Sunday 27 June 2021

LITERATURE REVIEW

A literature review is a text of a scholarly paper, which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic. 

Literature reviews are secondary sources, and do not report new or original experimental work.

A literature review can be a precursor in the introduction of a research paper, or it can be an entire paper in itself, often the first stage of large research projects, allowing the supervisor to ascertain that the student is on the correct path. 

A literature review is a critical and in-depth evaluation of previous research. It is a summary and synopsis of a particular area of research, allowing anybody reading the paper to establish why you are pursuing this particular research program.

A good literature review expands upon the reasons behind selecting a particular research question.

A literature review goes beyond the search for information and includes the identification and articulation of relationships between the literature and your field of research.

While the form of the literature review may vary with different types of studies, the basic purposes remain constant:

- Provide a context for the research

- Justify the research

- Ensure the research hasn't been done before (or that it is not just a "replication study")

- Show where the research fits into the existing body of knowledge

- Enable the researcher to learn from previous theory on the subject

- Illustrate how the subject has been studied previously

- Highlight flaws in previous research

- Outline gaps in previous research

- Show that the work is adding to the understanding and knowledge of the field

- Help refine, refocus or even change the topic


A literature review has four main objectives:

- It surveys the literature in your chosen area of study

- It synthesises the information in that literature into a summary

- It critically analyses the information gathered by identifying gaps in current knowledge; by showing limitations of theories and points of view; and by formulating areas for further research and reviewing areas of

Controversy.

- It presents the literature in an organized way

 

A literature review shows your readers that you have an in-depth grasp of your subject; and that you understand where your own research fits into and adds to an existing body of agreed knowledge.

 

Here’s another way of describing those four main tasks. A literature review:

- demonstrates a familiarity with a body of knowledge and establishes the credibility of your work.

- summarizes prior research and says how your project is linked to it.

- integrates and summarizes what is known about a subject.

- demonstrates that you have learnt from others and that your research is a starting point for new ideas.

 

Steps for Conducting a Lit Review 

1. Choose a topic. Define your research question: Your literature review should be guided by a central research question. Remember, it is not a collection of loosely related studies in a field but instead represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

- Make sure your research question is not too broad or too narrow.

- Is it manageable? Begin writing down terms that are related to your question.

- These will be useful for searches later.

- If you have the opportunity, discuss your topic with your professor.

2. Decide on the scope of your review: How many studies do you need to look at? How comprehensive should it be? How many years should it cover?

- This may depend on your assignment.

- How many sources does the assignment require?

3. Select the databases you will use to conduct your searches: Make a list of the databases you will search.

Remember to include comprehensive databases such as WorldCat and Dissertations & Theses if you need to.

Tips: Look at the Library's research guides in your discipline to select discipline-specific databases. Don't forget to look at books! Make an appointment with or contact your subject librarian to make sure you aren't missing major databases.

4. Conduct your searches and find the literature: Keep track of your searches:

- Review the abstracts of research studies carefully. This will save you time.

- Write down the searches you conduct in each database so that you may duplicate them if you need to later (or avoid dead-end searches that you'd forgotten you'd already tried).

- Use the bibliographies and references of research studies you find to locate others.

- Ask your professor or a scholar in the field if you are missing any key works in the field.

- Use RefWorks to keep track of your research citations.

5. Review the literature: Some questions to help you analyze the research: What was the research question of the study you are reviewing? What were the authors trying to discover? Was the research funded by a source that could influence the findings? What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions. Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise? If there are conflicting studies, why do you think that is? How are the authors viewed in the field? Has this study been cited? if so, how has it been analyzed?

- Again, review the abstracts carefully.

- Keep careful notes so that you may track your thought processes during the research process.

Tuesday 15 June 2021

SPECIFIC LEARNING DISABILITY IN WRITING (DYSGRAPHIA)

Written language is the highest and most complex type of communication. In the hierarchy of the development of language skills, it is the last to be learned.

