQUES,

STRUCTURE, CRITICISM.

11. Ahmad, Jameel. (2002). Structure and discourse of scientific

English: A study of scientific research articles by non- native users

of English (Unpublished doctoral thesis). Department of English,


EST, a sub-field of ESP, has now grown independently. Everybody needs

great proficiency in English because developments in scientific fields are

more accessible in English than any other language. Therefore English has

emerged as a powerful means for the students of higher education.

This study focuses on both aspects of ESP, theoretical as well as

empirical. It discusses origin, divisions, distinct features, scope, nature,

rhetorical ftinctions, etc, of ESP. These rhetorical functions represent

different writing styles and multiple organizational frameworks that are

recurrent in scientific texts. This study also shows how scientific English is

used in scientific community follows in research articles.

^ ^ SECONDARY, TEACHING TECHNIQUES,

CASE STUDY, BANGLADESH.

12. Md. Anisur Rehman Anis. (2004). Evaluation of ELT materials

vis-a-vis learners' needs: A case study of secondary level English

38

language education in Bangladesh (Unpublished doctoral thesis).


Many studies have been conducted on the effect, evaluation and

present status of English Language Teaching (ELT). But this thesis focuses

on the scope and material of ELT in Bangladesh. In Bangladesh secondary

education is divided into three parts. In the context of Bangladesh, ELT

materials include texts produced by Bangladesh National Curriculum and

Text- book Board (NCTB) and the publishers approved by the Board

(NCTB). This study reviews whether these materials meet the educational

needs of these students. It also studies the reasons behind this and the

modifications for that.

, , SELF CONCIOUSNESS, TEACHING

TECHNIQUES, INDIA, CRITICISM.

13. Mortahan, Mohd. Mehdi. (2004). The relationship between task

self- esteem and English language achievement of non- Indian ESL

learners based in India (Unpublished doctoral thesis). Department

of English, Aligarh Muslim University, Aligarh.

Thinking, feeling, attitude, personality, self-esteem are some of the

variables which give affect on learning in some way or another. Self- esteem

is described as a favorable or unfavorable attitude towards the self

Communication is a process of revealing one's self and language is a

medium for this. In India English use as a second language and it also needs

proficiency.

39

, , TEACHING TECHNIQUES, COMPOSITION,

CRITICISM.

14. Mohd. Nazim. (2007). The language of literature: A study of

the nature and function of language used in literature (Unpublished



Literature is an art form in which writers expresses his experiences,

ideas, feelings, etc using language as a medium. The writers use different

languages to express different things in different forms. The beauty of

literature somehow reveals by its language. With the changing time writers

also change their language, because the message they want to convey to their

audience is understood only when the people know the language. So the

language is the most important part of any literature.

, , , INDIA, CRITICISM.

15. Shagufta Imtiaz. (1995). Literature, schema theory, and

advanced ESL reading in India: Towards a model of

comprehension pedagogy (Unpublished doctoral thesis).


In the begirming, ESL is considered as an integral part of the business

of English Studies in Indian universities. In 1950s, this discipline is divided

into distinct areas of pedagogy: literature teaching and language teaching.

The reading researchers say that meaning emerges in the transaction between

reader and text. By the interpretation of meaning of text by a reader, the

personality of reader separately analyzed. This interactive view of reading

gets support from current psycho- linguistic research.

40

INTERVIEW, CRITICISM.

16. Md. Mojibur Rahman. (2002). Pitfalls of internal assessment

through oral test mode: Problem- solving through communicative

approach to testing (Unpublished doctoral thesis). Department of


Internal assessment is a type of interview through which a teacher

orally tries to know the day- to- day activities and the progress of the student

in the educational setup.

The aim of this thesis is to know the authenticity, advantages and

disadvantages of internal assessment. It also discusses the problems faced by

the tester when oral test is conducted. Communicative approach to testing

tries to solve the problems faced in the oral internal assessment. This study

also studies the techniques used by communicative approach to solve the

problems.

, , PHONETICS, CRITICISM.

17. Neelam Shehwar. (2004). Techniques of teaching stress,

rhythm and intonation patterns to the learners of English in India

(Unpublished doctoral thesis). Department of English, Aligarh

Muslim University, Aligarh.

This thesis tries to provide the basic rules and exercises of the

different techniques of teaching stress, rhythm and intonation patterns

normally used in English. It also offers some useful practical ideas and

guidelines for the learners of English in India, which have to be practiced in

the proper guidance of a teacher.

41

, , PRACTICE MATERIAL, CRITICISM.

18. Zarren Mabood. (2001). Purpose- specific materials in the

teaching of English language (Unpublished doctoral thesis)


This thesis discovers and organizes skill based and puqDOse- specific

material for the teaching and learning English language at undergraduate

level in India. This material is helpful for the training the Indian student in

listening, speaking, reading, and writing. Today English is the only language

which is spoken all over the world and in India it is used as a second

language. Therefore, ESP courses are designed to help those students who

need English for specific purpose.

, , TRANSLATION, CRITICISM.

19. Kausar Husain. (1994). The role of translation as a learning

strategy in English as a second language (Unpublished doctoral

thesis). Department of English, Aligarh Muslim University,

Aligarh.

This study shows the importance of translation. Translation as a

language learning strategy to the language two strategies of learning in the

ESL classroom results in greater effectiveness of learning compared to

teaching only through language two learning. The medium students are more

benefited by this strategy. Teaching of grammar through the use of Language

One, take more time.

42

, ^ UNDERGRADUATE, POLICY, TEACHING

TECHNIQUES, ASSAM.

20. Md. Mahibur Rehman. (2010). ELT at the undergraduate level

in Assam: A study of learners' need and education policy



Most of the time, the language teaching lost its significance because of

the lack of resources like material, teachers, learners etc. Language teaching

is meant to be one- size- fits- all approach and it is affected by the socio-

cultural and contextual realities. Hence, teaching done in colleges does not

provide enough opportunities for learners' need. But the teacher is expected

to do some magic to teach the learner.

After studying the situation, the author concludes that the

undergraduate students of Assam are not able to use English properly in their

daily life.

UNDERGRADUATE, TEACHING

TECHNIQUES, ALIGARH.

21. Rizwana Wahid. (2007). The effect of LI transfer on the

discourse competences of undergraduate ESL students in A.M.U,

Aligarh (Unpublished doctoral thesis). Department of English,


In the learning of second language, the differences and similarities

between the first language and the second language influences the learning.

This process is termed as 'transfer'. This transfer may be conscious or

unconscious process. Learners who know Urdu they facilitated by this

43

transfer. Similarly the English learners face problems because of transfer.

Transfer gives both negative and positive influences in different learning

processes.

, , TEACHING TECHNIQUES, ALIGARH,

CRITICISM.

22. Sharma, Garima. (2003). A study of the teaching of reading to

undergraduate ESL students in AMU (Unpublished doctoral


Aligarh.

The skills of reading in English acquire a special meaning in India. In

India students need to read textbooks and reference books in English in

comparison to speak in English. This study discusses the different method of

teaching of reading, the phonic method, the word method and the sentence

method. Recent researches and theories in reading explain how a reader is

able to derive meaning from written languages. Most of the theories of

reading are categorized into three groups, bottom- up, top- down and

interactive views of reading. This thesis records the observation of the

teaching of reading at undergraduate level in AMU.

, , , AUDIO VISUAL, UTTAR PRADESH,

CRITICISM.

23. Kishwar Jabin. (1988). Modem trends in education technology,

specially the use of TV/Video for Teaching English Language

Skills to undergraduates in U.P. with special reference to written

comprehension (Unpublished doctoral thesis). Department of


44

Education technology is an excellent medium of learning and teaching

English as a foreign language in India and elsewhere. Media technology is

rapidly gaining ground as part of an over-all education strategy and it may be

an important component in a curriculum renewal scheme, in a language

teaching method, in a literacy program or an in-service teacher- training

program.

, , , CLASSROOMS, LITERATURE,

CRITICISM.

24. Khan, Ameer Ahmad. (2008). The role and use of language in

the literature classroom at the undergraduate level (Unpublished



This study is to critically observe the role and use of language and to specify

some of the skills which are required by such a course, and to add a few

methodological guidelines which will improve the skills of the learners.

English Language teaching objectives are not fulfdling the needs totally and

students are not able to use English language effectively in their day-to-day

life. Students are unable to understand literary texts as they not have

command over the language. It is expected that the student with the required

language skills would be able to look at the literary text and make

connections and try to understand the literary texts by using language.

, , , COMPOSITION, ALIGARH, CRITICISM.

25. Shaista Jamal. (2006). Role of revision in ESL composition

strategies: A case study of ESL students at undergraduate level in

45

AMU (Unpublished doctoral thesis). Department of English,


Research in the process of composition has identified the complex

nature of the composing process. This research was done the English as a

second language. Composition instruction knows the importance of

generating, formulating, and refining ideas. It suggests that revision could

become the main component of instruction because revision is an integral

and important part of writing. Revision plays an important role in shaping

the meaning of a text. Revision is a powerful and generative process of ESL

composition strategies.

, , , , POETRY, INDIA, CRITICISM.

26. Zaidi, Huma. (2002). Stylo linguistics in the teaching of

English Poetry at undergraduate level in India (Unpublished



Initially ELT (English Language Teaching) was first introduced as a

subject the school level, after it passes from many stages and get its today's

position. Teaching English as second language in India is difficult, because

India is a multilingual country. Because of these reasons UNESCO take

steps, and a number of commissions from 1949 to 1992 give their

suggestions to improve the discipline.

46

, , UNIVERSITY, TEACHING TECHNIQUES,

PHONETICS, INDIA, CRITICISM.

27. Sheeba. (2004). A course in phonetics and spoken English for

ELT students in Indian Universities (Unpublished doctoral thesis).


The main aim of this study is to design a comprehensive course for the

phonetics and spoken English, which is able to help the students' problems

in learning phonetics. This study also shed some light on the definition of

conmiunication, speech, writing, language, production of speech sounds,

organs of the speech, etc.

