Thursday, 17 December 2020
Friday, 4 December 2020
paper :- 12 English Language Teaching - 1
Name :- Hitixa Goswami
Class :- M. A. Sam 2
Roll No :- 9
Enrollment No :- 2069108420200013
Paper :- English Language Teaching - 1
Assignment Topic :- " The teaching of language through literature literature
Email:- hitixagoswami28@gamil
Submitted to :- S.B.GARDI, Department of English Bhavnagar University
World :- 1,653
Introduction :- the role of literature as a basic component. English teaching today has evolved around the primary emphasis on its viability as a communication skill to help acquire jobs, promote business interests or provide various forms of entertainments. Teaching language through literature Another perspective that strengthens the argument of the advocates of teaching English without any affiliation with its literature, borders on the fact that the world today needs English for Special Purposes – for the understanding of scientific or technical vocabulary specific to different subjects of interest to the learners. English has been commonly attributed to the teaching methods as used and adopted by language teachers. Our main concern as teachers and teacher trainers is not to teach about language, but to develop learners’ abilities to make them capable of using the language for a variety of communicative purposes. But there is a difference between teaching about the language and communicating in the language.
Teaching language through literature help teachers first to acquaint themselves with language use to develop their own competence and understand language as a social phenomenon, and not as an exclusive branch of learning. And another thing is that it transforms the classrooms as the stage in which there is real practice of communicative language. And also help teachers to consider language as entailing social acceptability in other words; they can look to classroom language as carrying resemblance with the outside language. And As a result, this would raise communication to the level of a social responsibility.
What is literature?
Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.
Why and What Literature Is Useful in Language Learning?
Teaching Language Through Literature to use of literature as a technique for teaching both basic language skills example for reading, writing, listening, and speaking and language areas example for vocabulary, grammar and pronunciation is very popular within the field of foreign language learning and teaching nowadays and in translation courses, many language teachers make their students translate literary texts like drama, poetry and short stories into the mother tongue.
Literature is used and different context. Example for focus on teaching language and language learning purpose vs. academic analytical purpose and linguistic orientation vs. literary critical orientation and learning how to study literature vs. studying literature.
Literature offers a wide range of language structures, which can enhance our understanding of the range of language usages. This understanding a direct impact on the learner’s ability to learn and use language not for mechanical responses but for the expression and response of those thoughts and ideas which would have stifled in the brain in the absence of rich language resources. Literature work in such a situation becomes a vehicle for language learning.
Using Literary Texts in Foreign Language Classes.
Literature is authentic material and most works of literature are not created for the primary purpose of teaching a language. But many authentic samples of language in real-life contexts example for newspaper or magazine and articles are included within recently developed course materials. Thus, in a classroom context, learners are exposed to actual language samples of real life and real life like settings. And students have also to cope with language intended for native speakers, they become familiar with many different linguistic forms, communicative functions and meanings.
Cultural Enrichment
For many language learners. The ideal way to increase their understanding of Verbal and non-verbal aspects of communication in the country within which that language is spoken - a visit or an extended stay - is just not probable. For such learners, literary works like as novels, plays, or short stories etc. a novel, play, or short story is an imaginary and it presents a full and colorful setting in which characters from many social and regional backgrounds can be described. The way the characters in such literary works see the world outside example for their thoughts, feelings, customs, traditions, possessions. Literature is perhaps best regarded as a complement to other materials used to develop the foreign learner’s understanding into the country whose language is being learned. And Also literature adds a lot to the cultural grammar of the learners.
Language Enrichment
Literature provides Learners with a wide range of individual lexical or syntactic items. Students become familiar with many features of the written language, reading a substantial and contextualized body of text. And they learn about the syntax and discourse functions of sentences, the variety of possible structures, the different ways of connecting ideas, which develop and enrich their own writing skills. They improve their communicative and cultural competence in the authentic richness, naturalness of the authentic texts.
