How to Understand Literary Stories: Book Survey?



It is time that the art of reading story, of which we have many beautiful examples from infant days, should be strictly distinguished from the burden of examinations. Like acting or the playing of music, it is an art of interpretation of self searching. It requires, at its best, an exacting and imaginative scholarship, for we must understand story text in its fullest and most living sense; it requires a power over the instrument of storytelling. We should also take hold of the author's perspectives over the expression of his characters’ voice or the pictures of his story body. Readers’ aim, too, is identical with the aims of the author’s arts of interpretation. Meanings or perceptions of the reading text may vary only if it is well read.

 In that perspective, for understanding literary stories, a time line can help to organize the steps in the process. A Literary Time Line can help us writing down the story's events in the order they occur. It is especially helpful for writing a plot summary and Ready Reference Note Book for comprehensive understanding the story itself.

Ready Reference Note Book can never help us understand books unless it is planned and composed by own study. Because only but our self taught with reference keys give us insights that make for great book reports. By these ways we gain a new perspective by reading about the author , and learn how settings, characters, and themes help make these books acclaimed works of literature. 

Here, we must remember that every good STORY from the library at least possesses the minor merit of novelty. The taste to search its treasures is to be our goal.   The key to the heart of story   lies in the intelligent interest of story. We have to enlarge our intimacy with the story. It is always to be remembered that every book deserves a square deal. It is not fair to make up our minds about a person before meeting him. Neither is it fair to foster a preconception of a book before opening it. The reader should take up the book with unbiased mind and heart, ready to get its message. Many a reader is on the lookout to find his own ideas in what he reads. He is not willing to hear the case stated by another. He perverts what the author says by the bent of his own mind. Why not regard a book as the actual voice of a friend talking to us? Let us give the strictest attention. Let us heed with sympathy all he says. Let us try to put ourselves into his place and get his point of view. 

A   close introspection with the story and the author is a lively desire to literary advancement.  Justice can only be done to the story if past development and present capacities of the story and its author can be assessed. If the wit, the morality, and the philosophy of the vigorous mind of authors can be captured into further exploration of literature, and deeper sense of our responsibility in author’s composition, the author will be repaid. Here how a Ready Reference Note Book can be planned and executed through Literary Time Line :-

Book Survey: Model Example

Title: Nineteen Eighty-Four by George Orwell

Background: Oceania- a fictional state representing both England and America is the setting where totalitarian society in it is in question.

Event I: Winston Smith, a member of the Outer Party from Oceania who works at the Ministry of Truth (Minitrue, in Newspeak), has decided, against his better judgment, to keep a diary in which his true feelings are laid bare- writes of his hatred for Big Brother.

He held absolute proof that the Ministry was lying- about three revolutionaries, Jones, Aaronson, and Rutherford, who were executed for planning a revolt against the state.

Winston catches hope in the proletariat who are the 85 percent of the population of Oceania that exists outside the Party, kept in a perpetual state of slovenly poverty but mostly unregulated, unobserved.

Winston's searching for that little bit of hope met a girl.

Event II: Winston sees the dark-haired girl Julia at the Ministry of Truth, finds love instead... The two meet, sharing the delicacies that Julia gets on the black and relishing their moments of freedom.

O'Brien, under the guise of having a copy of the newest Newspeak dictionary, approaches Winston at the ministry and invites him to his apartment.

Shortly after waking up from a long nap, Winston and Julia hear a voice from a hidden telescreen that suddenly commands them to stand in the middle of the room. Mr. Charrington enters with a crew of storm troopers who beat Winston and Julia, then hurry them separately away.

Event III: Winston is tortured in jail—known as the Ministry of Love—for an indeterminable length of time.

The purpose of Miniluv is not to produce forced confessions and then kill its victims, but to “cure” the confessors, to enable them to see the truth of their confessions and the correctness of the Party's doublethink, in which “War is Peace,” “Freedom is Slavery,” and “Ignorance is Strength.”

