Revised Syl Lab Us English 29512

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UNIVERSITY OF CALICUT
(Abstract)
BA English Programme under Choice Based Credit Semester

System –Revised Syllabus of Common courses A01-A06 for
B.A./B.Sc./B.Com. and BBA in the regular stream with effect
from 2012 admission-approved- implemented-Orders Issued
======================================================
GENERAL AND ACADEMIC BRANCH – IV ‘B’ SECTION
No.GAIV/B2/9842/2010(i) Dated,CalicutUniversity.P.O: 08.05.2012.
======================================================
Read: 1. U.O. of even No. dated 25/06/2009.
2. Minutes of the meeting of the Board of Studies in
English(UG) held on 10.02.2012(item no 1 and 2)
3. Minutes of the meeting of the Faculty of Language and
Literature held on 15.02.2012 (item noXII f)
4. Minutes of the meeting of the Academic Council held on
24.03.2012 (item no IIa)
5. Orders of the Registrar in file of even number dated
03.05.2012.
ORDER
Vide University Order read first above orders were issued

implementing the syllabus of B.A. course under Choice Based
Credit Semester System in the affiliated colleges of the University
with effect from 2009 admission.
Vide paper read second above the Board of Studies in

English(U.G) at its meeting held on 10.02.2012 decided to
implement the revised syllabus for all common courses A01-A06
for BA/BSc/Bcom and BBA in the regular stream wef 2012
admission onwards and resolved to change the order of core
courses retaining the same syllabus and curriculam of the core
courses.
Vide University Order read third above the Minutes of the

meeting of the Board of Studies in English(UG) was approved by
the Faculty of Language and Literature at its meeting held on
15.02.2012 vide item no XII f.
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Vide paper read fourth above the minutes of the Faculty of

language and literature held on 15.02.2012 was approved by the
Academic Council at its meeting held on 24.03.2012 vide item no
II a.
Accordingly the following orders are issued implementing
the Academic Council decision.
1.The syllabus of common courses A01-A06 stands revised

with effect from 2012 admission.
2.The order of the core courses stands rearranged as follows
New Title of the Course No. of No. of Semester

Course contact credits in which
Code hours/week to be
taught
EN1B1 Reading Poetry 6 4 1
EN2B1 Reading Prose 6 4 2
EN3B1 Methodology of Humanities 4 4 3
EN3B2 Reading Fiction 5 4 3
EN4B1 Methodology of Literature 5 4 4
EN4B2 Women’s Writing 4 4 4
EN5B1 Informatics 5 4 5
EN5B2 Reading Drama 5 4 5
EN5B3 Writing for the Meida 5 4 5
EN5B4 Indian Writing in English 5 4 5
EN5B5(PR) Project 2 0 5
(To be continued in semester VI)
EN6B1 Literary Criticism & Theory 5 4 6
Literature in English :
EN6B2 5 4 6
American & Post Colonial
EN6B3 Language & Linguistics 5 4 6
EN6B4 Modern English Literature 5 4 6
EN6B6(PR) Project * 2 4 6
*The four credits for the project shall be consideredonly

in semester VI.
Orders are issued accordingly.
The syllabus incorporating the above revisions is appended
herewith.
Sd/-
DEPUTYREGISTRAR(G&AIV)
For REGISTRAR
To
The Principals of all Arts & Science Colleges
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Copy to: Controller of Examinations/Exam Section/

EG Section/DR & AR-BA Branch/
System Administration with a request to upload
the syllabus in the University website/
Library/GA I ‘F’ Section/SF/DF/FC
Forwarded/By Order
sd/-
SECTION OFFICER.
REVISED SYLLABUS OF COMMON COURSE
FOR UGCCSS CALICUT UNIVERSITY
FOR ADMISSION 2012 JUNE ONWARDS
(THE REVISION OF SYLLABUS IS EFFECTED ONLY FOR THE COMMON
COURSES)
THE ORDER OF CORE COURSES ALSO IS RE-ARRANGED

Page 4 of 89
RESTRUCTURED CURRICULUM FOR

UNDERGRADUATE PROGRAMMES
REVISED SYLLABI FOR COMMON COURSES 2012 – 13

ONWARDS
A 01: Communication Skills in English

COURSE CODE A01
TITLE OF THE COURSE COMMUNICATION SKILLS IN ENGLISH
SEMESTER IN WHICH THE COURSE IS 1
TO BE TAUGHT
NO. OF CREDITS 3
NO. OF CONTACT HOURS 72 (4 hrs/wk)
1. AIMS OF THE COURSE

a. To impart advanced training in standard pronunciation, word
stress and intonation
b. To train students in the correct use of English in a formal way
c. To improve the learners’ vocabulary by familiarizing them with the
ways of word formation
d. To develop communication skills by providing theoretical
knowledge of the mechanism of effective communication
2. OBJECTIVES OF THE COURSE

On completion of this course, the student should be able to:
a. speak English with an unaffected accent using stress and
intonation
b. use acceptable English in academic writing
c. use English language in a more meaningful way with an
enriched word power
d. communicate in a professional way using various
communication strategies
3. COURSE DESCRIPTION
i. COURSE SUMMARY
Module 1: Phonetics Basics 10 hours
Module 2: English Language 27 hours
Module 3: Vocabulary 10 hours
Module 4: Communication 15 hours
Evaluation: 10 hours
Total 72 hours
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ii. COURSE DETAILS
MODULE – I: PHONETICS BASICS

Received Pronunciation – Sounds: Vowels/Diphthongs, Consonants –
Syllables – Word stress – Transcription of words- Weak forms –
Intonation
MODULE – II: ENGLISH LANGUAGE

Parts of speech – Articles – Modals – Sentence types – Subject-verb
concord – Tenses – Voice – Reported speech – Clauses – Tag
questions – Punctuation – Common errors - Jumbled sentences
MODULE III: VOCABULARY

Word formation – Synonyms, Antonyms – Homonyms, Homophones
– Words often confused – One word substitution – Phrasal verbs –
Idiomatic expressions - Eponyms
MODULE IV:
(A) Communication
Communication, an overview – Definition & Process – Features –
Importance – Forms – Barriers – Remedies – Non verbal
communication – Body language – Paralinguistic features –
Proxemics/Space distance – Haptics
(B) Telephonic skills – Group Discussion – Facing

interviews
4. READING LIST
a) Core Text
Sl. Title Author Publisher & Year

No.
New Delhi, Oxford
Communication Skills in Sanjay Kumar
1 University Press,
English & Pushp Lata
June, 2012
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b) Further Reading
Sl. Publisher &

Title Author
No Year
1 Communication Skills Sanjay Kumar New Delhi,

& Pushp Lata OUP, 2011
2 Communication Skills Meenakshi New Delhi,
Raman & OUP, 2011
Sangeeta
Sharma
3 A Remedial English F.T. Wood New Delhi,
Grammar for Foreign Macmillan,
Students 1965
4 Towards Academic Mark Cholij New Delhi,
English CUP, 2007
5. WEB RESOURCES
Phonetics
Available at http://alturl.com/5ts8a, accessed on 1st
February 2012.
Available at http://alturl.com/vdj22 , accessed on 1st
February 2012.
English Language
Available at http://alturl.com/rmyic, accessed on 1st
February 2012.
Available at http://alturl.com/5berq, accessed on 1st
February 2012.
Vocabulary
Available at http://alturl.com/tjwbe, accessed on 2nd
February 2012.
Available at http://alturl.com/8pahp, accessed on 2nd
February 2012.
Communication
Available at http://alturl.com/vs5n6, accessed on 2nd
February 2012.
Available at http://alturl.com/5ciin, accessed on 2nd
February 2012.
6. EVALUATION
A Model Question paper is appended to the Core Text

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Revised Syllabi for Common Courses 2012 – 13 Onwards

A 02: CRITICAL REASONING, WRITING & PRESENTATION
COURSE CODE A02
TITLE OF THE COURSE CRITICAL REASONING, WRITING &
PRESENTATION
SEMESTER IN WHICH THE COURSE IS TO 1
BE TAUGHT
NO. OF CREDITS 3

a. To help students improve their thinking in a systematic way by
familiarizing them with the major basic mental operations and
skills through the names associated with them
b. To impart effective reading skills by giving extensive practice in
reading comprehension exercises
c. To prepare students to master the art of condensation, and
compose an effective letter and a successful résumé
d. To impart effective training in the logical mechanism of writing an
essay
e. To acquaint the learners with the mechanics of Power Point
Presentations

On completion of this course, student should be able to:
a. think in a logical way by identifying the fallacies in arguments and
to appreciate the value of looking at an issue from various points of
view without possible biases
b. read and comprehend the major points discussed in various types
of written texts
c. make notes, write précis, letter and résumé
d. write an essay in a systematic manner
e. make academic presentations precisely, logically and effectively
Module 1: Critical Thinking: 20 hours
Module 2: Reading Comprehension: 10 hours
Module 3: Academic Writing 40 hours
Module 4: Presentation Skills: 10 hours
Total 90 hours
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COURSE DETAILS
MODULE – I: CRITICAL THINKING
i. Facts and Opinions

fact – opinion – to confirm – source – critical - premise
ii. Comparing
to compare – to contrast – to distinguish – analogy –
metaphor –
model
iii. Reasoning
statement – argument – conclusion – evidence - to infer –
reason - reasoning
iv. Mistakes in Reasoning
fallacy – propaganda – irrelevant - to rationalize - slippery
slope - ad hominem - false dilemma - to beg the question
MODULE – II: READING COMPREHENSION
Reasons for Poor Comprehension – How to Improve

Comprehension Skills – Techniques for Good
Comprehension – Skimming and Scanning – Non-verbal
signals – Structure of the text – Structure of Paragraphs –
Punctuation – Author’s Viewpoint – Reader Anticipation –
Summarizing – Reading Comprehension
MODULE III: ACADEMIC WRITING
i. Note Making (Methods of preparing notes)

ii. Précis (Summary – Abstract – Synopsis – Paraphrase –
Précis: Methods)
iii. Letter & Résumé
a. Letter
Structure & Elements – Types of letter: Application
& Cover - Acknowledgement – Recommendation –
Appreciation – Acceptance – Apology – Complaint –
Inquiry – Order
b. Résumé
Types & Features – Preparing a Résumé
iv. Essay
a. Writing a five paragraph essay
b. Essay analyzing literature
MODULE IV: PRESENTATION SKILLS
Combating stage fright – Public Speaking - Preparing Power

Point Slides for Presentations – Delivering a Presentation
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4. READING LIST
c) Core Text
Publisher &
Sl. No Title Author
year
New Delhi,
Critical Thinking, Oxford
BoS English
1 Academic Writing and University
(ed)
Presentation Skills Press, June,
2012
d) Further Reading
Sl. Publisher &

Title Author
No Year
1 The Vocabulary of Phil Washburn New York, OUP,

Critical Thinking 2010
2 A Practical Guide to David A. New Jersey,
Critical Thinking Hunter Wiley, 2009
3 Reason to Write: Robert F. New York, OUP,
Strategies for Success in Cohen & Judy 2003
Academic Writing L. Miller
4 Communication Skills Sanjay Kumar New Delhi,
& Pushp Lata OUP, 2011
5 Communication Skills Meenakshi New Delhi,
Raman & OUP, 2011
Sangeeta
Sharma
6 English Idioms in Use Michael Cambridge,
McCarthy & CUP, 2002
Felicity O’Dell
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5. WEB RESOURCES
Critical thinking
Available at http://alturl.com/rbymr, accessed on 26th
January 2012.
Available at http://alturl.com/ms2jc, accessed on 26th
January 2012.
Reading Comprehension
Available at http://alturl.com/bv5ph, accessed on 26th
January 2012.
Available at http://alturl.com/tmaxt, accessed on 26th
January 2012.
Précis
Available at http://alturl.com/nqjfi, accessed on 26th
January 2012.
Available at http://alturl.com/fse58, accessed on 26th
January 2012.
Letters
Available at http://alturl.com/hvqes, accessed on 26th
January 2012.
Available at http://alturl.com/prfxa, accessed on 26th
January 2012.
Résumé
Available at http://alturl.com/9b4pa, accessed on 26th
January 2012.
Available at http://alturl.com/ci55g, accessed on 26th
January 2012.
Essays
Available at http://alturl.com/9txx2, accessed on 26th July
2012.
Available at http://alturl.com/q9wky, accessed on 26th
January 2012.
Presentation Skills
Available at http://alturl.com/hgyy8, accessed on 26th
January 2012.
Available at http://alturl.com/4nayz, accessed on 26th
January 2012.
6. EVALUATION
A Model Question paper is appended to the Core Text

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REVISED SYLLABI FOR COMMON COURSE 2012-13 ONWARDS
A-03 READING LITERATURE IN ENGLISH
COURSE CODE AO3

TITLE OF THE COURSE READING LITERATURE IN
ENGLISH
SEMESTER IN WHICH THE 2
COURSE IS TO BE TAUGHT
NO. OF CREDITS 4
NO. OF CONTACT HOURS 72(4hrs/wk)
A. To acquaint the students with different genres of Literature
B. To make students read and enjoy literature and to critically

analyse the different forms.
2. OBJECTIVE OF THE COURSE
On completion of this course, the student,

A. Should be aware of the characteristics of literature as a
literary genre.
B. Should be able to pinpoint the linguistic qualities.
C. To unravel the many meanings of the text
D. Should develop acumen to read, appreciate and discuss
literature and its ramifications at various levels.
3. COURSE OUTLINE
MODULE 1: PROSE
1.Charles Lamb ; Dream children-A reverie
2.DrA.P.JAbdul Kalam. : Give us a role Model.

