The study attempts to examine the concept of hegemonic masculinity in Tayeb Salih's Season of Migration to the North (1966) and Chinua Achebe’s Things Fall Apart (1958). To achieve that it deals with two concerns. First, it tackles the process of development of masculinity attempting to identify hegemonic masculinity among other stages within this process.  Secondly, it investigates hegemonic masculinity as a concept occasionally occurs in popular African fiction with emphasis placed on its presence in Salih's Season of Migration to the North and Achebe’s Things Fall Apart. The research concludes with a recommendation to focus more research efforts on literature that deals with hypermasculinity, the stage succeeding hegemonic masculinity, as it needs immediate consideration due to its critical impact on contemporary world and audience.HEGEMONI MASKULINITAS DALAM NOVEL-NOVEL ARCHETYPAL AFRICANPenelitian yang bertujuan untuk mengkaji konsep mengenai hegemoni maskulinitas di Tayeb Salih’s Season of Migration to The North (1996) dan Chinua Achebe’s Things Fall Apart (1958) ini berfokus pada dua hal. Pertama, mengkaji proses perkembangan maskulinitas untuk mengidentifikasi hegemoni maskulinitas. Kedua, menginvestigasi hegemoni maskulinitas sebagai sebuah konsep yang selalu muncul dalam karya-karya fiksi afrika dengan penekanan pada Salih’s Season of Migration to The North and Achebe’s Things Fall Apart. Penelitian ini memberikan simpulan dan rekomendasi pada fokus penelitian selanjutnya yang berkaitan dengan hipermaskulinitas, seperti suksesnya hegemoni maskulinitas yang perlu dipertimbangkan penelitiannya karena dampak yang kritis dari dunia dan audiens saat ini.

Purpose of the study: This study investigates the relevance of the aesthetic values to the cognitive values in the poetry of the Anglo-Irish poet Seamus Heaney 1939-2013. It examines “The Tollund Man,” “Servant Boy,” “Gifts of Rain” and “Limbo” from his poetry collection Wintering Out (1972), and focuses on their treatment of rebirth imagery and archetypes aiming to address their aesthetic and conceptual features. Methodology: The study approaches the poetry of Seamus Heaney using Northrop Frye’s critical archetypal approach to literature. It is based on examining the mythical aspects and archetypes of the literary text as a way to highlight its value, whether the aesthetic which is concerned with the artistic side of literature or the cognitive which is related to its epistemological value. Main Findings: The study concludes with the assumption that Heaney’s poetry, which is part of the modern poetic tradition, occasionally resorts to mythology as a way of intensifying its both aesthetic and cognitive values. The reason lies in the beauty mythology adds to the poetic creation, and the focus it sheds on the thematic features of the work. Applications of this study: This study proposes a creative-critical model that can help the scholars of literature, particularly those who study the cognitive value of literature and the literary archetypal theory to employ while dealing with literary texts that utilize mythical archetypes so as to distinguish their aesthetic and cognitive features. Novelty/Originality of this study: This study proposes an application of Frye’s theories to Heaney’s poetry which former scholarship on Heaney, and to the best of my knowledge, hasn’t examined. Besides, Frye’s archetypal theory is applied in a creative way seeking to examine the mythical aspects of Heaney’s poetry aiming to emphasize aspects that are not only cognitive and thematic but also cultural and aesthetic.

Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners’ communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning.

The term creative is based on the inventive powers the mind possesses. These powers are the source of imagination which is a main feature required for poetry composition. One of the major literary movements that placed an early emphasis on the powers of imagination is Romanticism. William Wordsworth regards imagination as one of the essential qualities the poet should have and employ in the process of creating poetry. Versification is among the higher forms of creative writing as it requires particular sense of rhyme and meter. However creative writing from a romantic perspective is centered on the figure of the poet as a creator who owns distinguished imaginative powers and techniques beside the skills of verse composition. Nature in the romantic tradition is deemed a major source from which the poet fills his reservoir of imagination needed to write poetry. Against this background, the study of creative writing from a romantic viewpoint should be based on the examination of the concept of the creation of the poet. This paper therefore aims to investigate the romantic conception of creative writing as an activity leading to an inventive production owned by a creator who has already passed a process through which he himself is created as a talented poet.