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Journal articles on the topic 'English fiction Riots in literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

M, Athira. "Torn between Cultures: Reading Shashi Tharoor’s Riot." SMART MOVES JOURNAL IJELLH 9, no. 1 (January 29, 2021): 60–66. http://dx.doi.org/10.24113/ijellh.v9i1.10878.

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Shashi Tharoor is a distinctivevoice in the Postcolonial Indian literature in English with his remarkable contribution of more than 16 works of fiction and non-fiction. Postcolonialism refers to a set of theoretical concepts, approaches and interventions which deals with the diverse effects of the interaction between the colonizer and the colonized. History, politics and culture have always been a dominant preoccupation of the Indian English novelists. The compulsive obsession was perhaps inevitable since the genre originated and developed concurrently with the climatic phase of colonial rule. As a diplomat and writer, Shashi Tharoor has explored the diversity of culture in his native country. He has made his point in many of his interviews that the novel is full of collisions of various sorts- personal, political, cultural, emotional and violent. Riot is a novel about the ownership of history, about love, hate, cultural collision, religious fanaticism and the impossibility of knowing the truth. The novel chronicles the mystery of an American 24-year old lady, Priscilla Hart. The intention of this paper is to explore the cultural conflict between the East and the West and an attempt is made to examine Shashi Tharoor’s Riot as a conveyor of the various distinguishable features to the divergent cultures. The characters of Riot are facing problems and striving to achieve their identities as Indians and as individuals in Indian society. Lakshman, though an educated Indian, cannot share his intellectual ideas with any fellow Indians, but feels quite comfortable with Priscilla, an American lady. Yet, he cannot completely forego his Indian identity and is aware of their irreconcilable gap between their culture, values and outlook towards life.

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2

Hynes, Joseph, Michael North, and Patrick Swinden. "Contemporary English Fiction." Contemporary Literature 27, no. 1 (1986): 90. http://dx.doi.org/10.2307/1208601.

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3

Mattisson, Jane. "Race Riots. Comedy and Ethnicity in Modern British Fiction." English Studies 90, no. 2 (April 2009): 249–50. http://dx.doi.org/10.1080/00138380802583154.

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4

Williams, Robert. "Teaching English literature / Shorties: Flash fiction in English language teaching (Review)." Training Language and Culture 1, no. 1 (February 2017): 107–10. http://dx.doi.org/10.29366/2017tlc.1.1.7.

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5

King, Bruce, and G. S. Balarama Gupta. "Studies in Indian Fiction in English." World Literature Today 62, no. 3 (1988): 514. http://dx.doi.org/10.2307/40144489.

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6

Abitha, J. "English Literature on Social Discrimination, Fiction, Democracy and Feminism." DJ Journal of English Language and Literature 1, no. 1 (June 10, 2016): 15–19. http://dx.doi.org/10.18831/djeng.org/2016011004.

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7

Scheuermann, M. "Gender Studies of English Fiction." Eighteenth-Century Life 24, no. 3 (October 1, 2000): 73–102. http://dx.doi.org/10.1215/00982601-24-3-73.

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8

Adcock, Juana. "Springfield, Mexico. A Fan Fiction." English: Journal of the English Association 69, no. 265 (2020): 172–77. http://dx.doi.org/10.1093/english/efaa019.

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9

Amanuddin, Syed, and A. N. Dwivedi. "Studies in Contemporary Indian Fiction in English." World Literature Today 62, no. 4 (1988): 728. http://dx.doi.org/10.2307/40144778.

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10

Walker, Pierre A. "Book review: The Supernatural and English Fiction." Henry James Review 18, no. 2 (1997): 204–6. http://dx.doi.org/10.1353/hjr.1997.0014.

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11

Graham-Marr, Alastair, and William Pellowe. "Taking a literature circles approach to teach Academic English." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 133–39. http://dx.doi.org/10.1515/jolace-2016-0011.

