Analysis of "Relic" by Ted Hughes

 "Relic" by Ted Hughes is a descriptive poem. It lays its setting to the sea with irregular end rhyme patterns and two stanzas of an unequal number of lines. Based on observation of naijapoets.com.ng, Hughes made use of imaginative description; he told an undefined entity how the jawbone got to the sea as if he witnessed it "broken by the breakers or tossed/ To flap for half an hour and turn to a crust" but the use of "or" between "breakers or tossed" showed that his description was imaginative.


The poem is about a jawbone found deep down the sea. If one claims that Ted Hughes had love for water, sailing and the things relating to the sea; it will not be disputed. He told of how he found the jawbone, how it was thrust, living in the sea among other things like claws, skulls, crabs, dogfish, etc. He told of how the jawbone lived gnawing and stretching to feed but later ended at the beach. The poet described the deep sea as a battleground where friendship does not exist "In that darkness camaraderie does not hold" (line 5) then at the end line of the poem tagged the jawbone "a cenotaph". From lines 14-16, he claimed that nothing gets better in the sea and thereby described the sea's digestion of things into its seabed as its biggest achievement.

The tittle of the poem generalized the interest of the poet. The first stanza of the poem is 11 lines while the second stanza is 5 lines; which looked like the summary of the first stanza. Grammatically, the clause "I found this jawbone" made it look spoken than written, as if someone was standing in front of the poet and could as well see the jawbone himself/herself. "Continue the beginning" sounds poetic genius, which means "lets go back to the description of the sea". Besides the large use of imagery, personification existed in great amount from line 6-9 "And the jaws, Before they are satisfied or their stretched purpose/ Slacken, go down jaws; go gnawn bare. Jaws/ Eat and are finished and the jawbone comes to the beach". Line 12 "Time in the sea eats its tail," happens to be personification as well. "This curved jawbone did not laugh" is also a personification.

The jawbone was described in many forms, he symbolised it in different ways by calling it "Indigestibles" in line 13. It was metaphorically called a cenotaph: "A cenotaph is a monument erected to honour the dead whose bodies lie elsewhere; especially members of the armed forces who died in battle".

"In that darkness" symbolized the sea, "The deep" also symbolized the sea. Other poetic devices in the poem are enjambments, alliterations, etc.
Few among the many themes to deduce from this poem is the longevity in things than beings, the unwholesome experience deep down the sea, and the havoc of duration. In accordance with the description of the poet, the jawbone had lasted very farther than the animal that owned it
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Main Theme of the poem “The Jaguar” by Ted Hughes

The Jaguar is basically a description and observation of behaviour of the animals in a zoo. For Hughes the jaguar is a symbol of an idealist revolutionary, on the other hand the apes are the powerless human beings. Although they reside in the same zoo, i.e. “The world”, the difference between these two is remarkable. The Jaguar is confined in a cage. But as an idealist hero he does not consider himself to be imprisoned. Because in his thought and action he is free on the other hand the apes, being very similar to human beings, are observing him from a distant place. For a person who is free in mind everything is possible. He can never be dominated. So is true to the Jaguar in the poem.


The Jaguar stands amongst the best of Hughes' symbolic poems. The poem is basically a description and observation of behaviour of the animals in a zoo. It compares the apes, parrots, tiger, lion and a boa constrictor to the jaguar. However, the best comparison has been made between the Jaguar and the apes. For Hughes the jaguar is a symbol of an idealist revolutionary, on the other hand the apes are the powerless human beings. Although they reside in the same zoo, i.e. “The world”, the difference between these two is remarkable.

The Jaguar is confined in a cage. But as an idealist hero he does not consider himself to be imprisoned. Because in his thought and action he is free on the other hand the apes, being very similar to human beings, are observing him from a distant place. They are timid, not only in their action but in their thought too.

For a person who is free in mind everything is possible. He can never be dominated. So is true to the Jaguar in the poem. However, as it is confined in a zoo, it does not consider the cage his prison. Rather, “As a child, at dream” the Jaguar can find the way of freedom. Since it does not care this temporary prison of the world, a clear invocation of an ideal revolutionary's dream and thought is narrated aptly in the poem.