The complexity of written expression can eb attributed to the various related abilities and skills it requires such as

-      Auditory – visual – motor coordination

-      Adequate oral language skills

-      Knowledge of rules of written usage

-      Ability to develop ideas, etc.

Despite its complexity, the importance of written expression cannot be denied for the following reasons:

-      Writings allow the relay of information and have given us links to the past.

-      Effective writings of great men and women have influenced society.

-      Writings of others help us to improve our own ability to express our thoughts.

-      Some people may express themselves better by writing. Writing can be therapeutic.

-      Writings leave lasting impressions.

-      For students, writing is indispensable for most subjects.

-      The need to write can only be reduced but not eliminated.

Components of writing

-      Handwriting

-      Spellings

-      Mechanics

-      Usage

-      Ideation

 

DSM 4 criteria for disorder of written expression

a.   Writing skills as measured by individually administered standardized tests (or functional assessments of writing skills), are substantially below those expected given the individual’s chronological age, measured intelligence and age-appropriate education (criterion A)

b.   The disturbance in criterial A significantly interferes with academic achievement or activities of daily living that require the composition of written texts (e.g., writing grammatically correct sentences and organized paragraphs).

c.   If a sensory deficit is present, the difficulties in writing skills are in excess of those usually associated with it.

 

Symptoms

Students who have difficulties in written expression usually show the following characteristics:

-      Discrepancy between verbal and writing skills.

-      Saying words out loud while writing.

-      Tend to dislike coloring, drawing, printing readiness activities.

-      Broad range of avoidance behaviors around paper-pencil activities.

-      Tendency to copy extremely slowly from the board.

-      Difficulty in improving their work.

-      Often labelled as ‘lazy’ with comments like ‘does not complete his work in class’.

-      Difficulty with syntax structure and grammar.

-      Illegible handwriting.

-      Unusual pencil grip.

-      Inconsistent positioning on page.

-      Inconsistent spaces between words and letters.

-      Slow or labored copying or writing – even if it is neat and legible.

-      Tiring quickly.

-      Inconsistencies in letters: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters.

-      Random or non-existent punctuation.

-      Difficulty in maths when it becomes written.

-      Occasionally have general organizational difficulties.

-      Spelling errors – same word spelled differently, reversals, phonic approximations, unfinished or omitted letters or syllables, difficulty with phone-grapheme correspondence, difficulty with sight words.

-      Reversals of numbers.

-      Confusion about similarly formed letters e.g., w and u or letters and numbers e.g., 2 and z.

-      Pain in hand and body while writing.

Often one parent has had similar difficulties.

Stress, frustration, action out behaviors and withdrawal are common problems often associated with dysgraphia.

 

Strategies to help a person with difficulties in written expression to achieve success:

-      Accommodations: providing alternatives to writing expression.

-      Modifications: changing expectations or tasks to minimize or avoid the area of weakness.

-      Remediation: providing instruction for improving handwriting and writing skills.

Strategies for graphomotor or handwriting difficulties:

-      Kinesthetic pattern or feel of letters.

-      Writing instrument that is most comfortable.

-      Typing (keyboarding) skills.

-      Use of cursive or manuscript, whichever is most legible.

-      Alphabet lines at corner of desk.

-      Paper with the raised lines for primary students.

-      Line width of students’ choice.

-      Graph paper for math, or lined paper turned sideways.

-      If a student becomes fatigued have them try the following:

Shake hands fast, but not violently.

Rub hands together and focus on the feeling of warmth.

Rub hands on some mild texture in circles.

Use the thumb of the dominant hand to click the top of a ballpoint pen while holding it in the hand. Repeat using the index finger.

Sitting position, paper placement, pencil grip.

Writing readiness activities such as scribbling, chalkboard activities. Variety of material for writing practice e.g., sand tray, finger painting.

Find motor activities e.g., picking tiny objects, molding play dough, stringing spools, finger Olympics, using tweezers, stencils, tracing with reducing cues, coloring and drawing within lines, verbal cues, letters to words to sentences.