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Abstract Literature circles (LC), an activity framework for classroom discussion, has been adapted for EFL classes to help students engage more deeply with reading texts. In this approach, students read texts outside of class, and discuss the texts in class, using a specified discussion framework. Originally developed for L1 classes as a tool for teaching literature, LC has been adapted for EFL classes, not only to help develop reading skills, but also to help students develop their discussion skills. However, to date, many adaptations of LC have relied on graded fiction as source material, which is not always appropriate for tertiary education. Feeling pressure to match course content with the labour market needs of our contemporary global society, English departments are increasingly being asked to include more academic content in their classes. This requires that non-fiction be used as source material. This preliminary study examines student perceptions of an LC class using non-fiction as source material. The subjects of this short, qualitative, pilot study were engineering students at a university in Japan. Procedures of the class and the issues that emerged are discussed.

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12

Elster, Julius. "Youth voices in post-English riots Tottenham: The role of reflexivity in negotiating negative representations." Sociological Review 68, no. 6 (March 31, 2020): 1386–402. http://dx.doi.org/10.1177/0038026120915706.

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Numerous negative representations of youth emerged in the aftermath of the 2011 English riots. This article intends to fill a gap in the literature on the ‘riot-affected’ areas by looking at how youths from Tottenham (the North London constituency where a peaceful demonstration escalated into the English riots of 2011) deal with stereotypical and homogeneous portrayals put forward by the British mainstream news media and many government ministers. In drawing on an alternative conceptualisation of reflexivity that spells out how reflexive orientations relate to lived experiences, the article aims to open up novel pathways for understanding youth reflexivity in the context of being regularly subjected to negative representations. This is achieved by tying reflexive activity more closely to Alfred Schütz’s notion of ‘stock of knowledge’. The study applies qualitative methods to empirically address how a group of eighteen 15- to 25-year-olds from Tottenham reflexively negotiate the harmful consequences of stigmatised identities. The most striking conclusion to emerge from the data is that Tottenham’s young people embody a diverse range of youth identities and reflexive attitudes; a conclusion that flies in the face of the way in which much of the media depicted youths after the riots.

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13

Yook, Wong Ming. "Traversing Boundaries: Journeys into Malaysian Fiction in English." World Literature Today 74, no. 2 (2000): 277. http://dx.doi.org/10.2307/40155570.

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14

Chambers, Claire. "A comparative approach to Pakistani fiction in English." Journal of Postcolonial Writing 47, no. 2 (May 2011): 122–34. http://dx.doi.org/10.1080/17449855.2011.557182.

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15

Kearney, J. A. "The Boer Rebellion in South African English Fiction." Journal of Literary Studies 14, no. 3-4 (December 1998): 375–91. http://dx.doi.org/10.1080/02564719808530208.

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16

WOODCOCK, BRUCE. "Post-1975 Caribbean fiction and the challenge to English literature." Critical Quarterly 28, no. 4 (December 1986): 79–95. http://dx.doi.org/10.1111/j.1467-8705.1986.tb00049.x.

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17

Pendharkar, Ashwinee. "The Twice Borne Fiction: French Translations of Indian English Literature." South Asian Review 35, no. 2 (October 2014): 213–27. http://dx.doi.org/10.1080/02759527.2014.11932979.

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18

Zunshine, Lisa. "The Secret Life of Fiction." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 724–31. http://dx.doi.org/10.1632/pmla.2015.130.3.724.

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A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.

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19

Willis, Elizabeth. "English Detective Fiction and the “People's War”." Forum for Modern Language Studies 42, no. 1 (January 1, 2006): 13–21. http://dx.doi.org/10.1093/fmls/cqi033.

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20

Nopper, Tamara K. "The 1992 Los Angeles Riots and the Asian American Abandonment Narrative as Political Fiction." CR: The New Centennial Review 6, no. 2 (2006): 73–110. http://dx.doi.org/10.1353/ncr.2007.0008.

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21

Holquist, Michael. "The Language of Fiction and the Fiction of Language." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 732–36. http://dx.doi.org/10.1632/pmla.2015.130.3.732.

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Learning to read is inseparable from teaching to read. The foundational assumption of the common core state standards initiative (CCSSI) master plan in the English language arts is that its method for teaching reading will eventuate in students' learning to read (as well as speak and write) better. Teachers and students come at their shared task from different perspectives, but both are presumed to be working in the same project of engaging something unproblematically called “language,” the program's middle name (as it is of the MLA). The Common Core's framers assume a correspondence between the phenomenon they call language in their methodological recommendations and language as it is used by them and their students—and everyone else who speaks English—in the world outside the classroom. The standards are based on a theory of language.

