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Indian English literature (IEL) refers to the body of work English writers in India. It all started in the summers of 1608 when Emperor Jahangir, in the courts of Moguls, welcomed Captain William Hawkins, Commander of British Naval Expedition Hector. It was India’s first tryst with an Englishman and English. Jahangir later allowed Britain to open a permanent port and factory on the special request of King James IV that was conveyed by his ambassador Sir Thomas Roe. English people stay there.

The native and co-native language of these writers could be one of the numerous languages of India. Indian English literature is an endeavor of showcasing the rare gems of Indian writing in English. From being a curious native explosion, English in India has become a new form of Indian culture, and voice in which India can speak.

The Indian authors such as poets, novelists, essayists, dramatists have now been making significant contributions to world literature since the pre-Independence era, the past few years have seen a massive flourishing of Indian English writing in the international market. After writing in English Indian authors soaring on the best seller’s list and also receiving critical acclaim.

There are many names that contribute in the Indian literature to move it on the top. Some of the important names are Mulakh Raj Anand, R. K. Narayan, Anita Desai, Toru Dutt, Salman Rushdie, Vikram Seth, Allan Sealy, Amitav Ghosh, Jhumpa Lahiri, Chitra Banerjee, Divakaruni, Arundhati Roy, Vikram Chandra all of these came in the parade of fine Indian writers.

India was under the British rule but English was adopted by the Indians as a language of knowledge, education and literary expression behind with an important means of communication among various people of different religions.

I have a confession to make.  I can only remember reading two pieces of literature during my high school years: The Scarlet Letter, and War and Peace. My fellow students and I did not read Shakespeare or Keats. We did not study Tennessee Williams or F. Scott Fitzgerald.  We did not debate the ethical implications of Lord of the Flies.  No, in my high school English program we learned to write – well.

As an English teacher, I’m all for the study of literature; it contributes to a well-rounded education. My concern is that the emphasis on literature instruction is seriously encroaching upon consistent writing instruction in today’s schools. The outcome of this shift in emphasis is that many secondary students are not learning how to write well.

I saw this trend while studying for my master’s degree in secondary education. I spent more than one hundred hours observing in classrooms and interviewing teachers from various schools and districts, both public and private. Every school in I visited was using a literature-based Language Arts curriculum. Teachers I interviewed admitted that they spent very little, if any, time on such mundane subjects as grammar, word economy or sentence structure.

This failure to emphasize the writing process in secondary schools seems counter-productive. In the public school system, teachers continually talk about “teaching to the test.” They are referring to the state-mandated basic skills test students must pass order to graduate from high school.

These tests ask students to demonstrate knowledge of writing mechanics, grammar, form and punctuation. Many also request demonstration of a student’s ability to write a five-paragraph essay. These tests, however, do not require demonstration of the knowledge of literature.

I began to ask students what knowledge they had to demonstrate on other tests they took, such as the SAT, ACT, AP, Compass and so forth. Only the Literature AP test asks literature questions, and a very small handful of students take it.

This begs a question. If schools are compelled to teach to the test, and if the tests do not require knowledge of classic literature, why are schools making literature the centerpiece of the language arts curriculum?

If preparing students for standardized tests were the only objective in teaching, the literature conundrum would not be terribly dire. But, a curriculum heavily weighted with literature does not prepare our students for success in a career, either.

Recently my husband was engaged in the job search process. I sometimes reviewed job posting with him. The vast majority of job listings listed excellent writing skills as a requirement for employment. It would border on facetiousness to point out that no job descriptions listed knowledge of literature as a prerequisite to getting hired.

It is true that many schools have adopted a writing program that teaches the structure of a five-paragraph essay. The upside of these writing programs is that they tackle the arch-nemesis of the writing process: organization of material. Teaching students how to create a thesis statement and three main points is indispensible training.

The down side of these programs is that they do not teach students to write multi-page essays, letters, commentaries, dialog and all the writing forms that will be required of them in college and in the work place. Nor do these programs teach the basics of grammar, spelling, writing mechanics, sentence structure, style and form – the basics that will be on every standardized test.

Writing is a complex, multi-step operation. Few people can learn the process unless they receive intentional instruction in every facet. That instruction must begin in kindergarten and continue through high school. We owe it to our children to bring the emphasis back to the art of writing. The literature can wait.

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Your company’s literature is more than just a set of informative words on paper – it’s a first impression for potential customers. So why wouldn’t you display it with the same level of quality and prominence that you would write it?

With company services, beliefs and an overall image often resting on company literature, it makes sense to display it with pride and thoughtful presentation. But there are a few things to take into account when searching for your company’s literature display. You should first consider the style, size and variation of your literature forms. If they’re wide and short, for example, you’d choose a different display than if the forms were wide and tall. Moreover, you’ll need to consider the amount of literature you want to have in print and on display at any given time, as well as any variations in literature. If, for instance, you have five different brochures for five different company services, you can opt for a tiered brochure display. That way, current or potential clients can easily and conveniently gain access to valuable information on your company and services.

Secondly, where would you like put your display? If you’d like it to be on your lobby’s front desk, for instance, you’ll likely want to go for something simple and non-obstructive. But if you plan to put your displays on either side of a room, you’ll want to ensure they’re larger and more eye-catching so that customers don’t pass them by.

Finally, you’ll want to choose a display which reflects your company’s style. If, for instance, your company wants to exude a contemporary image, you can choose to display your literature in a modern, high-quality metal display with original tabs. However, if you want to advertise yourself as a ‘one-stop-shop’ type of company, you can display your literature on a range of products and services in a single, high-capacity clear tiered case. Ultimately, whether you opt for a wide, long, clear, tiered or a simple and innovative display for your literature, you can rest assured that you’re effectively promoting your company’s leading attributes, as well as creating a good first impression for clients.

If you’re looking for a distinctive display to match the unique content of your company’s literature, you’ll find a range of UK display manufacturers, like Displaysense Ltd, which can provide a comprehensive set of leaflet stands, brochure displays, literature dispensers, catalogue racks, business card holders and digital display frames. So present your company’s literature – and leading attributes – with a fitting display today; because literature with no display is literature with hindered effect.