 

Strategies for spelling difficulties

Phonological awareness (Consonants, vowels – including double vowels, blends, digraphs, position of phoneme in word, segmenting speech sounds, segmenting syllables)

Word families e.g., silent ‘e’ words

Spelling rules e.g., If a word ends in one vowel and one consonant, the last consonant should be doubled before adding ‘ed’, ‘ing’, e.g., hopped, hopping (double ‘p’) but rest – rested, resting, (no double ‘t’ because there are two consonants in the end).

Keywords to form a group e.g., ‘air’ (keyword) – pair, chair, airplane.

Sight words may be taught separately.

Multisensory methods

 

Fitzgerald (1955) – Meaning and pronunciation – imagery – recall – writing – mastery.

Fernald method – Students select word – teacher writes and says word – students trace saying it several times, write it while saying it – write from memory – if incorrect tracing repeated, if correct goes into box – later stages all steps not needed.

Personal spelling book

Spell check

‘Test – study – test; versus ‘study – test’

 

Strategies to improve written content

Abundant input – through reading, listening, discussions, observations, experiences.

Dictation of ideas into a tape recorder and listening and writing them down later.

Talking aloud while writing.

Topics of students’ choice.

Provision of written outlines,

Mind map

Graphic organizer.

Students may draw a picture of a thought for each paragraph.

Sense of audience.

Language for thinking – grammar, figures of speech, idioms, direct/indirect speech, active/passive voice, transformation of sentences, use of thesaurus.

Ideation e.g., continue a story, interpret a picture / sounds, providing alternatives.

 

Some more strategies:

Provision of information such as teacher prepared handouts or photocopies of other students’ notes.

Practice of writing.

Teaching of stages of the writing process – pre-writing, drafting, revising, and sharing with audience.

Imitation of students’ errors.

Identification and connection of own errors, reference to list of errors while self-correcting.

Removal of ‘neatness’ or ‘spelling’ (or both) as grading criteria for some assignments / designing of assignments to be evaluated on specific parts of the writing process.

Use of abbreviations

Extended time for written tasks.

Provision of extra structure and use of intermittent deadline for long term assignments.

Exemption from unnecessary copying.

Dictation to a writer and then changes made without assistance from the writer.

Tape recording of some assignments, oral answers to exercises / tests.

Modelling of the writing process and strategic thinking.

Reinforcement of the positive aspects of students’ efforts.

Be patient and encourage the student to be patient with him / herself.

A STEP BY STEP GUIDE TO PRACTICAL CRITICISM | POETRY | DO'S & DON'TS

 

Step 1 – Reading and thinking

Read the poem at least three times before you begin to write anything.

While reading try to detect a ‘tension’ or more simply a ‘contrast’ in the poem (by trying to see what is positive or negative in the poem. E.g., night and darkness vs light and day; mortality vs immortality; age vs youth, etc.).

Try to identify the general behind the particular – by asking yourself what could be the larger issue that underlies and informs the poem. For instance, ‘The Welsh Hill Country’ is not just a description of the countryside. It seems reasonable to suggest that the poet is dealing with the difference between the superficial appearance of things and the grim reality of life. The poet is talking about disease, waste and decay in life.

Step 2 – Starting an essay

Summarize the poem, establish your sense of the central opposition in the poem, set up the controlling idea for the essay as a whole.

Summarize the poem stanza by stanza (one line for each stanza) In the last line of your introductory paragraph merely touch upon the larger issue you have grasped in the poem – You have now got the content out of the way and can concentrate on pointing out the formal choices the poet has made.

Step 3 – The main body of your answer

After your general opening paragraph devote one paragraph to each stanza. The best approach is to pick out particular words and phrases for comment – not every word and detail but a few and really do justice to them.

Step 4 – Sum up your sense of the poem as a whole.