3.J.B.Priestley : Travel by Train.
4.Bertrand Russell : On Optimism
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MODULE II: POETRY

1.William Shakespeare : True Love.
2.William Blake : A Poison Tree.
3.William Wordsworth : Lucy Gray.
4.Robert Frost : The Road Not Taken
5.Emily Dickinson : There is a certain slant of
Light
6.Rabindranath Tagore : Heaven of freedom
7.Kamala Das : Middle Age.
MODULE III: SHORT STORY.
1.R.K.Narayan : An Astrologer’s Day

2.O.Henry : Last Leaf.
3.Ruskin Bond : The Last Tonga Ride
(Selections from-‘Our
Trees Still Grow in
Dehra’)
4.Christina Rossetti- : Uphill
MODULE IV: DRAMA
1. Lady Gregory : The Rising of the Moon

2. Anton Chekov : The Bear
(Selected Works -Vol. II Plays. Progress Publishers, Moscow)
4. READING LIST
A) Core Text
(A text containing the above lessons will be made available)
5. MODEL QUESTION PAPER
(To be incorporated)
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REVISED SYLLABI FOR COMMON COURSE 2012-13 ONWARDS

A-04 READINGS ON INDIAN CONSTITUTION, SECULAR STATE
& SUSTAINABLE ENVIRONMENT
COURSE CODE AO4
TITLE OF THE COURSE READINGS ON INDIAN CONSTITUTION,
SECULAR STATE & SUSTAINABLE
ENVIRONMENT
NO. OF CREDITS 4
• To inculcate secular, democratic and environmental values in the

students
• To give students a general understanding of India’s

constitution and secular Tradition
• To enable students to understand the plural traditions of
India
• To strengthen the value of and spirit of comradeship
• To inculcate environmental awareness among students
. COURSE DESCRIPTION
i. COURSE SUMMARY
Module 1: Essays 36 hours
Module 2: Short Story (3 x 4) 12
hours Module 3: Poetry(3 x 4)
12 hours
Module 4: Drama (1 x 20) 20
hours
Evaluation 10
hours
Total 90 hours
MODULE I - ESSAYS
1. Ambedkar’s speech on 4th November 1948 in the Constituent
Assembly
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2. Salient features of Constitution – Subhash C. Kashyap

3. Why is secularism important for India?– Neera Chandhoke
4. The Limits of Human Power _ Bertrand Russell
5. Silent Spring (Chapter II) – Rachel Carson
MODULE II - STORY
1. A Night Never to be Lost - Sara Joseph
(chapter 15 of ‘Gift in Green’- translated by Valsan
Thampu
2. Talking Plough – Ponkunnam Varkey (Translation)
3. Another Community – R.K.Narayan
MODULE III POETRY

1. On Killing a Tree – Gieve Patel
2. Factories are Eye-sores – Baldoon Dhingra
3. In the Sanatorium for Trees – Veerankutty
MODULE IV DRAMA
1. English Translation of ‘Abhijnana Sakunthala’ Act IV
4. READING LIST
A) Core Text
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Revised Syllabi for Common Courses 2012 – 13 onwards

A-05 LITERATURE AND CONTEMPORARY ISSUES
COURSE CODE AO5
TITLE OF THE COURSE LITERATURE AND CONTEMPORARY
ISSUES
NO. OF CREDITS 4
1. Aims of the Course
a. To encourage a detailed discussion on the impacts of the

Globalization so that it leads to a realization that it is not the
only developmental model
b. To convey ideas and information concerning human rights and
nurture the values and attitudes that lead to the support of those
rights
c. To neutralize gender bias by encouraging a reversal of traditional
attitudes and role expectations
2. Objectives of the Course

On completion of this course, the student should be able to:
a. realize that there are alternatives to the neo-liberal ideology

b. respect, promote and defend the rights of all people.
c. promote gender equality
i. Course Summary
Module 1: Prose 20 hours
Module 2: Poetry 20 hours
Module 3: Short Story 20 hours
Module 4: Drama 20 hours
Total 90 hours
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ii. COURSE DETAILS
MODULE I: PROSE
1. F. Douglas Narrative of the Life of Frederick Douglas, An

American Slave (Chapter VIII)
2. Roland Barthes Toys
3. Andrew Clapaham Discrimination and Equality
4. Vijayalakshmi Pandit So I Became a Minister
MODULE II: POETRY
5. Ibrahim al-Rubaish Ode to the Sea

6. Pablo Neruda The Portrait in the Rock
7. Maya Angelou Still I Rise
8. Kamala Das Ghanashyam
9. Sylvia Plath Daddy
10. Imtiaz Dharker Another Woman
MODULE III: SHORT STORY
11. Bibhas Sen Zero-Sum Game

12. Waman Hoval The Storied House
13. Xiaolu Guo An Internet Baby
14. Cornelia Sorabji The Fire is Quenched
MODULE IV: DRAMA
15. Vijay Tendulkar Silence: The Court is in Session
4. READING LIST
a. Core Text
Sl.No. Title Author Publisher & Year
1 Literature and Contemporary Issues BoS English (ed) ---
b. Further Reading
Sl.
Title Author Publisher & Year
No.
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Globalization: New york, Oxford University

1 Manfred B. Steger
A Very Short Introduction Press, 2009
2 The Poisoned Bread. Arjun Dangle (ed) Bombay, Orient Longman, 1992
The Dept of English, New Delhi, Pearson Longman,

3 The Individual and Society
University of Delhi 2005
Human Rights: New York, Oxford University
4 Andrew Clapham
A Very Short Introduction Press, 2007
5 Indian English Poetry Makarand Paranjape (ed) Chennai, Macmillan, 1993
Women’s Voices:
Selections from Nineteenth and Early Eunice de Souza & New Delhi, Oxford University
6
Twentieth Century Indian Writing in Lindsay Pereira (ed) Press, 2002
English
Living Literatures: The Dept of English, New Delhi, Orient Longman,
7
An Anthology of Proseand Poetry. University of Delhi 2007
Silence: New Delhi, Oxford University

8 Vijay Tendulkar
The Court is in Session Press, 2000
5. Web Resources
• ‘Narrative of the Life of Frederick Douglas, An American Slave’ by F.

Douglas: (in pdf. format)
Available at http://alturl.com/64dzw Accessed on 20th April 2012
• ‘Ode to the Sea’: From Marc Falkoff. Poems from Guantánamo: The
Detainees Speak
Available at http://alturl.com/6uiye Accessed on 20th April 2012
• Xiaolu Guo’s ‘An Internet Baby’
Available at http://alturl.com/dz8ev Accessed on 20th April 2012
• Sylvia Plath’s ‘Daddy’
Available at http://alturl.com/fym99 Accessed on 20th April 2012
6. Model Question Paper
To be appended to the Core Text Book

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Revised Syllabi for Common Courses 2012 – 13 onwards
A 06: HISTORY AND PHILOSOPHY

COURSE CODE A06
TITLE OF THE COURSE HISTORY AND PHILOSOPHY OF SCIENCE
SEMESTER IN WHICH THE COURSE IS 4
TO BE TAUGHT
NO. OF CREDITS 4
I. AIM OF THE COURSE

To give students a basic understanding of the evolution of science
and scientific method, and to instill in them a scientific temperament.
II. OBJECTIVE OF THE COURSE

At the end of the course the students should be able –
• To realize that science is a human Endeavour, a search for the

secrets of the universe through a methodology, which is based
on facts and proven results only, without recourse to any
supernatural power or influence.
• To trace the evolution of this process, and to distinguish it

from other methods of ‘seeking the truth’.
• To understand and appreciate the contributions of various

people and civilizations to this pursuit, and also to discern the
kind of socio-political environment which encourages
scientific enquiry and which stifles it.
• To develop familiarity with the current challenges facing

science and scientific temper.
III. COURSE OUTLINE

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MODULE I THE HISTORY OF SCIENCE

1. General History of Science - Paul Tannery
2. The Actuality of the History of Sciences -Gaston Bachelard
3. The Need for Studies in the
History of Science -Susheel Kumar
Mukherjee
MODULE II THE GREAT MASTERS
1. The World as I See it. - Albert Einstein

2. Some Memories - C.V.Raman
3. Alfred Nobel - Igon Larsen
MODULE III THE SOCIAL DIMENSIONS OF SCIENCE

1. Science and Society - Albert Einstien
2. Public Knowledge - An Essay concerning
Social
Dimensions of
Science.
3. The Responsibility of a Scientist - Soshichi Uchii
(English version of a paper published in Physics Education
in
University. 1998, Japan Physical Society)
MODULE IV SCIENCE AND LITERATURE
1. Are Men of Science Scientific? - Bertrand Russel

2. The Two Cultures - C.P.Snow
3. Dover Beach - Mattew Arnold
4. The Pylons - Stephen Spender
5. My Son, the Physicist - Issac Asimov
IV. READING LIST

a) Core Text
Sl.No Title Author Publisher & Year

1 Ideas & Opinions Albert Einstien
(Translation & Revision by
Sonja Bargman
2 Science and Society – A Susheel Kumar Mukharjee Breakthrough
Collection of Science Society,
Essays 2007
3 The History of Sciences: Edited by Pietro Redondy with Orient LongmanLtd,
The French Debate P.V.Pillai 1989
4 Mortals & Others: Bertrand Russel
American Essays 1931-
1935 Vol.1
Page 20 of 89
5 Twentieth Century Prose Edited by Dr.V.Sachithanandan Macmillan. 1973

6 Drumbeats: An Edited by Mary T David & V.S B I Publication 1991
Anthology of Prose by Muthiah
Nobel Laureates
7 Paths of Glory: An Edited by P.Rangasamy Macmillan India Ltd.
Anthology of Biographies 1983
V. Model Questions (To be incorporated)
THE ORDER OF CORE PAPERS IN BA ENGLISH PROGRAMME

IS REARRANGED AS FOLLOWS.
THE NEW ORDER WILL BE IMPLEMENTED FROM JUNE 2012 ONWARDS.
New Title of the Course No. of No. of Semester

Course contact credits in which
Code hours/week to be
taught
EN1B1 Reading Poetry 6 4 1
EN2B1 Reading Prose 6 4 2
EN3B1 Methodology of Humanities 4 4 3
EN3B2 Reading Fiction 5 4 3
EN4B1 Methodology of Literature 5 4 4
EN4B2 Women’s Writing 4 4 4
EN5B1 Informatics 5 4 5
EN5B2 Reading Drama 5 4 5
EN5B3 Writing for the Meida 5 4 5
EN5B4 Indian Writing in English 5 4 5
EN5B5(PR) Project 2 0 5
(To be continued in semester VI)
EN6B1 Literary Criticism & Theory 5 4 6
Literature in English :
EN6B2 5 4 6
American & Post Colonial
EN6B3 Language & Linguistics 5 4 6
EN6B4 Modern English Literature 5 4 6
EN6B6(PR) Project * 2 4 6
*The four credits for the project shall be consideredonly

in semester VI.
Page 21 of 89

BA PROGRAMME IN ENGLISH LANGUAGE AND LITERATURE
SYLLABI FOR CORE COURSES
READING POETRY
COURSE CODE EN1B1
TITLE OF THE COURSE READING POETRY
SEMESTER IN WHICH THE COURSE 1

IS TO BE TAUGHT
NO. OF CREDITS 4
1. AIM OF THE COURSE

• The aim of the course is to enhance the level of critical thinking of the
students to such a degree that the students could critically interact with
poems from different contexts: social, political, economic, historical and
national as subjects conscious of their own socio-historic specificity.

• To introduce the students to the basic elements of poetry, including the
stylistic and rhetorical devices employed in poetry, and to various genres of
poetry.
• To train students in various perspective readings in poetry like gender, race,

caste, ethnicity, religion, region, environment and nation etc.
3. COURSE OUTLINE
MODULE I
BASIC ELEMENTS OF POETRY
Prosody: Rhythm, Meter – Rhyme-hard rhyme, soft rhyme, internal rhyme -

Alliteration - Assonance - Diction – (Demonstration and Drilling)
Forms: Lyric, Ode, Haiku, Tanka, Jintishi, Ghazal, Rubai etc
Genres: Narrative Poetry - Epic Poetry - Dramatic Poetry - Satirical Poetry -

Lyric Poetry – Prose Poetry
Page 22 of 89
MODULE II
READING ENGLISH POETS
1) FOUR POEMS
a) Shakespeare : Sonnet 116

b) Elizabeth Barret Browning : How Do I Love Thee
c) Mattew Arnold : Longing
d) Lord Byron : When We Two Parted
2) John Donne : A Valediction Forbidding Mourning

3) Wordsworth : The Affliction of Margaret
4) John Keats : Grecian Urn
5) Robert Browning : The Laboratory
6) Thomas Gray : Elegy Written in a Country Churchyard
7) D.H.Lawrence : Mosquito
(Note: The first set of ‘Four Poems,’ taken as a single unit, is

meant to serve as a formal initiation into the world of
poetry. Students should be able to read, understand and
appreciate them on their own, without much help from the
teacher. A post reading discussion should be centred on
aspects such as genre, poet, theme, similarity, contrasts,
style, language, metre, rhyme etc. Teaching techniques such
as ‘elicitation’ could be mainly resorted to (by way of asking
short questions, giving hints etc.). Written assignments are
to be given. Loud reading sessions of the poems would be
helpful in many ways.)
MODULE III
POETRY AND PERSPECTIVES
1) Alexander Pushkin : No Tears

2) Edwin Markham : The Man with a Hoe
3) Robert Frost : Birches
4) Wole Soyinka : Telephone Conversation
5) Pablo Neruda : Tonight I can Write
6) Maya Angelou : I know Why the Caged Bird Sings
7) Hira Bansode : Bosom Friend
8) Chinua Achebe : Refugee Mother and Child
9) Bertolt Brecht : General, Your Tank
Page 23 of 89
4. READING LIST
A) CORE TEXT
B) FURTHER READING
(1) William Blake : London

(2) Suheir Hammad : 4.02 p.m.
(3) Mahmoud Darwish : Psalm Three
(4) Joseph Brodsky : Bosnia Tune
(5) Jeanette Armstrong : Death Mummer
(6) Daya Pawar : The City
(7) Sylvia Plath : Daddy
(8) R. S. Thomas : Song for Gwydion
(9) Paul Celan : Speak, You Also
(10) Elizabeth Bishop : One Art
(11) Meena Kandasamy : Ekalaivan
(12) Federico García Lorca : The Little Mute Boy
(13) Arthur Rimbaud : Vowels
Page 24 of 89


READING PROSE
COURSE CODE EN2B1
TITLE OF THE COURSE READING PROSE

IS TO BE TAUGHT
NO. OF CREDITS 4

• The aim of the course is to enhance the level of critical thinking of the
students to such a degree that the students could critically interact with
prose writings from different contexts - social, political, economic,
historical and national as subjects conscious of their own socio-historic
specificity.

• To enable the students to identify the specificities of various modes of
prose writing and to equip them to write prose in as many different modes
as possible
• To develop the critical thinking ability of the student to respond to
various modes of prose writings in relation to their socio-historic and
cultural contexts.
3. COURSE OUTLINE
MODULE I PROSE FORMS

Fiction/Short Story/Tales - Autobiography/Biography -
Newspaper/Journal Articles - Philosophical/Scientific Essays –
Travelogues – Speech - Introduce various modes of narrative so as to
enable the students to distinguish between them and identify the
characteristics specific to each mode. The students must be encouraged to
write prose in as many different modes as possible.
Page 25 of 89
MODULE II PROSE READINGS (CORE)
1. Francis Bacon : Of Studies
2. Intizar Husain : A Chronicle of the Peacocks (Short story)

(From Individual Society, Pearson Education)
3. Paul Krugman: : Grains Gone Wild
(http://www.nytimes.com/2008/04/07/
opinion/
07 krugman.html)
4. Martin Luther King, Jr. : Nobel Prize Acceptance Speech

(nobelprize.org/ nobel_prizes/ peace/
laureates/ 1964/ king-
acceptance.html)
5. Sylvia Nasar : A Quiet Life (Princeton, 1970-90)
(From Nasar, Sylvia. A Beautiful Mind.
London: Faber and Faber, 1998)
6. Omprakash Valmiki : Joothan :A Dalit’s Life
(From Individual Society, Pearson
Education)
7. E.F.Schumacher : Technology With A Human Face
(From Insights. K Elango (ed)
Hyderabad, Orient Blackswan, 2009)
8. Daniel Goleman : Emotional Intelligence
(From Insights. K Elango (ed).
Hyderabad,
Orient Blackswan, 2009)
9. Mrinal Sen : Filming India ( An Interview)
(From India Revisited by Ramin
Jahanbegloo. Delhi. OUP, 2008)
10. Robert Lynd : On Good Resolutions
(From English Essayists, OUP)
11. Mishirul Hassan : Religion and Civilization
(From Writing A Nation, Rupa)
12. James Baldwin : My Dungeon Shook
( From The Fire Next Time-Michael
Joseph)
4. READING LIST
A) CORE TEXT
Page 26 of 89
B) FURTHER READING
Walter Benjamin: Experience (Essay)

(From Marcus Bullock and Michael W. Jennings. ed, Walter Benjamin:
Selected Writings, Volume 1, 1913-1926, Cambridge: The Belknap Press of
HUP, 1996)
Stephen Hawking: Public Attitude towards Science (Scientific Essay) (From
Stephen Hawking: Back Holes and Baby Universes and Other Essays. Toronto:
Bantam Books, 1993)
http:/beemp3.com/download.php?file=2740600&song=Public+Attitudes+Towar
d+Science
Martin Luther King: I Have a Dream (Speech)
(http://www.americanrhetoric.com/speeches/mlkihaveadream.htm)
Ngũgĩ Wa Thiong’o: Weep Not, Child, (Fiction). Chennai: B.I.Publications,
2007.
Guy De Muapassant: The Diamond Necklace (Short Story) (From Robert
Scholes, Nancy R. Comley et al (ed). Elements of Literature: Fiction, Poetry,
Drama, Essay, Film, ed IV. OUP, 2007. - Pages 297-303)
James Baldwin: Autobiographical Notes (From Robert Scholes, Nancy R.
Comley et al (ed). Elements of Literature: Fiction, Poetry, Drama, Essay, Film,
ed IV.OUP, 2007. - Pages 98 – 102)
A.P.J.Abdul Kalam: Wings of Fire. Hyderabad: Universities Press (India) Private
Ltd. 2004.
Anne Frank: The Diary of a Young Girl. New
York: Bantam Books, 1993.
Martin Luther King III: Martin Luther King III reflects on his
pilgrimage to India. (Newspaper article) (From ‘The Hindu’, Op-Ed
Page 11, dated Saturday, March 14, 2009.)