, , , , TAIZ, SURVEY.

28 Hezam, Taha Ahmad Hasan. (2006). Strategic competence of

the English major students at Taiz University (Unpublished



Students use different strategic competence for both learning and

communication. Strategies include processes but normal behavior is different

to the strategic or intentionally planed behavior. Planning or strategies are of

two types, the speaker either plans at the time of speaking or before

speaking. This study focuses on the learners at the college level with English

as a major specialization.

, , WRITTEN COMMUNICATION, TEACHING

TECHNIQUES, CRITICISM.

29. Raashid Nehal. (2001). The role of audience awareness in

written communication theory and pedagogy (Unpublished

47



The present study tries to find out the role of audience in the

development of written text and to determine whether the lack of audience

consideration in the class room writing results in slow development of socio-

cognitive skills for writing communication. This study used the quantitative

procedures to determine the writing needs of undergraduate students. The

study suggests some pedagogical strategies to help the communication

theory.

, , COMPARISON, PERSIAN, TEACHING

TECHNIQUES, SYNTAX, CRITICISM.

30. Rabori, Massoud Tajadini. (2002). Syntactic errors and the

application of rules of grammar: A study in contrastive syntax of

English and Persian (Unpublished doctoral thesis). Department of


When we use a language we have to follow some rules, because using

a second language is a process and learners commit mistakes in beginning.

When they follow the process it is easy to investigating and analyzing the

source of syntactic errors which are regularly committed by learners. This

systematic study guides learners to improve. This study mainly focuses on

the development and syntactic error patterns of the Iranian adult learners of

English and their application of the rules of grammar.

48

LITERATURE, ENGLISH, DRAMA, BACKETT,

CRITICISM, TECHNIQUES.

31. Al- Udayli, Khalid Rifat Hussien. (1996). Samuel Beckett: A

study of his dramatic technique (Unpublished doctoral thesis).


Beckettain plays do not have plots; they rather have specific shapes or

structures. He works as an introducer of techniques. In his work no two

dramatic techniques are same, for example in 'Waiting for Godot' he uses

'two act cyclic structures', on the other hand, 'End game' has a 'one act

linear structure'. In his work, reader feels absence of rational system

presence of intellect.

, , , CRITICISM, ELIZABETHAN AGE.

32. Mugawar, Fahd Mohammad Taleb Saeed. (2004). The oriental

element in the Elizabethan drama with special reference to

Marlowe, Shakespeare and Ben Jonson (Unpublished doctoral


Aligarh.

This study tries to locate and analyze the Oriental elements in the

plays of Marlowe, Shakespeare and Ben Jonson. Elizabethan drama was very

much influenced by Orientals material, but these three shows his keen

interest on this subject. This study also shed some light on the beginning of

Literary Orientalism, the shift from medieval tradition to Orientalism,

images, socio-economic interests, Oriental landscapes, etc. the main concern,

is to present the Orient and the Oriental in the works of these writers. They

all represent Oriental characters in their own different ways.

49

, VICTORIAN AGE.

33. Sharma, V. (1965). Victorian verse-drama with special

reference to the plays of Browning and Tennyson (Unpublished



This study tries to discover the similarities and contrast between the

poetic and dramatic works of Browning and Tennyson.

This thesis covers almost every aspect of the poetic plays of

Browning, Tennyson and some other Victorian poets also. Like construction,

character, themes, actions, use of songs, soliloquies, etc.

, , , FRY, CRITICISM.

34. Al-Dastoury, Ahmad Ali. (1985). Christopher Fry's

contribution to the revival of poetic drama with special reference to

his comedies of seasons (Unpublished doctoral thesis). Department


The poetic contribution of Irish play wrights brought back the element

of poetic sensibility to the English stage after a long slumber of the verse

drama. Bottomley's theory, Eliot's elaborate theory, etc produce a hope for

the possibility of modem poetic drama. Fry's theory stands aloof from other

poet dramatists and he played a remarkable role in the poetic theatre. His

immense success is due to his dazzling language and novelty in stage craft.

35. Rizvi, Shazia. (2001). A critical study of Christopher Fry's

poetic plays (Unpublished doctoral thesis). Department of English,


50

Many critics described Fry as a contemporary Shakespeare. His

religious background and his interest in music shaped his mind in artistic

way. He took interest in writing. When he was only 11, he wrote a farce. In

the age of 12 he wrote a poem and at the age of 14 in acted an unpublished

verse play.

After Second World War he starts writing poetic plays. He was

influenced by many writers which give him a unique style. His style

becomes the main source of entertainment. Its irony, lyricism, ftinctional

bombast, comical rhetoric was main point of his style.

, , , IBSEN, CRITICISM, WOMEN

CHARACTER.

36. Mona Mohsin. (2006). Women characters in the plays of Ibsen:

A study in the concept of new womanhood (Unpublished doctoral


Aligarh.

Ibsen was very attached to his mother and he portrayed his mother and

her suffering in many women characters of his plays. Because of the

sufferings of his mother he has some sympathy with the women of that time.

He faces many bad circumstances in his childhood and this was reflected in

his works. After 1848 with the change in political conditions his work comes

in the light. He was a committed and active nationalist throughout his life.

His poetry reflects the changing face of the contemporary society. His first

play was a verse drama.

51

, ^ ^ MACNEICE, CRITICISM, AUDIO

VISUAL.

37. Surekha. (2001). Non- stage plays after 1960 with special

reference to the radio and screen plays of Louis MacNeice and

Harold Pinter (Unpublished doctoral thesis). Department of


This study discusses the development of drama from Henrik Ibsen up

to Harold Pinter and the contribution of Louis MacNeice and Harold Pinter

as media dramatists. It includes prose drama as well as poetic drama,

dramatic techniques like, naturalism, expressionism, surrealism, the epic

theater, advantages and disadvantages of stage plays, etc. Pinter and

MacNeice use electronic media to presenting their plays. This study also

shed some light on the themes, characters, techniques and subjects of these

writers.

, , , MILLER, CRITICISM, HUMAN FIGURE.

38. Ahmed, Kaniz Khwaja. (1994). Human image in the plays of

Arthur Miller (Unpublished doctoral thesis). Department of


Arthur Miller's dramatic world is basically connected to the American

cultural milieu. Critics say his plays are mostly psychological, sociological,

biographical and mythical. This study pays attention on the technical aspect

of some of the major plays of Miller, his technique of producing a tangible

humor image and the humanness of his creation. His technique, which is a

combination of realism, symbolism and expressionism, enhances the impact

52

of the total image of the human being. The image of man that emerges from

his plays is tragic but profoundly affirmative.

, , , O' CASEY, CRITICISM, CHARACTERS.

39. Shaheena Tarannum. (1997). O' Casey's art of characterization

with special reference to his use of the brechtian technique of

verfremdung (Unpublished doctoral Thesis). Department of


When O' Casey start writing, he was full of experiences. He know the

role of drama as a mirror and set his own subject matters. In some of his

characters he use autobiographical element. He was superficially naturalistic.

For this he uses brechtian technique. He uses his device to achieve

objectivity in his characterization. Many critics considered him as a technical

innovator.

, ^ , , , TECHNIQUES.

40. Ansari, Asghar Ali. (1992). The plays of Sean O'Casey: A

study in dramatic technique (Unpublished doctoral thesis).


After the tremendous success of his Dublin Trilogy in Ireland,

O'Casey came to be regarded internationally as a dramatist of great

potential. O'Casey remained profoundly interested in humanity and tried to

bring anti-illusionism in drama through a variety of technical innovations.

His major technical innovations are: the use of juxtaposition and contrast;

simultaneous use of on-stage and off-stage actions; the intrusion of the

comic in the serious and a prismatic formal pattering of events, etc.

53

, , ^ O'NEILL, CRITICISM, VALUES,

EVOLUTION.

41. Zeba, Syeda Nuzhat. (1985). Eugene O'Neill's quest for values

and the evaluation of his dramatic form (Unpublished doctoral


Aligarh.

The modem temper is characterized by its multi- dimensional nature.

It is the outcome of extra- ordinarily diverse influences, like philosophical,

scientific, sociological, political and economic. This study tries to trace the

slow and erratic shift in sensibility from the nineteenth to twentieth century,

which has created the situation of a crisis of values and necessitated a serious

quest for new values which are relevant to the modem situation and can

fulfil man's social moral and spiritual needs.

, , , PINTER, CRITICISM, AUDIO VISUAL.

42.

SEE Entry No. 37.

, , , SHAKESPEARE, CRITICISM.

43. Khanam, Ghazala Ahmerin. (2002). Shakespearian criticism: A

comparative study of the contribution of the New Critics and their

predecessors A.C. Bradley and E.E. Stoll (Unpublished doctoral


Aligarh.

This work covers criticisms of different critics on Shakespeare

recorded after his death till the last decade. But it focuses on A.C. Bradley,

54

E.E. StoU and the New Critics (the poetic school of thoughts). By some of

them Shakespeare was admired and some condemned him, because he did

not follow the rules of three unites, that was the custom of his age. Bradley

says he depicted his characters as real men and women, and no one represent

the stage as real life. According StoU he was an artificer who created his

characters and plots through his skills and craftsmanship, he makes reader to

believe in impossible situation. The New Critics re-examine Shakespeare's

poetic language and his uses of poetic imagery. / jf^ <r *ja .*-?.:

...... ..._._,.....-,...-, ....„, NATURE. WC ""'

44. Iffat Ara. (1987). Concept of nature and art in Si^at^^ga^y^

last plays (Unpublished doctoral thesis). Department of English,


Shakespeare's plays shows his different experiences of life in his

plays, and his language is the medium for objectifying those experiences.

The characters in his early comedies exhibit their true nature by speaking

about themselves and commenting on the sequences of events in the plays.

In the last plays Shakespeare depicted the image of the courtly environment,

love stories and romances of the court. Shakespeare is able to create

something new out of the old romantic material.

SALVATION.

