This essay surveys the history of racial mixing and its (counter) discourses in modern America. The creation of American modernity was a highly racialized project. Since the 1896 Plessy v. Ferguson case, white mainstream society's efforts to build and maintain a “modern” America determined by race were diverse, tenacious, and pernicious. The legal, extralegal and discursive devices that white supremacists invoked in order to police racial boundaries are easily enumerated: lynching, the miscegenation taboo, anti-miscegenation laws, anti-immigration laws, the one-drop rule, and so on. Exploring the combined sexualization and racialization of African American people in American modern history, this essay first considers the “miscegenation taboo” as a major ideological vehicle in establishing and enhancing the white male privilege. I also examine its counter discourse advanced by W. E. B. Du Bois and address his masculinist bias. No writer has explored the complicity of racism and American modernity as clearly as Du Bois. Focusing on the short story, “Of the Coming of John,” Du Bois's first “martyr tale,” this essay interrogates his desire for male privilege embedded in the story's anti-racist politics. In doing so, my essay concludes that both “miscegenation taboo” and its counter discourse enact traditional gender hierarchy.

The aim of this paper is to discover images of nature and its transformation in the nineteenth century American literature through Ralph Waldo Emerson's “Nature,” Mark Twain's Huckleberry Finn and Stephen Crane's The Red Badge of Courage. The early American settlers considered nature as an object to overcome and exploit for better humanity before the late eighteenth-century, which was the time for American writers and poets to begin expressing their emotions and sentiments in their poetry and novels. Indeed, American literature granted high regards and meanings on nature and the early nineteenth century may be considered as the renaissance period of American literature using nature as one of the main themes. Crane is indifferent, confrontational, and separated from nature rather than comforting humans in the dismal artificial environment of war, slaughter and death committed by humans. He does not overlook this side of nature, but conveys the situation to the reader as if it were the subjects of the photographs taken with the camera. The separation between man and nature that Crane accused not only exists in the American novels of the nineteenth and twentieth centuries, but also dominates the consciousness of humans living in cities that are inherited in reality.

This study examines that Alexandra, the protagonist of Willa Cather's O Pioneers!, practices care for the maintenance and development of her community in the tough settlement of Nebraska. In other words, it looks at the story of her success in communicating and sharing through food and land ethics within the community. She always respects nature and explores land with her own care ethics even when people in the community leave during the harsh times. At the same time, she values the social relationships and ties of the community surrounding her and carries out practical care for those who are marginalized. So, her care can definitely add newness to the limitations that the existing analysis of this work has focused on the development of her land and the realization of her identity. In this work, her care is meaningful in that it stresses both the harmony of the community and the love for people, and further her egocentric values are excluded. Moreover, she also resonates with modern readers, who wrest a living from an era of crisis and disaster by inspiring the value of care with her authentic love for caring for humans. This enhances the value of this work by contributing to the desirable solidarity and justice of the community members and realizes the true value of betweenness, trust, and cooperation for care.

This study aims to investigate how Keats's “Negative Capability” affected Keats's anxiety over his identity and shaped his concept of a poet-healer's role. I try to focus on receptive sympathy ability, rather than the submission of the self and the extinction of identity, in the Negative Capability theory. Keats saw poetry as a potentially healing agent and a poet as a type of healer to humankind after he agonized over his own difficult problems and the sufferings of the world. He gave up the practice of medicine for poetry shortly after he gained licensure as an apothecary. However, he continued to see the poet and the medical worker as related. His medical experience helped to shape his concept of the poet's role as a healer.
Apollo the god embodied the hope of healing by sympathetic power in Hyperion. However, Keats couldn't finish the poem because of the limited capacity of a god-hero to experience the suffering of humans. He was forced to find an alternative hero in the poet-healer of The Fall of Hyperion and expressed the role of a poet as a sage, a humanist, a physician to all men. Keats was able to reach deeper sympathy in uncertainty and extend the role of sympathy and healing into a poet as well as a physician through his private medical experience.

Margaret Atwood's The Blind Assassin is an intricately designed literary puzzle featuring the elderly memoirist Iris Chase Griffen, who is a master storyteller and illusionist. This novel pays attention to the oppression of women in a patriarchal system and women's cultural blindness. The most important event in her memoir is the suicide of her sister, Laura, who represents the victim of the violence of self-identity. In this paper, my aim is to examine how the violence of self-identity causes the other's death, as well as why the acceptance of hospitality is necessary to focus on the concept of hospitality within Levinas and Derrida. To clarify, the other is an object that we should give unconditional hospitality. Unconditional hospitality signifies hospitality receiving the other, without controlling him/her in the institution. However, the other could appear simultaneously as a good neighbor and enemy, since this hospitality does not contain any constraints. Referring to the Levinasian concept of this, it is the state of aporia. Nevertheless, hospitality is not a matter of choice, but a prerequisite for the human condition that one must face. Therefore, what Atwood emphasized is that only stopping violence of self-identity along with accepting the other leads to the ultimate truth and salvation.