 

Taken from Practical Criticism by Peck and Coyle



SOME DO’S AND DON’TS OF APPLIED CRITICISM

Do:

Read the poem carefully and cautiously – at least three times before you begin to write anything.

Pay attention to how something is being said instead of only what is said – since it is the ‘how’ that conditions the ‘what’. In other words: the form shapes the content.

Be alert to unusual ways of putting things (language) and keep asking yourself the difficult yet rewarding question, why. Your job is to decide on the aptness of the choice that the writer has made.

Use a few technical terms now and then – it can add sophistication and precision to your writing.

Adopt a logical and argumentative style of writing.

Look for tension, conflict or opposition in the poem.

Look for positive images and impression that can be set against negative images and impressions.

Concentrate on the opening lines. You don’t need to sort out the poem as a whole at this stage. You are simply concerned with getting an initial confident hold on the poem.

Try to see the larger issue that lies behind the particular details of the poem; the tension you have spotted should help you identify a larger issue.

Don’ts:

Waste your precious time (and the examiner’s) with lame technical descriptions which fail to say anything about the effectiveness of the work form a critical or aesthetic point of view. E.g., this is a poem which contains fourteen lines.

Use vague emotive terms like ‘poignant’ – they betray a hollowness of response. Also avoid the use of empty superlatives and adjectives which say nothing about the text.

Praise a poem to the skies because you feel you have to. Merely saying fine things will not gain you extra marks. At the same time, shock dismissive tactics will be equally counterproductive.

Try to analyze the whole poem in advance. If you try to do this you are likely to tie yourself up in knots.

At the outset, worry about details you don’t understand in the poem. Such details can be dealt with later.

Don’t get sidetracked. You are analyzing a poem. Concentrate on the effects that are actually taking place in the poem rather than talking about your own life and experiences.

Get over-ingenious. You aren’t searching for hidden meanings in the poem. Stick to the plain sense of the poem and any larger issues that the plain sense suggests.

 

Saturday 5 June 2021

SOURCES OF ANCIENT INDIA | HISTORY OF ANCIENT INDIA

Archaeological Sources

Inscriptions – are writings / script which have been excavated and gives information about political, social, religious life of that particular period. The study of inscriptions is known as epigraphy. The materials used for recording inscriptions are iron, gold, silver, copper, bronze, clay, brick, crystal, wood, etc. The languages used are varied like Pali, Sanskrit, Prakrit, Tamil, Telugu, Kannada and Malayalam. Besides, the Bramhi and the Karoshti script were also used. Inscriptions are classified according to the material (information) they supply. Inscriptions can be classified as follows:

Seals of the Indus Valley Civilization

Asokan edicts

Eulogies (Prasastis)

Dedicative inscriptions

Donative inscriptions

Miscellaneous / Others

Seals of the Indus Valley Civilization – A large number of seals have been excavated made of clay, wax, and lead and they were used for the purpose of trading. A number of seals of Indus Valley Civilization are from different parts of India and Pakistan and also Sumeria, Egypt, anda Mesopotamia (Iraq). The study of seals provides information about religious practices, social system, habits, clothing about particular period Sindhu Valley seals have pictographic script.

Ashokan edicts – The inscriptions of Ashoka can be divided into Rock edicts – major and minor, cave inscriptions, pillar inscriptions.

Most of the edicts are in Bramhi script. They contained orders and rules ot be followed by the people and Ashoka appointed religious officers called ‘dharmamahamntras’ in order to enforce the orders. Ashokan inscriptions are very useful. They tell us the extent of his empire. They were found in Karnataka, Pesawar, Nepal which help us to know the geographical extent of his empire.

Eulogies (Prasastis) – are biologies of kings written by court poets. They contain the name, genealogy and an account of the career of the ruler, his achievements and his administrative system. Examples of eulogies are Hathigumpha inscription of King Kharavel of Kalinga, Allahabad Pillar Inscription which tells us about King Samudragupta, Aihole Inscriptions of Pulekesin II of the Chalukya dynasty.