45. Neha. (2008). Modes of redemption in major tragedies of

Shakespeare (Unpublished doctoral thesis). Department of English,


Shakespearean tragedies are full of evil and after the sin the many

characters realize their mistake and turns towards modes of redemption. This

55

reflects some part of the society of Elizabethan age. From all the living

things only human has the power of emotions and he also has a mind to

decide the good and evil. Passion, jealousy, pride, lust, ambition, etc are

some of the feeling which motivate the human for wrong. But when the

desire come to a side the person realizes the tmth he wants redemption. This

study also focuses on the Elizabethan religious faiths to understand this topic

deeply.

, , , , INFLUENCE, HINDI LITERATURE,

CRITICISM.

46. Mishra, J.P. (1965). The impact of Shakespeare on Hindi

literature (Unpublished doctoral thesis). Department of English,


In 1987, first Hindi translation of a Shakespearean play appeared.

Shakespeare's introduction into India makes people aware that drama was

not merely a thing of thrills and laughter but a true mirror of life.

Shakespeare convinced Hindi dramatists that tragedy is one of the highest

forms of dramatists also began to write historical plays which are based on

the Shakespearean model.

Some richness also comes in poetry by Shakespearean

influence, especially in sonnet. Indian writers also attempts to write romantic

comedies and tragedies.

, KING LEAR, CRITICISM, GOD.

47. Sohail Ahsan. (1984). Divine dispensation in King Lear and the

last plays of Shakespeare (Unpublished doctoral thesis).


56

Shakespeare's plays, especially the tragedies, are concerned with the

larger metaphysical issues not withstanding their interest in psychological

and social aspects of human life.

This work studies 'King Lear' as an artistic play. It also shed

some light on the struggle of the characters with the nature and the role of

divine in human affairs. It also studies the Shakespearean vision embodied in

these plays.

^ , , STEEL, CRITICISM.

48. Ahluwalia, Jagjeet. (1986). A critical study of early eighteenth

century comic drama with special reference to Sir Richard Steele



This work studies the early eighteenth century comedy as a product of

the changing socio- economic and political conditions of England. This is an

attempt to see the impact of the 'Puritan' attacks on the early 18* century

English comedy. This study shed some light on the reasons behind Steel's

efforts to sentimentalize comedy by drawing highly poignant emotional

scenes dealing with the happy re union between characters.

, , , WEBSTER, CRITICISM, IMAGERY.

49. Ansari, K. H. (1961). Imagery in John Webster: A study of

themes, thematic associations, characterization, undertone and

background, authorship, etc. (Unpublished doctoral thesis).


57

Webster wrote poems, plays, prose passages, etc. The thesis is divided

into here parts. The first part is about the subject matter and thematic

associations, the second on dramatic functions such as characterization,

background and undertone. The third part is on the appUcation of image test

to trace the hand of Webster in Appius and Virginia.

Webster was a very careful writer who tried to enrich the meaning of

his plays in many ways as possible.

, , , WILLIAMS, CRITICISM, TECHNIQUES.

50. Sami Rafeeq. (1997). The use of the technique of

impressionistic painting in the selected plays of Tennessee

Williams (Unpublished doctoral thesis). Department of English,


This study deals with the analysis of the plays on the basis of

techniques. He does not pay attention to the autobiographical, psychological

and sociological details. He uses expressionistic devices in his plays. Like a

painter or impressionistic painters Williams also use the three primary colour

of life. He has also inter mixed them and try to come up with a variety of

tones and combinations. He also uses images, symbols, settings, music, etc.

These primary colours give richness, sharpness and closeness of life in his

plays. The blue colour stands for purity, the red colour

stands for intense, simmering passions on a subconscious level and the

yellow colour is the symbol of naturalness, desire of fulfilment, etc. He also

uses neutral colour, like brown, grey, black and white. These colours

represent a human world in a state of decay.

58

, YEATS, CRITICISM.

51. Rashmi Attri. (1992). W. B. Yeast's dramatic theory and

practice (Unpublished doctoral thesis). Department of English,


W.B. Yeats has been adequately studied as a poet and his plays too

have drawn considerable critical attention. Yeats from the very beginning of

his dramatic career has put on himself a limitation of writing plays which

may serve the cause of nationalism in Ireland. He was one of the leading

pioneers of the Irish Dramatic Movement. Yeats was a romanticist and had

great fascination for the remote and the mysterious with a strong strain of

mysticism and the philosophic.

, , FICTION, ACHEBE, CRITICISM.

52. Choudhury, Monir Ahmad. (2002). Chinua Achebe's

involvement in re- educating and re- generating his society: A

study of his novels (Unpublished doctoral thesis). Department of


Novels of Achebe reflect the history of Africa, its cultural, literature,

language, etc. It shows the experiences and stories of the pre- colonial era,

colonial and postcolonial subjects. The term 'commonwealth literature'

also covers the same area. Some critic says he is the father of African novel.

His early works emphasized that people of that era were living in a society

which was ftiU of culture heritage and oral tradition, to meet its ideals.

59

, , , ATTIA HUSAIN, CRITICISM,

PARTITION.

53. Humera Khatoon. (2004). A critical evaluation of some English

novels on partition of India with special reference to Attia Husain

and Khushwant Singh (Unpublished doctoral thesis). Department


The partition of India in 1947 resulted in a large- scale human tragedy.

This subject was used by many writers, and Attia Hosain and Khushwant

Singh are one of them. They have represented in their novels communal

disharmony. The purpose of these novels is to save the precious elements of

humanity.

, , , AUSTEN, CRITICISM, WOMEN

CHARACTER.

54. Nazira Mahmood. (1987). Female characters in Jane Austen's

novels (Unpublished doctoral thesis). Department of English,


Jane Austen has presented a glittering gallery of females in her novels.

They are striking in their subtle in her novels. They are striking in their

subtle variety and appear as real as any woman of late nineteenth century.

They have their own whims, prejudices, and virtues which ensure them a

solid and lasting relevance.

Jane Austen was gifted with one essential gift of the novelist, the

power to create living characters. Her emphasis was on projecting female

characters. Jane Austen has presented some women who are intelligent,

sensible, and keen observers of their surroundings.

60

-, AUSTEN, CRITICISM, WRITING.

55. Ahamad, Syed Naseem. (1984). Narrative perspective n the

novels of Jane Austen (Unpublished doctoral thesis). Department


This study focuses on the six major novels of Jane Austen with the

narrative perspective. The tools which writer use are: point of view, aesthetic

distemce, cause and effect relationship and the kin aesthetics. Like the water

flows in a stream similarly writer create a path that take the reader to that

place which was decided by the writer to create an impression. The writer

creates that impression. The write creates that impression in the mind of

reader.

, , , BHATTACHARYA, CRITICISM,

STRUCTURE.

56. Khan, Mohd. Qaisar. (1999). A structural study of Bhabani

Bhattacharya's major novels (Unpublished doctoral thesis).


We can understand the popularity of Bhabani Bhattacharya as a writer

by this fact that all his six novels and a set of short stories was translated into

twenty six languages, from which sixteen of them are European languages.

He presents a good picture of his motherland. He thinks positively. He thinks

art shows the actual life, it is the actual reflection of real life, values,

attitudes society. His journey helps him to create realistic characters. He

clearly shows the inner feeling of Indian spirit and traditions. He thinks that

the foreign writers are not able to show it properly because they are not able

to understand it properly.

61

, , ^ BURTON, CRITICISM, TRANSLATION,

LITERATURE, ARABIC.

57. Jamal A. I. Mohd. (1999). A critical study of Sir Richard F.

Burton's tales from 1001 Arabian Nights (Unpublished doctoral


Aligarh.

Burton's translation of Arabian Nights appeared in 16 volumes. He

does translations of more stories than the other translators do. He also

translates poetr}' as well. His translation considered as a landmark in English

translation of Arabian Nights. His translation of prose is better than his

translations of poetry, because to translate a poetic work is tougher to

translate prose. He has a good knowledge of Arabic language and grammar.

But it also found that he had many misconceptions about the Muslims, their

traditions, their life.

He do not give any thing that the reader think that he is reading a

translation not the original document.

, , , CONRAD, CRITICISM.

58. Johnson, Vera. (1984). The theme of isolation in Joseph

Conrad (Unpublished doctoral thesis). Department of English,


The 'isolates' in the novels are those who live in their own created

dream- world and they lost themselves, they crumble like the cards when

they know the reality. So, they face many problems, bad circumstances and

storms created by them or by the environment. This study aims to bring out

62

or study the problems, situations and important aspects experienced by them

in the theme of Joseph Conrad.

59. Mohammad Yaseen. (1961). Joseph Com-ad's theory of fiction



This is the work to study the Conrad's theory of fiction in the Hght of

his creative works. He considered as a romantic, a realist, a sea- dreamer, a

craft man, a descriptive writer and an introducer of the modem novel.

This study includes all his fictional as well as non fictional writings.

The author of this work constantly tries to examine the creative

achievements of Conrad and the relationship between his theory and his

practice.

His novels can be illustrated some artistic attitudes and principles, like

imaginative realism, local colour, impression and so on. Conrad considered

as a difficult writer in fiction as Browning in poetry.

, , , , , CULTURE, POLITICAL

SCIENCE.

60. Mohd. Asaduddin. (1988). Cultural and political dimensions in

Conrad's major novels (Unpublished doctoral thesis). Department


Joseph Conrad has traditionally been regarded as a 'sea dreamer'. The

socio-political and cultural aspects of his work are being explored and

analyzed. Conrad was not a believer in any particular political ideology and

the political and cultural implications in his works are not explicit but

63

implicit and must be taken in their proper perspective to bring out their real

significance in the over-all scheme of Conrad's values.

, , , CRITICISM, CULTURE, INDIA.

61. Sheeba Kamal. (2002). The theme of cultural conflict in the

novels of expatriate Indian novelists with particular reference to

some major women novelists (Unpublished doctoral thesis).


In the present day world large number of women has start writing and

trying to their identity in the patriarchal society. They discuss the gender

inequality and cultural diversity from the feminist point of view. These

writers have discussed metaphysical, spiritual and the romantic aspects of

this society.