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22

Bonet Safont, Juan Marcos. "Professors, Charlatans, and Spiritists: The Stage Hypnotist in Late Nineteenth-Century English Literature." Culture & History Digital Journal 9, no. 1 (September 11, 2020): 007. http://dx.doi.org/10.3989/chdj.2020.007.

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In this paper I will explore the stereotype of the stage hypnotist in fiction literature through the analysis of the novellas Professor Fargo (1874) by Henry James (1843-1916) and Drink: A Love Story on a Great Question (1890) by Hall Caine (1853-1931). Both Professor Fargo and Drink form part of a literary subgenre referred to variously as “Hypnotic Fiction”, “Trance Gothic” or “mesmeric texts”. The objective of my research, which examines both the literary text itself and its historical and social context, is to offer new and interesting data that may contribute to the development of a poetics or theory of the literary subgenre of hypnotic fiction. In this sense, this article is an essential contribution to a broader analysis that I have been working on, focusing on highlighting the generic features of this type of literature by analysing the stereotypes of hypnotists in fiction.

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23

Kaufman, W. "A Concise Companion to American Fiction, 1900-1950." English 58, no. 222 (September 1, 2009): 269–72. http://dx.doi.org/10.1093/english/efp029.

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24

Aldama, Frederick Luis, and Meenakshi Bharat. "Desert in Bloom: Contemporary Indian Women's Fiction in English." World Literature Today 79, no. 1 (2005): 87. http://dx.doi.org/10.2307/40158807.

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25

King, Bruce. "Reading New India: post-millennial Indian fiction in English." Journal of Postcolonial Writing 50, no. 3 (December 10, 2013): 370–71. http://dx.doi.org/10.1080/17449855.2013.871117.

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26

Kearney, J. A. "Reading the Bambata rebellion in South African English fiction." Journal of Literary Studies 10, no. 3-4 (December 1994): 400–424. http://dx.doi.org/10.1080/02564719408530091.

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27

Szpila, Grzegorz. "Proverbs as Vehicles of Truth in Contemporary English Fiction." Armenian Folia Anglistika 3, no. 2 (4) (October 15, 2007): 39–44. http://dx.doi.org/10.46991/afa/2007.3.2.039.

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The article addresses one of the key issues of the studies of proverbs which refers to the use of proverbs in literature. The article is an attempt to reveal the attitude of the author and the character towards the proverbial truth. The traditional wisdom contained in a proverb can be either accepted or totally rejected. Besides these extremes, there is another situation when the characters of a literary text and/ or the author accept the proverbial truth to a certain extent. A proverb is applied in most diverse ways in literature starting from traditional interpretations to literary reinterpretations which serve the specific needs of the author.

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28

Paiz, Joshua M., Anthony Comeau, Junhan Zhu, Jingyi Zhang, and Agnes Santiano. "Queer Bodies, Queer Lives in China English Contact Literature." Open Linguistics 4, no. 1 (January 1, 2018): 147–62. http://dx.doi.org/10.1515/opli-2018-0008.

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Abstract Ha Jin and his works have contributed significantly to world Englishes knowledge, both through direct scholarly engagement with contact literatures and through the linguistic creativity exhibited in his works of fiction (Jin 2010). His fiction writing also acts as a site of scholarly inquiry (e.g., Zhang 2002). Underexplored, however, are how local varieties of English as used to create queer identities. This paper will seek to address this gap by exploring how Ha Jin created queer spaces in his short story “The Bridegroom.” This investigation will utilize a Kachruvian world Englishes approach to analyzing contact literatures (B. Kachru 1985, 1990, Y. Kachru & Nelson 2006, Thumboo 2006). This analysis will be supported by interfacing it with perspectives from the fields of queer theory and queer linguistics (Jagose 1996, Leap & Motschenbacher 2012), which will allow for a contextually sensitive understanding of queer experiences in China. This approach will enable us to examine how Ha Jin utilized the rhetorical and linguistic markers of China English to explore historical attitudes towards queerness during the post-Cultural Revolution period. These markers include the use of local idioms and culturally-localized rhetorical moves to render a uniquely Chinese queer identity.

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29

Marucci, Franco. "Victorian Disharmonies: A Reconsideration of Nineteenth-Century English Fiction." Nineteenth-Century Contexts 35, no. 2 (May 2013): 231–36. http://dx.doi.org/10.1080/08905495.2013.790149.