Winston still loves Julia.

Winston must come to love Big Brother, for the Party wants no martyrs, no opposition at all. Winston is released a shell of a man, his hair and teeth gone, his body destroyed. 

Climax: At last, it is announced over the telescreen in the bar that Oceania has won an important victory in the war. Suddenly Winston feels himself purged, no longer running with the crowd in the street but instead walking to his execution in the Ministry of Love. He can be shot now, for he at last believes. He loves Big Brother.

Resolution: 1984 is George Orwell's dark vision of the future. 

Search Light: Big Brother, the mysterious all-seeing, all-knowing leader of the totalitarian society is a god-like icon to the citizens he rules.

Emmanuel Goldstein is the great enemy of Big Brother. An older Jewish man with white hair and a goatee, Goldstein is a former Party leader but now the head of an underground conspiracy to overthrow the Party.

O'Brien is a member of the Inner Party. He is a large, burly, and brutal-looking man, and yet Winston thinks he has a certain charm and civility.

Orwell named his central character Winston Smith after Winston Churchill, the Prime Minister of England during World War II.

Winston's Dead mother appears only in his dreams of the past. He recalls her sudden disappearance story, a reminiscent of Joseph Stalin's infamous purges in Russia.

Deep Insight:
  •  Freedom and Enslavement/Free Will
  • Appearances and Reality
  • Loyalty and Betrayal
  • Utopia and Anti-Utopia
  • Patriotism
    Ardhendu De  

Ref: 1. Teaching My Pupils- Dr. Sabbir Hussian
        2. Teaching the Classes and Subsequent Criticism- Dr. R. L. Varshney
        3. Those Who can Teach, Lenses on Teaching, and Character Development in Schools and Beyond- Kevin Ryan

How to become a good Teacher? Your First Class of Teaching Literature- Students and ETC.



The preparation of Teaching Literature has only been made possible by the very kind help of students who have enabled the teachers to lecture some of many favourite passages from the worthy writings. In the case of teaching, teachers have complete freedom of choice and were generously granted. However, nobody ask a student what he or she likes. The teachers have to tender their gratitude to all the students of English classroom for their most courteous and welcome collaboration in the making of it.


One of the newly appointed teachers   in somewhere in Utopia (?) declared he would not take classes until he knew few students personally, and had dined with each. It is told that he prophesied his class wouldn’t begin to earn repute until he had obtained at least a dozen of his friends on the listening staffs of prominent. It has been rumoured that a teacher’s success in teaching depends on the students’ personal recommendation.

Teaching Literature is a now a days professional occupation and young men and women of education enjoy the practice of making clever career choice. However, scaling down their own feelings in loose sentences, they vaguely term "teaching." The traditional classroom and tuition make a large demand for these exercises in group and individual: it is not difficult to be accepted. The left eye of the young teacher must be sharply trained on the main chance.  He must be abreast of competitors. He must be constantly printed in order that his name may be seen, and remain prominent. His First class will be a great event. Every chance will have been considered. He must be talked about, whatever happens. Students’ Reviews are not much assistance; unless they are long and confident. They must be such as to make that class an event of the literary season. Students must know about him, whether they attend him or not. It is charming to be a well-known young teacher: besides, it is of professional value. After all, he has his future to consider, and he must begin here and now to plant its attractive seed. Early in his career he will have made it his business to gain a technical acquaintance with university or college literary groups.

 As soon as teacher gets to know a few of his students, it will become important that he shall be able to talk to these of Those, the Others he does not know, with a certain intimacy of detail. He will be a master of the important faculty of making present acquaintances stepping-stones to future ones. He must learn how to admit the class in right foot.    He   must be able to imply skillfully that he will probably be savior to their need.   All this time, however, he must not cease to experiment teaching method. It will be well for him soon to attach himself to some cliché. Thus he may strengthen his position on that particular subject, besides intellectually, and be saved the trouble of becoming Jack of all trades.

