English is considered one of the most challenging languages in the world due to its complex structure and rich grammar, which significantly impact the teaching and learning process. Additionally, globalisation's influence has increased the importance and widespread use of the English language, especially in educational and professional fields. English literature opens the gate to all aspects and structures of the English language. It is written coherently, enabling students to learn the language successfully. English literature is written to educate audiences on how to navigate the world around us, regardless of differences in positions and jobs. It helps the audience, especially students in intermediate schools, learn how to read, write, listen, and speak, as their age allows them to absorb a wide range of topics. Literary texts are composed of poetry, prose, etc., characterised by artistic beauty that influences both the listener and the reader. They serve as a vessel for good literary heritage and can be used to develop linguistic, expressive, stylistic, and aesthetic skills among students. As cultural and humanistic material, studying them helps learners understand human nature. Literary texts represent a learning process aimed at intentionally changing learners' cognitive, psychological, social, and perceptual behaviours. Additionally, as linguistic material, they aim to contribute to proper pronunciation, effective performance, eloquent delivery, accurate understanding of what is heard or read, and enriching the learners' vocabulary, which leads to achieving the goal.

This study leverages Social Identity Theory (SIT) to explore themes of identity, belonging, and relationships in Sylvia Plath's "Mad Girl's Love Song" and Elizabeth Bishop's "One Art." Using a comparative qualitative approach, the research examines how personal and social identities influence the speakers' experiences of love and loss. Plath's poem illustrates a crisis of social identity marked by the speaker's detachment and internal conflict, reflecting struggles with isolation and idealization. In contrast, Bishop portrays loss as a communal experience, highlighting an evolving identity characterized by resilience and acceptance. The findings reveal that while both poets illustrate identity transformations shaped by relationships and loss, they utilize different coping mechanisms—Plath through fantasy and Bishop through pragmatic acceptance. This analysis underscores the intricate relationship between social identity and emotional responses, enhancing our understanding of how societal contexts impact individual identity formation.

Ulrich Weisstein is considered one the pillars of comparative literature. He has a Ph.D. in comparative literature (1954) from IU. He was one of the first to do so from the IU Comparative Literature Program. In his famous book, Comparative Literature and Literary Theory, He attempts to draw the line between different concepts like comparative, national, and world literatures. He dedicates long chapters to explain genres throughout histories as well as movements. He belongs the French school of comparative literature in which he believes that there is transference of impact between the influencer and the influenced by. In this article, Weisstein is not only a writer, but also, a historian who traces back concepts like stof, motif, genre, movement, and school. He differentiates, compares and presents his viewpoint of World Literature (WL), National Literature (NL) and Comparative Literature (CL).

The research is concerned with studying the effect of outdoor drawing on the degree of color in students' drawings. The research was divided into four chapters. The first was concerned with the research methodology, as it included the research problem, its importance and the need for it, in addition to the research objective, which is (identifying the effect of outdoor drawing on the degree of color in students' drawings), and it was specified in the academic year (2023-2024). The chapter concluded with a definition of terms. The second chapter represented the theoretical framework, and consisted of three topics. The first was entitled Color (its nature - characteristics - its relationship to the elements of composition), and the second topic was entitled (Color and its relationship to the foundations of composition in children's drawings). The third topic was entitled (the importance of place and its psychological effect on children's drawings). The chapter concluded with indicators of the theoretical framework. The third chapter specialized in research procedures, which included the research community and the research sample. The researcher relied on a deliberate sample represented by (7) male students and (7) female students. The students drew a topic entitled (A Free Day) in three stages, the first at home, The second is in the classroom, and the third stage is outdoors. The researcher adopted the experimental approach in the process of changing the drawing location, and the method of analyzing the content of students' drawings. The research included a research tool, which was a questionnaire that was presented to a group of experts. The questionnaire was subjected to the factors of validity and reliability. Statistical methods were used to display the tables and analyze the paintings statistically. The fourth chapter represented the results, including the effect of drawing outdoors on the degree of color in students' drawings through the relationship between line and color, as it was at a higher degree outdoors, while it was at a lower degree at home and school, and the conclusions, including: The effect of drawing outdoors led to a positive change in the degree of color in students' drawings. The chapter also included recommendations, suggestions and sources.