The ultimate goal of this paper is to provide an empirical analysis of the adult subjects' acquisition of the c-command condition. A major point to note is that the L2 learners looked for similarities between Korean binding and English binding. The results from the adult subjects suggest that the L2 learners may not entertain Chomsky's UG theory that learners have complete access to Universal Grammar. A further point to note is that the L2 learners have difficulty acquiring the c-command condition due to markedness. The results from the adult subject' responses show that the markedness of L2 impedes L2 learning. With respect to the order of binding, the L2 learners acquired condition B before condition A. Finally, the key findings of our research are that the c-command condition which appears in the embedded sentence was first acquired by the L2 learners, followed by the c-command condition which occurs in the genitive NP, the c-command condition which appears in the conjunct sentence, the c-command condition which occurs in two separate sentences, the c-command condition which appears in the sentence involving wh-movement, and the c-command condition which occurs in topicalization, in that order.

This paper aims to provide a new account for the derivation of relative clauses. Under the traditional framework, relative clauses are the result of two major operations: base-generation and movement of a relative pronoun and merge of an antecedent DP with the relative clausal CP. This study reveals that this line of approach is vulnerable to issues such as the number checking of the relative CP-internal verb and co-indexing of anaphors. This study also shows that the above two issues cannot be accounted for without the violation of PIC and Binding Principle A. As discussed in the paper, a nominative relative pronoun which is based-generated cannot check the number feature of a relative CP-internal verb and co-index with anaphors. To address these issues, this study proposes that a relative clause is derived by the movement of the antecedent. This study also argues that the antecedent which moves to the edge of the relative clause after its base-generation, checks the number feature of the relative CP's internal verb and co-indexes with anaphors consecutively. Lastly, from German data, this study suggests that the antecedent receive Case from the matrix clause, not from any constituent of the relative clause in English.

Middle English (ME) The Story of Genesis and Exodus (Genesis and Exodus), an anonymous early English song, edited by Richard Morris (1865), is said to have been written in A.D. 1250. The story― or the very long narrative poem, contains many examples of the historical present (HP) or the simple present tense (SP). Through the analysis of SP and HP examples in ME in Genesis and Exodus, I have found that SP can be categorized into two types: First, SP is used to express “eternal truth” in that Adam and Eve (man and woman, humankind), representing man and woman, are clothed, and their shame is also hidden by God's clothes of sheepskin, later of righteousness, and become acquainted with sorrow, care, evil and death. Adam and Eve hope to be brought back into Paradise by the sacrifice and redemption of God's Son. Second, I have also found the usage of SP as HP to give enlightened vividness in Genesis, which describes, e.g., the situation of the event of the Old Testament Genesis, in which Joseph tests the brotherhood of his brothers by falsely accusing his youngest brother of thievery, describing the event as if it were present, giving vividness, urgency, and immediacy. It is the same case with Exodus.

The purpose of this paper is to find out how students understand and use synonymous relations. To this end, a survey was conducted and the results are as follows. According to the survey, students were learning in the order of understanding and acquiring in homonymy, synonymy, polysemy, antonymy, hypernym & hyponym. On the other hand, it was found that the degree of using of students who are familiar with synonymous relations was as follows. The reason students use the vocabulary of synonymous relations is that, first, it is to communicate well with each other. Second, it was to learn through synonyms. In fact, in learning English vocabulary, it is natural to be effective if you learn from words that are synonymous. Third is to express synonyms with a vocabulary that is not used by others, with the idea that they should look something. Fourth, it will be said that the help of learning and understanding history through synonyms is the result of proving that it is a learning method suitable for the convergence era. In the future, it will be more complicated in understanding and using the synonymous relations. However, it is clear that a situation in which more Korean, foreign languages, Chinese character, and English will be mixed will come sooner. Because the world is called a global village and is within the daily life zone, this phenomenon will accelerate.

The purpose of this study is to examine the effectiveness of using movies in the English for Academic Purposes (EAP) classroom to teach theological doctrines in a course called Faith & Film. The study proposes that the majority of students entering a global program are not prepared for the dense prose of content courses, and that alternative or supplemental forms of instruction are required to aid comprehension of course material. During a 15-week experimental period (three hours per week), 40 university students participated in the study that utilized the New Teacher Center (NTC) reading strategies as the pedagogical basis for the use of movies to teach the theological doctrines. Using both quantitative (survey questionnaire) and qualitative (reflection essays) methods, the study concludes that movies are a useful and beneficial resource to teach theology in the EAP classroom. The study provides suggestions on the NTC's reading comprehension strategies in conducting lectures and also asserts that the use of movies contributes to the construction of in-depth knowledge and thinking skills, the expansion of opportunities for interaction, the development of historical, theological and philosophical awareness as well as increasing student interest, enjoyment, and satisfaction of the course.