Finally I like add some basic points. Teachers should remember that Teaching is an attempt, and it seems to be an unusually successful one to strike a golden mean between the two – teachers and taught.  In the teaching of English literature, teacher must cover the three most important things in a teacher's equipment:

 (1) Knowledge of the subject-matter, in this case, literature:
 (2) Methods for imparting the subject-matter to a class:
a.Stage one: warmer
b.Stage two: before reading
c.Stage three: understanding the text, general comprehension
d.Stage four: understanding the language
e.Stage five: follow up activities

 (3) Suggestions for humanizing the study of literature and for correlating it with the lives of boys and girls:

Tips for Your First Class

  1. Be passionate about literature.
  2. Be knowledgeable about the texts you will be teaching.
  3. Be able to create a stimulating and engaging learning environment.
  4. Be patient and understanding.
  5. Be willing to learn from your students.
  6. Be organized and prepared.
  7. Be able to adapt to different learning styles.
  8. Start by getting to know your students. What are their interests? What are their strengths and weaknesses?
  9. Share your own enthusiasm for literature. Let your students know why you love reading and why you think it's important.
  10. Create a safe and supportive environment where students feel comfortable sharing their thoughts and ideas.
  11. Be flexible and willing to adjust your plans as needed.
  12. Celebrate your students' successes, no matter how small.
Happy Teaching! Best of Luck!


Politics Motivated Chaucer in His Writing: Political Career


In order to study the Chaucer’s Time through the inputs of history and Chaucer’s own career are worth taking. It cannot be denied that except rich patronage he would not be able to compose such a multitude in his tumultuous years.

 It is worth remembering – what would not be guessed from a study of Chaucer’s writing – that the period in which he lived was a Time of Rapid Change and Events of Confusion. The growing tendency for the commutation of labor service for money – payment combined with the result of the Black Death to cause the decay of villeinage and to increase the independence of the Laborers, who, left small in number by the ravages of the plague, were able to set their own price on their labor. In vain the governing class tried to stop the rise in laborers ‘wages by statutes of laborers’. 

The clock not is put back, and the results of the Black Death in depopulating the countryside put the laborers in an extremely favorable position. Villeins slipped away from the land to which they were legally bound, to offer their services to the highest bidder. With harvests rotting for lack of workers, landowners were forced to pay in wages what was asked. In addition to the unrest produced by this problem, there were many other causes for general dissatisfaction in the last years of Edward III‘s reign and the beginning of Richard II’s. England was being governed by a selfish and Corrupt Clique; France was slipping away from her control and her supremacy at sea being steadily destroyed; the glory of Crecy and Poitiers had departed and – worst of all – the country was being taxed almost out of existence in a vain endeavour to win back the last power and glory. English commerce depended largely on the maintenance of English sea – power, and the revival of French might by land and sea was more than a military question. Amid this general discontent the Peasants’ Revolt broke out in 1331. Change was in the air, and to a contemporary it might well have seemed to be decay.

Geoffrey Chaucer
Chaucer’s Political Career: 1359= Joins the Army:  Chaucer fights in the English Army in Hundred Years' War

Jun 20, 1367=Becomes a Member of Court: Chaucer becomes a member of the royal court as a valet to King Edward III.

1369=Begins Book of the Duchess: Chaucer begins work on the Book of the Duchess, an elegy for noblewoman Blanche of Lancaster that is commissioned by her husband. It is completed by 1374, when her widower John of Gaunt pays Chaucer for the book.

1370=Second Tour of Duty: Chaucer completes his second tour in the English Army, after spending one year fighting in France under John of Gaunt.

1373= Travels to Italy: Chaucer visits Genoa and Florence. He reads Italian medieval poetry, an influence on his own creative work.

