Prepare UGC NET in English Literature

2019-04-17 Arts No comment

The UGC conducts national qualification tests [NET] in a variety of humanities [including English and social sciences] to obtain junior research scholarships [and lectures] for Ph.D. studies. The test compressed three conference papers. The first paper is general and aims to assess research [or teaching] abilities without excluding rational ability, comprehension and general awareness of candidates. The second paper includes a short answer question based on the topic chosen by the candidate.

The third paper contains only descriptive questions. It has four parts. The first part asks the candidate to write a criticism of a certain paragraph. The questions in the second part seek specific information in specific or short form. The third section deals with the candidate's major professional/electrical analytical or evaluative questions as a first choice. The fourth part is to test candidates' questions based on the general topical issues of the paper type and contemporary, theoretical or clinical relevance. A topic can be critically stated in a discriminatory manner.

From this perspective, the two books under review are designed to help aspiring candidates prepare to answer objective types of questions in English literature. Manoj Kumar's book is a workbook written in UGC's NET and graduate English, providing "subjective material and objective questions" [preface] necessary for good preparation.

The author separates the "textbook" from the "textbook." Divided into ten units, it provides basic information on English literature from the Qiaoya era to the contemporary era, American literature, Indian English literature, translation literature, literary theory and criticism, rhetoric and rhythm.

Each unit first briefly mentions the author's name and main work, making it significant, then an objective type of question [there are four options]. There is no subjective exclusion, there is no uniform pattern of the number of items [between the first unit and the ninth unit between 101 and 138] or its content. It is at most random.

For example, in the first unit, Geoffrey Chaucer's name [shown in bold] does not show the year of his birth and death, but William Lanland's work shows this. John Gower, John Barbour, Sir John Mandeville, John Wycliff, Sir Thomas Malory, and James I did not show the year of birth and death on page 1. Similarly, the publication date of some books has been given, but for other books, it is missing. From the beginning to the end, each author should follow a unified model.

People also want to find short records of general exercises or characteristics for each age/period, as well as major contributors that make up the majority of objective types of questions. There should be an appropriate match ' Manoj Kumar called the subjective knowledge of literature and the objective problems of proper practice in Units 1 through 7.

However, he did write a readable introductory commentary in Modules 8 [on American literature and Indian English writers] and Unit 9 [literary theory and criticism]. The last unit [about rhetoric and rhythm], which has only 52 target items, is used to execute 31 terms, and is not as developed as the two previous units.

The final winners of Booker [1969-2007] and the Nobel Prize [1901–2007] are informative, but Manoj Kumar should also provide the names of the winning books on the last three pages.

The second book, the key to literary forms and terminology, should make up for the brief decline in the Manoj Kumar textbook X unit. In fact, Sudhir K. Arora claims to have included most important literary forms and terminology in a “capsule form” and offers a large number of multiple-choice exercises to help aspiring candidates perform on competitive exams. Better to get scholarships and/or lectures in English literature.

In the first 29 pages, Arora has 117 literary forms and terminology in alphabetical order with useful references, but no examples. In the “Lecture Vocabulary” section, Arora gave up this arrangement and included rhetoric and rhythm in the order generally available in most books. However, these examples are very helpful.

In both books, the authors provide the key to all the target projects prepared for self-help candidates. However, Manoj Kumar has also added about 250 unresolved ' projects to ensure that serious candidates are really ready.

Given the current state of English literature teaching in the country, books such as “Objective Textbooks in English Literature” and “Key to Literary Forms and Terminology” help to develop awareness among conscious candidates, although these contribute to the development of any critical significance. . And research or reasoning skills.


Professor RKSINGH [Ph.D.], Head of the Department of Humanities and Social Sciences.

Indian University of Mining, DHANBAD 826004, Jharkhand.

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