Page 27 of 89


METHODOLOGY OF HUMANITIES
COURSE CODE EN3B1
TITLE OF THE COURSE METHODOLOGY OF HUMANITIES
SEMESTER IN WHICH THE COURSE III

IS TO BE TAUGHT
NO. OF CREDITS 4

• The course is intended to introduce the student to the methodological
issues that are specific to the disciplines referred to as the humanities
and to inspire in the student a critical perspective with which to
approach the disciplines under the humanities.

On completion of the course, the student should be (able):
• To know the distinction between the methodologies of natural, social
and human sciences
• To understand the questions concerning the relation between language
and subjectivity as well as those pertaining to structure and agency in
language
• Aware the theories of textuality and reading both western and Indian
4. COURSE OUTLINE
MODULE I
Introduction - difference between the natural, social and the human
sciences – facts and interpretation - history and fiction - study of the
natural world compared to the study of the subjective world - study of
tastes, values and belief system - the question of ideology
CORE READING
Terry Eagleton. Literary Theory: An Introduction. Oxford: Blackwell,
1983.
Chapter: ‘What is Literature?’
EH Carr. What is History? Ed 2. London, Macmillan. 1986. 1- 24, 50-
80
(Chapter 1: The Historian and His Facts & Chapter 3: History,
Science and Morality)
Page 28 of 89
GENERAL READING
Peter Widdowson. Literature. London, Routledge. 1999
MODULE II
Language, Culture and Identity – the relation between language, culture and
subjectivity – the question of agency in language – the social construction of
reality – language in history - language in relation to class, caste, race and
gender – language and colonialism
CORE READING
Peter L Berger and Thomas Luckmann, The Social Construction of Reality:
A Treatise in the Sociology of Knowledge. Harmondsworth: Penguin, 1966. 13-
30. Introduction
J.G. Merquior, From Prague to Paris. London: Verso, 1986. 10-17, Chapter 1,
Sections ‘The Linguistic Paradigm’ and ‘From Language to Culture.’
GENERAL READING
Rosalind Coward and John Ellis, Language and Materialism. London:
Routledge, 1977.
MODULE III
Narration and representation - reality and/as representation – narrative modes of
thinking – narration in literature, philosophy and history - textuality and reading
CORE READING
Shlomith Rimmon Kenan, Narrative Fiction: Contemporary Poetics. London:
Metheun, 1981. Chapter 1
Javed Akhtar, “The Syntax of Secularism in Hindi Cinema,” in Composite
Culture in a Multi-cultural Society, ed. Bipan
Chandra and Sucheta Mahajan. New Delhi: NBT and Pierson, 2007. 265-72.
GENERAL READING
Linda M Shires and Steven Cohen, Telling Stories. London: Methuen, 85
MODULE IV
Indian theories of knowledge – Methodologies of Indian knowledge systems –
what is knowledge – concepts of knowledge in the Indian tradition - origin and
development of Indian philosophical systems
CORE READING
M. Hiriyanna. Outlines of Indian Philosophy. London. 1956. Chapters 1 & 2.
Debiprasad Chattopadhyaya. Indian Philosophy: A popular Introduction. New
Delhi,
Peoples Publishing House, 1982. Chapters 4, 8 &
24.
Page 29 of 89
GENERAL READING
S.Radhakrishnan. Indian Philosophy. 2 vols. London, 1943.
Note on Course work
The teaching of the course will involve making the student enter into a sort of
dialogue with some of the issues raised in the reading material given below.
While the student should be encouraged to read the recommended section of
the text or the whole text outside the class hours, representative excerpts from
individual texts may be used for intensive reading in the class.
4. COURSE TEXT
Sl.No Title Authors Publisher & Year

Methodolog
1 y and Perspectives Abhijit Kundu & Pearson Longman,
of Humanities Pramod Nayar 2009
5. MODEL QUESTION PAPER (To be incorporated)

Page 30 of 89


READING FICTION
COURSE CODE EN3B2
TITLE OF THE COURSE READING FICTION

IS TO BE TAUGHT
NO. OF CREDITS 4
AIM OF THE COURSE

• To inspire a love of fiction in students, to open up their minds, to stimulate
the sympathetic/empathic imagination by allowing them to see the world through other’s eyes
as well to foster intercultural dialogue
OBJECTIVES OF THE COURSE

• To develop a critical understanding of fiction
• To familiarize students with the cultural diversity of the world and to extend
various perspective readings
• To provide students with a meaningful context for acquiring and memorizing
new language and developing oral skills
• To cultivate a sense of involvement which motivates and encourages
students to learn through active participation
COURSE OUTLINE
MODULE I - FICTION & NARRATIVE STRATEGIES
a) Plot – Character – Atmosphere – Technique – Style - Points of view

b) Fiction as the base for other literary and media writing
c) Difference between long and short fiction - definitions
d) Types of Fiction
CORE READING
B. Prasad. A Background to the Study of English Literature,
rev. ed. 3.
Delhi: Macmillan, 2008. (Pages 193 – 229)
Robert Scholes et al (ed). Elements of Literature: Fiction, Poetry, Drama,
Essay, Film,
ed IV. OUP, 2007. (Pages 121 – 140)
Page 31 of 89
MODULE II - READING LONG FICTION

.
1. he Old Ernest Hemingway Man and the Sea (1951)
MODULE MODULE III - READING SHORT FICTION
1 ‘The Phoenix’ : Sylvia Townsend Warner

2. ‘Of white Hairs and Cricket’ : Rohinton Mistry
3. ‘Schools and Schools’ : O. Henry
4. ‘The Diamond Necklace’ : Guy de Maupassant
5. ‘Miss Brill’ : Katherine Mansfield
6. ‘Misery’ : Anton Chekhov
4. READING LIST:-
A) FURTHER READING
Sl. Title Author Publisher/Year

No
1 Literature, Criticism, Steven Craft and Helen Oxford: OUP, 2000
and Style: A Practical D. Cross
Guide to Advanced
Level English
Literature
2 The Rise of the Novel Ian Watt University of California
Press, 2001
3 Rhetoric of Fiction Wayne C. Boot Chicago: The University of
Chicago Press, 1983
4 Craft of Fiction. Percy Lubbock Penguin, 2007
5 Literature and
Language Teaching: Gillian Lazar Cambridge University Press,
A Guide for Teachers 2008
& Trainers
6 A Hand Book of Wilfred L. Guerin et al New Delhi: OUP, 2007
Critical approaches to
Literature
5. CYBER RESOURCES
www.Questia.com www. Bookrags.com www. Novelguide.com
www.gradesaver.com/the-old-man-and-the-sea http://www.sparknotes.com/lit/oldman/
http://www.studygs.net/fiction.htm
Page 32 of 89

BA PROGRAMME IN ENGLISH LANGUAGE AND LITERATURE 2009 - 2010

METHODOLOGY OF LITERATURE
COURSE CODE EN4B1
TITLE OF THE COURSE METHODOLOGY OF LITERATURE

IS TO BE TAUGHT
NO. OF CREDITS 4

• To familiarize the student with the critical tools used in the reading of literature
• To instill a broader and holistic sensibility in the student with the aim of eventually
equipping him to approach, analyze and assess literary discourses through a host of
complementary as well as conflictingly different theoretical frameworks.
• To form an idea of the complex nature of literary studies and how they are entangled
with other aspects of the social body.
• To unveil the constitutive elements and cultural specificity of literature along with the
intricate process of cannon formation.
• To help the student gain perceptive insights into the socio-political dynamics, the
structuring points of view, the dominant ideology, hegemony, the prevailing common
sense and communal underpinnings that mediate the writing, production, reception and
survival of a work.
• To familiarize the student with other media, popular literature and emerging trends

• To introduce and discuss the evolution of literature
• To sensitize the student to his own readings, to develop a critical sensibility, to
inculcate a love of literature, and to instill a serious approach to literature.
• To enable the student to read literature using critical and theoretical schools viz.
textual approaches - New Critical, psychoanalytic, gender based, ethnic , subaltern ,
post-colonial, cultural, archetypal, postmodern, ecological perspectives.
3. COURSE OUTLINE
MODULE I
Traits of Literature: What forms literature? How is literature different from other
discourses? - Canon Formation: Who determines taste? How are certain works and
authors marginalized? – English literatures: British, American, African, Indian,
Canadian, Australian etc.
Page 33 of 89
MODULE II
Textual approaches: New criticism,Formalism, Close Reading, Deconstruction, Reader
response – Psychoanalytic: Freud, Lacan and Zizek
(not the heavy jargon but reading possibilities) – Archetypal: Unconscious
and universal patterns of repetition
MODULE III
Gender: Marginalized genders – Ethnic: Marginalization of aboriginals, how
their culture is demolished and specimens? – Subaltern: A unique Indian
phenomenon, Dalit literature, marginalization
MODULE IV
Post colonial: How texts are reread? Quest for expression, assertion of
nationalism with special reference to India and Arica – Cultural studies:
Cultural Materialism, New Historicism, Marxism, Postmodernism – Eco-
critical: Awareness of nature and environment, eco-feminism
Approach
The approach has to be open and flexible in sensibility, avoiding judicious
judgments. Instead of offering rigid definitions and descriptions, the teacher is to
stimulate thinking process and help students form positions through familiar
examples. A few poems (or stories) are to be selected and read from different
theoretical frames so that the student can grasp how one contrasts with the other.
Classes may be devoted to simple explication of the methodologies followed by

practical illustrations of the application of the methodologies on short works and
finally, student assignments on these lines.
4. READING LIST
A) CORE TEXT
B) FURTHER READING
Sl Title Author Publisher/Year

No
1 Principles of Literary S.Ravindranathan Chennai, Emerald,
Criticism 1993
2 A Handbook of Critical Wilfred L. Guerin, Earle Delhi, OUP, 2006

Approaches to Literature Labor, et al
3 Contemporary Criticism: An V.S.Sethuraman (ed) Chennai, Macmillan,
Anthology 1989

Page 34 of 89


WOMEN’S WRITING
COURSE CODE EN4B2
TITLE OF THE COURSE WOMEN’S WRITING

IS TO BE TAUGHT
NO. OF CREDITS 4
• To introduce students to women’s voices articulated in literature from various countries

• To introduce them to the evolution of the Feminist movement and to familiarize them with
the various issues addressed by Feminism
• To sensitize them to issues like marginalization and subjugation of women
• To motivate them to rethink and redefine literary canons
2.OBJECTIVES OF THE COURSE
o To enable students to identify concepts of class, race and gender as social constructs
and interrelated throughout women’s lives
o To lead them to explore the plurality of female experience in relation of these
o To equip them with analytical, critical and creative skills to interrogate the biases in
the construction of gender and patriarchal norms
3.COURSE OUTLINE
MODULE I - ESSAYS
a. Introduction to the Course, its scope, the need to re-examine the canons
1. Virginia Woolf : Shakespeare’s Sister (From A Room of One’s Own. London, Hogarth,
1929)
ai 2.Showalter : A Literature of Their Own: British Women Writers from Brontes to Lessing
(Princeton, Princeton University Press, 1977)
Page 35 of 89
MODULE II - POETRY
1. Kamala Das : An Introduction (From: Narasimhaiah, CD. (ed).

An Anthology of Commonwealth Poetry.
Macmillan India Ltd, 1990, 47)
2. Noonuccal Oodgeroo : We Are Going

(From: Noonuccal Oodgeroo. The Down is at
Hand. 1966)
3. Emily Dickinson : She Rose to His Requirements

(From: The Poems of Emily Dickinson.
Massachusetts: Cambridge. 1955.
4. Adrienne Rich : Aunt Jennifer ’s Tiger

(From: Ferguson, Margaret et.al (eds). The
Norton Anthology of English Poetry IV edn.
NewYork : Norton, 1966. p. 1967)
MODULE III – FICTION
1. Jean Rhys : Wide Sargasso Sea (Novel)

(Penguin, 1968)
2. Mrinal Pande : Girls (Short Story)

(From: Das, Monica. (ed) Her Story So Far :
Tales of the Girl Child in India. Delhi, Penguin
2003.)
3. Katherine Mansfield : The Garden Party (Short Story)

(From: Norton Anthology of English Literature,
th
Vol. 2. 7 Edition. NewYork, Norton & Co.
2000. 2423-2432)
MODULE IV
DRAMA & FILM
1. Mahasweta Devi : Bayen (Drama)

(From: Mahasweta Devi’s Five Plays.
Trans. Samik Bandhopadhyay. Calcutta,
Seagull Books, 1997)
2. Revathy : Mitr: My Friend (Film)
3. Marzich Mishkini : The Day I Become a Woman (Film)
Page 36 of 89
4. READING LIST
I. General Reading
Sl. No Title Author Publisher/Year

1 Fiona Tolan’s
‘Feminisms’, in, Patricia Waugh (ed) Oxford, OUP, 2000
Literary Theory and
Criticism : An Oxford
Guide
2 Rivkin Julie & Michael
Ryan’s ‘Feminist Rivkin Julie & Michael Oxford: Blackwell, 1998
Paradigms’ in Literary Ryan (ed)
Theory: An Anthology
3 Jane Eyre Charlotte Bronte OUP, 1973
III Further Reading
Sl. No Title Author Publisher/Year

1 A Room of One’s Own Virginia Woolf London, Hogarth, 1929
2 The Female Imagination Patricia Mayor Spacks New York: Avon
Books, 1976
3 Women in Patriarchy: Jasbir Jain (ed) Delhi: Rawat
Cross Cultural Readings Publications, 2005
4 Women Writing in India Susie Tharu & K. Lalitha Delhi, OUP, 1991
Vol I & II.
5 Making A Difference: Gayle Green & Coppelia New York: Routledge
Feminist Literary Criticism Kahn
6 The Mad Woman in the Sandra Gilbert & Susan Yale University Press,
Attic: The Woman Writer Gubar 1978
7 The Second Sex Simon de Beauvoir UK, Harmond Worth,
1972
8 Women, Race and Class Angela Davis New York, Random
House, 1981
9 In Search of Our Mother’s Alice Walker New York, Harcort
Gardens Brace Jovanovich,
1983
10 Desire in Language Leon S. Roudiex (ed) New York, Columbia
University Press, 1975
11 Literature and Gender Lisbeth Goodman (ed) New York, Routedge,
1996
12 Feminist Film theorists Laura Mulvey et al (ed) London, Routedge,
Page 37 of 89
2006
13 Her Story So Far. Tales of Monics Das (ed) Delhi, Penguin, 2003
the Girl Child in India
14 A Dragonfly in the Sun: Muneesa Shamsie (ed) OUP, 1997
Anthology of Pakistani
Writing in English
15 Against all Odds: Essays Kamala Bhasin etal (ed) Delhi, Kali for Women,
on Women, Religion 1994
Development from India
and Pakistan
16 Atlas of Women and Menin Saraswathy Raju et al (ed) Delhi, Kali for women,
India 1999
17 Women Writers with Fire Usha Bande Aug. 1998
in their Pen, Cyber
Literature, Vol.2.
No.1Aug,1998
18 Breast Stories Maheshweta Devi Calcutta, Seagull, 1998
5. WEB RESOURCES
Emily Dickinson; An Overview academic brooklyn. cuny. edu/english/melani/cs6/dickinson. html.

