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142THE BASIC PERIODS OF AMERICAN LITERATURE Mustafayeva M.A.
Mustafayeva Mavlyuda Anvarovna - teacher of English language, DEPARTMENT OF FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA CITY, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the basic periods of American literature, its foundation, famous writers and their best works.
Keywords: rebellion, literary scholars, Transcendentalism, self-awareness.
Like other national literatures, American literature was shaped by the history of the country that produced it. For almost a century and a half, America was merely a group of colonies scattered along the eastern seaboard of the North American literature is the literature written or produced in the area of the United States and its preceding colonies. During its early history, America was a series of British colonies on the eastern coast of the present-day United States [1, P. 45].
American Literature does not easily lend itself to classification by time period. Given the size of the United States and its varied population, there are often several literary movements happening at the same time. However, this hasn't stopped literary scholars from attempting. Here are some of the most commonly agreed upon periods of American literature from the colonial period to the present.
THE COLONIAL PERIOD (1607 - 1775). This period encompasses the founding of Jamestown up to the Revolutionary War. The majority of writings were historical, practical, or religious in nature. Some writers not to miss from this period include Mather, William Bradford, Anne Bradstreet, and John Winthrop. The first Slave Narrative, a Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man, was published in Boston in 1760.
THE REVOLUTIONARY AGE (1765 - 1790). Beginning a decade before the Revolutionary War and ending about 25 years later, this period includes the writings of Thomas Jefferson, Thomas Paine, James Madison and Alexander Hamilton. Important works include the "Declaration of Independence," The Federalist Papers and the poetry of Joel Barlow and Philip Freneau.
THE EARLY NATIONAL PERIOD (1775 - 1828). This era in American Literature is responsible for notable first works, such as the first American comedy written for the stage (The Contrast by Royall Tyler, 1787) and the first American Novel (The Power of Sympathy by William Hill, 1789). Washington Irving, James Fenimore Cooper and Charles Brockden Brown are credited with creating distinctly American fiction, while Edgar Allan Poe and William Cullen Bryant began writing poetry that was markedly different from that of the English tradition [2, p. 35].
THE AMERICAN RENAISSANCE (1828 - 1865). Also known as the Romantic Period in America and the Age of Transcendentalism, this period is commonly accepted to be the greatest of American Literature. Major writers include Walt Whitman, Edgar Allan Poe and Herman Melville. Emerson, Thoreau and Margaret Fuller are credited with shaping the literature and ideals of many later writers. The years 1853 and 1859 brought the first African-American novels (Clotel and Our Nig).
THE REALISTIC PERIOD (1865 - 1900). Certain romantic notions of the American Renaissance are replaced by realistic descriptions of American life, such as those represented in the works of William Dean Howells, Henry James and Mark Twain. This period also gave rise to regional writing, such as the works of Kate Chopin, Freeman and George W. Cable. In addition to Walt Whitman, another master poet, Emily Dickinson, appeared at this time.
THE NATURALIST PERIOD (1900 - 1914). This relatively short period is defined by its insistence on recreating life as life really is, even more so than the realists had been doing in the decades before. American Naturalist writers such as Frank Norris, Theodore Dreiser and Jack London created some of the most powerfully raw novels in American literary history. Edith Wharton wrote some of her most beloved classics, such as The Custom of the Country (1913), Ethan Frome (1911) and House of Mirth (1905) during this time period.
THE MODERN PERIOD (1914 - 1939). After the American Renaissance, the Modern Period is the second most influential and artistically rich age of American writing. Its major writers include such powerhouse poets as E.E. Cummings, Robert Frost, Ezra Pound, William Carlos Williams, Carl Sandburg, T.S. Eliot, Wallace Stevens and Edna St. Vincent Millay. Novelists and other prose writers of the time include F. John Steinbeck, Ernest Hemingway, William Faulkner, Gertrude Stein, Sinclair Lewis, Thomas Wolfe and Sherwood Anderson.
THE BEAT GENERATION (1944 - 1962). Beat writers, such as Jack Kerouac and Allen Ginsberg, were devoted to anti-traditional literature, in poetry and prose, and anti-establishment
politics. William S. Burroughs and Henry Miller are two writers whose works faced censorship challenges and who, along with other writers of the time, inspired the counterculture movements of the next two decades.
THE CONTEMPORARY PERIOD (1939 - PRESENT). After World War II, American literature becomes broad and varied in terms of theme, mode, and purpose. Currently, there is little consensus as to how to go about classifying the last 80 years into periods or movements - more time must pass, perhaps, before scholars can make these determinations. That being said, there are a number of important writers since 1939 whose works may already be considered "classic" and who are likely to become canonized [3].
References
1. Gray Richard. A History of American Literature. Blackwell, 2004.
2. Schweitzer Ivy. "Review." Early American Literature. 23.2: (1988) 221-225. JSTOR. Web. 1. March, 2010.
3. A Brief Overview of American Literary Periods, from the Colonial to the Contemporary by Adam Burgess Updated February 23, 2017.
ADAPTATION OF AUTHENTIC MATERIAL Fayazova D.S.
Fayazova Dilfuza Sadullayevna - teacher of English language, DEPARTMENT OF FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA CITY, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with finding information about how to improve students' integrated skills, analyzing some approaches and methods by applying them in classes. Keywords: communicative trend, authentic, grammatical, supplementary.
Valdeon suggests that "once we have tried to establish a new classification of the material used in the teaching of English, or any other languages for the matter", we should "focus on authentic material and the various processes that it can undergo to be adapted to suit the needs of our students". [1. P, 234] That adaptation of given material responds to the need of individualizing it to focus on one or various aspects of the language. However, some authors, focusing their attention on the communicative trend, have rejected any alteration to the authentic material, without considering that the priorities of teachers and students may vary and change.
As a consequence, there are some relevant reasons why we might decide to adapt some material before using it in the classroom:
• Grammar points included in the material are not clear enough or do not correspond to the level of our class.
• The text includes a number of examples of structures which have been studied in class, but we might find it helpful to supply the original text with further examples.
• We might decide to avoid certain grammatical points altogether if we are more interested in the material as a starting point for a debate or to introduce new vocabulary.
• Too much emphasis on the communicative aspect of the material, not allowing the students to understand the message. We might start by presenting some grammatical structures.
• The vocabulary included is too complex or there are too many unknown words.
• The text might be appealing, but it could be too easy. We need to use supplementary material to introduce new language points.
• The text is too difficult. So, we might delete certain parts, although we must make sure that the main ideas remain and the students can follow it easily. MABC & LLG 4Authentic written materials
• Some texts are too formal, and the students are not likely to read them or use them.
• If the material is to be used as part of an exam, we should adapt it to suit the expected them to reach.
• The text might offend our students.