Personal Involvement
Literature can be useful in the language learning process owing to the personal involvement it fosters in the reader. Once the student reads a literary text, he begins to inhabit the text. He is drawn into the text. And Understanding the meanings of lexical items or phrases becomes less significant than pursuing the development of the story. And also the student becomes enthusiastic to find out what happens as events unfold via the climax. And he feels close to certain characters and shares their emotional responses. This can have beneficial effects upon
Whole language learning process. At this juncture, the prominence of the selection of a literary text in relation to the needs, expectations, and interests, language level of the students is evident. In this process, he can remove the identity crisis and develop into an extrovert. Some of the other reasons for regarding literature as a potent resource in the language classroom.
Universality
Because we are all human beings and the themes literature deals with are common to all cultures despite their different way of treatment example for like Death, Love, Separation, Belief, Nature ... the list is familiar. These experiences all happen to human beings.
Ambiguity
And at last ambiguity it is highly suggestive and associative, literature speaks subtly different meanings to different people. It is rare for two readers to react identically to any given text. And in teaching. This has two advantages. And the first advantage is that each learner’s interpretation has validity within limits. The second advantage is that an almost infinite fund of interactive discussion is guaranteed since each person’s perception is different and that no two readers will have a completely convergent interpretation establishes the tension that is necessary for a genuine exchange of ideas.
Using of Different Genres of Literature to Language.
Poetry
Teaching language through literature Poetry can pave the way for the learning and teaching of basic language skills. And it is metaphor that is the most prominent connection between learning and poetry. And because most poetry consciously or unconsciously makes use of metaphor as one of its primary methods, poetry offers a significant learning process. There are at least two learning benefits that can be derived from studying poetry. First is that the appreciation of the writer’s composition process, which students gain by studying poems by components. And second is that Developing sensitivity for words and discoveries that may later grow into a deeper interest and greater analytical ability. But some other benefits of poetry is the educational.
Short stories
Teaching language through literature a Short fiction is a supreme resource for observing not only language but life itself. And In short fiction, characters act out all the real and symbolic acts people carry out in daily lives and do so in a variety of registers and tones. The world of short fiction both mirrors and illuminates human lives (Sage 1987:43). The inclusion of short fiction in the ESL / EFL curriculum offers the following educational benefits example for following educational benefits.
Drama
Teaching language through literature a drama in a language classroom is a good resource for language teaching. And It is through the use of drama that learners become familiar with grammatical structures in contexts and also learn about how to use the language to express, control and inform. The use of drama raises the students’ awareness towards the target language and culture. In this context, the use of drama as a tool rather than an end gains importance in teaching a foreign language. And the educational benefits of drama are that.
Novel
Teaching language trough literature a novel is a beneficial technique for mastering not only linguistic system but also life in relation to the target language. In novel, characters reflect what people really perform in daily lives. Novels not only portray but also enlighten human lives. Using novel in a foreign language class offers the following educational benefits that.
Conclusion:- at last literature helps students acquire a native-like competence in English, express their ideas in good English, and learn the features of modern English, and also learn how the English linguistic system is used for communication, see how idiomatic expressions are used, speak clearly, precisely, and concisely, and become more proficient in English, as well as become creative, critical, and analytical learners. Literature is not only a tool for developing the written and oral skills of the students in the target language but also is a window opening into the culture of the target language, building up a cultural competence in students.
Work sited
Harmer, Jeremy. How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman, 1998.
https://www.researchgate.net/publication/281379160_Teaching_English_through_literature
Vyas, Foram. Teaching English as Second language in India. 2011.
The Practice of English Language Teaching. Essex, England: Longman, 2001
Thank you…
paper :- 11 The post Colonial studies
Name :- Hitixa Goswami
Class :- M. A. Sam 2
Roll No :- 9
Enrollment No :- 2069108420200013
Subject:- The American Literature
Assignment Topic :- comparison of Shakespeare 's " The Tempest" and cesaire' s "A Tempest"
Email:- hitixagoswami28@gamil
Submitted to :- S.B.GARDI, Department of English Bhavnagar University
World :-2009
Introduction :- Tempest was originally written in 1969 in French by Aime Cesaire and translated into English in 1985 by Richard Miller. It is written as a post colonial response to the Tempest by William Shakespeare. The story is the same:-a big storm,an angry Duke who's been usurped by his brother, all the devoted courtesans and of course the natives. This play deals mostly with the natives, Ariel and Caliban. It is Cesaire's comment on the colonization of the "New World".