Jun 8, 1374=Becomes Comptroller: Chaucer is appointed to the lucrative job of Comptroller of Customs for the Port of London. In the twelve years during which he holds this position, he writes most of his poetic works.

1377=Change of Kings: King Edward III dies. His grandson Richard II takes the throne. He is the nephew of Chaucer's political patron, John of Gaunt, which is good news for Chaucer's career.

1385=Justice of the Peace: Chaucer takes a four-year position as a Justice of the Peace in Kent, where he now resides.

1386=Joins Parliament, Writes Poem: Geoffrey Chaucer resigns as Comptroller and becomes a member of Parliament, representing Kent. He also begins work on The Legend of Good Women, a poem completed between 1386 and 1388.

Jul 12, 1389=Receives Royal Appointment: Chaucer is appointed Clerk of the King's Works, a job akin to chief overseer for all royal building projects. In this capacity, he oversees jobs at the Tower of London, Westminster Palace, Windsor Castle, and St. George's Chapel.

Jun 1391=Changes Jobs: Chaucer leaves the King's Works job and begins working as a Deputy Forester in the royal forest of North Petherton.

Key Points:

  1. Geoffrey Chaucer was a poet and diplomat who lived in England during the 14th century.
  2. He served in a number of political positions, including Clerk of the King's Works and Ambassador to Italy.
  3. His political career motivated his writing, and he often used his work to comment on the political events of his time.
  4. Some of his most famous works, such as The Canterbury Tales, are full of political allegory and satire.
  5. Chaucer's political career gave him a unique perspective on the world, and he used his writing to share his insights with others.
  6. He was a keen observer of human nature, and he often used his work to explore the themes of power, corruption, and social justice.
  7. Chaucer's writing is still relevant today, and it continues to offer insights into the human condition.

References

An outline history of English literature : Hudson, William Henry, 1862-1918 : Free Download, Borrow, and Streaming : Internet Archive. (n.d.). Internet Archive. https://archive.org/details/outlinehistoryof00hudsuoft

A TO Z Literary Principles from History of English Literature: Note 49


Short notes on History of English Literature 

Pecola is a character in: The Bluest Eye. Pecola in Toni Morrison's The Bluest Eye is raped by father figure and the novel is about a young black girl growing up in a violent, racist society.
  1. Virginia Woolf was associated with the “Bloomsbury Group”.Bloomsbury Group: Virginia Woolf, Leonard Sidney Woolf, Roger Fry, Clive Bell, John Maynard Keynes, Lytton Strachey, Desmond MacCarthy, E. M. Forster, Vanessa Bell and Duncan Grant.
  2.  Lucky is a characters in Waiting for Godot.
  3. The last book of Gulliver’s Travels is : “Voyage to HouyhnhnmsVI ;“Voyage to Lilliput” I;“Voyage to Brobdingnag” II “Voyage to Laputa”III {Part I, Lemuel Gulliver describes how he began undertaking voyages as ship’s surgeon, and ended up during one voyage shipwrecked in Lilliput, a land where the people are twelve times smaller than in England. In Part II, another voyage takes Gulliver to Brobdingnag, a land where every living being is twelve times larger than in England.  Part III Gulliver visits the islands of Laputa, Balnibarbi, Luggnagg, Glubbdubdribb, and Japan. Laputa, the Flying Island, is an allegory of the court and government of George I. Part IV, Gulliver journeys to the land of the Houyhnhnms, rational horses, and the Yahoos, appallingly irrational humans.}

A TO Z Literary Principles from History of English Literature: Note 48


Short notes on History of English Literature

1.      The style of the Sidney’s pastoral romance, Arcadia is highly “conceited”, full of elaborate analogies balanced parenthetical asides and pathetic fallacies.
2.      Jonson’s comedies are not merely farcical, it is written with a purpose.
3.      Sidney’s pastoral romance Arcadia was famous in its day.
4.      The mariner found in Utopia a far different world from European corruption, crime, waste and war.
5.      Man and Superman is a magnificent philosophical play by Bernard Shaw, described as “A comedy and a philosophy”. 