, , , , FEMALE, VICTORIAN AGE.

62. Farae, Nabil Awadh Yahya. (2005). The concept of

womanhood: A comparative study of some female & male

Victorian novelist with special reference to the Brontes, George

Eliot, Thackeray and Thomas Hardy (Unpublished doctoral thesis).


This study examines the literary works of these novelists to show their

point of view about the man-woman relationship and the position of women

in the society of Victorian age.

Bronte's novels show women as strong, courageous and independent.

It also shows the struggle of women for self realization. But Eliot's women

characters are totally opposite to the Bronte's characters.

64

Thackeray's novels reveal that a woman should be strong enough to

survive in the patriarchal society. On the other hand, Thomas Hardy's

women are more powerful, overwhelming and dominating.

, , , , INDIA, AFRICA.

63. Amina Kishore. (1995). Common perspective in post-colonial

Indian and African fiction in English (Unpublished doctoral thesis).


This thesis makes an attempt to study the phases of growth of the

commonwealth nation after the political freedoms of each one of the

colonized nation. The political, social and cultural history of each nation is

reflected in their literature. This thesis proceeds to prove that the artists from

the commonwealth nations have managed to keep themselves above the

political issues. With the differences of language, cultural and historic

events, the main content of the literature remains the same.

, . , . , . , . , WORK.

64. Raizada, Harish. (1971). Indian contribution to English fiction



In English fiction there are two types of writing motivated by Indian

culture and themes. There are books written by English men who spent long

years in India. They are designated as Anglo-Indian writers. The second

consists of works produced by Indian writers in English. These writings are

called as Indo-Anglian literature.

This is the study to evaluating Indian fiction in English before

independence. Indo-Anglian fiction written before 1947, suffers by default

65

and need special attention. This study deals with the origin, growth, eras of

Indo-Anglian literature.

, , , , WOMEN, WRITING, INDIA, POST

INDEPENDENCE.

65. Banarjee, Uma. (1985). Indian English women novelists of the

post independence period with special reference to: Santha Rama

Rao, Kamla Markandaya, Nayantara Sahgal and Amita Desai



Indian English literature is the cultural expression of the British

authority over India that brought out the flowering of the English language in

the British government's steps to promote English education and culture in

India. The pioneer of women novelist of Indian English literature was Miss.

Torulata Dutt.

, , , DISRAELI, CRITICISM.

66. Sakina A. Hasan. (1975). The novels of Benjamin Disraeli: A

critical study (Unpublished doctoral thesis). Department of

English, Aligarh Muslim University.

Disraeli was 19* century writer. There was also a close connection

between social and the political world, which continued throughout

Disraeli's life- time. Disraeli's talents, temperaments and the circumstances

of his career placed him in a better position to tell us about high society and

politics than any other novelist of the age.

Disraeli's novels are significant because they are a part of English

history. The novels of Disraeli have two fundamentals archetypal themes-

66

man's search for his own identity and for meaning in Ufe. Thus, it was that

he became the father of political novel in English literature.

, , , ELIOT, CRITICISM.

67. Zaidi, Shabnam. The concept of destiny in the novels of

George Eliot (Unpublished doctoral thesis). Department of English,


Most writers of fiction have looked at life and express their

experiences in their work. George Eliot, by seeking responsibilities and

consequences, make no efforts to show the culpability of her characters. But

her novels reflect the conflict between desire and duty. George Eliot's novels

show her concept of destiny, the dutiful fellowship which could provide a

spiritual anchor to the forces of humanity. She wants to develop a sense of

duty in the whole society, not only in her characters.

, ^ , FAULKNER, CRITICISM, HUMAN.

68. Malik, Madhu. (1994). Faulkner's concept of change as an

aspect of human existence in his major novels (Unpublished



This study tries to know the actual thinking of Faulkner about the

change that were taking place around him and he try tries to opposed them.

This study provides a brief account of his themes which shows the concern

of him about the south and the world. This study discusses the world of

Faulkner's novels based on this material.

67

Faulkner's own view is that, change is an inevitable process of life,

but if the concomitant change in values is absent, then it leads to as much

corruption as the obsession with the past leads to degeneration.

, , ^ FITZGERALD, CRITICISM, JAZZ AGE.

69. - Arun Prabha. (1982). F. Scott Fitzgerald and the Jazz age



Jazz age began with the First World War and continued into the

depression, i.e. (1919- 1929). Scott Fitzgerald was the laureate of the Jazz

age.

For a common man 'jazz' is a simple, rhythmic music originated from

US around the beginning of 20^ century. In 1980s jazz is heard more often

in New York's Carnegie hall at the Rosalind dance hall.

This thesis aims to present the characteristics of the Jazz age, in all its

glamorous and spectacular aspects, as reflected in the fiction and short

fiction of F. Scott Fitzgerald.

VISION.

70. Attia Abid. (1995). The novels of Scott Fitzgerald: A study of

themes and vision (Unpublished doctoral thesis). Department of


The period of 1920s was known by many names, like the 'roaring

twenties', the 'lost decade', 'gay twenties', etc. This was a period of social,

cultural and moral changes.

68

In his life time Fitzgerald was not considered as a well known writer,

but after his death people take him seriously and he gains his actual place in

the literary world. He was a social historian, a novelist of manners. His

novels deal with representative young men and women. They are not

hopeless people, creatures of their environment but with talent and

opportunities so that the decisions they make have an effect not only on

themselves but on the lives of others. He firstly introduces the essence of

youth, the life, its details, activities, etc. to the readers. The new social reality

made him a socially conscious creative writer.

, , , FORSTER, CRITICISM.

71. Rizvi, Simi. (2001). The oriental content and context in E.M.

Forster's novels and essays (Unpublished doctoral thesis).


This thesis tries to present the oriental aspects in the novels of E.M.

Forster. He has six novels related to this topic. All these novels shows

something but 'A passage to India', depicts the ftill oriental life, containing

his thoughts and emotions after his three visits to India. His novels provide a

rich source of information about Islam and Muslims. These novels present

Forster's actual experiences and contacts in India.

Foster's essays present his literary, political, social views and his

experiences during his visits to India. India's customs, religious, festivals,

places, personalities particularly Muslims and Islam was also discussed by

him.

69

SYBOLISM.

72. Nikhat Taj. (1998). The interdependence of themes and

symbols in E.M. Forster's novels (Unpublished doctoral thesis).


Forster's novels are the mirror of his vision, his created world, his

basic moral and themes he used are inter-connected. The structure of novels

was controlled by strategic deployment. He chose symbols from everyday

life. He use objects, places, situations, characters, myths, dreams, etc. as

symbols.

This study deals with these things and on other hand, it also tries to

understand the society, culture of the times of Forster and try to understand

its effect on his literary work.

, , , GASKELL, CRITICISM, SOCIAL ETHICS.

73. Naqvi, Rana. (1985). Social criticism in the novels of Mrs.

Gaskell (Unpublished doctoral thesis). Department of English,


The scope of this study is the treatment of social problems in the

novels of Mrs. Gaskell's mother died when she was thirteen month old. She

must have felt this loss acutely as she has repeatedly depicted her heroines as

motherless girls. Her real brother joined the navy and later was lost without

trace. In many of her novels the theme of a man lost at sea recurs.

, , , HARDY, CRITICISM, SOCIAL ETHICS.

70

74. Mohammad Anwar. (2000). Socio- ethical dimensions in

Hardy's later novels (Unpublished doctoral thesis). Department of


Hardy is generally considered as a romantic novelist who wrote novels

about the human relations, man- woman love and their problems. He is also

known a regional novelist. He was interested in Romantic and Victorian

fiction as well as contemporary religious tracts. His novels give an

impression of the predominant role of Fate and chance in life. His novels and

poems not only show the collapse of rural England and poverty of the

working classes in the towns.

, , , HEMINGWAY, CRITICISM.

75. Ghauri, Shahla. (1997). A critical study of Hemingway's short

stories in relation to his novels (Unpublished doctoral thesis).


Short story is considered as an independent form, but many times it is

neglected in favour of novels. But Hemingway pays attention to both

separately. Hemingway's stories appeared in a single collection. His early

stories were the sketches of real life. He also writes some stories which are

based on autobiographical events or situations. The later stories were

inventive and imaginary. He also writes on the relationships of men and

women. He presented a picture of negative side of life.

76. Khan, Reyasat Ali. (1989). The theme of violence in the novels

of Ernest Hemingway (Unpublished doctoral thesis). Department


71

Hemingway belongs to the beginning of twentieth century. It was an

age of unprecedented violence and Hemingway had a first- hand experience

of it during First World War. The plot of his major novels are variegated,

and yet harmonized into a consistent and developing pattern. The unifying

factor in this pattern is the theme of violence which Hemingway articulates

in all his major novels in simple, lucid and colloquial prose.

, , , LAWRENCE, CRITICISM.

77. Khan, Ghufranullah. (1981). D. H. Lawrence's theory of fiction



This is the study about the novelist's theoretical feeling and its connection to

his major novels. His theory of fiction shows that he is basically a vitalist not

an introducer of new techniques. He is more successful in the execution of

the vitalistic vision. After writing some novels, he is at his best as regards the

execution of his emblazonry technique.

, , , MORRISON, CRITICISM, WOMEN

CHARACTER.

78. Ahmad, Soophia. (2000). Race- conscious tragic heroines in the

novels of Toni Morrison (Unpublished doctoral thesis).


This thesis tries to show that Morrison work not only reflect American

social reality by highlighting the present nature of the society. Morrison

encourages people to think deeply about the differences of race, differences

of the skin colour. This consciousness is positive as well as negative.

Morrison depicted her heroines in everyday life, fulfilling their goals,

72

finishes their work, faces problems and dealing with complicated issues.

This thesis also provides a comparison and contrast of Morrison's main

female characters.

, , ^ MUKHERJEE, CRITICISM, IMMIGRANT.

79. Khanam, Ambreen. (2005). The immigrant in Bharati

Mukherjee's novels: An analysis with special reference to identity

crises and cultural transplant (Unpublished doctoral thesis).