Poets.org Guide to Emily Dickenson’s Collected Poems - Poets org. www.poets.org/page
php/prm ID/308
Wide Sargasso Sea Study Guide by Jean Rhys study Guide
www.bookrags.com/studyguide-widesargassoea.
Wide Sargasso Sea Summary and Analysis Summary
www.bookrags.com/wide-sargasso-sea
1 A Room of One’s Own Summary and Study Guide
www.enotes.com/room-ones 6.
Kamala Das Criticism
www. enotes.com/poetry-criticism/das-Kamala. 7.
Kamala Das Summary and Analysis Summary
www.bookrags.com/Kamala-Das
6. MODEL QUESTIONS
Page 38 of 89

INFORMATICS
COURSE CODE EN5B1
TITLE OF THE COURSE INFORMATICS

IS TO BE TAUGHT
NO. OF CREDITS 4
NO. OF CONTACT HOURS 90(5 hrs/wk)

• This course introduces students to all the different aspects of Information Technology
and Computers that an educated citizen of the modern world may be expected to know of
and use in daily life. The topics in the syllabus are to be presented as much as possible
with a practical orientation so that the student is given a perspective that will help him to
use and master technology.

Upon completion of the course:
• The student will have a thorough general awareness of Computer hardware and software
from a practical perspective.
• The student will have good practical skill in performing common basic tasks with the
computer.
3.COURSE OUTLINE
MODULE I: GENERAL INTRODUCTION
Outline history of the development of computers - Types of computers- PC/
Workstations – Laptops – Palmtops - Mobile Devices – Notebooks - Mainframes –
Supercomputers - Significance of IT and the Internet
MODULE II: INTRODUCTION TO BASIC HARDWARE
Monitor - CRT and LCD – issues - CPU-mouse-keyboard-processor types - Ports - USB
2.0 - Input-output devices - Printers-scanners-graphic tablet-thumb drive- modems-
digital cameras-microphones-speakers. Bluetooth devices
Page 39 of 89
MODULE III: INTRODUCTION TO SOFTWARE

Topics: Operating Systems - Windows- Windows versions- Linux – Linux distributions-
Free software- software licenses - Software Tools (applications) - Windows software
tools- Word, PowerPoint, Excel - Linux tools - Open Office, etc. Security issues- viruses
- antivirus tools.
MODULE IV: INTRODUCTION TO NETWORKING AND THE INTERNET

What is Networking - LAN- WAN- Wireless networks - Benefits of Networking- file
sharing- sharing of printers- examples - networking in an office- in an internet café. The
Internet- HTML- websites – blogs - search engines- e-mail- chat- wikis- social
networking- Security issues- Hacking- Phishing etc.
MODULE V: KNOWLEDGE RESOURCES ON THE INTERNET

Encyclopedias – libraries - book sites – journals - content repositories - online education
- other information sites - internet directories - other information sources - websites of
universities and research institutions - Online courses and Virtual Universities
MODULE VI: COMPUTER LOCALIZATION

What is localization - using computers in the local languages in India - language packs
for operating systems and programs - fonts –Unicode - ASCII - keyboard layout issues -
software tools for typing local languages - TDIL project.
4. CORE TEXT


READING DRAMA
COURSE CODE EN5B2
TITLE OF THE COURSE READING DRAMA

IS TO BE TAUGHT
NO. OF CREDITS 4

Page 40 of 89

To develop in students a taste for reading drama with a theoretical basis, and to
enter imaginatively into other worlds, to consider issues and to explore
relationships from the points of view of different people
2.OBJECTIVES OF THE COURSE
• To develop a critical understanding of drama and various kinds of theatre and a range of dramatic
skills and techniques.
• To familiarize students with the cultural diversity of the world
• To provide students with a meaningful context for acquiring new language and developing better
communication skills
• To foster a strong sense of involvement which motivates and encourages students to learn through
active participation
• To facilitate exploration of attitudes, values and behaviour and creation of roles and relationships
so that the student gains an understanding of themselves and others through dramatic, imaginative
experience
• To develop confidence and self-esteem in their relationships with others and sensitivity towards
others
3.COURSE OUTLINE
MODULE I - DRAMA & THEATRE
• Drama as a performing art - Drama as a tool for social criticism – Theatre – Introduction to theatres such
as Absurd, Epic, Street, Cruelty, Anger, Feminist, Ritualistic, and Poor.
• Genres: Tragedy, Comedy, Tragi-Comedy, Farce and Melodrama, Masque, One-Act-Play, Dramatic
Monologue
• Setting – Plot – Character - Structure – Style - Theme – Audience – Dialogue
CORE READING TEXTS
B. Prasad. A Background to the Study of English Literature, Rev. Ed. Delhi: Macmillan, 2008.
(Pages 106 – 182)
Robert Scholes et al (ed). Elements of Literature: Fiction, Poetry, Drama, Essay, Film, ed IV.
OUP, 2007. (Pages 773 – 800)
MODULE II - READING DRAMA

William Shakespeare :Macbeth (1623)
Ibsen : Doll’s House (1881)Act III
(A general awareness of the entire play is expected)
J.M. Synge : Riders to the Sea (1904)
4. READING LIST:-
FURTHER READING
Page 41 of 89

No
1 Elements of Drama J. L.Styan Cambridge University Press,
1967
2 A Hand Book of Wilfred L. Guerin et al New Delhi: OUP, 2007
Critical approaches to
Literature
3 The Semiotics of Keir Elam London: Routledge, 2009
Theatre and Drama
4 Literature, Criticism, Steven Craft and Helen Oxford: OUP, 2000
and Style: A Practical D. Cross
Guide to Advanced
Level English
Literature
5 Literature and
Language Teaching: Gillian Lazar Cambridge University Press,
A Guide for Teachers 2008
& Trainers
6. CYBER RESOURCES
http://virtual.clemson.edu/groups/dial/AP2000/drama.htm
http://www.hmie.gov.uk/documents/publication/eltd-03.htm
www.criticalreading.com/drama.htm -
www.angelfire.com/ego/edp303/
www.associatedcontent.com/article/110042/anton_chekhovs_play_the_bear_ a_tragedy.html
http://www.theatrehistory.com/irish/synge002.html
http://www.theatredatabase.com/20th_century/john_millington_synge_002.ht ml
http://www.answers.com/topic/all-god-s-chillun-got-wings
http://www.eoneill.com/library/newsletter/iv_1-2/iv-1-2b.htm


WRITING FOR THE MEDIA
COURSE CODE EN5B3
TITLE OF THE COURSE WRITING FOR THE MEDIA

IS TO BE TAUGHT
NO. OF CREDITS 4
NO. OF CONTACT HOURS 90 5 hrs/wk)

Page 42 of 89
This Course introduces students to writing in a professional environment and to the forms of writing
for the Mass Media.
The Course involves lectures, discussions and practice in data gathering, organizing and writing for
various media, including newspapers, magazines, radio, television, film and the Web.
Upon completion students should be able to:
• Understand the nature of news, the role of journalism, advertising in a democratic

society, the ethical and legal restrictions on media writing, and the criteria for writing
excellence.
• Master the basic writing and reporting skills for various media, including news writing for
print and broadcast media, and advertising copywriting.
• Think critically about writing for the media (specifically broadcast journalism, digital media
and advertising); develop and apply media writing skills.
• Exhibit competence in the mechanics of concise and clear writing through the use of
acceptable grammar, correct spelling, proper punctuation, and appropriate AP style.
2. COURSE OUTLINE
MODULE I – PRINT MEDIA
1. Introduction – The Media and the Message

2. Introduction to Print Media – Audience for the News
3. Feature Writing and Article Writing: Angle – Structure – Organisation
4. Newspaper Writing: Editorials – Letters to the Editor – Book and Film
reviews – Interviews - Lead: datelines – Credit-line – Bylines – Nut-
graph – Headlines – Op-ed Pieces
5 Editing: Grammar – Punctuation – Subbing – Proof-reading –
Freelancing
6 Writing for Magazines: Action – Angle – Anecdote
MODULE II – ELECTRONIC MEDIA
a. Radio: Radio as a Mass Medium – Radio Skills – Broadcast Writing – Broadcast Terms –
Scripting for Radio – Story Structure – Lead, Body, Ending – Writing Radio News and
Features Programmes for Radio (Features, News, Interviews, Skits, Music Programmes,
etc.) - Practical – Planning a Newscast – Radio Jockeying
Page 43 of 89
b. Television: Television as a Mass Medium – Television Skills – Scripting for TV

- Programmes for TV (Features, News, Interviews, Music Programmes, etc.)
Practical - Anchoring, Interviewing.
c. Film: Fundamentals of Film Scripting, Screenplay and Production,

Documentary Film, News Reel.
Practical – Writing Short Screenplays, Film Reviews.
MODULE III – DIGITAL MEDIA
a. Kinds of Digital Media: E-book – E-magazine – E-journal – E-newspaper – Internet – World

Wide Web
b. Writing for Digital Media; Web Writing - Technical Writing – Blogging.- Introduction to
Profile Writing – Broadcast News Analysis – Caption Writing – Copy Writing/Content
Writing – Story Structure and Planning - Inverted Pyramid - Headline, Blurb, Lead -
Digital Correspondence – Digital Editing - Assignments in Technical Writing, Web
Writing, Blogging.
MODULE IV – ADVERTISEMENT
a. Advertisement in Different Media – An Overview

b. Promotional Literature: Copywriting for Leaflets, Pamphlets, Brochures, Classifieds –
Text, Captions, Logo – Story-board etc.
MODULE V – STYLISTICS AND THE MEDIA
a. Difference in writing styles between Print, Electronic and Digital Media

b) Basic principles of AP Style (Associated Press Style Book) for Writing
– Use of the Style Book – Style as a Manner of Writing – Clarity in Writing –
Readability – Five ‘W’s and ‘H’ of Writing.
a. Different kinds of writing:

1. News Writing – Appropriate angle for a news story – Structuring news – Qualities
of effective leads –Using significant details – Effective revision
2. Article writing – Structuring for greatest effect – Preparation and organization of article
– Specific angle – specific audience.
3. Feature writing – structure – organisation – feature angles – simplicity in Style.
4. Writing for the screen – Writing effective film reviews –Basic principles of writing for
advertising – Writing for Interactive Media
5. editing – Copy editing process – Guiding principles of editing.
READING LIST
A. CORE READING

No
1 Writing for the Mass Media James Glen Pearson Education, 2006
(Sixth edition). Stovall
Page 44 of 89
2 Basic News Writing Melvin Menchar William. C.Brown Co., 1983

3 Writing and Reporting News: A Carole Rich Wadsworth/ Thomson Learning,
Coaching Method 2003
4 News Writing & Reporting James A Neal & Surjeeth Publications, 2003
Suzane S Brown
5 Broadcast News Writing, Ted White Macmillan
Reporting & Production
6 An Introduction to Digital Tony Feldman (Blueprint Series) 1996
Media
7 Advertising Ahuja & Chhabra Sujeeth Publications, 1989
8 The Screenwriter's Workbook Syd Field Dell Publishing, 1984
9 E-Writing Dianna Boother Macmillan, 2008
10 Mass Communication Theory Denis Mcquail Vistaar Publications, 2007
B. FURTHER READING

No
1 Writing and Producing News Eric Gormly Surjeet Publications, 2005
2 A Crash Course in David Griffith Scottish Screen, 2004
Screenwriting
3 Digital Media: An Richard L Lewis Prentice Hall
Introduction
4 The Art of Editing the News Robert.C Chilton Book Co., 1978
McGiffort
5 Dr.Chapman
Digital Media Tools Nigel (Paperback - 26 Oct 2007)
6 News reporting and Editing K.M Srivastava Sterling Publications
7 The News Writer’s M.L Stein, , Surjeeth Publications, 2003
Handbook: an Introduction to Paterno, Susan.F
Journalism
8 The Associated Press Style Norm The A.P, 1994
Book and Libel Manuel
9 The TV Writer's Workbook : A Ellen Sandler Delta, 2007
Creative Approach to
Television
10 Understanding Journalism Lynette Sheridan Vistaar Publications, 2004
Burns
11 Media and Society in the Kevin Kawamoto Pearson Education, 2002
Digital Age
12 Media in the Digital Age J.V Pavlik (Paperback - 1 May 2008)
5. WEB RESOURCES
info@scottishscreen.com http://www.scottishscreen.com
http://www.subtle.net/empyre/ http://www.billseaman.com
http://www.inplaceofthepage.co.uk http://www.desvirtual.com
http://www.brueckner-kuehner.de/block
Page 45 of 89
6. MODEL QUESTIONS (To be incorporated)
Sample Topics for Assignments

1. Students may opt to do creative writing project representing an engagement with their
experience of the course.
2. Submit three focus story ideas that you could write for the campus news paper. Identify
them as news or feature stories.
3. Attend three events of your locality and write a basic news story about it.
4. Keep a journal of your reading habits for a week. Write a paragraph each day about
the kinds of stories you read and did not read, how many you read all the way
through and how many you read just through the headlines alone or the first few
paragraphs only. Give an empirical conclusion to your observations.
5. Watch the TV news bulletin for a week. Is the news the same or different from the print
news? Do you have greater faith in the medium? Why?
6. Concentrate on a particular publication of E-newspaper for at least a week. Reflect on its
views, values and stylistic qualities.
7. Take three published news stories. Use the internet search engines to substantiate facts in the
story.
8. Write a detailed story board for a 30 second Advertisement, complete with even the voice-
over.
9. Write the script and a screen play for a 20 minute documentary film.
Expectations:
Organizational visit and participation of each student is essential and obligatory. It will be the basis
of evaluation and grading. Assignments are due at the end of the course.