Analysis of John Keats’ "Ode to the Grecian Urn": Contrasting the Real and the Ideal


"'Beauty is truth, truth beauty,'—that is all
Ye know on earth, and all ye need to know."
John Keats (1795 - 1821)

  • Treatment of Beauty   
  • A Controversial Poem  
  • As a poem Blemished by the Final Didacticism  
Keats, unlike Wordsworth certain man's spiritual uplift in Nature or Shelley's faith in Promethean salvation, was a poet who primarily explored the human predicament the yawning chasm between the real and the ideal , the temporal and the timeless misery and serenity , the decay and eternity . If the poem like Ode to Autumn ,and Ode on Indolence are concerned with the sensuous enjoyment of earthly luxuries , and if Ode on Melancholy deals with beauty ' that must die ' Ode to a Nightingale and Ode to the Grecian Urn are attempts at a resolution of the human dilemma while in ode to a Nightingale the 'forlorn' poet realize the 'deceiving' nature of the Nightingales imaginative world , in the Ode to the Grecian Urn the poet reaches beyond the inherent pessimism to an affirmation of the eternity of artistic creation . Beauty was of the greatest concern to Keats. For he had repeated by emphasizing that he has ' loved the principle of beauty in all things ' and that ' whatever the imagination seizes beauty must be the truth’. It is indeed this concept of beauty in the final and apparently didactic statements ' beauty is truth, truth beauty which it is noteworthy that it is this didactic statement which has led to its being one of the most debated and controversial poems. If for Robert Bridges, these lines redeem an otherwise not very distinguished work for Quilter couch ' they are an uneducated conclusion ' T. S. Eliot would even call it ' a serious blemish on via controversial beautiful poem. But in spite of Eliot's disparagement, a sensitive reading of the poem brings out the fact that the poem has been meticulously organized to reach the conclusion which is also a consummation. 

ANALYSIS OF ANDREW MARVELL'S TO HIS COY MISTRESS


Introduction:  

Marvell, the metaphysical poet, who carried the school of Donne to its zenith, uses all the ingenuous resources to present the carpediem theme of the conquest of time through intense enjoyment. Marvell’s To His Coy Mistress is one of the most eloquent. Although Marvell rides on the theme of the love and time, Marvell is unique in his use of wit and logic, on the one hand and intense emotion and passion on the other. Imagery in poetry refers to the use of various sense impressions from the varied worlds of perception to vivify a particular emotion or theme. The metaphysical poets, Marvell in particular, were renowned for their distinctive use of imagery known as conceits. Conceits are the intense and elaborate parallels which amaze the readers by their ingenuity and appropriateness in spite of the seeming differences. Even Johnson called it the ‘yoking’ of the disparate, a finding of resemblance between things apparently unlike. Celebrated example from Donne include The use of religious ecstasy or a draftsman’s compass to express the intermination of two lovers .Marvell, too uses a succession of kaleidoscopic images to vivify his carpediem theme.

Metaphysical poem Marvell, the metaphysical poet, who carried the ‘school of Donne’ to its zenith, uses all the ingenious resources to present the carpe diem theme of the conquest of time and transience through intense enjoyment. Among the major devices of metaphysical poetry is the use of conceits, the Discordia concords of finding elaborate parallels between things apparently unlike. If Donne uses the conceits of a draftsman’s compass, navigational explorations or a pilgrimage, Marvell uses the equally amazing imagery and conceit of vegetable love, winged chariots, predatory birds and a running sun. A metaphysical poet is invariably dramatic and Marvell is no exception. The dramatic quality is evident in its being an address to a beloved in its abrupt beginning, its conversational tone and its rigorous logic as used in a debate. Metaphysical poets tend to use argumentation and logical sequence to establish their connections even in the realm of love. Even emotion is intellectualized here. The sequence is syllogistic and this is of ideal love is opposed by antithesis of devastation of love by time and finally the synthesis of intense consummation of love. Unlike a Sidney, The metaphysical poets did not idealize love or adulate the beloved. Marvell, too, uses the irony and even mockery to bring the beloved down to the same level as he.