Bharati Mukherjee was a postcolonial, contemporary writer and she

deals with the theme of cultural conflict in different aspects of life. She is

primarily concerned with the problems of women immigrant. Her novels

represent three stages of her career. She is not interested in the preservation

of culture; this was reflected in her work. Her characters are developers of

something new who face personal changes to adjust to new surroundings.

, ^ , NAIPAUL, CRITICISM, EMIGRANT.

80. Kishwar Zafir. (2006). Expatriate concerns in the works of V.S.

Naipaul (Unpublished doctoral thesis). Department of English,


Naipaul belongs to the West Indian Literature. His literature largely

deals with racial differences, history, identity, society and myths. His

literature creates a true representation of their native land.

For the Oxford education Naipaul migrate to England in 1950 and he

got the status of writer in 1957 with the publication of his first novel.

Beginning with the John Llewellyn Rhys Memorial Prize awarded in 1957,

he has won every desired award in the world of literature including the

Nobel Prize in 2001. He began his literary career with fiction, he considered

73

novel as a mirror of society. After 1960 he starts dealing with travel writing,

histories and essays.

, , , ORWELL, CRITICISM.

81. Ahmed, Jawed S. (2004). Elements of satire and irony in the

major works of George Orwell (Unpublished doctoral thesis).


George Orwell's work reflects the characteristics of his age. His works

depict the social and political changes during 1933 to 1953. Some factors

which influenced his mind are: First and Second World War, the scientific

and technological development and sprit of socialism. His novels are a

powerftil satire on the wrong social and political beliefs.

, , , RAND, CRITICISM, WOMEN.

82. Syed, Akbar Joseph Arjun. (2002). Women, capitalism and

patriarchy: The unique case of Ayn Rand (Unpublished doctoral


Aligarh.

Ayn Rand belong to the Marxists. Marxist feminists believe that

capitalism creates the conditions for the growth women, because women

writers have been forgotten by an essentially male view. But Ayn Rand is

different, and she follows patriarchy. In her works she depicted a female who

is active, independent and professionally successfiil. Her heroines and plots

do not able to give a profit to women's cause. Her women characters are

presented as brainwashed victims of patriarchy. But Ayn Rand does not find

a place in the American literature.

74

RAO, CRITICISM, PHILOSOPHY, INDIA.

83. Sachdev, Medha. (2001). Fictionalization of Indian philosophy

in the novels of Raja Rao (Unpublished doctoral thesis).


Raja Rao is considered as a writer who has a mission. Rao use his

metaphysical patterns of thought in his work, so his work was full of

philosophy. His novels show his own journey, his Indian experience. He

needed a medium for communication fiction is a good medium. This thesis

tries to understand the meaning of his fictional work. His work is unique and

full of freshness. His each novel is different from the other.

, , , SETH, CRITICISM, WRITING.

84. Ansari, Md. Ibrar Alam. (2007). Experimenting with modes of

Narration: A study of the novels of Vikram Seth (Unpublished

doctoral thesis), Aligarh Muslim University, Aligarh.

Vikram Seth stands out amongst his contemporaries because he started

his career as a wild traveler and then come towards novels. His first novel is

n verse form, second is realistic and so on. He was a contemporary story

teller but he also portray modem life threw cave- sketches. He experiments

with many narrative techniques to express more beautifully. He tried to

manage balance between traditions and innovations. His detailed description

about musical instruments and performance shows his realistic mode of

narration.

, , , SINGH, CRITICISM, PARTITION, INDIA.

85.

SEE ENTRY No. 53.

75

-, STEINBECK, CRITICISM.

86. Ali, Mashkoor. (1984). John Steinbeck: A study of his humor



In Steinbeck's work, humour is a prominent element. This work

focuses on the comic expression of Steinbeck in relation to an important

American comic tradition of the southwest. His theme, characters, language

and structure was also focused.

, , , TWAIN, CRITICISM.

87. Madihur Rehman Suhaib. (2003). The ordeal of innocence

Mark Twain and his young protagonists (Unpublished doctoral

thesis).Department of English, Aligarh Muslim University,

Aligarh.

Mark Twain was a humorist. He was one who could find something to

laugh at even in a serious situation of life. He wrote most on the dark part of

the man and society. His attitude to his motherland was also doubtful. This

sense of conflict is also present in his personal life. This study tries to

explain Mark Twain's personal experiences were related to his works and his

relationship with his society.

88. Siddiqui, Mohd. Asim. (1991). Mark Twain as a reformer and

thinker (Unpublished doctoral thesis). Department of English,


Twain was a serious thinker who grew up with his century, in the

domain of religious faith was issues of the ultimate significance of human

76

life are involved. The present study is based on the conviction that Twain,

the serious critic of thought and society, deserves as much attention as the

amused commentator. He is mostly considered as writer of children's book.

Twain believed that a writer's experience should provide him literary

material. His experiments in the field of point of view and his employment

of various techniques to evoke laughter are some of tho^^fi^^l^stie^lM;^

Twain's art. /^ ^ ^ ' ^ ' ^ ' ^

-, UPDIKE, CRITICISM.

89. Khan, Nazish. (2000). The problem of identity n

Rabbit novels (Unpublished doctoral thesis). Department of


John Updike wrote seventeen novels in about forty years. Rabbit was

a set of novels which deals with the America's middle class life, struggle of

an individual against his social settings and his search for identity. In the first

decade of his work he was very influenced by his personal experiences. He

represents his grandfather, father, mother in his characters. The next phase

was the representation of the problems of marital conflicts, adultery and

remarriage. And the latter novels also deal with the various aspect of life.

, , , WHITE, CRITICISM, VISION.

90. Leena Zafar. (2003). Major novels of Patrick White: Study of

theme and vision (Unpublished doctoral thesis). Department of


Patrick White is considered as a major English- Language writer of

the second half of the twentieth century and grand old master of the

Australian literature. He belongs to Commonwealth literature. The

77

Commonwealth Literature has been divided into 'white' and 'colonial'

experiences which include colonization of people and colonization of land.

His writing includes fiction, poetry, short stories as well as drama. His

strong voice and his painful tales attract readers. His novels are descriptive

and he deals with big themes. He repeats some of his special themes like,

loneliness, quest for identity, self realization, suffering, religion and

mysticism.

, , , WOOLF, CRITICISM, MAN.

91. Shahryar, Najma Mahmood. (1994). The concept of perfect

man in Virginia Woolf (Unpublished doctoral thesis). Department


From the beginning of her literary career, Virginia Woolf was very

close to the idea of personality. Virginia Woolf considered as the top most

and a difficult writer among the modem British writers. Her comic vision,

her concept of integrated personality with traits such as consciousness, self

realization, universal love and her profound faith in human values and

oneness of humanity enables her to gain a unique position among her

contemporaries.

The perfect man who comes here to serve mankind and who

challenges the forces of nature has very special traits known as

consciousness, unconsciousness, self realization, renunciation and universal

love, etc. This concept of perfect man found in Virginia Woolf s work.

78

, POETRY, BRIDGES, CRITICISM.

92. Iqbal Hasan. (1974). Robert Bridges: A critical study of poetry,

plays and masques (Unpublished doctoral thesis). Department of


This thesis discusses the nature's symboUsm and the poet's

preoccupation with human sorrow. Bridge's concern for human sorrow

acquires a philosophical significance and makes the poet raise the problem

of good and evil in the later works.

This study also shows a similarity between the Victorian play wrights

and the Elizabethan and Jacobean dramatists like Shakespeare and John

Webster.

-, BROWNING, CRITICISM.

93. Govil, O.P. (1953).Robert Browning's theory of poetry



In nineteenth century artists were more self conscious and its effects

on their work. The position of Browning was important in those days as well

as today. But his reputation suffered through some misjudgements and

misrepresentations. Even today people misinterpreted his poetry and theory.

Browning published his first poem in 1833 when he was only 20. Till

1855 he had been continuously experimenting towards the discovery of his

characteristic manner. On the whole, Browning has several elements of

distinctiveness and originality.

79

94. Sinha, Nandita. (1980). A study of Robert Browning's later

poetry (Unpublished doctoral thesis). Department of English,

Aligarh Muslim University.

The earlier period of Browning's poetry was experimental and as such

formed an introduction to the period of the great dramatic monologues, the

later period was one of diversification, when ideas and techniques were used

to show temperament. This study focuses on Browning's poetry, his

philosophy, love, casuistry, satire, aesthetic theory and Greek themes are

examined through the later poetry.

, , , BYRON, CRITICISM.

95. Hamidullah. (1983). The influence of oriental romances on

English poetry with special reference to Byron and Moore

(Unpublished doctoral thesis). Department of English. Aligarh


Byron's oriental genius became so pronounced that many of the

contemporary authors solicited his opinion about their oriental poems and

stories. Moore's orientalism study shows the amount of labour, care and

study that Moore put in for his first oriental poem. It also highlights

Moore's extensive reading of source materials.

, CONSCIOUSNESS.

96. Kidwai, Abdur Raheem. (1979). Modes of satiric

consciousness in Lord Byron's poetry (Unpublished doctoral

thesis). Department of English, Aligarh Muslim University.

80

Byron has been studied either from the psychological point of view or

idolized as a legendary figure in the history of ideas and social thoughts.

Byron's poetry is full of human situations and his satires offer an interesting

study for his down- to- earth realism. This study not only focuses on the

forces which shaped Byron's satiric consciousness, but it also aims at the

explanation of the two dominant modes of his satires.

, , , BYRON, DON JUAN, CRITICISM.

97. Siddiquee, Shahzad Ahmad. (2008). The oriental content and

context in Byron's Don Juan (Unpublished doctoral thesis).


This work deeply studies the colour of orientalism in Byron's work,

especially in Don Juan. Orientalism is a religio-cultural concept denotes the

Islamic culture and traditions of Byron's days. The Arabic, Persian and

Turkish words hke 'Allah', 'amulet', 'bismillah', 'sherbet', 'sultan', etc.

shows the light of orientalism in his work. His characters' tyranny,

immortality, innocence and passivity are also the sign of orientalism.