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Preface to Lyrical Ballads

 v Introduction :-

                      William Wordswords, English poet, nature’s priest, the greatest and in the end, the most influetial of the English. Romantic was born in 1770 and died in 1850. Wordsworth began his literary career at quit an early age when he was yet a student at Hawkshed Grammar School.
v His two poems are:-
Ø An evening walk (1793)
Ø Descriptive Sketches (1793)
                   Which he wrote as a University student, are worthy of notice. These poems may not be having any originally in style, but they show the poet’s love for nature.

Preface to the “Lyrical Ballads”:-
                   The first fruits of his genius were given out in “The Lyrical Ballads” published in 1798. It was a joint venture by Coleridge and Wordsworth. The publication of this monumental work ushered in the new era of romanticism in poerty and smashed the old, artificial, superfluous and hackneyed theory of English poerty of the previous age. The second edition was published in 1800 with many new poems added, and a much loner and more detailed preface was revised and enlarged for the 1802 edition. Wordsworth added a long account of the nature and function of a poet.
                             The first edition of the Lyrical Ballads consisted 23 poems of which 19 were from Wordsworth pen and they are :- The Idiot Boy’, ‘We are Seven’, ‘The Tharn’, and some Lucy poems etc…..
                             And from Coleridge’s fertile imagination and they are:- ‘The Ancient Mariner’, ‘The Foster –mother’s tale’, ‘The Nightinagle and The Dungeon’. The preface begins with sufficient boldness and originality. The preface is one of the masterpieces of English criticism, it is intelligent, subtle, yet extremlly clear and provocative. 
*   Why did Wordsworth write preface?
                  Wordsworth was not in favour of writing a preface. The first edition of his poems had only a brief Advertisement. He added a preface to the second edition of the Lyrical Ballads on the advice and insistence of his friends. Wordsworth wrote the preface with a view to provide a kind of introduction to his poems and they differ from the popular tradition of the age. In the nature and function of poerty and poetic process, the qualification of a poet and the poetic truth. He regards poerty, superiors to philosophy history and science. In a way the preface is a landmark in the history of literary criticism.
*   The preface, Its varied Themes.:-
                               The preface makes, very simply, the following points:-
Ø The subject matter of poerty is whatever interest the humanmind
Ø The Lyrical Ballads are written as experiments, to try out the use of the language of conversation of real people in poery.
       
