Edward FitzGerald

Edward FitzGerald (b. 1809–d. 1883) was an English poet and translator, best remembered today for a single work, his Rubáiyát of Omar Khayyám (1859). FitzGerald was born into an extremely wealthy family in Suffolk. After graduating from Cambridge, where he had spent perhaps the happiest years of his life and formed a number of lifelong friendships, FitzGerald returned to Suffolk. There he lived very modestly, either in a cottage on the outskirts of his family’s estate or in rented lodgings in a nearby town, occupying himself with reading and writing. In the early 1850s he began to translate from Spanish, publishing Six Dramas of Calderon in 1853. The very free and unliteral method of translation he used in this work would mark all of his later translations as well, which included works by Aeschylus, Sophocles, and the Persian poet Jámí. But it was his translation, or adaptation, of certain rubáiyát (quatrains) attributed to the 12th-century Persian polymath Omar Khayyám that caused a worldwide sensation. The first edition of Rubáiyát of Omar Khayyám, which FitzGerald published anonymously (like his other works), in 1859, consisted of seventy-five quatrains. At first no one noticed or purchased the small, pamphlet-like book, but a few years later it was discovered by chance by members of the Pre-Raphaelite circle, who became passionately devoted to it. A second edition of 110 quatrains was published in 1868 and began to draw attention in North America as well as in Britain. Two more editions followed, each varying fairly significantly from the others, before FitzGerald’s death in 1883, by which time the poem was known throughout the world. It was translated into numerous languages, and Omar Khayyám clubs were founded in many cities. Critics have attributed this popularity to the poem’s frank embrace of a skeptical, resigned, epicurean view of life, which caught the spirit of a doubting, world-weary age. Its very success—by 1900 the Rubáiyát was the most popular and most frequently reprinted poem in English—led to its being dismissed and ignored by literary critics for much of the 20th century. But a critical revival began in the late 1990s, as scholars started to reappraise the poem’s cultural significance as well as its literary achievement.

Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading–writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.

Effects of an In-house Entry Test on the Post-Foundation Students at an Omani College of Technology

This paper reports the findings of a study that investigated why a large number of test-takers show a low performance in four language skills (listening, speaking, reading, and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading, and writing) in two semesters. The study analyzed the entry test results for two semesters including survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test-takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.

TĒCIYA TOṬAKKAPPAḶḶIKAḶIL TAMIḺAI IRAṆṬĀM MOḺIYĀKA KAṞKUM MĀṆAVARKAḶIṈ VĀCIPPU MAṞṞUM EḺUTTUT TIṞAṈ AṬAIVUNILAI [READING AND WRITING SKILLS PERFORMANCE LEVEL OF STUDENTS LEARNING TAMIL AS A SECOND LANGUAGE IN NATIONAL PRIMARY SCHOOL]

The objective of this study is to identify the Tamil reading and writing skills achievement of non- native students who learn Tamil as their second language in the first year of national primary schools. This is a qualitative research which used purposive sampling. The data for the study has been collected as statistics through the questionnaire and analyzed. The results show that the basic Tamil reading and writing skills are in satisfactory level while writing comprehension and reading comprehension skills are at a low level of achievement. The data obtained through this study will create awareness among teachers who teach Tamil as a second language regarding the Tamil reading and written skills achievement of their students and will encourage them to adopt suitable learning teaching approach for their students to achieve the best attainment in these skills.

The Struggles of Bilingual Authors

This chapter examines the struggles of bilingual authors to write in English as an additional language. Autobiographical works in English illustrate themes found to be central to the development of biliteracy. The theme of finding voice is a highly variable theme in the writing of many bilinguals. The theme of constructing identity takes multiple forms as bilingual authors renegotiate their identities in the additional language. The struggle for place is a theme that permeates the narratives of expatriation, exile, immigration, and repatriation. These three struggles offer new writers opportunities to learn to develop their own creativity. Teachers of English as an additional language can structure their curricula to reflect the language learning practice of reading and writing.

Tales of Love and Pandemic

The main argument of the chapter is the analysis of the reading and writing behaviour on Wattpad during the phases of lockdown in Italy for the COVID-19 pandemic. The COVID-19 pandemic represents the first great event of ‘data society' reactions making several authors reflect on various aspects and thoughts about social impact of tech ecosystems. Nowadays, it becomes essential to understand the role that digital technologies and media have had to soothe feelings related to social isolation and physical distancing measures. Thus, as widely acknowledged, besides providing data for social research in many aspects of life, the digital context also suggests above all innovated methods enforced by the physical distancing. This research has explored about 600 stories edited on Wattpad that have been selected through the query “Covid.” The aim of the analysis is to map collective imaginary of users about the COVID-19 pandemic within a digital medium for fanfiction, combining three fundamental approaches of digital methods.

LSRW Skills: A Way to Enhance Communication

Communication is an essential component for social interaction and personal growth. Communication is simply sharing information from one person to another. Four pillars of effective communication are Listening, Speaking, Reading and Writing. The article focuses on the basics of communication. It tries to delve deep into the various aspects of the communication process. Developing the LSRW skills would help one to enrich the overall quality of their lives. This article assists the readers to get acquaintance with the skills which are the key for building a better communication.

Chinese Language Learning and Mobile Technologies

China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.

Assessment of EAP Literacies in Diverse and Multilingual Classrooms

Older views of the English for Academic Purposes Literacies (EAPL) assessment have been in line with the assessment of the four-skills second language (L2) competencies. However, the new understanding is that literacy is not just a cognitive competence of reading and writing but also a set of other purposeful social processes. This understanding makes EAPL assessment multifaceted by calling upon a set of supra-linguistic behaviors, i.e., cognitive and social skills in addition to L2 competencies. This chapter starts with a brief history and the current state of theoretical constructs (of what is actually assessed) of EAPL assessment. It then centers its discussion on different academic literacies models, and the critical issues in measuring EAPL. The author highlights different strategies for planning assessment in the practical applications of academic literacies constructs. The chapter ends with the presentation of useful steps in creating EAPL assessments.