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Narrative techniques in Ravinder Singh's can love happen twice? and your dreams are mine nowpar James KIENAGONZWE Asamboa Université de Kisangani - Licence 2019 |
UNIVERSITE DE KISANGANI
BP. 2012 KISANGANI FACULTE DES LETTRES ET SCIENCES HUMAINES Département des Lettres et Civilisation Anglaises. NARRATIVE TECHNIQUES IN RAVINDER SINGH'S
CAN LOVE Par James KIENAGONZWE ASAMBOA MEMOIRE Présenté et Deféndu en vue de l'obtention de Grade de Licencié en Lettres et Civilisation Anglaises. Directeur: Pr Valentin MONGBOLO NGALIMA Encadreur: C.T Sébastien MUAMBA KASHALA. Année Academique
2018-2019 To all children from poor families around the world who face difficulties to pay tuition fees for their education, I dedicate this work. Acknowledgements My endless thanks and gratitudes are addressed to Madam Marie-Jeanne NGELEMA DIGUMEFELE who dispite her occupations and responsabilities has provided me with everything and paid all tuition fees during last three years of my university studies. Without her mercifull heart, I would never graduate from university. Her act of love towards me is the most important thing that will be kept in my family's heart generation to generation. This work is hers, I dedicate it to her, her husband, her children and her whole family. May the true God JEHOVA I worship bless her. I owe a debt of gratitude towards Madam Philomène BONTAMBO NSELOFONA, who is not cited her only like one of my English Literature lecturers but also like a mother. For all she did in my life, since they are uncountable, I cannot be able to mention a few, I say thanks a lot, Madam. I thank both Professor MONGBOLO NGALIMA and Senior Lecturer MUAMBA KASHALA for respectively directing and supervising this research paper, without their guidance it would not be accepted and defended. To all Teachers and Professors of Kisangani University, all my class mates, all my friends, all my family members: father, mother, brothers, sisters, oncles, aunts, nephews, nieces, grand-parents, and all others whose names are not mentioned in this list but have contributed near or far during my 5 years spent at Kisangani University, I say thank you very much. James KIENAGONZWE ASAMBOA August 2019. Education is the passport to the future, for
tomorrow Malcolm X Education is the most powerful weapon Nelson Mandela INTRODUCTION0.1 Research Statement Since the publication of novels: «Can Love Hapen Twice?» in 2011 and, «Your Dreams Are Mine Now» in 2014 by Ravinder Singh, they have arose the interest of many literary scholars, students of literature and simple readers who are fun of love stories through the world. Surely, Ravinder had developed real life problems concerning love within all his novels among which the two understudy in this dissertation. As a student of literature, I am going to focus my deep attention on the narrative techniques of Ravinder's two romantic novels already mentioned. 0.1 Hypothesis Oxford Advanced Learner's Dictionary defines hypothesis as an idea that has not yet been found true or correct. Morever, Professor Tshimpaga in the course of Statistics G2 L.C.A, 2009-2010 stantes that hypothesis is a statement that can be accepted or rejected after experiment. Literary men all over the world while reading a given work of art do not only base in the message that is given by the author but they also deepen the reading in taking into account different elements that make up a literary work. As far as the novels: «Can Love Happen Twice?» and «Your Dreams Are Mine Now» are concerned, the question will be to know the narrative techniques Ravinder used in novelsCan Love Happen Twice? and Your Dreams are Mine Now. 6 0.2 Methods A method is a way of doing something like the quality of being well organized in our thinking and action or set of ways followed in order to find solution to a problem. (Oxford English Dictionary, 2012).But an approach is a way of dealing with something. In the frame of this work, both New Critism and Formalist approach are the tools applied to discuss my topic widely. While New Criticism appears as an attempt to retain the integrity of a work of art by stressing on the text itself, in the other hand the formalist approach focuses on the form, mechanics of the literary work, its physical characteristics and reaction against social and biographical influence on the work. Therefore, to reach the objective, I used both form and content. Form refers to how the work is made up of techniques or literary devices used by Ravinder, and content refers to the message he tries to communicate to his readers. 0.3 The Choice of the Topic My choice has been put on «Narrative Techniques in Ravinder Singh's Can Love Happen Twice? And Your Dreams are Mine Now» this subject has attracted my interest for some particular reasons which are going to be reflected in the lines that follow. My first interest goes to literature as one of the two fields of research organized in English Department of the Arts Faculty of Kisangani University. Knowing that literature is a wide domain, I chose to specialize on Modern Literature where my intention has been fixed on Indian Literature. By choosing two Indian romantic novels, my motivation on Ravinder's novels pushed me to focus on his narravive techiques, so, the choice of this topic is not hazardous. 