Ø They are new and unusual, and will not ‘suit the taste’ of most readers.
Ø Neverthless, the reader is asked try them with an open mind and not to be put off at first sight without giving a fair trial.
              They are the basis of argument of the longer preface.
*   Humble and rustic life :-
                  According to Wordsworth his main object in writing these poems has been to choose incidents and situation from comman life, and to relate or describe them as far as possible in a selection of language really used by men. Humble and rustic life has been choosen by him for the following reason.
*   In humble and rustic life, the essential passions of human heart find and unrestrained, free and frank expression.
*   The essential passions of the human heart exist in a state of greater simplicity in the humble and rustic condition as compared to sophisticated city-life.
*   The manners of rustic life are more easily comprehended, and are more durable.
*   In rustic condition, human passions are associated with the beautiful and permanent forms of nature.
               “Wordsworth has used language and situation from low and rustic life because in low and rustic life man is more simple, more direct, near to his own elemental passions and less affected and artificial in the way he express his passions.’’
              Poerty does not require specifically poetic subject. It does not deal with the grand or the dignified or the sensational, but with permanent enduring interests of the human heart.
*   Language and style of poetry:-
                              Wordsworth points out that some of his contemporaries have introduced triviality and meanness of thought and language in their metrical compositions. Feelings are more important than action and situation. Wordsworth is not favour of sensationalism. He says that the human mind  can be excited without the application of grows and violent stimulants. He avoided personification of abstract ideas, the mechanical devices of style, and what is generally called poetic diction and a large portion of phrases and figures of speech which had been foolishly repeated by bad poet. According to Wordsworth
                           “there neither is nor can be, any essential difference between the language of prose and metrical composition.”
*   Wordsworth’s Theory of poetry:-
                        Wordsworth goes on to say that
                                      “The clear springs of poetry must flow freely and spontaneously it can not be made to flow through artificially laid pipes……. Poerty is born, not in the mind, but in the heart overflowing with feeling.”
                     Poetry, says Wordsworth, “is produced by man, who being possessed, had also thought long and deeply.”
                      Poetry is an overflow of powerful emotion in one who has thought long and deeply. The sequence of events described in the production of poetry seems to go something like this:-
o   a notable experience
o   deep and long contemplation
o   a period of tranquility
o   sudden overflow of power feelings as the notable experience is recaptured and recreated.
o   Shaping of the poem, hardly touched on in the preface excepts as a transition in the pleasure of the poet.
o   Pleasure for the reader, who enjoys the original experience vicariously in his experience of the created poem.  
*   Spontaneous over of power feelings:-
                     According to Wordsworth, poetry is the spontaneous overflow powerful feelings. And it refers to the nature of poetry and if flows from the internal feelings of the poet. In a poetic mood, poetry flows out naturally from the poet’s heart. In such moments, his language of discourse becomes the language of poetical inspiration.
                       Wordsworth talks of ‘expressing powerful feeling’ felt in the heart and in the generated in the mind. Poetry takes its birth in the springs of the heart and not in the cold store of the intellect according to Wordsworth deep emotion is the fundamental condition of poetry he discards Aristotellian doctrine.Wordsworth himself says that
                        “the feeling there in developed gives importance to the action and situation, and not the action and situation to the feeling.”
                  Wordsworth says “A poet must be man possessed of more than usual organic sensibility.” Organic sensibility means or implies the capacity to receive impression through the senses. The emotion is contemplated till, by a species of reaction, the tranquility gradually disappears, and emotion, kindred to that which was before the subject of contemplation, is gradually produced and does itself actually exist in successful composition generally begins, and in a mood similar to this it is carried on . Wordsworth could follow his theory of poetry but to make a general statement that all poetry is the recollection not true.            
*   The end or function of poetry:-
                Poetry is not a dish for epicurean taste, according to Wordsworth ‘poetry is the breath and finer sprit of the all knowledge the impassioned expression that is in the countenance of all science.” Poetry seeks to ennoble and edity. The poet, through his poetry imports moral lessons for the betterment of humanlife. Wordsworth says that
                           “a poetry of revolt against moral ideas is a poetry of revolt against life, a poetry of indifference towards moral ideas is a poetry of indifference towards life.”
                          Wordsworth is precise and emphatic in stating that pleasure is the of poetry The end of poetry is to produce existanse with an overbalance of pleasure.”
*   What is poet?
§  Wordsworth defines poet as ‘a man speaking to man’. He is endowed with more lively sensibility, more enthusiasm and tenderness.
§  He has a man pleased with his own passions and volitions and who rejoices more than other men in the spirit of life that is the delighting to contemplate similar volitions and passions as manifested in the goings on of the universe, and habitually compelled to create them where he does not find them.
§  He has a greater knowledge of human nature and a more compressive soul, than once supposed to be comman among mankind.
·       He has an ability of conjuring up in himself passions, which are indeed far from being those produced by real events. He can better  remember the passions produced by real events  which other men are accustomed to feel in themselves .
§  Then, from practice, he has acquired a greater readiness and power in expressing what he thinks and feels, and especially those thoughts and feelings which by his own choice, or from the structure of his own mind, arise in him without immediate external excitement.

*   Wordsworth’s theory of poetic diction:-
                               Wordsworth goes on to says that
                            “The principal object proposed in these poems was to choose incidents and situations from commanlife, and to relate describe them throughout as far as this was possible in a selection of language really used by men” and at the same time, “to throw over them a certain colouring of the imagination” where by ordinary things  should be presented to the mind an unusual aspects. The language of these men has been adopted because such men communicate with the best objects from which the best part of language originally derived.
*   Main principles of poetic diction:-
                     There is no vital difference between the language of poetry and the impassioned and purified language of comman speech.In other words, the language of poetry should be a selection of the language really used by men.
*   It should be “the language of men in a state of vivid sensation”
*   It should have “a certain colouring of imagination .
*   There is no essential difference between the language of prose and the language of metrical composition.
                              What Wordsworth means is that the words used in conversation, if they are properly selected, would provide the rough frame work of the language of poetry , only the latter is heightened by feeling and emotion.
*   Coleridge criticises the preface:-
                                   The task for Coleridge was not an easy one since he was an equal partner in the enterprise of the Lyrical Ballads and his close and long association with Wordsworth made the frank expression of adverse opinion extremely delicate to Wordsworth’s views on the comman language in poetry is:-
·       These views are applicable only to some kinds of poetry.
·       Even to these classes they are not applicable, except in such a sense, as has never by any one been denied or doubted.
·       As a rule they are useless if not injurious and, therefore, either need not or ought not to be practiced.
                       In this way Coleridge’s attack on Wordsworth continues even in chapter 18of the Biographia Literaria. Coleridge denies that the words and their combination derived from the best part of the rustic is the familiar, can be justly  said to form the best part of the language. Refuting Wordsworth’s statement that there is no essential defferance between the language of prose and metrical composition. Coleridge says that though the words may be quite ordinary, their arrangement is not as he says there are phrases which, beautiful in poetry, are quite inappropriate in prose and Vice-Versa. He says
                      “I write in metre because I about to use a language different from that of prose”
  Accoding to Coleridge,
                       “metre is the proper form of poetry and poetry is imperfect and defective with outmetre”    