In Don Juan, his oriental female characters are marked beauty

and innocence. In portraying these types of characters ridicules English

society. In this he shows the spiritual emptiness of royal society.

, , ^ CRITICISM, GOTHIC GROUP,

INFLUENCE.

98. Boaram, Abdullah Ali Awadh. (2005). The influence of gothic

tradition on the major Romantic poets (Unpublished doctoral


Aligarh.

81

Gothic is a group of novels written from 1770s to 1820s by different

writers. This group gives emphases to the supernatural, highly stereotyped

characters and the techniques to create suspense. They create a charm of

horror and supernatural. Romantics wanted to come out from the historical

situation, so they turn to gothic and medieval. Many motifs, themes,

darkness, strangeness, supernatural, etc, in Romantic art have remarkable

similarities with gothic.

, , , , SYMBOLISM, VICTORIAN AGE.

99. Zaidi, Syed Faiz. (2003). Image of the orient in Victorian

poetry with special reference to Tennyson, Browning and Matthew

Arnold (Unpublished doctoral thesis). Department of English,


The main aim of this study is to analyze the image of the orient and its

different aspects in Victorian poetry. It focuses on the image of Islam and

Muslims in English literature up to nineteenth century. Some writers of

Victorian age considered Islam as a 'sister- Faith' to Christianity. Matthew

Arnold in his work traces similarities between Imams and Christen martyrs.

Browning's orientalism is biblical rather than Islamic. And Tennyson's

orientalism deals with landscapes of the orient.

, ^ , DE LA MARE, CRITICISM, REALISM.

100. Khan, RahatuUah. (1997). Mystery and realism in the poetry

of Walter De La Mare (Unpublished doctoral thesis). Department


Walter John de la Mare is generally considered as a children's poet of

nursery rhymes. His work is full of supernatural and mysterious elements.

But the author says his poetry also consist some elements of realism.

82

His poems on dream, child, nature and the supernatural being have

been considered as an escapist creative Endeavour. He was a keen observer,

he focusing on the minute details. Some critics say that de la Mare was

totally detached from his times and he found refiige in the world of dream

and fantasy. But the study says he wrote on these topics but he did not forget

the realities.

, , , DICKINSON, CRITICISM.

101. Agrawal, R.K. (1985). A critical study of the major themes in

the poetry of Emily Dickinson (Unpublished doctoral thesis).


Emily Dickinson expresses different views about life in her letters.

Life is the finest secret. Life is very deep. In her poems she also treats life in

various shades of its meanings. Emily Dickinson also tries to define death in

terms of its effect on the dying person.

^ ^ ^ ^ ^ SELF.

102. Khan, Salamatullah. (1978). The poetry of Emily Dickinson:

The revelation of the self (Unpublished doctoral thesis).


This study focuses on the spiritual thinking of Emily Dickinson, which

was not entirely of her own choice. She was driven to isolation by the social

and religious forces. Giving attention to her own thinking, Emily Dickinson

constructed her theories of realities and art.

83

DRAYTON, CRITICISM.

103. Jafri, S. Naqi Husain. (1982). A critical study of Michael

Drayton's non- narrative secular poetry (Unpublished doctoral


Aligarh.

This study tried to explain some of the causes why people forgot

Drayton during and after commonwealth period. Drayton assigned to

himself the task of writing historical poetry with the commitment and

responsibility of a public poet. He wrote poems not for a select audience of

London but for the entire nation.

, , , GIBSON, CRITICISM.

104. Jafri, Syed Ali Hussain. (1984). A critical study of the major

non- dramatic poetry of Wilfred Wilson Gibson (Unpublished



In this thesis the author tried to examine Gibson's work in

chronological order. Gibson's background has also played an important role

in discovering the self He found his proper subject in the life of the poor and

humble folk, fishermen, char women, miners, and industrial workers and so

on. His poetry deals with realism rooted in the life of his native. Many

characteristics of his poetry shows, his poetry is close to 'modem'. It also

suggested that he indirectly prepared ground for the modem poets.

84

, , , HEANEY, CRITICISM, COMPROMISE,

COMPENSATION, COLONIAL.

105. Haris Qadeer. (2008). Compromises, compensations and

colonial division in Seamus Heaney's poetry (Unpublished



Heaney belongs to the Ireland and postcolonial literature. Post

colonialism tries to save the native traditions, culture, language, etc. which

are lost in the colonization. His poetry is the mirror of the impact of

colonization on the culture, traditions, identity, language, economy and

suffering of North Ireland. His works tries to rehabilitate his native values

and traditions. He also depicts many people of different societies who suffer

due to the colonization and its effects. He also focuses on the handicaps,

their suffering, and their ignorance.

, , , HOPE, CRITICISM.

106. Sreedharan, Amodini. (2006). A.D. Hope's poetry: "An

expression of something autonomous and beautiful in itself



A.D. Hope was one of the post war poets of Australia who use English

Literature as a medium to produce their superb expressions and to show their

creativity. In commonwealth literature consists of the literature of many

different countries and mentalities of different cultures are different.

Therefore commonwealth literature is full of different expressions.

Hope was an intellectual, a passionate man and had a good sense of

humor. In 1958 he was awarded the Commonwealth Poetry Prize. His poetry

85

is deeply experienced by readers in India, because the impact of country's

rich heritage is visible in his verse.

, , , HOPKINS, CRITICISM.

107. Adnan Raza, M.M. (1998). A critical study of the norms of

sensibility in Gerard Manley Hopkins' poetry (1876- 1889)



Mostly all Victorian writers have good rhythmic sense, so Hopkins

also has this quality. This study tries to understand the relation of Hopkins'

'intension' and 'method' to romantics. Hopkins' language shows his poetic

sensibility and his poetic diction somewhere belongs to Anglo- Saxon. He

was very good in using alliterations, assonance, half rhymes, compound

words, etc. some of his sonnets shows his religious sensibility, his spiritual

thinking, his attachments with nature.

, , , HOUSMAN, CRITICISM.

108. Ahmed, Jalil Uddin. (2008). A.E. Housman's poetry: A

reassessment (Unpublished doctoral thesis). Department of


Housman belongs to Victorian age, but he was not ranked as a major

Victorian poet. Some critics say his verse has its own kind of poetic

excellence and his poetry is known for its simplicity of forms and meaning.

This work aims to study the major themes of Housman's poetry. Some of his

poetry shows his desire to understand the death rather than to participation

the life. He exposes the tragic side of the life. He also depicts some of his

personal emotional experiences. He was totally modem in his attitude

86

towards nature and he also deals with themes like, fear, horror, loneliness,

isolation, etc.

, , ^ KEATS, CRITICISM, MYTHOLOGY.

109. Seemin Hasan. (1993). The use of mythology in the poetry of

Keats (Unpublished doctoral thesis). Department of English,


John Keats's has a unique imagination. Mythology is one of the major

influences on his thought and imagery. This study throws light on the sub

stratum of mythical themes that lend coherence and unity to the entire range

of his poetry. It elaborates the conviction that mythologizing comes naturally

and easily to Keats.

Keats believed that the artist does not proceed to the root of all feeling

and impulses by the simplest path. Instinct serves as the chief generative

agent in Keats's mythologizing processes.

, , , , , POLITICAL SCIENCE.

110. Nahid Akhtar. (2008). Modes and genres in the poetry and

letters of John Keats: An analysis fi*om the standpoint of

deconstructive phenomenology and feminist discourse



Keats's poetry is full of women; they are the integral part of his poetry

and letters. In his work nature and natural objects are visualized as feminine.

In his each ode, the women present the central image. In 'Ode to Psyche',

Psyche is a goddess, in 'Ode to nightingale', nightingale is a bird, in 'Ode to

87

autumn', autumn is personified as a female figure, etc. In his poetry women

are symbol of creativity and beauty.

, , , LARKIN, CRITICISM, LARKIN,

IMAGERY.

111. Niazi, Mohammed Abbas. (1999). Themes and imagery in the

poetry of PhiUp Larkin (Unpublished doctoral thesis). Department


Larkin was recognized as a different poet only in the late 1960s. He

published four collections with the gap often years between each collection.

The first, 'The North ship', shows his original poetic sensibility. The

remaining three shows the phenomenal phases in his poetic development.

His predominating themes and imagery varies phase to phase. Every theme

has its private set of images.

This study also shows the social, cultural, political influence of

those times on his poetry. Faithfulness as guarantee of personal integrity had

long become an integral part of Larkin's psyche. However, he was not

altogether irreligious. But he wants a secular faith which he often expressed

in his poems.

, , , MOORE, CRITICISM.

112.

SEE ENTRY No. 95.

88

, , , , LALLA ROOKH, LOVES OF THE

ANGLES, GHAZALS, CRITICISM.

113. Huma Yaqub. (2000). A critical study of Thomas Moore's

Lalla Rookh, The novels of angels and Ghazals (Unpublished



Moore's orientalism was very wide. He represents landscape, similes,

characters, flora and fauna very beautifully. Moore's orientalism comes from

his extensive reading about Orient, Oriental culture beliefs and customs.

'Lalla Rookh' is the best example of this. 'The loves of the angles' deals

with Orientalism as a public criticism. He gives accurate and authentic

information in his work. Moore use Orient as a medium for expressing his

deep- rooted ideas on liberty and his concern for the Irish cause. He gave a

vivid impression of the mysterious and the wondrous Orient. He shows

Orient dress, landscape, atmosphere in very detailed manner. Moore had

nothing against Islam or Muslims but some polemical stories about Prophet

Muhammad have crept into his poetry.

, , ^ NAIDU, CRITICISM, IMAGERY.

114. Ashraf, Syed Amin. (1993). Major themes and imagery in

Sarojni Naidu's poetry (Unpublished doctoral thesis). Department


Sarojni Naidu has occupied a unique position in Indian English

Poetry. Endowed with keen poetic sensibility and extra- ordinary perception,

she felt process of human life and depict it in her poetry. She also tried to

express some of her emotional experiences in her poetry. She skillfully

89

adopted specific imagery suited to her theme, purpose, mood and situation.

