The Robber Bride にみるカナダ人のアイデンティティとフェミニズム

The following study examines Canadian identity and feminism in Margaret Atwood\u27s The Robber Bride. In the novel the four main women characters undergo divided or multiple personality. They have all faced complicated childhood and have difficulty defining their identity. By confronting their worst enemy, Zenia, three women, Tony, Charis and Roz, find their true self. Their struggle to finding out their own identity represents the same predicament that many Canadians have for living in a country of multi culture. Their multiple personality also represents the struggle of women who fight for their survival in paternal society. The story also asserts the idea of feminism by referring the Grimm fairy-tale The Robber Bridegroom. The story reverses the role of male and female characters to evoke the difference of male and female idea in our society. I would like to look into the significance of the fairy-tale The Robber Bridegroom and how the context of the original fairy-tale is relative to Atwood\u27s The Robber Bride

新科目「英語ワークショップ」の試み

This is an interim report on a new course "English Workshop." It is aimed at catering to various students\u27 levels and needs. It is a small tutorial class where each student improves their English proficiency by learning individually with the help of teachers. In class, a Japanese teacher has a tutorial with each student. The teacher identifies each student\u27s interests and needs and suggests ways of learning, or recommends some study materials. There are two core activities in each class : talking with the native teacher, and extensive reading. Each class of eight students take turns to come to interact with the native teacher for about twenty minutes. Other than the core activities, each student will be encouraged to learn English on their own, at their own pace. Outside class, they are required to learn English and take notes of what and how they learn in their learning diary. They are also required to keep a diary in English at home. Overall, it was found that the students saw some progress in their English proficiency and their motivation increased

Whitman\u27s Catalog Imagery in "Song of Myself"

Walt Whitman is recognized by most authorities as one of the greatest of American poets. His most important poem is "Song of Myself." The sheer length of the poem sets it apart from most other works ; it is over 1300 lines long. Critics have been impressed by the richness of Whitman\u27s language and imagery. The poem is divided into fifty-two sections and a number of these contain his catalogs; these vary in length from a modest fifteen lines (Section 8), to a grand catalog of over one hundred and sixty lines (Section 33). Catalogs as a poetic device are not new ; however, Whitman\u27s use of them to demonstrate the essential unity of the universe amid its seeming endless diversity was unique. Three catalog sections form the subject of this paper : 8, 15 and 33. Together they display a progression of imagery which moves from a depiction of everyday American scenes, in Section 8, to Section 33, where the poet\u27s images become markedly heterogeneous and his imagination takes flight, "speeding through space" and even altering time itself as he says, "I am the clock myself." In reading the catalogs, one is swept along as the cornucopia of images accumulate ; some critics have compared the experience to watching a film. Whitman has been seen as a uniquely American poet. However, while many of his images depict the American landscape and people, in the final analysis he transcends his time and nation. People all over the world respond to his verse because it speaks directly to their hearts. It is his wider humanity that raises him to the level of a world poet. The goal of this paper is to serve as an introduction to an important part of Whitman\u27s verse and to the poet himself. "I am large, I contain multitudes.

As in the hurricane...some lone, gigantic elm ; Melville\u27s Use of Similes in Moby-Dick

A simile compares two unlike things (often using "like" or "as"), one of which is the thing to be described (in this paper the Focus) and the other the thing it is compared to (the Aspect). For example, in the simile "He lived in the world, as the last of the Grisly Bears lived in settled Missouri, " "He" is the Focus of the simile and "lived as the last of the Grisly Bears (did) in settled Missouri" is the Aspect, which illustrates or explains the Focus. Homer in The Illiad was the first to use extended similes involving complex objects, actions or relations. In Moby-Dick, to figuratively make Ahab more closely the equal of the Whale, Melville employed the epic, or Homeric simile. This paper explores his use of this device and other, less elaborate, similes employed in the novel. Similes for the ship itself, its crew and the Whale are also analyzed because they are central to the novel\u27s meaning and are the locus of Melville\u27s imagery and metaphorical imagination. It will be seen that Melville uses trees in a number of similes for Ahab and that wood is the main Aspect associated with him---though Melville uses other symbols in his similes for Ahab. The 1979 University of California, Arion Press edition has been used in this paper