*   Wordsworth’s practice of his theory:-
In the Preface Wordsworth professes to have sought to use
“a selection of the language really used by men” and this chiefly “in humble and rustic life”
            But in his practice, the language of rustic life gradually disappeared from                     his work, and was only formally retained in his theory.
For example:-
                 Poems like “The Intimation ode” needed a language coloured by emotional fervour and vigorous imagination. Hence Wordsworth was mistaken in making a sweeping generalization for all types of common speech. There are scores of poems like ‘Lucy Gray’, ‘The Solitary Reaper’, ‘Michael’ etc…  which triumphantly vindicate his theory of poetic diction.
*   Conclusion:-
       Through, the Preface, Wordsworth creates a taste by which he is read and enjoyed. The Preface is the most eloquent as well as the most reasoned statement of the aims and ideals of a poet that we have in language. It is full of carefully psychological observations and profound self-analysis.
According to Smith and Parks
      “It raised a wall between the 18th and 19th centuries, it dated a new era- it served to make intelligible for ever the dividing line between the two regions in criticism that might otherwise have seemed to flow into one another we do not often have many such dividing walls.” 
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Need Analysis in ELT Curriculum Development

 

LT Curriculum Development

INTRODUCTION
In general terms, need analysis (  also called need assessment ) refers to the activities involved in gathering information that will serve as the basis  for developing a curriculum that will meet the learning needs of a particular group of students. In the case of language programs, those needs will be language related. Need analysis was introduced into language teaching through the ESP 
movement .     From the 1960’s, the demand for specialized language programs grew and applied linguists increasingly began to employ needs analysis procedures in language teaching. By the 1980’s, in many parts of the world a “needs-based philosophy” emerged in language teaching, particularly in relation to ESP and vocationally oriented program design. More formal terms, need analysis is defined by Richard Platt and  Weber as “ the process of determining the needs foe which a learner or groups or  learners requires a language and arranging the needs according to priorities.”
Need analysis (in the formal and technical sense) is relatively new in language teaching circles. However, need analysis have been conducted informally for years by teachers who wanted to assess what language points their students needed to learn.
Definition of need analysis
Stufflebearn,McCormick, Brinkerholf and Nelson(1985) point out that need analysis is “the process of determining the  things that are necessary or useful for the fulfillment of a defensible purpose”
Pratt (1980) states that the need assessment refers to an array of procedures for identifying  and validating  needs, and establishing  priorities among them.
In some language  programs, informal need assessment is a part of a teachers ongoing responsibilities. Shaw and Dowsett(1986) describe this approach in the Australian Adult Migrant Education Program:
Informal need analysis deals with the informal negotiations that take place between class teachers and students, in the form of chats with either individual students, groups of students, or the whole class in order to select a focus for the classs and create group cohesion by establishing a coincidence of learning needs.
……Informal need analysis is normally the main task of the classroom teacher during week one of the course….[it] is a necessary component of information retrieval on students’ learning needs and should be recorded. It can subsequently be used as an input for aims and objectives setting and for devising course outlines.
Need analysis refers to a family of procedures for gathering information about learners and about communication tasks for use in syllabus design.