Her poetic favor underwent a drastic change with the change in political,

social and emotional conditions. Variation in her thinking creates a variety of

themes.

, , , RICH, CRITICISM, POLITICAL

SCIENCE.

115. Kaushal, Sanjeev Kumar. (2005). A critical study of Adrienne

Cecile Rich's works in a feminist perspective (Unpublished



The poetry of Adrienne Rich began in a formal self regarding manner

with no sign of politics in it, but the forms she uses are some where political.

In 1956 she started dating her poems. The technique she adopted was a way

to move away from formalism and to express her confusions she faced as a

woman in that society. Her themes are consciousness, reality and personal

experiences in the social community. Her poetry acts as an analysis of the

cultural representation of the women of that society.

, , , SHELLY, CRITICISM, EVIL.

116. Chakarborty, Dilip Kumar. (1978). Shelly's view of evil



To define evil as the absence or opposite of good, we will be faced

with the problem 'what is good' and the answer depends upon the individual

stands point.

90

Shelley's poetical works shows some signs of problem of evil but he

did not suggest any source for origin of evil. This thesis divided Shelly's

consciousness of the presence of evil and thinking about its harmfulness.

Second phase deals with his bitterness against evil. Third phase is about his

journey and obtaining of first- hand experience. The poetry of forth phase is

the sign of change in Shelley. The poetry of this phase shows richness and

variety of thoughts. Fifth phase is the most matured and philosophical phase.

, , , , , SOCIAL LIFE.

117. All, Syed Asim. (1987). The social and political dimensions in

Shelley's poetry (Unpublished doctoral thesis). Department of


Shelley's social and political idealism was come from the society of

those days, and shaped by romanticism and political philosophy. Equality,

liberty and fraternity were the cornerstones of his thoughts.

The poetry of Shelley shows that he was under the influence of the

social and political ideas of certain social and political thinkers.

, , , TENNYSON, CRITICISM, MYTHOLOGY,

GREECE.

118. Nath, Santosh. (1989). Treatment of Greek mythology in the

poems of Teimyson (Unpublished doctoral thesis). Department of


This is the study to bring out the impact of Tennyson's classical

learning on his sensibility and his response to it in his use of Greek

mythology in his poems. He has written 13 poems on Greek myths.

Tennyson uses Greek mythology for ornamentation in his non- mythical

91

poems, for translation of passage from Greek epics into English, and for

subjects of his poems. He projects in them the past, the present, as well as

himself, with superb craftsmanship.

, , , THOMSON, SEASONS, CRITICISM,

NATURE.

119. Basit Husain. (1986). The concept of nature in the poetry of

James Thomson: With special reference to 'The seasons'



James Thomson was greatly admired and considered as an original

poet in his own age. James Thomson was not a natural philosopher and he

did not has a 'concept' of nature in the sense in which natural philosopher

are said to have it. He regards nature as the revelation of cosmic design. But

he has the curiosity of a scientist.

Thomson raised his voice against deterioration in contemporary

aesthetics. Thomson makes a clear distinction between 'mimetic art' and the

beauty. He looks upon nature as an artist.

, , , TOURNEUR, CRITICISM.

120.

SEE ENTRY No. 121.

92

, WEBSTER, CRITICISM.

121. Sharaia, Mukesh Kumar. (1993). The tragical satires of John

Webster and Cyril Toumeur (Unpublished doctoral thesis).


Both Webster's and Toumeur's work are full of problems, sufferings,

death, etc. but they never produce proper tragic emotions in the audience.

This work studies the nature of the tragic plays written by Webster and

Toumeur. Their plays are tnostly known as 'tragical satire'. In their plays the

most important aspect is the milieu on which they directly draw for their

source material. Both Webster and Toumeur drew upon the ethos,

convention, and ideas characterizing the world of their time.

, , „ — , WORDSWORTH, CRITICISM.

122. Chauhan, P.P.S. (1973). A critical study of the sonnet of

Wordsworth (Unpublished doctoral thesis). Department of English,


Nineteen century's poets were good in lyricism. Almost all of them

tried their hands at the sonnet form but Wordsworth surpasses them all in

sheer bulk as well as in variety of subject matter and treatment. The sonnet

genre was revived with the romantic revival which stood for freedom.

Wordsworth's his own nature and temperament helped him to feel at

home in the sonnet form. His sonnets offer a variety as they are religious,

political, reflective, descriptive, narrative and personal. He has written 523

sonnets.

93

, WRIGHT, CRITICISM.

123. Ali Athar . (1982). Judith Wright as a poet: A study in themes

and motives (UnpubHshed doctoral thesis). Department of English,

Aligarh Muslim University.

Judith Wright is considered as one of the most important poets of

Australia. She began to write at the age of six. Her poetry as well as prose

displays an unusually profound and varied scholarship, a spirit of

commitment to certain social issues, and a transparent clarity of vision. This

study also focuses on the influence of Plato, Nietzsche and Bergson on her

concept of time and eternity.

, , OTHER FORMS OF PROSE, CRITICISM,

ARABIA.

124. Rashid Kamal. (1988). The Arab world in English travelogues



The travelogue writers include men of letters, missionaries, and

spiritualist- adventures, imperialist, etc. The operational forces that

determined their attitude towards the Arab world were the same; their strong

sense or racial, cultural and military superiority over the Arabs, their

aggressive patriotism bordering on jingoism and their being conscious of the

fact that the Arab world is a land of a rival religion which one threatened the

frontiers of Christian lands. The attitude of the most of the British travellers

to Arabia was shaped by a series of reaction and misunderstandings that

resulted from an almost insurmountable barrier between the Christian and

the Muslim world.

94

, , VICTORIAN AGE, CRITICISM, POLITICAL

SCIENCE.

125. Boulos, Joseph Nader. (1984). The chartist movement and its

impact on early Victorian literature (Unpublished doctoral thesis).


Carlyle, Disraeli, Mrs Gaskell and Kingsley were sympathized with

the poor but not say much thing in their favour. Unfavourably, they see the

growing power of the Chartist Movement. There was another group of

writers who believed in the doctrine of class struggle and wrote accordingly

to this struggle. This is the study about the reactions of these two groups to

the popular demands of the Chartists.

95

AUTHOR INDEX

AUTHOR (S)

A

Abidi, Aeda.

Adnan Raza, M M.

Agrawal, R.K.

Ahamad, Syed Naseem.

Ahluwalia, Jagjeet.

Ahmad, Jameel.

Ahmad, Soophia.

Ahmed, JaHl Uddin.

Ahmed, Jawed S.

Ahmed, Kaniz Khwaja.

Al- Udayli, Khalid Rifat Hussien.

Al-Dastoury, Ahmad Ali.

AH Athar.

AU, Mashkoor.

AH, Syed Asim.

Amina Kishore.

Ansari, Asghar AH.

Ansari, K. H.

Ansari, Md. Ibrar Alam.

ENTRY No.

5

107

101

55

48

11

78

108

81

38

31

34

123

85

117

63

40

49

84

96

Arun Prabha. 69

Ashraf, Syed Amin. 114

Attia Abid. 70

B

Banarjee, Uma. 65

BasitHusain. 119

Boaram, Abdullah All Awadh. 98

Boulos, Joseph Nader. 125

C

Chakarborty, Dilip Kumar. 116'

Chauhan, P.P.S. 122

Choudhury, Monir Ahmad. 52

F

Farae, Nabil Awadh Yahya. 62

G

Ghauri, Shahla. 75

Govil, O.P. 93

H

Hameeda Khatoon. 4

Hamidullah. 95

Haris Qadeer. 105

Hezam, Taha Ahmad Hasan. 27

97

HumaYaqub. 113

Humera Khatoon. 53

I

IffatAra. 44

Iqbal Hasan. 92

Ismail Baroudy. 2

J

Jafri, S. Naqi Husain. 103

Jafri, Syed All Hussain. 104

Jamal A. I. Mohd. 57

Johnson, Vera. 58

K

Kana'an, Basim Hamdn Ibrahim. 7

Kausar Husain. 19

Kaushal, Sanjeev Kumar. 115

Khan, Ameer Ahmad. 23

Khan, Farhat Ullah. 8

Khan, GhufranuUah. 77

Khan, Md. Rizwan. 10

Khan, Mohammad Owais. 1

Khan, Mohd. AmiruUah. 3

98

Khan, Mohd. Qaisar. 56

Khan, Nazish. 89

Khan, RahatuUah. 100

Khan, Reyasat Ali. 76

JChan, SalamatuUah. 102

Khanam, Ambreen. 79

Khanam, Ghazala Ahmerin. 43

Kidwai, Abdur Raheem. 96

Kishwar Jabin. 22

Kishwar Zafir. 80

L

Leena Zafar. 90

M

Madihur Rehman Suhaib. 87

Malik, Madhu. 68

Md. Anisur Rehman Anis. 12

Md. Mahibur Rehman. 20

Md. Mojibur Rahman. 16

Mishra, J.P. 46

Mohammad Anwar. 74

Mohammad Yaseen. 59

Mohd. Asaduddin. 60

99

Mohd. Asif.

Mohd. Nazim.

Mona Mohsin.

Mortahan, Mohd. Mehdi.

Mugawar, Fahd Mohammad Taleb Saeed.

N

Nahid Akhtar.

Naqvi, Rana.

Nasim Akhtar.

Nath, Santosh.

Nazira Mahmood.

Neelam Shehwar.

Neha.

Niazi, Mohammed Abbas.

Nikhat Taj.

R

Raashid Nehal.

Rabori, Massoud Tajadini.

Raizada, Harish.

Rashid Kamal,

Rashmi Attri.

Rizvi, Shazia.

