(Annexure-A)

Department of English
University of Sahiwal, Sahiwal
Course Outline of BS English 4-Years
w.e.f. October 2018

Sr. .Course Code Course Title C. H

No
Semester-I
1. GC-101 Sociology 3
2. GC-102 Geography 2
3. GC-103 Pakistan Studies 3
4. ENG-101 English-I: Communication Skills 3
5. ENG-102 Introduction to English Literature-I (Poetry & Drama) 3
6. ENG-103 Introduction to Linguistics 3
Semester-II
1. GC-104 Islamic Studies/Ethics (for Non Muslims only) 3
2. GC-105 Punjabi Literature 2
3. GC-106 World History 3
4. ENG-104 English-II: Academic Reading & Writing 3
5. ENG-105 History of English Literature-I (Medieval to Romantics) 3
6. ENG-106 Introduction to English Literature-II (Novel, Short story & 3
Prose)
Semester-III
1. GC-201 Computers Studies 3
2. GC-202 Political Science 3
3. GC-203 Psychology 3
4. ENG-201 Advanced Academic Reading &Writing 3
5. ENG-202 Phonetics & Phonology 3
6. ENG-203 History of English Literature-II (19th Century Realism to 3
Contemporary times)
Semester-IV
1. GC-204 Economics 3
2. GC-205 Human Rights & Citizenship 3
3. GC-206 Philosophy 3
4. GC-207 Statistics 3
5. ENG-204 Pedagogical Grammar 3
6. ENG-205 Morphology & Syntax 3
Semester-V
1. ENG-301 Poetry (Classical & Neo-classical) 3
2. ENG-302 Novel (18th & 19th Century) 3
3. ENG-303 Literary Criticism 3
4. ENG-304 Discourse Analysis 3
5. ENG-305 Sociolinguistics 3
6. ENG-306 Semantics & Lexical Studies 3
Semester-VI
1. ENG-307 Romantic and Victorian Poetry 3
2. ENG-308 Classics in Drama 3
3. ENG-309 Modern Literary Theory 3
4. ENG-310 Psycholinguistics 3
5. ENG-311 Research Methodology 3
6. ENG-312 Applied Linguistics 3
Semester-VII
1. ENG-401 Modern and contemporary Poetry 3
2. ENG-402 Modern Drama 3
3. ENG-403 American Literature 3
4. ENG-404 Testing and Evaluation 3
5. ENG-405 Language Teaching Methods/Approaches & Micro Teaching 3
Semester-VIII
1. ENG-406 20th Century Fiction & Non-Fiction 3
2. ENG-407 Emerging Forms of Literature 3

3. ENG-408 Post-Colonial Literature 3

4. ENG-409 Corpus Linguistics 3

5. ENG-410 Stylistics 3
Semester-I English I: Communication Skills

Course Objectives:
The purpose to introduce this course is to develop the ability to communicate effectively, to
enable the students to read effectively and independently any intermediate level text, to make
the experience of learning English more meaningful and enjoyable and to enable the students
to use grammar and language structure in context. The focus will be on teaching of language
skills rather than content using a variety of techniques such as guided silent reading,
communication tasks etc. Moreover, a process approach will be taken for teaching writing
skills with a focus on composing, editing and revising drafts both individually and with peer
and tutor support.
Course Contents:
1: Listening and Speaking Skills*
Towards the end of the successful completion of the course, the following objects have to be
achieved: [To develop the ability to]:
 To understand and use English to express ideas and opinions related to students‟ real
life experiences inside and outside the classroom.
 To give reasons (substantiating) justifying their view
 To understand and use signal markers
 To extract information and make notes from lectures
 To ask and answer relevant questions to seek information, clarification etc.
 Oral presentation skills (prepared and unprepared talks)
 Preparing for interviews (scholarship, job, placement for internship, etc.)
2: Reading Comprehension Skills
To enable the students to read a text to:
 identify main idea/topic sentences
 find specific information quickly
 distinguish between relevant and irrelevant information according to purpose for
reading
 recognize and interpret cohesive devices
 distinguish between fact and opinion

3: Vocabulary Building Skills

To enable the students to:
 guess the meanings of unfamiliar words using context clues
 use word formation rules for enhancing vocabulary
 use the dictionary for finding out meanings and use of unfamiliar words
 4: Writing skills
To enable students to write descriptive, narrative and argumentative texts with and without
stimulus input
 Writing formal letters
 Writing different kinds of applications (leave, job, complaint, etc.)
 Preparing a Curriculum Vitae (CV), (bio-data)
 Writing short reports

E: Grammar in context
 Tenses: meaning & use
 Modals
 Use of active and passive voice

Note: Listening and Speaking skills will be assessed informally only using formative
assessment methods till such time that facilities are available for testing these skills
more formally.