Dedicated inscriptions – are dedicated to a memory of a particular person or ruler. They give us information about the political, religious and social life. Examples of dedicated inscriptions are the Garuda Pillar Inscription at Besnagar of the Indo-Greek King Helyadorus and the Mandasor Inscription of King Kumaragupta.

Donative inscriptions – refer to grants of land that were donated to Hindu Brahmans and Buddhist monasteries, educational institutions and temples. The inscriptions are on copper plates, stone pillars and also in temples. These inscriptions are very important because they give the description of the donors’ family for several generations and of the life and achievements of the ruler. Example of donative inscriptions are the Chola inscriptions – it is an official document.

Miscellaneous (Other records) – Inscriptions which belong to private parties, e.g., the Nanaghat inscription of Queen Nagarika mentions donations and the inscriptions of Brihadeshwara temple at Tanjore to Kuddavais family. The dates of the images and buildings can be fixed and development of language, evolution of art and religion can be traced with the help of these inscriptions. Many private inscriptions add to our knowledge about the ruler of that particular period.

Coins – The study of coins is called numismatics. We get important historical information form coins.

The earliest coins of India were the punch mark coins. The coins were used for trading purposes.

Greek Bactrian coins – another type of early coins are Greco Bactrian coins issued by Greek ruler of Bactria in 305 BC. These coins are a mixture of Greek and Eastern style showing the picture of the king and his name. the coins were of silver, gold and copper.

Scythian Parthian coins – were an imitation of the Greek coins but they were of inferior quality.

Kushana coins are found in large numbers and are useful for learning about the Kushana dynasty.

Gupta coins are very artistic and impressive coins. Kings Samudragupta and Chandragupta II issued different types of coins. The coins had picture like Ashvamedha type, Archer type (bow and arrow), tiger slayer type, beena type, etc. These coins give us cultural, religious and political boundaries of the Gupta Empire. The study of coins is helpful to know the technique of coins, information about artistic excellence, economic conditions of the country. For e.g., coins of Samudragupta and Chandragupta II were made of gold, but during Kumaragupta’s reign there were copper coins. Different metals that were used in different provinces give us an idea of mining resources. Coins which have geographical boundaries help us reconstruct the history of that particular dynasty.

The study of coins is used together with literary evidence in order to write factual history.

Monuments – are excavations dug out by archaeologists. They enable us to trace the history of art and styles of architecture.

After excavation of Sindhu Valley many large buildings have bee found. E.g., a swimming pool at Mohenjodaro and granary at Harappa, the Dockyard at Lothal in Gujarat throw light on the material civilization of the Indus Valley people. The excavation of ancient sites like Pataliputra, Sainath, Taxila, Raigir provide information on various aspects of monuments.

Pottery – is also an important archaeological source which throws light on the social, religious activities of the people. Harapan and Indus Valley seals show the economic and religious activities of the people. Harappa pottery had a red strip and black painted decoration of natural motifs like flowers.

The Greek and Roman pottery also excavated in South Deccan tell us that there were relations between these countries. Indian potters decorated their pots with flower motifs, geometric design, animals and birds. Indus valley people were also specialists in the art of glazing.

Artifacts – artifacts of semi-precious stones in silver and gold, relic caskets found in Buddhist sites in various parts of India, toys, tools, weapons, bows, ivory work, all artifacts tell us about the cultural and material life of the people of that time. these antiques can be dated by Radiocarbon method.

LITERARY SOURCES

Vedas – The Vedas are the oldest works. There are four Vedas: Rigveda, Samaveda, Yajurveda and Atharvaveda.

Rigveda – is the oldest and comprises of hymns dedicated to Gods and composed by families of priests. The Rigveda is a primary source of information for the study of the political, social, economic and religious life of the early Vedic people.

Samaveda – is a collection of melodies. It is important for the rituals. The text contains musical notes. Hence Samaveda is the earliest work in Indian music.