2009 - 2010
INDIAN WRITING IN ENGLISH
COURSE CODE EN5B4
TITLE OF THE COURSE INDIAN WRITING IN ENGLISH

IS TO BE TAUGHT
NO. OF CREDITS 4

*To inspire students to approach and appreciate Indian literature in English, to explore its
uniqueness and its place among the literatures in English.
*To motivate students for a critical and comparative study of other literatures in English and to
examine the similarities and differences in attitudes, vision and idiom of expression.
Page 46 of 89

*To provide an overview of the various phases of the evolution of Indian writing in English.
*To introduce students to the thematic concerns, genres and trends of Indian writing in English.
*To generate discussions on the constraints and challenges encountered in articulating Indian
sensibility in English.
*To expose students to the pluralistic aspects of Indian culture and identity.
3. COURSE OUTLINE
MODULE 1 - INTRODUCTION
Introduction to the Course: an overview of the history of Indian Writing in English, introducing
the different phases in its evolution – British Raj and the emergence of Indian writing in English,
the National movement and its impacts , independence and post-independence periods and the
new voices and trends.
(This part of the course aims at giving a broad overview of the area. Questions for End-
Semester Assessment are to be limited within the purview of the prescribed authors and the
texts)
MODULE II - POETRY
1. Sarojini Naidu The Quest
2. Tagore Breezy April
3. Kamala Das In Love
4. Nissim Ezekiel Good bye Party to Miss Pushpa T.S.
5. A. K. Ramanujan Looking for a Cousin on a Swing
6. Agha Shahid Ali Postcard from Kashmir
CORE READING
Gokak, Vinayak Krishna (ed). The Golden Treasury of Indo-Anglian Poetry. Sahitya Akademy,
1970. 105. 155.271.
Parthasarathy R. (ed). Ten Twentieth Century Indian Poets. Delhi. OUP, 1976. 37, 97
Mehrotra, Arvind Kriahna (ed). Twelve Modern Indian Poets. Delhi. OUP, 1992. 141
MODULE III - FICTION

1. Shashi Desh Pande Roots and Shadows
(Chennai: Orient Longman, 1983)
MODULE IV MODULE IV PROSE AND SHORT FICTION
1. Jawaharlal Nehru Tryst with Destiny

2. R.K Narayan Mars in the Seventh House
(Chapter 1X of My Days)
3. Amrita Pritam The Weed
Page 47 of 89
CORE READING
Rushdie. Salman (ed) Vintage Book of Indian Writing 1947-1997. Vintage. 1997
(Tryst with Destiny)
Narayan R.K .My Days. Madras: Indian Thought Publication. 2006. 115-132.
Mythili S, V. Kadambari (ed). Lights and Shadows. Chennai: Blackie Books. 2000. 64-70.
MODULE - V - DRAMA
1. Girish Karnad Naga-Mandala (OUP.1990)
4. READING LIST
CORE READING
GENERAL READING:
l Title Author Publisher/Year

No
1 Indian Writing in English K.R.Sreenivasa Delhi, Sterling, 1984
Iyengar
2 A History of Indian English M.K.Naik Delhi, Sahitya
Literature Academi, 1982
3 A Concise History of Indian A.K.Mehrotra Delhi, Permanent
Literature in English Black, 2008
FURTHER READING

No
1 Perspectives on Indian Poetry M.K.Naik Delhi, Abhinav
In English Publication, 1984
2 Indian English Fiction1980-1990 Bhariya N.V. & Delhi, Permanent
An Assessment V.Sarang (ed) Black, 1994
3 Perspectives on Indian Drama in M.K.Naik & Delhi, Permanent
English S.M.Punekar (ed) Black, 1977
4 Reworlding: The Literature of E.S.Nelson New York,
Indian Diaspora Permanent Black,
1992
5 Indo-Anglian Literature 1800-1970: H.M.Williams Bombay, Orient
A Survey Longman, 1976
6 Indo-English Poetry H.L.Amga Jaipur, Surabhi
Publication, 2000
7 Patterns of Feminist Consciousness Anuadha Roy Delhi, Prestige
in Indian Women Writers: Some Books, 1999
Feminist Issues
8 Endless Female Hungers: A Study of V.Nabar Delhi, Permanent
Kamala Das Black, 1993
9 Modern Indian Poetry in English R.D.King Delhi, Permanent
Black
Page 48 of 89
5. MODEL QUESTIONS


LITERARY CRITICISM AND THEORY
COURSE CODE EN6B1
TITLE OF THE COURSE LITERARY CRITICISM AND THEORY

IS TO BE TAUGHT
NO. OF CREDITS 4

To familiarise the students with the literary terms and introduce to them the various streams in literary
criticism, to make them aware of the inter-disciplinary nature of contemporary criticism and to develop in
students, skills for literary criticism.

• To make the students aware that all readers are critics
• To familiarise them with the factors involved in criticism like interpretation, elucidation, judgement a
appreciation.
• To introduce the students to basic texts in criticism, relating to various movements and school
thought
• To develop critical thinking by introducing various tools of criticism-analysis, comparison, theoretica
approaches etc.
3. COURSE OUTLINE
MODULE I - CLASSICAL AGE
Aristotle: Concepts of tragedy, plot
Plato: Concept of Art, criticism of poetry and drama
(Contemporary relevance of the ideas in the above to be discussed)
CORE READING
Aristotle. “Poetics” classical appendix in English Critical Texts , OUP, Madras, 1962.
Prasad, B. An Introduction to English Criticism. Macmillan, India, 1965. pp 1-28.
MODULE II – INDIAN AESTHETICS

Page 49 of 89
Theory of Rasa, Vyanjana and Alankara.

(The relationship between Module I & II to be discussed. For eg. The concept of Rasa and purgation, Alank
and figures of speech etc.
CORE READING
∗ Das Guptha,S.N. “The Theory of Rasa”, (pp 191 -196) in Indian Aesthetics : An Introduction ed.
V.S.Sethuraman, Macmillan, India, 1992.
∗ Kuppuswami Sastri. “The Highways of Literary Criticism in Sanskrit” (pp 173 - 190), in Indian
Aesthetics : An Introduction ed.. V.S. Sethuraman, Macmillan, India, 1992.
∗ Raghavan, V. “Use and Abuse of Alankara”(pp 235 - 244) in Indian Aesthetics An Introduction. India
Macmillan, 1992.
MODULE III – MODERN CRITICISM
This section is meant to make the students familiar with modern critical writing.
CORE TEXTS
∗ William Wordsworth: Preface to Lyrical Ballads- Paragraphs 5-12
∗ Ferdinand de Sassure: Nature of the Linguistic Sign.
∗ T.S. Eliot – Tradition and the Individual Talent
∗ Elaine Showalter- Towards a Feminist Poetics
CORE BOOKS
∗ Wordsworth, William “Preface to Lyrical Ballads” in Enright, D J et al . English Critical Texts OUP,
Madras, 1962 paragraphs 5 to 12. P. 164-172.
∗ Eliot, T S. “Tradition and Individual Talent” in English Critical Texts Madras, 1962 pp 293 - 301.
∗ Sassure, Ferdinand De. “Nature of the Linguistic Sign” in Modern Literary Theory and Criticism.
∗ Showalter, Elaine. “Towards a Feminist Poetics” in Contemporary Criticism ed. Sethuraman V. S
India Macmillan, 1989, pp 403- 407
MODULE IV - CRITICAL TERMS AND CONCEPTS

This is a section meant to familiarize students with the various tools, movements and concepts in
criticism. This may include the following:-
Figures of Speech: Simile, metaphor, synecdoche, metonymy, symbol, irony, paradox.
Movements: Classicism, neo-classicism, romanticism, humanism, realism, magic realism naturalism,

symbolism, Russian formalism, Marxist criticism, absurd literature, modernism, structuralism,
post-structuralism, deconstruction, post-modernism, post-colonialism, feminism, psycho-
analytic criticism
Concepts: Objective correlative, Ambiguity, intentional fallacy, affective fallacy, negative capabilit
myth, archetype.
Literary Forms: Lyric, Ode, Elegy, epic, sonnet, ballad, dramatic monologue, melodrama,
tragic- comedy, farce, and satire
CORE READING
Abrams, M.H. A Glossary of Literary Terms. VII edn. Thomson Heinle , India, 1999.
Peck, John and Martin Coyle. Literary Terms and Criticism. Macmillan, London,1993.
Page 50 of 89
MODULE V
In this Module, critical analysis of short poems and short stories are to be done by students.
The students may be asked to analyse pieces in terms of theme, diction, tone, figures of speech,
imagery etc. Theoretical approaches may be avoided.
CORE READING
S Sethuraman, V.S. et al. Practical Criticism . Macmillan, India,1990.
General Reading

No
1 Indian Aesthetics. An Sethuraman, India: Macmillan ,1992.
Introduction. V.S
2 Oxford Dictionary of
Literary Terms
3 A Glossary of Literary Abrams, M.H India: Macmillan,Rev. Edition.
Terms
4 Literary Terms and Peck, John et Macmillan: India, 1993.
Criticism al.
5 An Introduction to Prasad, B India: Macmillan, 1965.
English Criticism
6 Beginning Theory, Barry, Peter. Manchester and New York:
Manchester University Press. 1995
Furthr Reading

No
1 Structuralism and Hawks, Terrence New Accents, 2003
Semiotics
2 The Poetry Hand Book Lennard, John Oxford University Press,
2008
3 A History of Literary Blamires, Harry Delhi:Macmillan,1991
Criticism
4 Contemporary Literary Krishna Swamy, N Delhi: Macmillan, 2001
Theory: A Student’s et al
Companion
5 Literary Criticism: A Das,B.B. et al New Delhi, Oxford
Reading University press, 1985
6 The English Critical Ramaswamy, S, Delhi: Macmillan, 1977
Tradition Sethuraman, V.S.
ed
7 An Introduction to the Hudson, W.H.
Study of literature
8 Literature Criticism and Croft, Steven et al. Oxford University press,
Page 51 of 89
Style 1997
9 Literary Theory: The Bertens, Hans Routledge, 2001
Basics
10 Literary Theory for the Klages, Mary India: Viva Books, 2007
Perplexed
5. WEB RESOURCES
www.literarureclassics.com/ancientpaths/litcrit.htmml www.textec.com/criticism.html
www.ipl.org/div/litcrit
www.assumption-edu/users/ady/HHGateway/Gateway/Approaches.html
www.maitespace.com/englishodyssey/Resources/litcrit.html

Page 52 of 89

LITERATURES IN ENGLISH: AMERICAN & POST COLONIAL
COURSE CODE EN6B2
TITLE OF THE COURSE LITERATURES IN ENGLISH:

AMERICAN & POST COLONIAL
IS TO BE TAUGHT
NO. OF CREDITS 4
• To inculcate a literary, aesthetic and critical awareness of diverse cultures and literary
creations and thus to arrive at a broader vision of the world.

• To initiate the students to varied literatures in English
• To expose them to diverse modes of experiences and cultures
• To familiarize them with the concepts of Post Colonialism
• To enable students to compare and contrast their indigenous literature and culture with
other literatures and cultures.
3. COURSE OUTLINE
A) AMERICAN LITERATURE
MODULE I
General reading: Introduction to American Literature

Page 53 of 89
Poetry Walt Whitman : I Hear America Singing

Wallace Stevens : Anecdote of a Jar
Sylvia Path : Edge
: Mother to Son
Langston Hughes
MODULE II
Drama Arthur Miller : Death of a Salesman
Short Story Edgar Allen Poe : The Fall of the House of Usher
Faulkner : Barn Burning
CORE READING
Ramanan, Mohan (Ed) Four Centuries of American Poetry: An Anthology.
Chennai: Macmillan, 1996. 61-63, 123, 125-127, 170-171.
Salumke, Vilas et al. (Ed). An Anthology of Poems in English. Chennai:
Longman, 2005 (Rpt). 89-91, 114-115.
FURTHER READING
Bhongle, Rangrao. (Ed) Contemporary American Literature: Poetry, Fiction, Drama
and Criticism. New Delhi: Atlantic Publishers, 2002.
Collins - An Introduction to American Literature
Crawford, Bartholow V et al. American Literature. New York: Barnes and
Noble Books, 1945
Mathiessew, F.O. American Literature up to Nineteenth Century
Spiller - Cycle of American Literature - A New Harvest of American Literature
Warren, Robert Penn.- American Literature
Wright, George T (Ed) Seven American Stylists: From Poe to Mailer: An Introduction.
Minneapolis: University of Minnesota Press, 1961
B) POST COLONIALISM
MODULE III
General Reading: Prose: Aspects of Post Colonial Literature
Poetry Margaret Atwood : This is a Photograph of Me

Kamau Braithwaite : The Emigrants
Meena Alexander : House of a Thousand Doors
Gabriel Okara : The Mystic Drum
David Diop : Africa
(blogginginparis.com/2004/08/22/afrique-africa-by-david-diop-1927-
1960/ -)
MODULE IV
Drama Manjula Padmanabhan : Harvest
Fiction Nasibu Mwanukuzi : Killing Time

(www.kongoi.com/Ras_Nas/shortstories/daysofsummer.php -
Page 54 of 89
Carol Shields : A Scarf

LANGUAGE AND LINGUISTICS

COURSE CODE EN6B3
TITLE OF THE COURSE LANGUAGE AND LINGUISTICS

IS TO BE TAUGHT
NO. OF CREDITS 4

The course studies what is language and what knowledge a language consist of. This is
provided by basic examination of internal organization of sentences, words, and sound
systems. The course assumes no prior training in linguistics. Students of Linguistics begin
their studies by learning how to analyze languages, their sounds (phonetics and phonology),
their ways of forming words (morphology), their sentence structures (syntax), and their
systems of expressing meaning (semantics).

• To lead to a greater understanding of the human mind, of human communicative action
and relations through an objective study of language
• To familiarize students with key concepts of Linguistics and develop awareness of latest
trends in Language Study
• To help students towards a better pronunciation and to improve the general standard of
pronunciation in every day conversation and in reading.
• To help the students develop a sense of English grammar, idioms, syntax and usage.
• To improve writing and speech skills.
3. COURSE OUTLINE
MODULE I – LANGUAGE
a) What is Language? – Speech and Writing – Language and Society

b)Variations in language – Language Behaviour – Dialect – Idiolect – Register – Bilingualism
MODULE II – LINGUISTICS
Page 55 of 89
a) What is Linguistics? – Is Linguistics a Science?

b) Branches of Linguistics: Phonology – Morphology – Syntax – Semantics – Semiology
c) Approaches to the Study of Linguistics Synchronic-
Diachronic Prescriptive – Descriptive Traditional –
Modern
D )Key Concepts in Linguistics Langue – Parole –

competence – Performance etc
MODULE III – PHONETICS
a) Speech Mechanism – Organs of Speech -

b) Overview of English Sound System
c) Classification of Vowels – Diphthongs – Triphthongs and Consonants Cardinal
Vowels - Phonemes – Allophones and Allophonic Variations Homonyms and
Homophones - Suprasegmentals : Stress and Rhythm – Intonation –
Juncture
d) Elision and Assimilation - Syllable
e) Transcription and Practice
f) Application (to be done preferably in the Language Lab)
The need for Uniformity and Intelligibility – Distinctions between Regional and RP
Sounds – articulation and Auditory Exercises
MODULE IV – STRUCTURE OF ENGLISH
a) Introduction to Grammar
b) Grammar of words
Morphemes and allomorphs – Lexical/Content Words – Form Words –
functional/Structural Words – Formal, Informal and Academic words – Idioms
c) Word Class/Parts of Speech – Word formation – Derivation – Inflexion
d) Grammar of Sentence
Word Order – Phrase – Clause – Sentence Patterns e) Kinds of
sentences
Declarative – Interrogative – Imperative – Exclamatory – Simple – complex –
Compound - Transformation of Sentences
(Practical Exercises to be given in the prescribed areas)
4. READING LIST
A. CORE READING
No
1 Language and Linguistic: An John Lyon Cambridge University Press,
Introduction 1999
2 An Introduction to the A.C Gimson London, 1980
Pronunciation of English
3 English Grammar Raymond Murphy Cambridge University Press,
2005
4 Key Concepts in Language R.L.Trask Routledge, 2004
Page 56 of 89
and Linguistics
5 Elements of General Andre Martinet Midway Reprint Series
Linguistics
6 Practical English Usage Michael Swan Oxford University Press, 2005
7 Linguistics and English H.A.Gleason Holt, Rinehart &. Winston,