Time and love(carpediem):

  Time and transience, love and its expiry passion and its devastation have been his them is of poetry from yore, the Elizabethan sonneteers like Spenser and Shakespeare being the propagators of the belief that time’s ravages or its destruction of love and the beloved can be conquered through transcendent poetry. Marvell, in contrast to the Elizabethans would refuse to accept poetry as the only redeeming feature just as he would reject the Keatsian stoic resonation and quiescence believes in vibrant human an action. Therefore, he enjoins the lover and the beloved to enjoy the short span of life, of youthful life granted to him, and to use it to its utmost. Intensity must compensate for the brevity. This is none other than the carpediem theme – meaning “siege the day” – begum by Asclepius, a Greek poet, one which has been rendered memorable in Herrick’s brief and memorable lyric to the virgins to make much of time. But while Herrick like Asclepius made a simple plea –“then be not coy, but use your time/ And, while ye may go marry” – Marvell’s is much more elaborate and complex treatment of the theme. Instead of a simple lyric Marvell uses all the ingenious devices of metaphysical poetry to deflate the idealized platonic conception of love with irony, wit and humour and then to present an intense and vivid enjoyment of a sexual love which would be abundant recompense for love’s transience.

WIT or PASSION:

Although Marvell writes on the theme of love and time, a theme which is universally believed to be logical in nature, Marvell is unique in his use of wit and logic on the one hand and intense emotion and passion on the other. The poem comprises a succession of verbal ironies, verbal irony being a mode in which the speaker says something and means exactly the opposite. The entire first stanza of To His Coy Mistress appears to eulogize sexual love, and yet by its vey hyperbole actually ironically subserves the praise. Severally, in the second stanza, the grave might seen a fine place and yet the very next line –“None I think do Their embress” ---- makes the ironic intention obvious. But what is most amazing is that in spite of using such ironic wit, Marvell can sustain emotional intensity. The ardour of his desire the sincerity of his devotion, are never in doubt, and in the climactic third stanza, the emotional intensity reaches its apology. The perfervid lover can even conceive of making the sun stand still, of making the universe immobile for the fruition of their love. Despite the apparent cavalier poise and elegance of poets like locale Herrick and sucking which may make it seen frivolous or superficial, a mere society piece, the rigorous logic, the imagery and perfervid intensity make it a poem much more profound and sincere than those of the cavalier poets.

Imagery and conceit:  

Imagery in poetry refers to the use of various sense impressions from the varied worlds of perception to vivily or particular emotion or theme. The metaphysical poets, Marvellin particular, were renowned for their distinctive use of imagery, known as conceits. Conceits are the intense and elaborate parallels which amaze the reader by their ingenuity and appropriateness in spite of the seeming differences. Even Johnson called it the ‘yoking’ of the disparate, a Discordia concords, a finding of resemblance between things apparently unlike. Celebrated examples from Donne include the use of religious ecstasy or a draftsman’s compass or even a geographical globe to express the inter animation of two lovers. Marvell, too, uses a succession of kaleidoscopic images to vivify his carpe – Diem Theme.

Comparison of GOOD MORROW and COY MISTRESS:  

 The most renowned poems of the two most renowned poems of the two most renowned metaphysical poets reveal the diversity in unity and the unity in diversity of the metaphysical school of poetry. While Donne's the Good Morrow is about the blossoming of love and awakening into a new amorous spirituality, Marvell’s To His Coy Mistress is about the futility of bashfulness and the necessity of physical consummation. While Donne’s poem is more spiritual than physical, though physicality is not excluded altogether, Marvell’s poem is more physical than spiritual, though spirituality is not excluded altogether. Both the poems use the resources of far – fetched imagery or conceits, both involve a dramatic situation in which the lover addresses the beloved and both have abrupt, in Medias beginning. But while Donne never uses irony Marvell’s poem abounds in irony.