First of all I wrote about Shakespeare's ' The Tempest'.so let's see
" The Tempest" by Shakespeare
" The Tempest" was written by William Shakespeare in 1610-11. It is the last play of Shakespeare. Setting is on a remote island, where Prospero, the rightful Duke of Milan, plots to restore his daughter Miranda to her rightful place using illusion and skillful manipulation. He conjures up a storm, the eponymous tempest, to lure his usurping brother Antonio and the complicit king Alonso of Naples to the island. There, his machinations bring about the revelation of Antonio’s lowly nature, the redemption of the king, and the marriage to Alonso’s son, Ferdinand.
The story draws heavily on the tradition of remote, and it was influenced by tragicomedy. Character of Prospero represent art through his magic, he is representation of Shakespeare. The play portrays Prospero as a rational and character of Sycorax, her magic is frequently described as destructive and terrible.
The play begins with a ship with a ship-master and a boatswain trying to keep the ship from wrecking in a tempest. There is a heavy storm and boat splits in half and the people float off into the sea. At that time Prospero chatting with his daughter Miranda. He knows magic that’s why he caused the storm that sank this boat, but he did it for good reason.
When Prospero busy with learning magic in his library at that time he used to be a duke of Milan until his brother, Antonio, betrayed him and stole the dukedom. Then stealing Prospero’s power and position he and the three-year’s old Miranda were shuttled out to the ocean in a wreck of a boat. They ended up on this island, where the ex-duke has raised his daughter for the last twelve years.
All the folks were responsible for stealing Prospero’s dukedom. Alonso the king who allowed the wicked Antonio to take Prospero’s dukedom. Because of this fear he lost his son, Ferdinand. Alonso, Antonio, Alonso’s brother Sebastian- set off to find Alonso’s son, the lost Prince Ferdinand. Meanwhile, the Prince is alive and conceived that his father and everyone else from the boat are dead.
Then Ferdinand fell in love with Prospero’s daughter Miranda. Hard task given by Prospero to Ferdinand and he happily done this. When he meets second time to Miranda he knows about her name and promises to marry her. During her whole life she has ever seen third person except her father and Caliban, the son of Devil. Back with the search party looking for the Prince, everyone feels weary and assumes the guy is dead. A banquet appears in front of the shipwrecked group, set up by silent fairy spirits. Yes, this is weird, but the search party is hungry and wants to eat.
Then Prospero accepts Ferdinand, saying that he was just testing the young man with all that hard labor. Since the Prince has worked carrying heavy wood, he has permission to marry Prospero’s daughter. Other side second story going on that Caliban has been plotting with the king’s drunken butler, Stephano and jester, Trinculo to murder Prospero so they can rule the island. Caliban and Trinculo is very drunkard. Caliban pledges to be Stephano's slave and kisses his feet way more than we are comfortable with.
The drunken schemers are led off by Ariel playing music. Ariel leaves the group in a pool that smells like the lesser part of a horse to await his master's orders. The trio eventually gets out of the muck pool and sets off to murder Prospero. However, Prospero sets hounds upon them, and the would-be-murderers run off.
However, Prospero starts some banter about how he i lost his daughter to the tempest too, commiserating with the King. Prospero changes the subject and asks if they'd like to see his cell. He pulls back the curtain covering his dwelling to reveal you guessed it two very-much-not-dead children, who are very much in love. Alonso rejoices to see his son, Ferdinand rejoices to show-off his new girl, and Miranda rejoices at seeing so many hence the line "O brave new world that has such people in it." Prospero promises to explain most of this eventually. Tonight he'll tell some of his life story and everyone will head back to Naples via ships in the morning. Prospero says he'll watch the kids get married, and then he'll retire to his dukedom in peace. He charges Ariel to make sure the ships get to Naples safely, and then frees him from the servant gig.