Yajurveda – comprises of the white Yajurveda and the black Yajurveda and was meant to be a guidebook for priests performing sacrifices.

Atharvaveda – is a collection of spells and magic charms and is a prayerbook of the common people meant for application at the humbler domestic sacrifices.

Brahamanas – are commentaries on the Vedas. They are ritual texts, whose author speculated on the minute details of the Brahmanical sacrifices. They are useful for political and geographical information e.g., Satapatha brahman and Aitareya Brahmans.

Upvedas – is a higher branch of learning. They contain detail knowledge and are four in number: Ayurveda (herbal medicine), Dhaveda (Military science), Gandawaveda (Music) and Shilpaveda (architecture).

Vidangas – means parts of the Vedas which called help in better understanding of Vedas. Subjects like Siksha (phonetics), kalpa (rituals), vyakarana (grammar), nirukta (etymology), chhandas (metrics) and jyothisha (astronomy).

Sutras – Along with the study of history of religion, there were speciality schools dealing with pure rituals such as Grihasutra (household rituals), Kalpasutras, Srautasutras, Dharmasutras.

Aryankas – was a forest text to be read by Sadhus and householders in the Vanaprasthashrama.

Upanishads – are called Vedanta. The word Upanishad means sitting at the feet of the teacher. The philosophical ideas that are contained in this book were explained by the guru to his people. Upanishads contain philosophy about Atman, Brahman and theory or resurrection of the soul.

Epics – are stories of the Aryans and they are of great value for history as they throw light on social, political, religious and cultural life of the Aryans. They also deal with human values, for e.g., the Aryans were destroyed and their thirst for power and wealth ultimately led to a great war which took place as described in the Mahabharata.

Dharmashastras – are smritis of different laws of ancient Indian society. Some important smritis are Manu, Yajnavalkya, Narad and Brihaspati. They give a great deal of information about Indian society. These smritis were laws made by man. They describe the social practices and code of conduct of members of the Hindu society. The most important is Manu smriti composed between 200BC to 200AD. This smriti favors the Brahmins against the lower caste. All the smritis give us useful information about Hindu society.

Puranas – give us a genealogical account of Hindu society. There are eighteen puranas. The most important are the Vishnu Purana, the Vayu Purana, Matsya, Brahma and Bhavishya. They are useful to history as they give information about religion, philosophy, mythology, ceremonies, customs of Hindus of ancient times.

Secular Hindu literature

Secular literary works give us valuable information about the economic conditions. The secular literary sources are divided into general sources, biographies and regional work.

General sources

Arthashastra written by Kautilya (Chanakya) during the period of Chandragupta. Kautilya was the prime minister of Chandragupta Maurya. This gives detail information about political, administrative set up, spy system, socio economic life, and religious life.

Mudrarakshasa – a Play of Vishakadatta written during the Gupta period deals with how Chanakya with the help of Chandragupta Maurya overthrew the Nanda dynasty of Magadha.

Patanjali’s Mahabhasya and Panini’s Astadhyayi – These are works in Sanskrit drama, but they contain political references of the times.

Prasastis – Harisena’s Prasastis on Samudragupta on the Allahabad Pillar inscription gives information about the works and conquest of Samudragupta

Bhara’s work – His drama such as Saphava, Vadutta and Pratgna, Gougandhara give information about the political condition in India in the age of King Padyota in Uillain.

Kalidas’works – such as Abhyyan, Shakuntala and Meghdoota discuss the social life of that period.

Post Harsha works – dramas Nagananda Rathavai Priyadarshini help us know the conditions of the politics and society in seventh century AD.

 

Biography

Banas Harshacharita – gives us detailed information of Harsha’s administration and religious policy. Biographies are important even though the information may be one sided because they help us to compare this information with archeological sources.

Vakpatas Gauduahe of Ulhanas Chilbran Deva Schima – deals with rulers Garhouarma and Vikramaditya of Kashmir.