7 0.4 Aims of the Work Besides the main objective of this work which is to write and defend a thesis at the end of the second cycle studies in DR Congo in order to graduate after successful five years at university, this dissertation also aims at: - Helping people know more about Indian Literature, - Developping the momory and practice student's ability in the analysis of a literary work, - Helping English Literature students master how to analyse two novels of the same author within one work, - Developping readers critical mind as well as their way of writing, and - Providing a scientific document to all researchers who are enthusiasts on romantic novels and on Ravinder Singh particularly. 0.5 Sources of Data The present work's main sourses of data derive from a certain number of English, African, American and Indian Literary books. Another source of data is numerous works previously done in literature, notes of courses, dictionaries and internet. The most important of these all well indicated in the bibliography and webography. 0.6 Limitation of the Work «Can Love Happen Twice?» and «Your Dreams are Mine Now» like all other thousands novels in the world can be studied inso many different aspects, themes or topics that make up literature. Consequently, this paper is concentrated on Modern Literature. i.e the Literature of Commonwealth or countries colonized by Englang(U.K). In this great ocean of writings, the work specialized in Indian English Literature where Narrative Techniques in Ravinder Singh's «Can Love Happen Twice?» and «Your Dreams are Mine Now» are studied. 8 0.7 Division of the Work This work is dividedinto an introduction, three chapters and conclusion. In the introduction, I discuss (1) Research Statement, (2) Hypothesis, (3) The choice of the Topic, (4) Methods, (5) Aims of the Work, (6) Sources of Data, and (7) Division of the Work. Chapter one, Literary Survey on Indian Literature. This Subsection deals with: (1) A Brief History of India, (2) Indian Litterature in Other Languages that English, and (3) Indian English Literature Chapter two, Ravinder Sight's Life and Work and A Literary Analysis of Ravinder Singh's two novels: Can Love Happen Twice? and Your Dreams are Mine Now. In this level I discuss in first point author's life and work followed by, (1) The Title, (2) Plot, (3) Characters and Characterrization, (4) Settings, (5) The Style, (6) The Mood, (7) The Tone, and (8) The Intention. Chapter three, Narrative Techiques in Ravinder Sigh's «Can Love Happen Twice?» and «Your Dreams are Mine Now»: A first category includes the following techiques: (1) Use of Short, Simple Sentences, (2) Use of SMS language and spelling, (3) Use of Real Names, (4) Use of Proverbs, (5) Use of Imotional Terms, (6) Use of Flashback, and (7) Use of Point of View. A second category consists of (8) the use of figures of speech. A general conclusion will put an end to the work. CHAPTER ONE LITERARY SURVEY ON INDIAN LITERATURE, I. Literary Survey on Indian Literature I.1 A Brief History of IndiaIndian history includes the prehistoric settlements and societies in the Indian subcontinent; the advancement of civilisation from the Indus Valley Civilisation to the eventual blending of the Indo-Aryan culture to form the Vedic Civilisation; the rise Archaeological evidence of anatomically modern humans in the Indian subcontinent is estimated to be as old as 73,000-55,000 yearswith some evidence of early hominids dating back to about 500,000 years ago. Considered a cradle of civilisation, the Indus Valley Civilisation, which spread and flourished in the north-western part of the Indian subcontinent from 3300 to 1300 BCE, was the first major civilisation in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappanperiod, from 2600 to 1900 BCE. This civilisation collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilisation. The era saw the composition of the Vedas, the seminal texts of Hinduism, coalesce into Janapadas (monarchical, state-level polities), and social stratification based on caste. The Later Vedic Civilisation extended over the Indo-Gangetic plain and much of the Indian subcontinent, as well as witnessed the rise of major 10 polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Gautama Buddha and Mahavira
propagated Most of the Indian subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BCE onwards Prakrit and Pali literature in the north and the Tamil Sangam literature in southern India started to flourish.( Researches Into the History and Civilization of the Kirâtas by G. P. Singh p. 33) Wootz steeloriginated in south India in the 3rd century BCE and was exported to foreign countries. During the Classical period, various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or "Golden Age of India". During this period, aspects of Indian civilisation, administration, culture, and religion (Hinduism and Buddhism) spread too much of Asia, while kingdoms in southern India had maritime business links with the Middle East and the Mediterranean. Indian cultural influence spread over many parts of Southeast Asia, which led to the establishment of Indianised kingdoms in Southeast Asia (Greater India). (The Cambridge History of Southeast Asia: From Early Times to c. 1800, Band 1 by Nicholas Tarling, p. 281). The most significant event between the 7th and 11th century was the Tripartite struggle centred on Kannauj that lasted for more than two centuries between the Pala Empire, Rashtrakuta Empire, and Gurjara-Pratihara Empire. Southern India saw the rise of multiple imperial powers from the middle of the fifth century, most notable being the Chalukya, Chola, Pallava, Chera, Pandyan, and