Grammar Inc., 1965.
B. GENERAL READING

No
1 New Horizon in Language John Lyons (Ed.) Pelican Books, 1970
2 English Pronunciation in Use Mark Hencock Cambridge University Press,
2003
3 A Practical English Grammar Thomson and Oxford University Press
Martinet
4 An Introduction to Language Christopher.J. Hall Viva Continuum Edition,
and Linguistics 2008
5 Introducing Phonology David Odden Cambridge University Press,
2005
6 Linguistics: A Very Short P. H. Matthews Oxford University Press
Introduction
Sample Topics for Assignments
o Language and society

o Branches of Linguistics
o Bilingualism
o The Need for the Study of Grammar
o RP and Standard English
o Approaches to the Study of Grammar
o Linguistics as a Science
Page 57 of 89


MODERN ENGLISH LITERATURE
COURSE CODE EN6B4
TITLE OF THE COURSE MODERN ENGLISH LITERATURE

IS TO BE TAUGHT
NO. OF CREDITS 4

• To introduce the student to the general characteristics of the literature and culture of the
period and to promote in him/her an interest in and knowledge of the literary productions of the age
• To understand the political, religious, social and cultural trends of the Modernist
and the Postmodernist periods.
• To understand how the literature of the period relates to the important trends of the period.
• To develop an ability to read, understand and respond to a wide variety of texts of the
period.
• To appreciate the ways in which authors achieve their effects and to develop skills
necessary for literary study.
• To develop the ability to construct and convey meaning in speech and writing matching
style to audience and purpose.
3. COURSE OUTLINE
LITERARY MOVEMENTS: Modernism, Imagism, Impressionism, Expressionism, Surrealism, The Avant-garde,
Stream of Consciousness, Movement poetry, Epic Theatre, Theatre of the Absurd, Existentialism, Angry
Theatre, Postmodernism.
Page 58 of 89
MODULE 1: POETRY
Yeats : Easter 1916
Eliot : Journey of the Magi
Auden : The Unknown Citizen
Larkin : Next Please
Ted Hughes : The Thought Fox
Seamus Heaney : Constable Calls
MODULE 2: PROSE & FICTION

James Joyce : Araby (Short Story)
D. H. Lawrence : Rocking Horse Winner (Short Story)
Virginia Woolf : How Should One Read a Book (Essay)
Fowler : The French Lieutenant’s Woman (Novel)
MODULE 3: DRAMA
Osborne : Look Back in Anger (Play)
Pinter : The Dumb Waiter (OAP)
MODULE 4 DRAMA FOR SCREENING

Shaw : Pygmalion
(After a brief introduction, the play is to be screened and discussed. The play and/or ‘My
Fair Lady’ are recommended.)
4. READING LIST
General Reading:
No
1 A Glossary of Literary Terms Abrahms, M. H. Bangalore: Prism
2 Modernism Peter Childs London: Routledge,
2008
3 A Brief History of English John Peck and Martin Coyle. Basingstoke:
Literature. Palgrave, 2002.
4 Beginning Postmodernism Tim Woods Manchester: MUP,
Further Reading:
Sl
No Title Author Publisher/Year
1 Modernism: A Guide to . Bardbury, Hassocks: Harvester, 1978.
European Literature 1890- Malcom and James
1930. McFarlane
2 The Modern British Novel Malcom Bardbury Penguin
3 Eight Contemporary Poets Colin Bedient
4 All That is Solid Melts into Air Marshall Berman London: Verso
5 A Preface to James Joyce. Sydney Bolt Delhi: Pearson
6 Theory of the Avant-Garde. Peter Bürger Minneapolis: U of Minnesota
Trans. Michael Shaw. Theory P, 1984
and History of Literature, vol.
4
Page 59 of 89
7 Five Faces of Modernity: Matei Calinescu Durham: Duke UP, 1987

Modernism, Avant-Garde,
Decadence, Kitsch,
Postmodernism
8 The Theatre of the Absurd Martin Esslin Harmondsworth: Penguin
Page 60 of 89
9 British Drama Since 1955 Hayman, R
10 The Auden Generation: Hynes, S

Literature and Politics in
England in the 1930s
11 Nine Contemporary Poets King, P. R
12 The Novel at the Cross Roads David Lodge
13 Postmodernity David Lyon Buckingham: Open UP
14 A Preface to Yeats Edward Malins and Delhi: Pearson

John Purkis
15 Culture in Britain Since 1945 Marwick, A
16 The Movement: English Poetry Blake Morrison

and Fiction of the 1950s
17 A Preface to Auden Allan Rodway Harlow: Longman
18 A Preface to Lawrence Gamini Salgado Delhi: Pearson
19 Modernist Fiction: An Stevenson, R

Introduction
20 A Preface to Eliot Ronald Tamplin Delhi: Pearson
5. MODEL QUESTIONS
Page 61 of 89

SYLLABI FOR OPEN COURSES

FOR STUDENTS OF OTHER DISCIPLINES
FILM STUDIES
COURSE CODE EN5D01
TITLE OF THE COURSE FILM STUDIES
SEMESTER IN WHICH THE COURSE IS TO 5

BE TAUGHT
NO. OF CREDITS 4
• To introduce students to films studies as a discipline and to develop in them

analytical and critical skills so that they can appreciate cinema as an independent art form.
• To arrive at an appreciation of film as an art form and its aesthetics

• To see film as a gateway subject and to foster through film an understanding
of visual aesthetics, forms and technological innovation.
• To understand how film connects with history, politics technology,
psychology and performance.
• To critically appraise the nature of representation on screen and how class,
race ethnicity and sexuality are represented.
• To probe the impact of practices and regulations such as censorship, cultural policy,
industry awards and international distribution in film reception.
• To develop analytical skills so that the student can produce informed and
thorough close readings of films.
3. COURSE OUTLINE
MODULE 1
Introduction to the basic terminology of filmmaking Mise en scene, long takes deep focus Shots (close up,
medium shot, long shot)
Editing: chronological editing, cross cutting , montage , continuity editing , continuity cuts , jump cuts ,
match cuts, 30 degree rule ,180 degree rule. Sound in the movies, colour in the movies.
The production, distribution and reception of films; censorship
Page 62 of 89
MODULE II
Introduction to film genres
The Major genres: Narrative, avant-garde, documentary
Other genres: Thriller, melodrama, musical, horror, western, fantasy animation film noir
expressionist historical, mythological, road movies
MODULE III
Introduction to major movements and theories
The silent era; classic Hollywood cinema, Neo-Realism, French New wave, Indian cinema
Introduction to the film theories of Sergei Eisenstein, Andre Bazin , auteur theory, Christian
Metz and Laura Mulvey
MODULE IV SELECTED FILM TEXTS

1 Andre Bazin : The Evolution of the Language of Cinema (‘What is Cinema’)
2 Satyajit Ray: What is Wrong with Indian Films (from ‘Our Films Their Films’)
3 Ronald Abramson “ Structure and Meaning in Cinema in Movies and Methods Ed. Bill
Nichols
4 C.S. Venkitsweran , Swayamvaram : Classic Prophecies in Film and Philosophy ed. K Gopinathan
MODULE V CASE STUDIES OF CLASSIC CINEMA

1. Battleship Potemkin – Silent Cinema, Montage
2. Bicycle Thieves: Neo Realism
3. The Godfather: Hollywood Classic
4. Charulata: Indian Classic
5. Rashomon: Asian Classic. Japanese Cinema
6. Chemmeen: Malayalam Classic
4. READING LIST:-
a) RECOMMENDED READING
1. Amy Villarejo. Film Studies : The Basics London & New York Routledge. 2007
2. Warren Buckland Teach Yourself Film studies , London , Hadden
3. Virginia Wright Wexman A History of Film Delhi , Pearson
4. Susan Heyward Key concepts in Cinema Studies London Routledge
5. J Dudley Andrew The Major Film Theories : An Introduction New Delhi Oxford
6. Michael Silverman (eds) “Elements of Literature” The Elements
of Film New Delhi, OUP Pages 1451-1491.
b) FURTHER READING
1. Leo Braudy & Marshall Cohen Eds. Film Theory and Criticism Oxford OUP
2. Geoffry Nowell Smith. The Oxford History of World Cinema Oxford
OUP
3. Satyjit Ray Our Films Their Films Hyderabad Orient Longman
4. J Dudley Andrew Concepts in Film theory
5. Jarek Kupsc The History of Cinema for Beginners Hyderabad ,
Page 63 of 89
Orient Longman
6. Victor Perkins Film as Film: Understanding and Judging Movies.
Harmondsworth, Penguin
7. Bill Nicols ed. Movies and Methods
8. Rudolf Arnheim Film as Art London Faber
9. Andre Bazin What is Cinema Berkeley U of California P
10. John Caughie (ed) Theories of Authorship London BFI
11. John Corner The Art of Record: A Critical Introduction to
Documentary, Manchester UP
12. David Bordwell The Cinema of Eisenstein London Routledge
13. Ashish Rajadyaksha & Paul Willeman Encyclopedia of Indian
Cinema Oxford & New Delhi OUP
14. John Hill & Pamela Church Gilson (eds) The Oxford Guide to Film
Studies OUP
15. David Overly (ed) Springtime in Italy: A Reader on Neorealism
London, Talisman
16. James Monaco The New Wave NY OUP
17. Keiko McDonald Cinema East: A Critical Study of Major Japanese
Films, London. Associated University Presses
18. Chidananda Das Gupta The Cinema of Satyajit Ray New Delhi Vikas
5. CYBER RESOURCES
6. MODEL QUESTIONS
Page 64 of 89

CREATIVE WRITING IN ENGLISH
COURSE CODE EN5D02
TITLE OF THE COURSE CREATIVE WRITING IN ENGLISH

IS TO BE TAUGHT
NO. OF CREDITS 4

• To acquaint students with the basic principles and techniques involved in writing
poetry, fiction and drama
• To develop students’ talent for creative writing in English and to encourage them
to keep writing
• To introduce the concept of creative writing

• To familiarise students with the process of writing poetry, fiction and drama
• To train students to write the various forms
• To prepare students to write for the media
• To encourage students to write for publication
3. COURSE OUTLINE
MODULE I – INTRODUCTION TO CREATIVE WRITING

Creativity – inspiration – art – propaganda – madness – imagination – creative writing/teaching of –
importance of reading
MODULE II – THE ART AND CRAFT OF WRITING

Tropes, figures – style, register – formal, informal usage – varieties of English – language and gender
– disordered language – playing with words – grammar and word order - tense and time - grammatical
differences
Page 65 of 89
MODULE III – MODES OF CREATIVE WRITING

a) POETRY: Definitions - functions of language - poetry and prose - shape, form, and technique -
rhyme and reason – fixed forms and free verse – modes of poetry: lyrical, narrative, dramatic – voices
- Indian English poets – interview - verse for children - problems with writing poetry - writing poetry -
Workshops
b) FICTION: Fiction, non fiction - importance of history - literary and popular fiction – short story and
novel – interview - writing fiction for children - children’s literature - interview - workshops
c) DRAMA: Drama - plot - characterization – verbal and non verbal elements – overview of Indian
English theatre – styles of contemporary theatre – Indian playwrights - interview - writing for films –
screenplay – children’s theatre – writing drama - workshops
MODULE IV- WRITING FOR THE MEDIA

Print media - broadcast media – internet - advertising
MODULE V – PUBLICATION TIPS

Revising and rewriting – proof reading – editing – submitting manuscript for publication
– summary
EXTENSION ACTIVITY (READING)

A reading of a few pieces of creative writing of well known authors is to be undertaken as
an extended activity. The reading may be done as a class room activity under the guidance
of teacher or optionally, students read the pieces at home and a discussion on the various
aspects may be undertaken later in class. It could also be done as a group activity in
classroom with the group leader presenting the summary of the ideas generated at the
discussion. Loud reading of poems and stories and role plays of sections of plays is to be
encouraged.
A sample collection of pieces is given. The list is only suggestive. A resourceful teacher
is free to select any number of pieces of his/her choice. Being an open course, such an
activity will be of a serious nature.
POETRY
Wordsworth : The Solitary Reaper

Robert Frost : Stopping by the Woods on a Snowy Evening
Shakespeare : Shall I compare thee to a summer’s day?
Pablo Neruda : Tonight I Can Write
Wole Soyinka : Telephone Conversation
Tagore : Where the Mind is Without Fear
Emily Dickinson : It’s Such a Little Thing
FICTION
O. Henry : The Last Leaf
Prem Chand : Resignation
Chinua Achebe : Marriage is a Private Affair
Anton Chekhov : The Grief
Saki : The Open Window
Page 66 of 89
DRAMA
Shakespeare : The Merchant of Venice (The Trial Scene)

Stanley Houghton : The Dear Departed
Tagore : Chandalika
: The Bear
Chekhov
4. READING LIST:-
A) CORE TEXT
Sl. Title Author/s Place/Publisher/Year

No
1 Creative Writing: A Anjana Neira Dev, Delhi, Pearson Longman,
Beginner’s Manual Anuradha Marwah, 2009
Swati Pal
B) FURTHER READING
Sl. Title Author/s Place/Publisher/Year

No
1 Elements of Robert Scholes, Nancy Delhi, OUP, 2007
Literature: R. Comley, Carl H.
Essay, Fiction, Poetry, Klaus, Michael
Drama, Film Silverman
2 Write from the Heart: Hal Zina Bennet California, New World
Unleashing the power Library, 2001
of Your Creativity
3 A Guide to Writing Sylvan Barnet, New Delhi, Pearson, 2006
about Literature William E. Cain
5. CYBER RESOURCES
http://www.chillibreeze.com/articles_various/creative-writer.asp
http://www.contentwriter.in/articles/writing/ http://www.cbse.nic.in/cw-
xii/creative-writing-xii-unit-1.pdf: (downloadable
free)
6. MODEL QUESTIONS
Page 67 of 89


APPLIED LANGUAGE SKILLS
COURSE CODE EN5D03
TITLE OF THE COURSE APPLIED LANGUAGE SKILLS

IS TO BE TAUGHT
NO. OF CREDITS 4

English is moving into a position of strength, emerging as the single universally known spoken and
accepted language. There is a growing thrust on the language, specifically the communicative
aspect of English. The course shall cater to equipping the students through a rigorous training and
result in comprehensive language enhancement.
2 OBJECTIVE OF THE COURSE
Upon completion students should be able to:
Fulfil their educational and professional goals as they relate to their knowledge and use of the English
language.
• Gain a sound functional competence in the English language without the
impediment of language difficulties.
• Overcome difficulties cropping up at the time of interviews, in group
discussions, or during entrance examinations.
• Develop a high level of proficiency in all skill areas of the English language in
an integrated curriculum.
• Develop a solid understanding and usage of academic English.
• Attain an appropriate level of expertise in the skill area: reading, listening
comprehension, grammar, writing and verbal skills.
4. COURSE OUTLINE
MODULE I – LANGUAGE AND COMMUNICATION
Principles of Communication - Verbal and Non-verbal communication -Barriers to