' A Tempest' by Aime casaire
A Tempest by Aime Cesaire was originally published in 1969 in French by Editions du Seuil in Paris. Cesaire, a recognized poet, essayist, playwright, and politician, was born in Martinique in 1913 and, until his death in 2008, had been instrumental in voicing post-colonial concerns. In the 1930s, he, along with Leopold Senghor and Leon Gontian Damas, developed the negritude movement which endeavored to question French colonial rule and restore the cultural identity of blacks in the African diaspora.
A Tempest is the third play in a trilogy aimed at advancing the tenets of the negritude movement. In 1985, the play was translated into English by Richard Miller and had its American premiere in 1991 at the Ubu Repertory Theater in New York after having been performed in France, the Middle East, Africa, and the West Indies.
A Tempest is a postcolonial revision of William Shakespeare’s The Tempest and draws heavily on the original play—the cast of characters is, for the most part, the same, and the foundation of the plot follows the same basic premise. Prospero has been exiled and lives on a secluded island, and he drums up a violent storm to drive his daughter’s ship ashore. The island, however, is somewhere in the Caribbean, Ariel is a mulatto slave rather than a sprite, and Caliban is a black slave.
A Tempest is a postcolonial revision of William Shakespeare’s The Tempest and draws heavily on the original play—the cast of characters is, for the most part, the same, and the foundation of the plot follows the same basic premise. Prospero has been exiled and lives on a secluded island, and he drums up a violent storm to drive his daughter’s ship ashore. The island, however, is somewhere in the Caribbean, Ariel is a mulatto slave rather than a sprite, and Caliban is a black slave.
A Tempest focuses on the plight of Ariel and Caliban—the never-ending quest to gain freedom from Prospero and his rule over the island. Ariel, dutiful to Prospero, follows all orders given to him and sincerely believes that Prospero will honor his promise of emancipation. Caliban, on the other hand, slights Prospero at every opportunity: upon entering the first act, Caliban greets Prospero by saying “Uhuru!”, the Swahili word for “freedom.” Prospero complains that Caliban often speaks in his native language which Prospero has forbidden.
Comparison between " The Tempest and " A Tempest "
The Tempest is one of William Shakespeare's final plays, written around the year 1610 and considered to represent the "culmination of his career". Centered around a deposed ruler, Prospero, the play takes place exclusively on a distant island after the ship carrying the King of Naples encounters a powerful storm and the crew is forced to abandon the vessel. We find out that this is caused by the spirit Ariel, a servant of Prospero's.
After reassuring his daughter Miranda that no one on the ship was hurt, Prospero proceeds to inform her of how they ended up on the island, being betrayed by his brother Antonio who took his title as Duke of Milan. We then meet Caliban, a slave of Prospero's and the rightful owner of the island by his Mother Sycorax who owned it previously. Soon Ferdinand, the Kings son happens upon Miranda and the two instantly fall in love. Although this is just what Prospero expected and hoped to happen he plays the suspicious father and enslaves Ferdinand despite his daughters protest.
The next characters we come across are Alonso, the King of Naples and his party, including his scheming brother Sebastian, Antonio and the good hearted Gonzalo. We find Sebastian and Antonio both plotting against the king despite the dire situation they appear to be in. The next scene has the jester Trinculo and Stephano, a drunk, come across Caliban as he hides from what he takes to be an agent of Prospero's. By the end of this scene Caliban has decided to swear his loyalty to Stephano and secure his aid in killing Prospero.
Aime Cesaire's A Tempest is a politicized take on Shakespeare's play created during the late sixties, a time of great social change. It is really a "post-colonial response to The Tempest " and as such deals much more with the story from the point of view of Caliban and Ariel . In this version Caliban is a black slave and the spirit Ariel is represented as a mulatto slave.
In The Tempest there are quite a few characters that might be easily identifiable as villains but the main figure, Prospero seems to play many roles, good and bad. All of the events in the play are more or less orchestrated by him in his attempt to get justice and return to Milan. It can even be argued that he is largely at fault for his current situation by neglecting his duties as Duke and passing off responsibility to his brother. Whether Prospero is a villain or not is not so difficult to figure out in Cesaire's work as that is his purpose as a oppressive European colonist.