The objectives of   needs analysis
Objectives needs are those needs determined on the basis of clear cut , observable data gathered about the situation, the learners, the language that students must eventually acquire, their present proficiency and skill levels, and so forth. Subjective needs are generally more difficult to determine  because they have to do with wants, desire and expectations. This distinction between objective needs should not be confused with the two types ofdata, Quantitative and qualitative, that could be gathered on either subjective needs. In other words, quantitative data can be gathered on both subjective and objective needs, and so too qualitative data. The distinction between objective and subjective needs has to do with the observability of the needs noth with the type of data that are gathered on them. For instance, the students wants and desires can be quantified in a questionnaire, but can they be observed objectively?
As is the case with situation needs and language needs, need analysis will probably want to use information about both subjective need and objective needs. The balance that is struck will affect many other fundamental choices in the needs analysis process, for example, which instruments and procedures in use, how to employ them, which result to be believe and so on.                                                                                                                   

The Users of  Needs Analysis
A need analysis may e conducted for a variety of different users. For example, in conducting a need analysis to help revise the secondary school English  curriculum  in a country, the end users include
§  Curriculum officers in the ministry of education, who may wish to use the information to evaluate the adequacy of existing syllabus, curriculum and materials.
§  Teachers who will teach from the new curriculum
§  Learners, who will be taught from the curriculum
§  Writers, who are preparing new text books
§  , who are involved in developing end-of-school assessment
§  Staff or tertiary institutions, who are interested in knowing what the expected level will be of students exiting the schools and what problems they face.

With small scale need analysis such as that carried out by a single teacher on his  or her class, the audience might consist of teacher , other teachers and the program coordinator. In cases of large  need analysis, there will be multiple audiences for the results of need analysis. Determining the likely audiences is an  important first step in planning a need analysis in order to ensure that the information they need is obtained and that the needs analysis will have the impact it is designed to have. Stuffle -bearn point out that ‘’ it is important to remember that not all key audiences are likely to e identified at the start of a study’’. Also, its entirely possible that that the relative importance of various audiences will change during the study.
Needs analysis can thus have a political dimension. It can be used to support a particular agenda, for example, by giving priority to one group to the exclusion of others within a population or in order to justify a decision that has already been made on economic or other grounds. For example, an employer might want to use information from a need analysis to justify replacing certain staff rather than investing in providing for retraining. In any situation where need analysis is being undertaken, there are thus different stakeholders, that is, those who have a particular  interest or involvement in the issues or programs that are being examined, and it is important to try to get a sense of what their different agendas are. Connelly and  Clandinin (1988,124) define a stakeholder as a person or group of persons with a right to comment on, and have input into, the curriculum process offered in schools.
The purpose of  needs analysis
            Needs analysis in language teaching may be used for a number of different purposes, for example:
v   To find out what language skills a learner needs in order to perform a particular, such as sales manager, tour guide, or university students
v  To help determine if an existing course adequately addresses the needs of  potential students
v  To determine which students from a group are most  in need of training in particular language skills
v   To identify a change of direction that people in reference group feel is important
v  To identify a gap between what student are able to do  and what they need to be able to do
v  To collect information about a particular problem learners are experiencing

The target of need analysis
The target population in a needs analysis refers to the people about whom information will be collected. For example, in conducting a need analysis to determine the focus of an English program in public secondary school in an EFL context, the target population might be :
§  Policy makers
§  Ministry of education officials
§  Teachers
§  Students
§  Academic
§  Employers
§  Vocational training specialists
§  Parents
§  Influential individuals and pressure groups
§  Academic specialists
§  Community agencies
In determining  the target population, an important issue is that of sampling. In some cases, the population is small enough for every learner to be included in the sample. In other cases, this approach is not feasible and so decision  must be made about the size of the sample to e included in a need analysis. Sampling involves asking  a portion of the potential population instead of the total population and seeks to create a sample that is representative of the total population. Elley (1984) points out that  a number of factor influence the approach to sampling, such as homogeneity of the population in terms of the kinds of skills, attitudes, or knowledge being sought or the need to study subgroups within the sample-for example, based on sex, language group, or other factors. Where the target population is large, specialized advice is often needed to determine what approach to sampling best suits the purpose of the study and the sources of information available.
Procedures for conducting need analysis
A variety of procedures can be used in conducting need analysis and the kind of information obtained is often dependent on the type procedure selected. Since any one source of information is likely to be incomplete or partial, a triangular approach(i.e., collecting information from two or more sources) is advisable.

Roles, Instrument and Procedures for need analysis (adapted from Brown 1989a)

Need analysis  role                  
Instrumentation
       Procedures                                                  

Outsider looking in                   
Existing information



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