Western successfully invaded parts of Southeast Asia, Sri 11 Lanka, Maldivesand Bengal in the 11th century. The early medieval period Indian mathematics influenced the development of mathematics and astronomy in the Arab world and the Hindu numerals were introduced. (Essays on Ancient India by Raj Kumar p.199). Muslim rule started in parts of north India in the 13th century when the Delhi Sultanate was founded in 1206 CE by Central The 15th century saw the advent of Sikhism. The early modern period began in the 16th century, when the Mughals conquered most of the Indian subcontinent. The Mughals suffered a gradual decline in the early 18th century, which provided opportunities for From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of the British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of rapid development of infrastructure, economic decline and major famines.( Metcalf, B.; Metcalf, T. R. (9 October 2006), A Concise History of Modern India (2nd ed.), pp. 94-99.). During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organisations. The Indian subcontinent gained independence from the 12 United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.( "Economic Impact of the British Rule in India | Indian History". historydiscussion.net. Retrieved 6 January 2017.). James Mill (1773-1836), in his The History of British India (1817), distinguished three phases in the history of India, namely Hindu, Muslim and British civilisations. This periodisation has been influential, but has also been criticised for the misconceptions it gave rise to. Another influential periodisation is the division into "ancient, classical, medieval and modern periods", although this periodisation has also been criticised.(Thapar 1978, p. 19-20.). Romila Thapar notes that the division into Hindu-Muslim-British periods of Indian history gives too much weight to "ruling dynasties and foreign invasions" neglecting the social-economic history which often showed a strong continuity. The division into Ancient-Medieval-Modern periods overlooks the fact that the Muslim conquests occurred gradually during which time many things came and went off, while the south was never completely conquered.( Jump up to:a b c Thapar 1978, p. 19.). According to Thapar, a periodisation could also be based on "significant social and economic changes", which are not strictly related to the change of ruling powers. (Thapar 1978, p. 20.). I.2 Indian literature in Other Languages than English Indian literature refers to the literature produced on the Indian subcontinent until 1947 and in the Republic of India thereafter. The Republic of India has 22 officially recognized languages. The earliest works of Indian literature were orally transmitted. Sanskrit literature begins with the
oral 1500-1200 BCE. The Sanskrit 13 millennium BCE. Classical Sanskrit literature developed rapidly during the first few centuries of the first millennium BCE,as did the Tamil Sangam literature, and the Pâli Canon. In the medieval period, literature in Kannada and Telugu appeared in the 9th and 11th centuries respectively. Later, literature in Marathi, Odia and Bengali appeared. Thereafter literature in various dialects of Hindi, Persian and Urdu began to appear as well. Early in the 20th century, Bengali poet
Rabindranath in Bengaliand Malayalam, four in Odia, four Examples of early works written in Vedic Sanskrit include the holy Hindu texts, such as the core Vedas. Other examples include the Sulba Sutras, which are some of the earliest texts on geometry. - Sanskrit literature - Prakrit literature - Pali literature - Assamese literature - Bengali literature - Chhattisgarhi literature - Hindi literature - Gujarati literature - Kannada Literature - Kodava literature - Konkani literature - Malayalam literature 14 - Meitei literature - Marathi literature - Mizo literature - Odia literature - Punjabi literature - Tamil Literature - Telugu literature - Urdu literature. I.3 Indian Literature in Foreign Languages I.3.1Indian Persian literature During the early Muslim period, Persian became the official language of the northern part of Indian subcontinent, used by most of the educated and the government. The language had, from its earliest days in the 11th century AD, been imported to the subcontinent by various culturally Persianised Central Asian Turkic and Afghan dynasties.[12] Several Indians became major Persian poets later on, the most notable being Amir Khusro and, in more modern times, Muhammad Iqbal. Much of the older Sanskrit literature was also translated into Persian. For a time, it remained the court language of the Mughals, soon to be replaced by Urdu. Persian still held its status, despite the spread of Urdu, well into the early years of the British rule in India. Most British officials had to learn Persian on coming to India and concluded their conversations in Persian. In 1837, however, the British, in an effort to expand their influence, made a government ruling to discontinue the use of Persian and commence the use of English instead. Thus started the decline of Persian as most of the subcontinent's official governmental language, a position to be taken up by the new language of the British Raj, English. Many modern Indian languages still show signs of relatively heavy Persian influence, most notably Urdu and Hindi. 15 English Literature from North East India English literature from North East India refers to the body of work by English-language writers from North-East India. North-East India is an under-represented region in many ways. The troubled political climate, the beautiful landscape and the confluence of various ethnic groups perhaps have given rise to a body of writing that is completely different from Indian English Literature. |
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