Prospero is also a good example of the role power plays in the story. He wields great magic and has the loyalty of a powerful spirit which he uses to exact his revenge and control all of the characters in the around him. Not least of all is his daughter Miranda whom he very much uses to reconcile with King Alonso by marrying her off to his son.
Miranda plays a unique role as she is really the only female character present on the island. She is also depicted as a helpless character whom was the focus of Caliban's unwanted attention thus resulting in his current situation. In this way his treatment is justified, he comes to represent "bestial desire", and Miranda establishes herself as an innocent in need of constant protection.
Conclusion :-
In short, A Tempest presents colonial angle towards black identity or mulatto. The Tempest more focused on the shipwrecked, magic, revenge and happy marriage of Miranda and A Tempest more concentrate on attitude of Negro, status of their mind and relationship of master-slave. Idea of rebel, Idea of resistance shown by Aime Cesaire in the play through the character of Caliban. Caliban is a speaking subaltern and subjugated for himself, not killing Prospero.
Work sited
Césaire, Aimé, and William Shakespeare. A Tempest: Based on Shakeskpeare’s the Tempest : Adaptation for a Black Theatre. London: Oberon, 2000. Print.
Hulme, Peter; Sherman, William H. ‘The Tempest’ and Its Travels London: Reaktion Books, 2006.
Césaire, Aimé. A Tempest : Based on Shakespeare’s The Tempest, Adaptation for a Black Theatre. New York :TCG Translations, 2002.
http://jlcs.in/wp-content/uploads/2020/05/JLCS-Vol.-1-No.-1-April-2020_Hossain-Al-Mamun.pdf
Thank you…
paper :- 10 American Literature
Name :- Hitixa Goswami
Class :- M. A. Sam 2
Roll No :- 9
Enrollment No :- 2069108420200013
Subject:- The American Literature
Assignment Topic :- Symbolism in" the old man and the sea "
Email:- hitixagoswami28@gamil
Submitted to :- S.B.GARDI, Department of English Bhavnagar University
World :- 1,609
Introduction :- The Old Man and the Sea' by Ernest Hemingway is a great novella with many philosophical ideas. He is very careful while portraying characters by writer in this novel. The novella is centered on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman and he wants to go fishing. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence, this is the plus points of him.
About the Author
Ernest Hemingway is an author and journalist. He was born in 1899 and died in 1961. He was born in Oak Park, Illinois. He started his career as a writer in newspaper office. At the age of seventeen he works for an office of newspaper in Kansas City. After he comes united state and he became a reporter for American and Canadian newspapers and he was soon sent back to Europe to cover such a events as the Greek revolution. Then he joined a volunteer ambulance unit in the Italian army after the First World War. During the 20th century he became a group member of expatriate Americans in Paris.
The Sun Also Rises in 1926 And Equally successful was A Farewell to Arms in 1929, the study of an American ambulance officer’s disillusionment in the war. Ernest Hemingway's role as a deserter. Hemingway used his experiences as a reporter during the war in Spain for his most ambitious novel, For Which the Bell Tolls in 1940. And among his later works, the most well known is the short novel, The Old Man and the Sea in 1952, this novel is famous novel of him. He explains the story of an old fisherman’s journey, his long and lonely struggle with a fish and the sea, and his victory in defeat. His full name is Ernest Hemingway and who is an American journalist. He is a novelist. He is short story writer. He is also sports. He had strong influence on 20th century fiction.
" The old man and the sea"
The old man and the sea is a short novel written by American author Hemingway. It was the last major work of fiction by Hemingway that was published during his lifetime. Whole novel swings between victory and defeat. It was a story about An old man's struggle , he was a skilled fisherman ; which he supposed to prove infront of society. He wants victory in his life. Throught the novel with a boy's eyes we can see the character of an old man.
The novel's structure and plot was very good, limited characters, huge message we got with many interpretation.An old man many times dreamed about lion. We can see theme of love, life and alienation. In novel sea symbolizes the universe and at the end sea makes the old man tragic hero. Manolin, a great fish which was caught by an old man symbolizes the youth of Santiago.