 

Regional work

Kalhana’s Rajatarangini – Historian Kalhana has written Rajatarangini – a history of Kashmir after the death of Harsha. It was written around 1149-1150 AD.

Chronicles of Gujarat and Nepal – Chronicles of Gujarat such as Rasmala and Krisnakumudhi of Samervara and the Rajashekara and the Hamira Madmareluva of Ruhena are chronicles of Nepal which help us to write the history of this region.

Jain literature – The religious texts of the Jains are called Agama Siddharta. They are in Aradha Magadhi Prakrit Language and in Sutras style. Some literature also has commentaries on these texts. Jain literature is useful of social, political, economic, religious, historical information.

Buddhist literature – is found in Pali and Sanskrit. It is divided into Triptakas, Vinaya Pitika, Sutta Pitika and Abhidhamma Pitika. It contains a summary of Buddhas teaching, rules for monastic life and principles of Buddhism.

Dhammapadas – are a collection of 423 sayings of Lord Buddha.

Theragatha – contains poems written by Buddhist monks.

Therigatha – are poems written by buddhist nuns.

Non-Canonical literature

Milinda Panha (Questions of King Milinda) – discusses problem of Buddhism and the answers are given by a very famous Buddhist teacher.

Dipallana and Mahavamsa – are chronicles of Ceylon and they contain important historical information.

Jataka Stories – written in Sanskrit are 549 in number. They deal with the previous births of Buddha. These stories give information about the social, religious, economic and political condition of the relevant period.

Lalitavistara and Vipulyasutra – Lalitavistara contains stories about the life of Buddha and Vipulyasutra explains principles of Lord Buddha.

 

Foreign accounts

Foreigners such as Greek, Persian, Chinese, and Muslim historians visited India from ancient times. Their historical accounts help us to write the history of India. Roman historians visited India in ancient times, together with the Greek and have left important documents which help us write history.

Greek accounts – Greek historians such as Herodotus and Certus have made reference to Indians in their writing of Greek Persian wars. Herodotus’ ‘Histories’ gives details of political conditions in northwest India.

Alexander’s Generals such as Arian, Skylax, Nearchus refer to details of Greek invasions of India.

Greek ambassador Megasthenes’ book Indica gives us details about social, political, economic details of Mauryan Empire.

Roman Historian Pliny wrote about Indian animals, plants and mineral in the 1st century AD.

Egyptian historians – The geographer Ptolemy gives details of Indians during the 2nd century AD. He gives geographical details.

Unknown authors – The anonymous authors’ ‘The Periplus of the Erytherian Sea’ – this unknown author had visited India in 80 AD and he records the port harbor and trade of India together with Maritime activities of Indians.

Chinese travelers – Three Chinese travelers Fa Hein, Huien T-Sang and It-Sing visited India from fifth to sixth century AD

Fa Hein (339-414 AD) – Visited India during the rule of Emperor Chandragupta II (Vikramaditya) and has recorded his experiences about India and Indian people in a large volume. It gives us details about the social, religious and political conditions of the Gupta Empire.

Huien T-Sang (626-645 AD) – is called the ‘Prince of Pilgrims’. He stayed in India, studied at Nalanda university and participated in religious assembly conducted by King Harsha at Kanauj. His book the ‘Record of Western World’ is very useful for writing of the history of the period.

It-Sing visited India in seventh century AD. He records social and religious conditions of India at that time.

Arab accounts

Al-Masudi the Arab historian has written about the hsiotry of Kanauj in 9th century AD.

Alberuni – visited India along with Mahmud Ghazni and his book ‘Tehqiq – I – Hind’ (Tarikh I Hind) gives details of India in 1030 AD. He was a scholar and translated Sanskrit sources. Alberuni also wrote from what he read and not from what he saw. This is a drawback of his account as it can be bias, but his accounts are useful for knowing the general condition of the time.

Foreign accounts are useful as they can be verified with other archaeological sources. The only drawback which must be kept in mind is that the language, customs and traditions of Indian people could be presented in a bias manner.