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30

Parray, Tauseef Ahmed. "Images of the Prophet Muhammad in English Literature." American Journal of Islamic Social Sciences 36, no. 4 (October 1, 2019): 125–28. http://dx.doi.org/10.35632/ajiss.v36i4.666.

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‘Literary Orientalism’, a significant and fast-emerging sub-genre, is simply defined as “the study of the (mis)representation of Islam and Muslims in the English (literary) works.” In this field, one of the prominent Muslim writers from India is Abdur Raheem Kidwai (Professor of English, and Director, K.A. Nizami Centre for Quranic Studies, Aligarh Muslim University, India). Some of his previous works in this genre include Orientalism in Lord Byron’s Turkish Tales (1995); The Crescent and the Cross (1997); Stranger than Fiction (2000); Literary Orientalism (2009); Believing and Belonging (2016); and Orientalism in English Literature (2016). To download full review, click on PDF.

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31

Zabus, Chantal, André Viola, Jacqueline Bardolph, and Denise Coussy. "New Fiction in English from Africa: West, East, and South." World Literature Today 74, no. 2 (2000): 339. http://dx.doi.org/10.2307/40155586.

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32

Minogue, Sally, and Andrew Palmer. "Confronting the Abject:Women and Dead Babies in Modern English Fiction." Journal of Modern Literature 29, no. 3 (June 2006): 103–25. http://dx.doi.org/10.2979/jml.2006.29.3.103.

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33

Looby. "The Control of English Language Science Fiction in People's Poland." Science Fiction Studies 46, no. 3 (2019): 526. http://dx.doi.org/10.5621/sciefictstud.46.3.0526.

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34

Bernard, Catherine. "A Certain Hermeneutic Slant: Sublime Allegories in Contemporary English Fiction." Contemporary Literature 38, no. 1 (1997): 164. http://dx.doi.org/10.2307/1208856.

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35

Ghosh, R., and C. Belsey. "Does the Study of English Matter? Fiction and Customary Knowledge." SubStance 42, no. 2 (January 1, 2013): 114–27. http://dx.doi.org/10.1353/sub.2013.0021.

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36

Rahman, Tariq. "Linguistic Deviation as a Stylistic Device in Pakistani English Fiction." Journal of Commonwealth Literature 25, no. 1 (March 1990): 1–11. http://dx.doi.org/10.1177/002198949002500102.

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37

Ingram, Allan, and Glen Cavaliero. "The Alchemy of Laughter: Comedy in English Fiction." Modern Language Review 97, no. 4 (October 2002): 925. http://dx.doi.org/10.2307/3738622.

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38

Fulton, Bruce, Philip Gowman, Tony Malone, and Colin Marshall. "ROUNDTABLE DISCUSSION ON KOREAN FICTION IN ENGLISH TRANSLATION." Translation Review 108, no. 1 (September 1, 2020): 6–20. http://dx.doi.org/10.1080/07374836.2020.1835434.

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39

Puurtinen, Tiina. "Syntax, Readability and Ideology in Children's Literature." Meta 43, no. 4 (October 2, 2002): 524–33. http://dx.doi.org/10.7202/003879ar.

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Abstract This article outlines the aims and methodology of a new study in the field of children's literature. The research makes use of a composite corpus representing original English, original Finnish and translated Finnish from English. The initial focus of this investigation is the analysis of nonfinite constructions, taken as a measure of readability of children's books. Ultimately its aim is to infer, through the interpretation of the lexico-grammatical patterns emerging in the corpus, the ideological norms prevailing in the literary systems of English and Finnish children's fiction.

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40

Syed, Ghazal Kazim. "Citizenship through Fiction." Asian Journal of Social Science 48, no. 5-6 (December 4, 2020): 468–87. http://dx.doi.org/10.1163/15685314-04805006.

