Literary Druid
A Peer-Reviewed International Journal of English Language and Literature
Volume- 7, Issue- 3, July-2025
1. Effects of Process Writing Approach on the Students’ Paragraph Writing Skills
Abeje Yoseph Orkojo, Ph.D. Candidate, Lecturer in English,Department of English Language and Literature, Bule Hora University, Ethiopia.
Dr. Wondwosen Tesfamichael, Associate Professor in TEFL, Wolaita Sodo University, Ethiopia.
Dr. Hailu Wubeshet, Associate Professor, College of Social Sciences and Humanities, Wachemo University, Hossana, Ethiopia.
Abstract
This research endorsed the process writing methodology research findings on the writing skills of the students. The respondents of the research were Grade 11 students of Durame High School, Ethiopia. The respondents numbered 90, whose ages varied from 18 years to 21 years. It used a mixed design, and the design applied was a quasi-experimental design. The investigational group underwent training on paragraph writing skills based on the process writing methodology principle. The tools used in the research were 1) pre-test and post-test writing of paragraphs, as well as a focus group discussion. Data were analysed through SPSS V20, where the descriptive statistics, as well as the inferential statistics, were used. Effects of the current research later endorsed that there resulted in the investigation guide where the investigational group significantly scored more than the control group (p<0.05) on the writing of paragraphs post-test, on content, vocabulary, grammar, as well as on mechanics. Finally, but not least, the results of the focus group discussion also showed that the participants of the experimental group had a preference for utilising an applicable implementation of the process writing methodology over utilising. In the end, it has been generalised that the experimental group respondents writing as a result of the application of the process writing approach in a writing class effectively wrote paragraphs with improved content, vocabulary, grammar, and mechanics. Based on the results and conclusions, careful application of the process writing approach at every stage of writing paragraphs is suggested.
KeywordsProcess Writing Approach, Writing paragraph, Traditional teaching Method, Vocabulary, Grammar, Mechanics, Ethiopia.
2. Polycrisis: An Ecocritical and Historical Reading of Amitav Ghosh’s Gun Island
R. Gurulatha, Research Scholar (Full-Time), Research Department of English, Sri S. Ramasamy Naidu Memorial College, Sattur, Tamil Nadu, India.
Dr. A. Padmashini, Assistant Professor and Research Supervisor, Research Department of English, Sri S. Ramasamy Naidu Memorial College, Sattur, Tamil Nadu, India.
Abstract
This research article aims to examine the cascading crises presented in Amitav Ghosh’s novel “Gun Island.” It centres around the different crises resulting from the impacts of colonialism, migration, climate change and pervasive inequalities. Amitav Ghosh’s novels are known for the amalgamation of historical events, cultural elements and present-day concerns over the nation. Ghosh is a postcolonial writer and conservationist. His works transcend national and geographical boundaries. It links the past colonial histories with present global vulnerabilities and offers a clear understanding of the connection between humans and nature. The reading of the novel in polycrisis perspective is primarily based on Edgar Morin’s concept to justify the incidents and conflicts faced by the characters. By foregrounding the journey of characters like Deen, Nilima Moyna, Tipu, Rafi, Piya, and Cinta, the research paper elucidates how ecological migration, migration, trafficking, refugee crisis and forcing individuals into a precarious loop of displacement and exploitation in the Anthropocene.
Keywords: Ecology, Polycrisis, Ecocriticism, Historical Study, Amitav Ghosh, Gun Island.
3. Transformative Power of Literary Criticism in Second Language English Acquisition to Enhance Learning Outcomes and Critical Engagement
Dr. Halimi Housseyn, University Center of Tipaza, Algeria.
Abstract
This article examines the impact of literary criticism on learning English as a Second Language, or ESL. It posits that the impacts of teaching ESL through literary criticism extend beyond the acquisition of simple language competencies. It facilitates the learner's ability to think critically and understand varied cultural paradigms to strengthen their bond with the English language. It attempts to address the rationale for this by deeply summarising the research pertaining to literature in ESL and critical thinking in language learning, and proposes functional pedagogical approaches to the ESL classroom, integrating literary criticism. It attempts to outline the possible outcomes and the challenges this construct poses in realising the potential of literary criticism to help shape ESL learners into balanced, thoughtful and culturally responsive citizens. Hence, this article focuses on literary criticism as a tool in ESL classes to enrich the learner's experience and foster English language proficiency.