Conclusion: -

Thus, Marvell’s carpediem treatment of the theme of love and time not only demolish the effect and effeminate platonic love, but also to render the sexual consummation dramatically vigorous and desirable.  Thus by of the fact that To His Coy Mistress comprises farfetched conceits, a dramatic mode, a seriatim logic and egalitarianism in love, the poem proves one of thee most successful and memorable metaphysical poem.

Key Points:

  1. In his poem "To His Coy Mistress," Andrew Marvell explores the themes of time and desire.
  2. The poem is addressed to a coy mistress who is reluctant to give in to the poet's advances.
  3. The poet argues that time is fleeting and that they should seize the day and enjoy their love.
  4. The poem is acarpe diem poem, which means "seize the day."
  5. It is a meditation on the nature of time and the importance of living in the present moment.
  6. The poem is full of vivid imagery and metaphors, such as the comparison of the mistress's beauty to a ripe peach that is about to fall from the tree.
  7. The poem is also full of wit and humor, such as the line "Had we but world enough and time."
  8. The poem is a masterpiece of seventeenth-century poetry, and it continues to be read and enjoyed by readers today.
ref:

Full text of “Poems of Andrew Marvell : printed from the unique copy in the British Museum, with some other poems by him.” (n.d.). Full Text of “Poems of Andrew Marvell : Printed From the Unique Copy in the British Museum, With Some Other Poems by Him.” https://archive.org/stream/poemsofandrewma00marv/poemsofandrewma00marv_djvu.txt

Tips for College Service Commission Interview


Colleges (College Service Commission) require a personal interview with the students to meet with members of the admissions and faculty staff.   Interviews with   the admissions and faculty officer   further evaluate the applicant’s strengths. In addition, they offer the applicant an opportunity to answer questions about the knowledge base and to demonstrate personal communication skills.

The West Bengal College Service Commission
Before making a decision about what questions to attend, most applicants find it useful to visit books after books. In fact, most colleges and universities arrange such interviews and encourage prospective students to get an idea of the style of life and learning at the particular institution.


So, The College service interview is no Q & A but better communications. So, here I give you few tips:

      👉  Be controlled even being nervous. Be upbeat and positive. Never be negative.
  👉Reread your best learned topics.
  👉Motivate the interviewers towards your playing ground.
  👉 Introduce your qualifications, good work habits, works, PhD, MPhil etc.
  👉Your weaknesses can be strength if you plainly admit it.
  👉Give a powerful teaching on your chosen subject. During teaching, treat interviewers as your students.
  👉Do your research. Learn about the College Service Commission and the position you are interviewing for.
  👉Be prepared to answer questions about your experience and qualifications. Be able to articulate why you are interested in the position and what you can contribute to the College Service Commission.
  👉Be confident and enthusiastic. Show the interviewer that you are excited about the opportunity to serve the college community.
  👉Dress professionally. First impressions matter, so make sure you dress appropriately for the interview.
  👉Be on time. Punctuality is important, so make sure you arrive for the interview on time.
  👉Be polite and respectful. Thank the interviewer for their time and consideration at the end of the interview.
  👉Be prepared to answer questions about your leadership skills and experience.
  👉Be able to discuss your vision for the College Service Commission and how you would contribute to its success.
  👉Be positive and upbeat, and show the interviewer that you are passionate about serving the college community.
  👉Practice your answers to common interview questions ahead of time.
  👉Relax and be yourself. The interviewer wants to get to know the real you, so don't try to be someone you're not.
Good Luck!                                      

Ardhendu De

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