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Abstract This study explores students’ responses to identifying two themes of citizenship, identity, and discrimination in literary texts taught to them at undergraduate level as part of their curriculum at a department of English at a government university in Sindh, Pakistan. The current study takes responses of the students who have read five novels as part of their curriculum, through questionnaires, to find out if they identify the two themes in those novels. Further to the questionnaire data, interviews are conducted under the framework of reader-response theory to investigate the factors that have led to students’ choice of certain texts over others. The study finds that students relate to and identify citizenship themes in the texts that are closer to their socio-geographic cultures. The students, however, do not identify themes in those novels that are difficult in structure as understanding the narrative technique takes up most of the effort of the readers. Based on the findings of this study, citizenship educators and teachers of English can recommend more appropriate texts to teach identity and discrimination through literature wherever explicit statutory teaching of citizenship may not be possible.

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41

Chakrabarty, Koyel, and Anup Beniwal. "Human Rights and Literature: A Complementary Study in Indian Fiction in English." International Journal of the Arts in Society: Annual Review 3, no. 5 (2009): 23–34. http://dx.doi.org/10.18848/1833-1866/cgp/v03i05/35526.

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42

Smith, Josephine. "House of Fiction: From Pemberley to Brideshead, Great Houses in English Literature." Brontë Studies 46, no. 4 (July 27, 2021): 415–17. http://dx.doi.org/10.1080/14748932.2021.1952784.

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43

Mahlberg, Michaela, Viola Wiegand, Peter Stockwell, and Anthony Hennessey. "Speech-bundles in the 19th-century English novel." Language and Literature: International Journal of Stylistics 28, no. 4 (November 2019): 326–53. http://dx.doi.org/10.1177/0963947019886754.

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We propose a lexico-grammatical approach to speech in fiction based on the centrality of ‘fictional speech-bundles’ as the key element of fictional talk. To identify fictional speech-bundles, we use three corpora of 19th-century fiction that are available through the corpus stylistic web application CLiC (Corpus Linguistics in Context). We focus on the ‘quotes’ subsets of the corpora, i.e. text within quotation marks, which is mostly equivalent to direct speech. These quotes subsets are compared across the fiction corpora and with the spoken component of the British National Corpus 1994. The comparisons illustrate how fictional speech-bundles can be described on a continuum from lexical bundles in real spoken language to repeated sequences of words that are specific to individual fictional characters. Typical functions of fictional speech-bundles are the description of interactions and interpersonal relationships of fictional characters. While our approach crucially depends on an innovative corpus linguistic methodology, it also draws on theoretical insights into spoken grammar and characterisation in fiction in order to question traditional notions of realism and authenticity in fictional speech.

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44

Bayer, Gerd. "Negotiating Ethnic Difference in Restoration Travel Fiction." Arcadia 47, no. 1 (July 2012): 34–53. http://dx.doi.org/10.1515/arcadia-2012-0005.

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AbstractFollowing the skeptical attitude towards foreign nations and cultures during the Renaissance, travel fictions during the English Restoration took a more liberal approach to ethnic difference. The anonymous novel Peppa (1689) artfully presents Western stereotypes about ethnic others as being based on false assumptions and outright lies. A crucial scene in this cross-national love plot is based on ethnic fakery, thereby presenting to its readers the constructedness of national and cultural identities. A second text example discusses John Dunton’s A Voyage round the World (1691), arguing that through its unusual form and the resulting openness it reveals the relativity of all cultural norms and national stereotypes. By presenting domestic scenes through the prism of colonialist derision, Dunton turns the tables on English nationalist discourse. Both texts thus invite their readers to confront national, ethnic, and cultural difference more open-mindedly and be aware of the power of language and discourse to influence public opinion.

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45

Γκότση, Γεωργία. "Elizabeth Mayhew Edmonds: Greek prose fiction in English dress." Σύγκριση 25 (May 16, 2016): 23. http://dx.doi.org/10.12681/comparison.9064.

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Elizabeth Mayhew Edmonds (1823-1907) played a significant role in the mediation of Modern Greek literature and culture in late nineteenth-century Britain, with her translations forming a vital aspect of her activity as a cultural broker. Focusing on Edmond’s transmission of late nineteenth-century Greek prose fiction, the article discusses her translation practices in the contemporary contexts of the publishing domain and the marketplace as well as of her effort to acquire authority in the literary field. Albeit impressive for a woman who was an autodidact in Modern Greek, the narrow scope of Edmonds’ translations offered a limited image of the developments in Modern Greek fiction. Her correspondence with John Gennadius and Thomas Fisher Unwin sheds light on her sense of superiority regarding male Greek authors such as Drosines and Xenopoulos, whose texts she rendered into English. Against this background, the article seeks to explain her translating choices and examines how a self-conscious translator such as Edmonds tried to shape the reception of Greek fiction in Victorian England by portraying it in terms of an ethnographic study of cultural survivals. Finally, through a parallel reading of the original texts and her somewhat mundane renderings, the article seeks to illuminate her translating craft: although worthy for their contribution to the promotion of Modern Greek literature in Great Britain, Edmond’s translations suffered from her inability to recreate the density of the original texts.