Communication: Psychological barriers – Linguistic barriers – Socio-cultural barriers - The four
essential Communication Skills: Receptive and Active Skills Fluency and Accuracy in
Communication
Page 68 of 89
MODULE II – RESOURCES FOR LANGUAGE SKILLS
a) Conventional Resources: Dictionaries – Thesaurus – Pronunciation Dictionary – Collocation

Dictionary – Dictionaries of Idioms and Phrases – Grammar Books
b) Electronic Resources: On-line Dictionaries and Thesaurus – Introduction to HTML – Subject
Directories – Web Resources for Language Learners – Using search Engines – Browsers and
Servers – Boolean Search – CD-Rom – Computer Assisted Language Learning (CALL)
c) Practical: Vocabulary building exercises – Pronunciation drilling – Transcription – Grammar in
content and context - exercises
MODULE III – ACTIVE SKILLS (SPEAKING AND WRITING)
1)Speech Skill:
Conventions in Speaking: Sounds – Articulation – Pronunciation of Words – Stress – Intonation –
Rhythm – Weak forms and Strong Forms.
Approach to Effective Conversation: Starting a conversation – Greetings and Asking after –
Introducing oneself – Wishing Well – Apologizing – Excusing – Asking for and giving Information –
Making Requests, suggestions, Offers, Orders – Agreeing – Disagreeing – Giving and asking
Permission – Making invitations – Accepting and Rejecting – Expression of likes and dislikes – ending
a conversation.
2) Writing Skill
a) Common Errors in Grammar, Vocabulary and Usage
b) General Writing: Purpose, Structure, Layout and Form - Business Correspondence – Reports –
Requests and Petitions – Complaints – Feature Writing – Article Writing
c) Academic Writing: Planning, Structuring and Drafting – Introduction, the Body and Conclusion
Project Writing – Planning and Research – Book Reviews – Abstract – Synopsis – Seminars –
Symposia
d) E-writing: e-mail Exchange – Blogging – Writing On-line – Content Writing for Websites
e) Practical/Assignments (Samples):
• Drilling – Sounds and Passages to familiarize the intonation and stress pattern
• Role playing – conversation based on a given situation
• Write Features, Articles, Reports, etc. on given topics
• Prepare articles, features, contents and the like to be uploaded on to the Blog
created by the Department
MODULE IV – RECEPTIVE SKILLS (READING AND LISTENING SKILLS)
1) Reading Skill
The purpose of Reading – Reading for Detail – Reading for Specific Information – Promotion of Fluent
Reading – Intensive and Extensive Reading – Silent and Loud Reading
Page 69 of 89
2) Listening Skill
Difference between listening and hearing – Qualities of an active listener – Barriers to listening –
Academic listening (Taking notes – Comprehending a form or a table, chart etc) – listening for
inferences – listening for specific information, and listening for overall information.
Practical/Assignments (Samples):
O Read a passage and answer the comprehension questions based on it

O Test the student’s rendition of the passage and assess the progress
O Assess the student’s pronunciation and fluency based on his/her loud
reading of either a passage or conversation
O Students should be exposed to British, American and General Indian English
varieties and his/her listening skill assessed
O Students may be exposed to recorded academic lectures, news reading in TV
or Radio Channels, dialogues and group discussions and their listening skill assessed.
O Prepare a brief report of the news heard on national or international English
channels
MODULE V – CAREER SKILLS
a) Curriculum Vitae/Resumé – Job Application – Cover Letter

b) Discussion Skills – Group Discussion – Debates – Facing and Conducting
Interviews –– Seminars and Conferences – Organizing Formal and Informal Meetings
c) Presentation Skills
Assessing Students’ Skills – Planning Presentation – Visual aids – New Technology for Presentation –
Preparing Presentation – Delivering Presentation
d) Practical/Assignments (Samples)
O Students may be asked to prepare a Resumé, Cover letter and a Job

Application
O Initiate group discussions of given topics
O Conduct a mock interview for a profession, the students taking up the role
of interviewers and interviewees
O Organise a formal meeting on the proposed agenda, the students assuming
different roles
O Prepare and Deliver Presentation with audio-visual aids
O All these activities can be monitored by a panel of students.
Expectations:
The full-time curriculum includes a minimum of 4 hours of coursework per week, plus individual
mentoring and time spent in the English Language Learning Centre/Lab.
4. READING LIST
5.CYBER RESOURCES
Page 70 of 89
6. MODEL QUESTIONS
Page 71 of 89
A. CORE READING
No
1 Study Listening Tony Lynch Cambridge University Press, 2004
Kenneth
Anderson. Joan Cambridge University Press,
2 Study Speaking
Maclean and Tony 2004
Lynch
Eric H.
Glendinning and Cambridge University Press,
3 Study Reading
Beverly 2004
Holmstrom
4 Study Writing Liz Hamp-Lyons Cambridge University Press,
and Ben Heasley 2006
5 Oxford Guide to Effective John Seely New Delhi: OUP, 2000
Writing and Speaking
Structures and Strategies: An Lloyd Davis and Hyderabad, University Press
6 Introduction to Academic Susan Mckay India .Pvt.Ltd., 2008
Writing
7 Towards Academic English: Mark Cholij New Delhi: CUP, 2007
Developing Effective Skills
S C Sood and
8 Language Skills -I Mita Manohar Publishers &
Bose et al Distributors, 2005
9 Technical Presentation Skills Steve Mandel New Delhi: Viva Books
Pvt.Ltd., 2004
10 Conversational Practice Grand Taylor Tata Mcgraw Hill Publishing
Company Limited, 2008
B. GENERAL READING

No
1 Applied English: Language Robert E Barry Prentice Hall, 1994
Skills for Business and
Everyday Use
2 A Course in Communication P. Kiranmai Dutt, Foundation Books, 2009
Skills Geetha Rajeevan
and CLN Prakash
3 Speaking and Writing for Francis Macmillan, 2008
Effective Business Soundararaj
Communication
4 Developing Communication Krishna Mohan Chennai: Macmillan, 2008
Skills and Meera Banerji
5 Academic Encounters Kristine Brown Foundation Books, 2006
and Susan Hood
Page 72 of 89

SYLLABI FOR ELECTIVES

WORLD CLASSICS IN TRANSLATION
COURSE CODE EN6B5E1
TITLE OF THE COURSE WORLD CLASSICS IN TRANSLATION

IS TO BE TAUGHT
NO. OF CREDITS 2

• To develop sensible response to great classics in translation and fine tune
analytical skills with a view to achieving a broad, wholesome vision of life

• To introduce students to the world’s best classics in translation.
• To generate a broad vision of life by making the students to come to grips with
universal problems and varied life situations.
• To make the students to have a feel of excellent classics in translation in
various genres-Poetry, Fiction, Short Story and Drama-by a judicious selection. It should
instill in the students a spirit of enquiry and further exploration.
3. COURSE OUTLINE
MODULE I - POETRY
a) A general introduction to world classics in translation
b) Poetry.
i. A brief introduction
ii. FOR DETAILED STUDY
Dante-The Divine Comedy - 3 Paradiso Canto XXI (Penguin)

Goethe: “The Reunion” (Source: Goethe: http://www.poetry-archive.com/g/goethe) (The
Poem Itself, ed. Stanley Burnshaw, Penguin)
A.S. Pushkin: “I Loved You” (Alexander Pushkin: Selected Works Vol I. Russian
Classic Series, Progress Publishers)
NON-DETAILED:
An introduction to Homer and Virgil touching on The Iliad, The Odyssey and The Aeneid
Page 73 of 89
MODULE II - DRAMA
1. A brief introduction to world drama in general
2. FOR DETAILED STUDY
Sophocles: Oedipus Rex. Cambridge University Press, 2006
3. NON-DETAILED
Bhasa: Karnabharam: Sudarshan Kumar Sharma, (trans). Parimal Publications
.
MODULE III - FICTION AND SHORT STORIES
1. A brief introduction
2. FICTION: NON-DETAILED STUDY.
Dostoevsky: Notes from Underground. Vintage, 1994.
Herman Hesse: Siddhartha. Bantam Classics, 1981.
3. SHORT FICTION – DETAILED STUDY

Leo Tolstoy: The Repentant Sinner (Collected Series, Vol I, Progress
Publishers)
4. READING LIST:-
A) FURTHER READING

No
1 Three Centuries of Vladimir Nabokov Houghton Miffin Harcourt,
Russian Poetry 2008
2 The Poem Itself Stanley Burnshaw UK: Penguin Pelican, 1964
3 World Drama from Allardyce Nicoll NY: Harcourt Brace, 1950
Aeschylus to Anouilh
4 Greek Drama Moses Hadas Bantam Classics, 1983
5 Greek Tragedy in Taplin, Oliver Routledge, 2002
Action
* For fiction and for each author Twentieth Century Views/Casebook Series/Teach Yourself
Series could be used.
5. CYBER RESOURCES
www.online-literature.com/tolstoy/2900/ www.flipkart.com/karnabharam-madhyama-vyayoga-
mahakavi-bhasa
6. MODEL QUESTIONS
Page 74 of 89

SYLLABI FOR ELECTIVES

REGIONAL LITERATURES IN TRANSLATION
COURSE CODE EN6B5E2
TITLE OF THE COURSE REGIONAL LITERATURES IN TRANSLATION

IS TO BE TAUGHT
NO. OF CREDITS 2

• To expose students to the literatures representing India in various regional
languages to connect some of the myriad ‘little’ Indian reality

• To develop familiarity in the students with the cultural, linguistic and social
nuances of regional literature
• To overcome language barrier in the appreciation of good literature
• To equip students with critical and analytical skills to respond to texts in
various regional languages in India
• To enable students to transcend cultural barriers in understanding,
foregrounding and contesting the ‘transcultural’ India
• To inculcate a sense of oneness as Indians while learning to assert one’s
own cultural identity and politics
3. COURSE OUTLINE
INTRODUCTION
Importance of Regional Literatures - Scope of Regional Literatures - Dominant themes and
Motifs in Regional Literatures
MODULE I – POETRY
1. AMRITA PRITAM (PUNJABI) : “I am the Daughter of the Land of Dravida”
2.KA NA SUBRAMANIAM (TAMIL) : “Experience”
3.NAVAKANTA BARUNA (ASAMIYA) : “Judas of the Arunerian Miniature”
4.AJNEYA (HINDI) : “Houses”
5.SITAKANT MAHAPATRA (ORIYA) : “ Death of Krishna”
6.BALACHANDRAN CHULLIKKAD (MALAYALAM) : “Ghazal”. (From Sachidanandan.K (ed)
Signatures: One Hundred Indian Poets, New Delhi: National Book Trust India, 2000)
Page 75 of 89
MODULE II – DRAMA
1. SALISH ALEKAR (MARATHI) : “The Terrorist” (From Salish Alekar. Collected Plays of
Satish Alekar. New Delhi: OUP, 2009)
2. KALIDASA (SANSKRIT) : Act IV of Kalidasa’s Abhijnana Sakunthalam-(Kalidasa.
Abhijnana Sakunthalam. Trans.A.R. Kale. New Delhi: Mottilal Benarasidass, )
MODULE III – FICTION
1. U.R.ANANTHAMURTHY (KANNADA) : “Samskara” (From U.R.Anantha Murthy. Samskara: A Rite

for a Dead Man Trans.
2. A.K. Ramanujan. New Delhi OUP, 1976)
3 . QURRATUALAIN HYDER (URDU) “Confessions of St. Flora of Georgia” (From Bhabam
Bhattacharya. Contemporary Indian Short Stories Vol.II. Delhi, Sahitya Akademi , 1959
4. THARASHANKAR BANERJEE (BENGALI) “Boatman Tarini” (From Bhabam Bhattacharya.
Contemporary Indian Short Stories - Vol.III. Delhi: Sahitya Akademi, 1964)
5. V. CHANDRANSEKGA RAO (TELUGU) : “The story of the Fire-Bird, Red Rabbit and the
Endangered Tribes”
6.Geetha Dharmarajan. Kata Prize Stories: best of the 90’s. New Delhi: Katha, 2002)
4. READING LIST:-
A) GENERAL READING
B) CORE READING BOOKS LISTED/USEFUL IN MODULES I – III ABOVE)

No
1 Collected Plays of Satish Satish Alekar New Delhi: OUP, 2009.
Alekar
2 Samskara: A Rite for a U,R.Anantha Murthy New Delhi OUP, 1976.
Dead Man Trans.
A.K.Ramanujan
3 Contemporary Indian Bhabam Bhattacharya Delhi, Sahitya Akademi ,
Short Stories Vol.11 1959
4 Contemporary Indian Bhabam Bhattacharya Delhi: Sahitya Akademi,
Short Stories Vol.III. 1964.
5 Kata Prize Stories: best Geeta Dharmarajan New Delhi: Katha, 2002
of the 90’s
6 Abhijana Sakunthalam. (Trans) A.R. Kale Mottilal Benarasidass,
Trans. A.R. Kale 1969.
7 Signature : One Hundred K.Sachidanandan New Delhi, NET INDIA,

Indian Poets 2000
Page 76 of 89
C) FURTHER READING

No
1 Another India Nissim Ezekiel, New Delhi: Penguin, 1990
Meenakshi Mukherjee
(ed)
2 Literarures in Modern Gokak V.K. (ed) Delhi: The Publication
Indian Languages Division, 1957
3 New Writing in India Adil Jussawalla (ed) Harmondsworth: Penguin,
1974
4 U.R.Anantha Murthy's Kailash C. Baral Pencraft International, 2005
Samskara: A Critical (ed.) Sura P. Rath
Reader (ed.) D. Venkat Rao
(ed.)
5. CYBER RESOURCES
http://www.unipune.ernet.in/dept/lalitkala/sa2.htm
www.tamilnation.org/hundredtamils/index.htm
6. MODEL QUESTIONS
Page 77 of 89
University of Calicut
Restructured Curriculum for

BA Programme in English Language and Literature
Syllabi for Electives

DALIT LITERATURE
Course Code EN6B5E3

Title of the course Dalit Literature
Semester in which the course 6
is to be taught
No. of credits 2
No. of contact hours 54 (3 hrs/wk)
MODULE I PROSE
1.Sunny M. Kapikkad The Dalit Presence in Malayalam Literature
(trans. Malayalam)
2.Sharankumar Limbale About Dalit Literature (trans. Marathi)
3.Aravind Malagatti Coins on the Corpse and the Wedding Feast
(trans. Kannada)
4.Raj Gauthaman Dalith Culture (trans. Tamil)
MODULE II POETRY
(Trans. Malayalam
1.Raghavan Atholi Kandathi
2.K.K.S. Das Black Dance
(Trans. Marathi)
3.Namdeo Dhasal Hunger
4.Hira Bansode Yasodhara
(Trans. Tamil)
5.Sukirtharani Gigantic Trees
6.Pratibha Jeyachandran The Question
Page 78 of 89
MODULE III SHORT STORY