Keywords: Literary Criticism, Second Language Acquisition (SLA), Critical Thinking, Literature in Language Teaching, Pedagogical Strategies, Learner Engagement.
4. Changing Paradigms of Indigeneity in Australia and the Politics of Representation
Dr. Saurabh Meena, Assistant Professor, Department of English, MLS University, Udaipur, Rajasthan, India.
Abstract
Since the arrival of settlers in Australia in 1788, the Australian Indigenous society has undergone significant socio-cultural and political transformations. The colonial period of Australia can be divided into distinct phases based on the relationships between the native people and the settlers. During these phases of the colonial period, the settlers adopted various policies aimed at erasing the Australian Aboriginals' Indigenous identity. Some of these controversial policies were the policy of eugenics and miscegenation, the Stolen Generation, and the forcible displacement of the native peoples from their traditional lands to confine them on reserves and missions controlled by settlers. This displacement, coupled with other factors like disease and violence, significantly reduced the Aboriginal population. Furthermore, children of mixed heritage were forcibly removed from their families. These colonial policies were aimed at destroying the rich cultural practices and cultural heritages of Aboriginals, as these are the major sources from which Aboriginals derive their Indigenous identity. The post-colonial Indigenous society of Australia is going through the process of decolonisation through restoration and revival of cultural practices, thinking patterns, beliefs and traditional knowledge systems. This paradigm shift is taking place as Aboriginals are recovering their cultural practices, rich Aboriginal languages and their Indigenous identity. They are revisiting and renegotiating their past as they are making consistent efforts to incorporate the marginalised voices based on gender, race, ethnicity, and so on. It has become highly significant for them to revisit their rich Indigenous history and society, as all the modern-day problems of theirs emanate from the cultural subjugation, exploitation, and historical injustice meted out by the colonisers. These injustices continue to affect post-colonial societies through various legacies like economic inequality, social stratification, and psychological trauma. With these shifting paradigms of Indigeneity in Australia, the demand for representation in policy-making is gaining momentum. This includes calls for direct representation in parliament, self-determination, and control over Aboriginal affairs. This research paper will examine the multiple facets of Aboriginality with respect to changing times in Aboriginal history, and it will also explore the need for activism and representation for Aboriginals in the contemporary scenario of the country.
Keywords: Aborigines, Representation, Indigeneity, Paradigm, Politics, Literature.
5. It's like a Common Graveyard: Photographs of Unknown Men, Women, and Children...Black Faces Beside White
Zofia Leśnik, Institute of Literary Research of the Polish Academy of Sciences, Poland
Abstract
This text presents an attempt to explain the impact of a literary text in the context of the neurobiological theory of PP. According to this concept, the brain's main function is to survive in an unstable and ambiguous environment. Survival is made possible by the confrontation between top-down predictions (generative model) generated by the brain about the causes of its afferents and prediction error signals triggered by bottom-up postsynaptic signals in cortical hierarchies, which are the result of perception of the external world. Cognition of aesthetic artefacts - especially literary ones, which are the subject of the research in this article - is particularly difficult due to the complexity and polysemous nature of artworks, which exacerbates the increased uncertainty of the viewer interpreting such artefacts. In this article, PP has been used to analyse diagnoses of the causes of social conflict in the United States as depicted in three Joyce Carol Oates novels. The argument presented is intended to lead to the conclusion that PP makes it possible to highlight the connections between the elements of the narrative trajectories in the three novels of the American author. These elements make up sequences, expressing the problem of ideological or intellectual “images” in which the protagonists seek confirmation of their identity. The unveiling of the danger posed by such a course of action is achieved through the use of an experimental narrative form, in which motifs alluding to the images develop and the dangers associated with them combine to form a web of meaning, although their recognition is not as obvious and aggressive as following the events of the plot.
Keywords: Active Inference, Generative Model, Predictive Processing (PP), Precision, Joyce Carol Oates, Novels.