What is symbolism?
According to Oxford Dictionary
"Symbolism means use of symbols like Object, character use of figure of color to represent abstract idea concept or quality"
The element of symbolism is presented in all the works of Hemingway. However, the word symbolism came to be associated with him only after the appearance of his novel “Old man and the sea”. Hemingway’s use of symbols comes to climax in this novel. As a result, the novel is reach in symbolism images and motifs that enhance both the plot and the themes.
Symbolism is an essential literary device used by Ernest Hemingway in his book the old man and the sea. Hemingway uses numerous forms of symbolism but a recurring contour id biblical allusion. Hemingway filled this story with biblical allusion to create a deeper meaning within the text. Knowing biblical allusion allows a reader to have wider perspective of the story.
The major symbols used by Hemingway like….
The symbol of The Lions
Lions are the symbol of youth, Freedom and Strength. The novella begins with the dream of Santiago whose dream of the lion on the beach. lion represent a hunter that is wild, noble and manly, the King of that particular environment. The lions are a symbol from Santiago’s childhood, he remembers seeing them on the beach in Africa when he sailed there in his youth. The lions symbolize Santiago's lost youth as well as his pride.
Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition.
The symbol of sea
The major symbol used by Hemingway in distinctive way is the wide sea. This sea is symbol of life itself. Man has to sail either it is sea or life to go through. According to Hemingway, in both the sea and in life, there are many possibilities and similarities that the eye cannot see. The first similarity between them is that, both the sea and life are full of mystery, surprise, shock and challenge. However man has to fight bravely and nobly until the end.
Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.
However, either it is like or sea, man has to embark journey and go through it amid all possible odes.
Symbol of The Marlin
Marlin symbolized strength and durability and putting up such struggle. Marlin represents both the perseveration of man´s social status and his incessant life powers. Santiago considered Marlin’s power equal to him and called him brother . The sharks run parallel to the fisherman in the novel who judge Santiago harshly. Marlin also represent the “MIRROR IMAGE” of Old man.
Marlin a magnificent and glorious fish symbolizes the mysterious world of sea which is full of surprise and challenge. Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago find shim lucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.
A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive. However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.
The symbol of Manolin
Santiago’s young friend represents hope. Although Manolin’s father prohibits him from fishing with Santiago. Who is believed to be cursed, Manolin never abandons him emotionally. It can be argued however that as Santiago fishes without hopes. The 84 day fishless streak attests to it. Menolin is very symbolic character .“The old man had taught the boy to fish and the boy loved him”- symbolizes as a Christ and one of his disciple.
Between Manolin and Old man there is vast age differences between them its symbolizes their skill of fishing. Manolin is the symbol of hope . Manolin would take care of the old man when he said to him "Keep warm old man. Remember we are in September.
The Harpoon
Santiago lost his harpoon as he finds a shark, symbolic of individual who lose their faith as life’s goes attack. Much like Santiago without harpoon, those without faith are defenceless. The lost harpoon is symbol of loss of power, strength, virility, pride. Santiago loses his harpoon-the first of many such losses as he continues a futile battle with sharks.
Conclusion
Old man and the sea is symbolism has far deeper significance. The book is representation of life as struggle against unconquerable force of nature. In this novella Hemingway symbolized person , place or thing to represent the real meaning of his writing In every day struggle of old man there is deep meaning behind it. Hemingway is very much connected with the nature .
Work sited
Hemingway, Ernest. The Old Man and the Sea. , 1952.
Hemingway, Ernest. The Old Man and the Sea. 1st Scribner paperback Fiction ed. New York: Scribner Paperback Fiction, 1995.
Hemingway ,Ernest. The Old Man and the Sea. New York: Simon & Schuster, 1952. 1955.
Brenner, Gerry, 1937-. The Old Man and the Sea : Story of a Common Man. Boston :Twayne Publishers, 1991.
Taylor, Charles. "The Old Man and the Sea: A Nietzschean Tragic Vision." Dalhousie Review 61, No. 4 (Winter 1981-82), p. 638.
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