1.Bandhumadhav The Poisoned Bread (Trans. Marathi)
2.Anna Bhau Sathe Gold from the Grave (Trans. Marathi)
3.C. Ayyappan Madness (Trans. Malayalam)
4.Abhimani The Show (Trans. Tamil)
MODULE IV DRAMA
1.A. Santhakumar Dreamhunt (Trans. Malayalam)
CORE READING MATERIALS

i. K.Satyanarayana & Susie Tharu (ed.). (2011). No Alphabet
in Sight: New Dalit Writing from South India. New Delhi:
Penguin Books. Lesson 4 (p.149-57); Lesson 5 (p.345-347);
Lesson 6 (p.414-18); Lesson 9 (p.315-6); Lesson 10 (p.211-
3); Lesson 14 (p.75-80)
ii. Arjun Dangle (ed). (1992) Poisoned Bread. Bombay: Orient
Longman. Lesson 7 (p.42-5); Lesson 8 (p.31-2); Lesson 11
(p.147-154); Lesson 12 p.210-15)
iii. Dasan M., Pratibha V. et al (ed). 2012. The Oxford India
Anthology of MalayalamDalit Writing. New Delhi:
Oxford University Press. Lesson 1 (p.259-67); Lesson 13
(p.68-71); Lesson 15 (p.169-179)
iv. Sharankumar Limbale. 2004. Towards an Aesthetic of Dalit
Literature. (trans. from Marathi: Alok Mukherjee). New
Delhi: Orient Longman(Lesson 2 (p.19-22)
v. Aravind Malagatti. (2007) Government Brahmana. (trans.
from Kannada by Dharan Devi Malagatti, et al). Chennai:
Orient Longman. Lesson 3 (p.7-11)
Further Reading
1. Baby Kamble. (2008) The Prisons We Broke. (Trans. from Marathi by Maya
Pandit) Chennai: Orient Longman.
2. Gunasekaran K.A. (2009) The Scar. (Trans. from Tamil by V. Kadambari)
Chennai: Orient Blackswan.
3. Sivakami P. (2006) The Grip of Change. Chennai: Orient Longman.
4. Ravikumar & Azhagarasan. (2012) The Oxford India Anthology of Tamil
Dalit Writing. New Delhi: Oxford University Press.
Page 79 of 89

SYLLABI FOR COMPLEMENTARY COURSE
English for Communication - I

Paper I - English Language and Communication – The Basics.
Module I
Grammar and Usage – Grammaticality and Acceptability – Descriptive and
Prescriptive approach to language - Parts of Speech – Sentence (Declarative,
Affirmative, Negative, and Interrogative) – Simple, Complex and Compound
sentences - Clause – Phrase – Transformation of sentences.
Module II
Tense – Word order and concord – Verbs (Finite, Nonfinite, linking verbs, auxiliary
verbs, modals, phrasal verbs) – Nouns – Determiners – Word formation –
Punctuation – Some common errors in English.
Module III
Adverbial Clauses and Conjunctions - Prepositions - · Organising Information
Module IV
Basics of Communication (Meaning, importance, process) – Principles of
Communication – Objectives of Communication – Verbal and non-verbal
communication – Barriers to communication (psychological, linguistic, socio-
cultural) – The four essential Communication skills – receptive and active skills –
Fluency and Accuracy in communication.
Core Books
Hewings,Martin. - Advanced Grammar in Use .New Delhi: CUP, 2008. (For
classroom teaching and
practice)
Ur.Penny. - Grammar Practice Activities: A Practical Guide for Teachers.
Cambridge: CUP,2008 .
(Topics for Assignments may be chosen from this Practice
book)
Reference
Page 80 of 89
Quirk ,Randolf et al- Comprehensive Grammar of the English Language. London

Longman,1983.
Leech, Geoffey, and Jan Svartvick - A Communicative Grammar of English.
London:Longman 1998
Reading List.
1. R.W. Zandvoort : A Handbook of English Grammar
2. David Greene : Contemporary English Grammar, Structures
and Composition
3. A.J. Thomson & A.V. Martinet : A Practical English
4. Michael Swan : Practical English Usage
5. John Sealy : Oxford Guide to Effective Writing and
Speaking (OUP 2000)
6. P.Kiranmayi Dutt
Geetha Rajeevan & : A Course in Communication – Foundation
Books -2000
C.L.N. Prakash
7. Kamalesh Sadananda & : Spoken English A Foundation
Course for Speakers of
Susheela Punitha Malayalam – Part I & II
Page 81 of 89

English for Communication - II

Paper II - Presentation Skills
Module I
Theories of Communication – Oral and Written Communication – Features of oral
communication –word stress – intonation - falling and rising tones
Module II
Conversations – Vocabulary – Introducing yourself – Body Language – Public
speaking - Debates – Group Discussion – Discussion Skills – Interview skills and
etiquettes – Meetings - Voice and delivery – Dress code – Class seminar
presentation – Viva voce.
Module III
Telephone skills – Handling calls – Leaving messages – Making enquiries – Placing
an order – Booking and arrangements – Change of plan – Handling complaints.
Module IV
Computer aided presentations – Basic computer skills – OHP – Preparation of slides
– Power point presentation – Visuals and sounds.
Reading List
1. Ashok Thorat & Munira Lokhandwala : Enriching Oral &

written Communication in
English (Orient
Black Swan)
2. Kenneth Anderson, Joan Maclean & Tony Lynch : Study Speaking – A
Course in Spoken English
for Academic
Purposes – (CUP)
Page 82 of 89
3. Priyadarshi Patnaik : Group Discussion and

Interview Skills –
(Foundation Books)
4. B. Jean Naterop & Rod Revell : Telephoning in

English (CUP)


English for Communication - III
Paper III – Business Communication
Module I
An introduction to communication –Features and techniques of effective
communication – Building vocabulary – Literal and figurative meaning – word
beginnings and endings –collocations – using dictionaries and other sources.
Module II
The Nature and Process of Communication
Categories of Communication - Communication for Business – Characteristics of
business communication - objectives of Business Communication – interpersonal
communication – mass communication-
Module III
Communication through technology – Communication is the life-line of an
Organisation – Formal Communication – Types, merits and limitations of formal
communication – Grapevine phenomenon of communication – characteristics and
functions of grapevine communication – merits and limitations of grapevine
communication. E-communication – importance and impact – computer technology
in communication
Module IV
Applications and letters – Job applications – difference between personal letter and
official letter - covering letter – Resume – types and features of resume – job
interviews – development of positive attitude – persuasive communication.
Page 83 of 89
Reading List
1. J.P.Parikh, Anshu Surve,Swarnabharathi : Business

Communication. Basic Concepts
& Asma Baharainwala and Skills.
2. Ashok Thorat & Munira Lokhandwala : Enriching Oral &
written Communication in
English (Orient
Black Swan)
3. Kenneth Anderson, Joan Maclean & Tony Lynch : Study Speaking – A
Course in Spoken English for Academic Purposes – (CUP)

English for Communication - IV

Paper IIV– Academic Writing
Module I
Text – types of texts – the structure of a text –variations in academic texts –
approaches to writing - ways of writing – random thoughts – organized writing –
Process of writing –plagiarism – limitations of ‘cut and paste’ – paraphrasing –
summarizing.
Module II
Writing Paragraphs – types of paragraphs – how to organize paragraphs –spellings
and common mistakes –sequence and order - spatial order and visuals – graphics.
Module III
Text Genres – different genres – various types of letters – news papers, reports and
research articles – use of informal language – writing reports and research papers –
format – sections – structure – elements of abstracts. Presenting your ideas –
editing.
Core Text:
Renu Gupta : A Course in Academic Writing (Orient Black Swan)
Page 84 of 89

COURSE CODE DNEN6B6
TITLE OF THE COURSE PROJECT
SEMESTER IN WHICH THE COURSE 5 and 6

IS TO BE TAUGHT
GUIDELINES FOR THE PROJECT WORK

INTRODUCTION
The Scheme and Syllabus of BA Programme in English CCSS stipulates that
the students should do a final Project. The UG Board of Studies held on 29/07/2011
discussed and resolved to propose specific guidelines for the preparation and
submission of the said Project. The following are the guidelines for conducting,
reporting and submitting the Project in partial fulfillment of the requirements for the
award of the degree of Bachelor of Arts in English of the University of Calicut.
The entire course of Project Work is spread in the last two Semesters namely
V and VI Semesters of the BA degree Programme. In the V Semester, the Course of
Project work, with two hours per week allotted is a non-credit Course. However, in
the VI Semester, the Course of Project Work is a logical and practical continuation
of the Course of Project work done in the V Semester. In the VI Semester, the
Course of Project work carries 4 credits. The number of hours allotted per week in
the VI Semester also is 2 hours as in the case of the V Semester.
Page 85 of 89
THE GUIDELINES TO BE FOLLOWED

The guidelines to be followed in the preparation, conducting, reporting,
submission and evaluation of the Project work are as follows:-
1. The topics shall strictly adhere to the authors or socio-cultural
backgrounds/influences of English Literature.
2. The candidates can take up a topic either from the prescribed syllabus or
from outside the prescribed syllabus. The projects on the topics outside the
syllabus will attract grace marks.
3. It is recommended that the project should be carried out on individual basis.
In special cases Group presentation of projects can be allowed.
4. V Semester shall be devoted to the study of methodology of research and
project work. By the end of the V Semester, a Synopsis of Project work
should be finalised with the help of the guide.
5. The Synopsis of the Project, which is finalized by the end of V Semester,
should be submitted to the Department for approval. It shall consist of the
following:
• Title of the Project
• Objectives
• Review of Literature
• Methodology including the reading list.
It is strongly recommended that, the Department need not wait till the end of
the Semester for the finalization of the topic for Project Work. The students
shall be encouraged to start the project work as early as possible in the V
Semester itself. This will ensure enough buffer time in case of unforeseen
circumstances.
6. A Department Level Project Committee under the Chairmanship of Head of
Department, in its due course of meetings, shall approve the topics for
Project work. The Department Level Project Committee may or may not
conduct a zero-credit-zero-mark general viva to ascertain the competency of
the candidates for conducting the project work. The Department Level
Page 86 of 89
Project Committee shall give necessary guidelines, which should be taken

note by the students as well as the guide.
7. The approved topics, along with the name of students and the name of the
guide/supervisor should be displayed in a Notice Board under the Seal and
Signature of the Head of the Department.
8. Considering the number of students available in a batch and the number of
Faculty members available in a department, it is suggested that the students
shall be grouped into 5 to 10 groups consisting of 3 to 5 students. Each
faculty member shall thus give guidance to one or two such groups.
9. The VI Semester is fully devoted for
• Library Work and Data Collection
• Data Analysis
• Project Writing
• Report Presentation and Submission
10. The candidates shall devote themselves to the realization of the project,
making use of the holidays. Hours allotted for Project work in the V and VI
Semesters should be devoted for attending lecture classes on Project work
and for obtaining guidance from the Supervisor.
11. Each candidate shall submit the Report of the Project work, separately under
his/her name. However, in the case of group submission, the names of other
members of the group shall be mentioned in the Certificate signed by the
Supervisor/Guide and Head of Department.
12. Normally a Report should consist of the following:-
• 25 to 30 A-4 size typed or printed pages
• Font: Times New Roman
• Letter size: 12 for running matter
• Letter Size: 16 for Headings
• Line Spacing: 1.5
Page 87 of 89
• Page Numbers: aligned to the top-center

• Margins of 1.25 inches on all sides.
• References if any may be given as Footnotes. However, this matter is
left for the discretion of the student and Supervisor.
• Spiral binding.
• Minor desirable variations can be adopted by the DLPC (Depat. Level
Project Committee) of a College.
• Structure of the Project Report is as follows:- Page i)
“TITLE OF THE PROJECT REPORT IN CAPITAL
Project Report Submitted in Partial Fulfillment

of the Requirements for the Award of
Degree of Bachelor of Arts in English
of the University of Calicut
by
(Students Name)
Register Number
Emblem of the Institution
Month Year
Department
Name of College, Address
Page ii) Declaration by the candidate
Page iii) Certificate from the Supervisor, countersigned by the HoD.
Page iv) Acknowledgements if any.
Page v) Contents
13. It is of utmost importance that the student should refrain from plagiarism.
The Supervisor shall take utmost care in this regard.
14. Evaluation of the Project: The Project Report shall be subjected to both
internal and external evaluation. The Internal Evaluation shall be done at the
Page 88 of 89
Department level. As in the case of the Core Courses, the Internal

Evaluation of the project carries 25% Weightage. This has to be awarded to
the candidates on the basis of his/her performance in the project presentation
followed by an Internal Viva-Voce conducted by a three member Committee
comprising of the Head of Department, Supervisor, and a senior Faculty
member. The External Evaluation of the Project is based on the written
material.
The external evaluation is done by a Board of Examiners consisting of a
minimum of 3 members selected from a Panel of Examiners constituted
from among the faculty members of English. The Board of Examination
shall consist of at least one faculty member from the Department, the
students of which are examined. A copy of the Project report shall be
collected and sent from the Colleges (Examination Centers) to the
University and the External Evaluation shall be arranged as per University
decision.
Declaration of the Result: The student should get a minimum of C Grade
for a pass.
In an instance of inability of obtaining a minimum grade of C, the Project
may be redone and the report may be resubmitted.
Page 89 of 89

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Page 1 of 89

BA English Programme under Choice Based Credit Semester

No.GAIV/B2/9842/2010(i) Dated,CalicutUniversity.P.O: 08.05.2012.

Vide University Order read first above orders were issued

Vide paper read second above the Board of Studies in

Vide University Order read third above the Minutes of the

Vide paper read fourth above the minutes of the Faculty of

1.The syllabus of common courses A01-A06 stands revised

New Title of the Course No. of No. of Semester

*The four credits for the project shall be consideredonly

Copy to: Controller of Examinations/Exam Section/

REVISED SYLLABUS OF COMMON COURSE

FOR UGCCSS CALICUT UNIVERSITY

FOR ADMISSION 2012 JUNE ONWARDS

(THE REVISION OF SYLLABUS IS EFFECTED ONLY FOR THE COMMON

THE ORDER OF CORE COURSES ALSO IS RE-ARRANGED

RESTRUCTURED CURRICULUM FOR

REVISED SYLLABI FOR COMMON COURSES 2012 – 13

A 01: Communication Skills in English

1. AIMS OF THE COURSE

2. OBJECTIVES OF THE COURSE

ii. COURSE DETAILS

MODULE – I: PHONETICS BASICS

MODULE – II: ENGLISH LANGUAGE

MODULE III: VOCABULARY

(B) Telephonic skills – Group Discussion – Facing

Sl. Title Author Publisher & Year

Sl. Publisher &

1 Communication Skills Sanjay Kumar New Delhi,

A Model Question paper is appended to the Core Text

RESTRUCTURED CURRICULUM FOR

Revised Syllabi for Common Courses 2012 – 13 Onwards

1. AIMS OF THE COURSE

2. OBJECTIVES OF THE COURSE

i. Facts and Opinions

MODULE – II: READING COMPREHENSION

Reasons for Poor Comprehension – How to Improve

MODULE III: ACADEMIC WRITING

i. Note Making (Methods of preparing notes)

MODULE IV: PRESENTATION SKILLS

Combating stage fright – Public Speaking - Preparing Power

Sl. Publisher &

1 The Vocabulary of Phil Washburn New York, OUP,

A Model Question paper is appended to the Core Text

RESTRUCTURED CURRICULUM FOR

REVISED SYLLABI FOR COMMON COURSE 2012-13 ONWARDS

A-03 READING LITERATURE IN ENGLISH

COURSE CODE AO3

1. AIMS OF THE COURSE

A. To acquaint the students with different genres of Literature

B. To make students read and enjoy literature and to critically

2. OBJECTIVE OF THE COURSE

On completion of this course, the student,

1.Charles Lamb ; Dream children-A reverie

2.DrA.P.JAbdul Kalam. : Give us a role Model.

MODULE II: POETRY

1.R.K.Narayan : An Astrologer’s Day

MODULE IV: DRAMA

1. Lady Gregory : The Rising of the Moon