6

14

36

13

32

110

73

9

118

54

17

45

111

72

28

30

64

124

51

35

100

Rizvi, Simi. 71

Rizwana Wahid. 29

S

Sachdev, Medha. 83

Sakina A. Hasan. 66

Sami Rafeeq. 50

Seemin Hasan. 109

Shagufta Imtiaz. 15

Shaheena Tarannum. 39

Shahryar, Najma Mahmood. 91

Shaista Jamal. 24

Sharma, Garima. 21

Sharma, Mukesh Kumar. 121

Sharma, V. 33

SheebaKamal. 61

Sheeba. 26

Siddiquee, Shahzad Ahmad. 97

Siddiqui, Mohd. Asim. 88

Sinha, Nandita. 94

Sohail Ahsan. 47

Sreedharan, Amodini. 106

Surekha. 37

101

Syed, Akbar Joseph Arjun. 82

Z

Zaidi, Huma. 25

Zaidi, Shabana Aizaz.

Zaidi, Shabnam. 67

Zaidi, Syed Faiz. 99

Zarren Mabood. 18

Zeba, Syeda Nuzhat. 41

102

TITLE INDEX

TITLE ENTRY

No.

A contrastive study of the syllable structures and word

stress patterns in English and Urdu . 1

A course in phonetics and spoken English for ELT students in Indian Universities. 27

A critical evaluation of some English novels on partition of India with special reference to Attia Husain and Khushwant Singh. 53

A critical study of Adrienne Cecile Rich's works in a

feminist perspective. 115

A critical study of Christopher Fry's poetic plays. 35

A critical study of early eighteenth century comic drama with special reference to Sir Richard Steele. 48

A critical study of Hemingway's short stories in relation to his novels. 75

A critical study of Michael Drayton's non- narrative secular

poetry. 103

A critical study of Sir Richard F. Burton's tales from 1001 Arabian Nights. 57

A critical study of the major non- dramatic poetry of

Wilfred Wilson Gibson. 104

A critical study of the major themes in the poetry of Emily

Dickinson. 1 o 1

103

A critical study of the norms of sensibility in Gerard

Manley Hopkins' poetry (1876-1889). 107

A critical study of the sonnet of Wordsworth. 122

A critical study of Thomas Moore's Lalla Rookh, The

novels of angels and Ghazals. 113

A structural study of Bhabani Bhattacharya's major novels.

A structural study of Bhabani Bhattacharya's major novels. 56

A study of Robert Browning's later poetry. 94

A study of the teaching of reading to undergraduate ESL students in AMU. 22 A.D. Hope's poetry: "An expression of something autonomous and beautiful in itself. 106

A.E. Housman's poetry: A reassessment. 108

Chinua Achebe's involvement in re- educating and re

generating his society: A study of his novels. 52

Christopher Fry's contribution to the revival of poetic drama with special reference to his comedies of seasons. 34

Common perspective in post-colonial Indian and African fiction in English. 63

Compromises, compensations and colonial division in Seamus Heaney's poetry. 105

Concept of nature and art in Shakespeare's last plays. 44

Contexts of use of ELT materials and adaptation techniques

for effective teaching: An assessment of the classes at the

senior Secondary school level at AMU. 7

Cultural and political dimensions in Conrad's major novels.

60

104

D. H. Lawrence's theory of fiction. 77

Divine dispensation in King Lear and the last plays of Shakespeare. 47

Elements of satire and irony in the major works of George Orwell. 81

ELT at the undergraduate level in Assam: A study of learners' need and education policy. 20

ESP and the teaching of medical English vocabulary. 8

Eugene O'Neill's quest for values and the evaluation of his dramatic form. 41

Evaluation of ELT materials vis-a-vis learners' needs: A case study of secondary level English language education in Bangladesh. 12

Expatriate concerns in the works of V.S. Naipaul. 80

Experimenting with modes of Narration: A study of the

novels of Vikram Seth. 84

F. Scott Fitzgerald and the Jazz age. 69

Faulkner's concept of change as an aspect of human

existence in his major novels. 68

Female characters in Jane Austen's novels. 54

Fictionalization of Indian philosophy in the novels of Raja

Rao. 83

Human image in the plays of Arthur Miller. 3 8

Image of the orient in Victorian poetry with special reference to Tennyson, Browning and Matthew Arnold. 99 Imagery in John Webster: A study of themes, thematic associations, characterization, undertone and background, authorship, etc. 49

105

Indian contribution to English fiction. 64

Indian English women novelists of the post independence period with special reference to: Santha Rama Rao, Kamla Markandaya, Nayantara Sahgal and Amita Desai. 65

John Steinbeck: A study of his humour. 86

Joseph Conrad's theory of fiction. 59

Judith Wright as a poet: A study in themes and motives. 123

Language literature controversy: Assessing the use of

literature in language teaching at senior secondary level in

Aligarh. 6

Language teaching through literature theory and

methodology at intermediate level. 5

Literature, schema theory, and advanced ESL reading in

India: Towards a model of comprehension pedagogy. 15

Major novels of Patrick White: Study of theme and vision. 90

Major themes and imagery in Sarojni Naidu's poetry. 114

Mark Twain as a reformer and thinker. 88

Modem trends in education technology, specially the use of TVA^ideo for Teaching English Language Skills to undergraduates in U.P. with special reference to written comprehension. 23

Modes and genres in the poetry and letters of John Keats: An analysis from the standpoint of deconstructive phenomenology and feminist discourse. 110

Modes of redemption in major tragedies of Shakespeare. 45

Modes of satiric consciousness in Lord Byron's poetry. 96

Mystery and realism in the poetry of Walter De La Mare. 100

106

Narrative perspective n the novels of Jane Austen, 55

Non- stage plays after I960 with special reference to the radio and screen plays of Louis MacNeice and Harold Pinter. 37

O' Casey's art of characterization with special reference to his use of the brechtian technique of verfremdung. 3 9

Pitfalls of internal assessment through oral test mode: Problem- solving through communicative approach to testing. 16

Policy and provision for ESL in India's higher education:

An empirical case study of needs and means analysis at

Aligarh Muslim University. 10

Process theory of writing and the teaching of ESL

composition. 2

Purpose- specific materials in the teaching of English language. 18

Race- conscious tragic heroines in the novels of Toni Morrison. 78

Robert Bridges: A critical study of poetry, plays and

masques. 92

Robert Browning's theory of poetry. 93

Role of revision in ESL composition strategies: A case study of ESL students at undergraduate level in AMU. 25

Samuel Beckett: A study of his dramatic technique. 31

Shakespearian criticism: A comparative study of the contribution of the New Critics and their predecessors A.C. Bradley and E.E. Stoll. 43

Shelly's view of evil. 116

107

Social criticism in the novels of Mrs. Gaskell. 73

Socio- ethical dimensions in Hardy's later novels. 74

Strategic competence of the English major students at Taiz University. 28

Structure and discourse of scientific English: A study of scientific research articles by non- native users of English. 11

Stylo linguistics in the teaching of English Poetry at undergraduate level in India. 26

Syntactic errors and the application of rules of grammar: A study in contrastive syntax of English and Persian. 30

Teacher training programme in the context of the

communicative language teaching at senior secondary

level. 4

Teaching English vocabulary for special purpose with

special reference to professional English used in catering,

hotel management and tourism. 3

Techniques of teaching stress, rhythm and intonation

patterns to the learners of English in India. 17

The Arab world in English travelogues. 124

The chartist movement and its impact on early Victorian literature. 125

The concept of destiny in the novels of George Eliot. 67

The concept of nature in the poetry of James Thomson:

With special reference to 'The seasons'.

The concept of nature in the poetry of James Thomson: With special reference to 'The seasons'. 119

The concept of perfect man in Virginia Woolf 91

108

The concept of womanhood: A comparative study of some female & male Victorian novelist with special reference to the Brontes, George Eliot, Thackeray and Thomas Hardy. 62

The effect of LI transfer on the discourse competences of undergraduate ESL students in A.M.U, Aligarh. 21

The grammar debate: Philosophical and pedagogic

grammar. 9

The immigrant in Bharati Mukherjee's novels: An analysis

with special reference to identity crises and cultural

transplant. 79

The impact of Shakespeare on Hindi literature. 46

The influence of gothic tradition on the major Romantic poets. 98

The influence of oriental romances on English poetry with special reference to Byron and Moore. 95

The interdependence of themes and symbols in E.M. Forster's novels. 72

The language of literature: A study of the nature and

function of language used in literature. 14

The novels of Benjamin Disraeli: A critical study. 66

The novels of Scott Fitzgerald: A study of themes and vision. 70

The ordeal of innocence Mark Twain and his young protagonists. 87

The oriental content and context in Byron's Don Juan. 97

The oriental content and context in E.M. Forster's novels and essays. 71

109

The oriental element in the Elizabethan drama with special

reference to Marlowe, Shakespeare and Ben Jonson. 32

The plays of Sean O'Casey: A study in dramatic technique. 40

The poetry of Emily Dickinson: The revelation of the self. 102

The problem of identity n John Updike's Rabbit novels. 89

The relationship between task self- esteem and English language achievement of non- Indian ESL learners based in India. 13

The role and use of language in the literature classroom at the undergraduate level. 24

The role of audience awareness in written communication theory and pedagogy. 29

The role of translation as a learning strategy in English as a second language. 19

The social and political dimensions in Shelley's poetry. 117

The theme of cultural conflict in the novels of expatriate Indian novelists with particular reference to some major women novelists. 61

The theme of isolation in Joseph Conrad. 58

The theme of violence in the novels of Ernest Hemingway. 76

The tragical satires of John Webster and Cyril Toumeur. 121

The use of mythology in the poetry of Keats. 109

The use of the technique of impressionistic painting in the

selected plays of Tennessee Williams. 50

Themes and imagery in the poetry of Philip Larkin. 111

Treatment of Greek mythology in the poems of Tennyson. 118

Victorian verse-drama with special reference to the plays of Browning and Tennyson. 33

110

W. B. Yeast's dramatic theory and practice. 51

Women characters in the plays of Ibsen: A study in the concept of new womanhood. 3 6

Women, capitalism and patriarchy: The unique case of Ayn Rand. 82

111

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