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46

Yu, Shuang. "Translation and canon formation." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 18, no. 1 (June 16, 2020): 86–104. http://dx.doi.org/10.1075/forum.19010.yu.

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Abstract As an essential part of the “Globalization of Chinese Culture” strategy, the translation of Chinese fiction into English has gained more significance and deserves more academic attention. Through making a survey of Chinese fiction in English translation from 1978 to 2018, the article not only presents different trajectories of the development of Chinese fiction in English translation in mainland China and the English-speaking countries but also shows that different canons of Chinese fiction in English translation have been formed in the course of this development. Reasons for the formation of the prevailing canon(s) are explored and explained from perspectives taking into account concrete factors such as ideology, poetics and patronage as well as influences of the literary award mechanism. Based on this description and explanation, the article concludes with a few suggestions for the future development of cultural activity of introducing Chinese literature into English-speaking countries.

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47

Prior, Karen Swallow. "The Place of Imaginative Literature in the Christian Life." Theofilos 12, no. 2-3 (February 26, 2021): 382–89. http://dx.doi.org/10.48032/theo/12/2/15.

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We have more leisure time today than in any period in history. We also have more options for spending that leisure time. For most people (unless you are an English professor, like me), reading fiction is easily seen as purely a leisure activity. And for many, watching sports, streaming movies, or scrolling Twitter seem like more relaxing, less demanding ways to fill non-working hours. Adding the reading of fiction to already overscheduled and overthinking lives can seem frivolous in a world of hurry, need, and stress. Even the Christian who is an avid reader can be tempted to view time spent on imaginative literature as taking away from more important material such as Scripture, theology, and history. Yet, fiction—and here I will be talking primarily of literary fiction—has much to offer the Christian.

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48

Lee-Lenfield, Spencer. "Translating Style: Flaubert’s Influence on English Narrative Prose." Modern Language Quarterly 81, no. 2 (June 1, 2020): 193–217. http://dx.doi.org/10.1215/00267929-8151572.

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Abstract General accounts of Gustave Flaubert’s influence on English-language writers have tended to assume that the publication of his fiction was enough to change the style of English prose. However, close examination of Flaubert’s reception in the second half of the nineteenth century shows that the novels and stories alone did not bring about a widespread shift in English prose style. Before such a transformation could happen, his theoretical statements about style in the correspondence needed to be shared with and interpreted for a new audience. Flaubert’s fiction did exert a qualified influence on the relatively few English-language writers who read and responded to it, including Mary Elizabeth Braddon and Henry James. However, not until the 1883 publication of his correspondence with George Sand, as well as significant critical mediation and translation (most notably by Guy de Maupassant, Walter Pater, and Eleanor Marx-Aveling), did his influence on English writers reach its full extent.

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49

Adami, Esterino. "More than Language and Literature." Le Simplegadi 18, no. 20 (November 2020): 44–54. http://dx.doi.org/10.17456/simple-155.

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This article investigates the interdisciplinary connections between language and literature in the Indian postcolonial context. I argue that a linguistic approach to contemporary Indian English fiction is useful to unpack complex cultural, social and identitarian questions. As a case study, I analyse some of the short stories from The Adivasi Will Not Dance (2017) by Hansda Sowvendra Shekhar, a contemporary author from a marginalised ethnic group of rural India. My methodology benefits from postcolonial studies, sociolinguistics and critical stylistics, to show how Shekhar reshapes the canon by foregrounding Indian English, borrowings from the Santhali language and registers of specialised discourse.

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50

Maslen, R. W. "Women and Romance Fiction in the English Renaissance." Notes and Queries 49, no. 2 (June 1, 2002): 290–92. http://dx.doi.org/10.1093/nq/49.2.290.

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