Recommended Readings:
Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers).
Karachi: Oxford University Press.
Ellen, K. (2002) Maximize Your Presentation Skills: How to Speak, Look and Act on Your
Way to the Top
Hargie, O. (ed.)Hand book of Communications Skills
Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
undergraduates. Karachi: Oxford University Press.
Mandel, S. (2000) Effective Presentation Skills: A Practical Guide Better Speaking
Mark, P. (1996) Presenting in English. Language Teaching Publications.
Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University Press.
Semester-I Pakistan Studies
Course Objectives:
The purpose is this course to develop vision of historical perspective, government, politics,
contemporary Pakistan, ideological background of Pakistan and study the process of
governance, national development, and issues arising in the modern age and posing
challenges to Pakistan.

Course Contents:
1. Historical Perspective
 Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama
Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah.
 Factors leading to Muslim separatism
 People and Land
 Indus Civilization
 Muslim advent Location and geo-physical features
2. Government and Politics in Pakistan
Political and constitutional phases:
 1947-58
 1958-71
 1971-77
 1977-88
 1988-99
 1999 onward
3. Contemporary Pakistan
 Economic institutions and issues
 Society and social structure
 Ethnicity
 Foreign policy of Pakistan and challenges
 Futuristic outlook of Pakistan

Recommended Readings:
Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National
Institute of Historical and cultural Research, 1998.
Akbar, S. Zaidi. Issue in Pakistan‟s Economy. Karachi: Oxford University Press, 2000.
Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute of Policy Studies,
Islamabad.
Aziz, K. K. Party, Politics in Pakistan, Islamabad: National Commission on Historical and
Cultural Research, 1976.
Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press Ltd 1980.
Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National
Commission on Historical and Cultural Research, 1993.
Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club Road,
nd.
Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.
S. M. Burke and Lawrence Ziring. Pakistan‟s Foreign policy: An Historical analysis.
Karachi: Oxford University Press, 1993.
Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.
Wilcox, Wayne. The Emergence of Bangladesh., Washington: American Enterprise, Institute
of Public Policy Research, 1972.
Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980.
Ziring, Lawrence. Enigma of Political Development. Kent England: WmDawson & sons Ltd,
1980.
 Sociology
Objective:
The course is designed to introduce the students with sociological concepts and discipline.
The focus of the course shall be on significant concepts like social systems and structures,
socio-economic changes and social processes. The course will provide due foundation for
further studies in the field of sociology.
Course Outline
1. Introduction
a. Definition, Scope and Subject matter
b. Sociology as a science
c. Historical back Ground of Sociology
2. Basic Concepts
a. Group, Community, Society
b. Associations (Non-Voluntary, Voluntary)
c. Organization (Informal, Formal)
d. Social Interaction (Levels of Social Interaction) Process of Social Interaction,
Cooperation, Competition, Conflict, Accommodation, Acculturation and
Diffusion, Assimilation, Amalgamation)
3. Social Groups
a. Definition & Functions
b. Types of Social Groups
i. In and out groups
ii. Primary and Secondary Group
iii. Reference Groups
iv. Informal and Formal Groups
v. Pressure Groups
4. Culture
a. Definition, Aspects and Characteristics of Culture
i. Material And Non Material Culture
ii. Ideal and Real Culture
b. Elements of Culture
i. Beliefs
ii. Values
iii. Norms and Social Sanctions
c. Organizations of Culture
i. Traits
ii. Complexes
iii. Patterns
iv. Ethos
v. Theme
d. Other related Concepts
i. Cultural Relativism
ii. Sub Cultures
iii. Ethnocentrism and Xenocentrism
iv. Cultural Lag
 5. Socialization & Personality
a. Personality, Factors in Personality Formation
b. Socialization, Agencies of Socialization
c. Role & Status
6. Deviance and Social Control
a. Deviance and its types
b. Social Control and its need
c. Forms of social control
d. Methods & Agencies of Social control
7. Collective Behavior
a. Collective behavior, its types
b. Crowd behavior
c. Public behavior
d. Propaganda
e. Social Movements
f. Leadership

Recommend Books

Anderson, Margaret and Howard F. Taylor. 2001 Sociology the Essentials. Australia.
Wasdworth.
Brown, Ken 2004 Sociology. UK. Polity Press
Gidden, Anthony 2002. Introduction to Sociology. UK: Polity Press
Macionis, John J. 2006 10th Edition. Sociology New Jersoy: Prentico-Hall
Tischler, Henry L. 2002. Introduction to Sociology 7th Ed. New York The Harcourt Press
Frank N. Magill. 2003. International Encyclopedia of Sociology. USA. Fitzroy Dearborn
Publisher
Macionis, John J. 2005. Sociology 10th Ed. South Asia: Pearson Education
Kerbo, Harold. R. 1989. Sociology: Social Structure and Social Conflict. New York:
Macmillan Publishing Company.
 GENERAL SCIENCE

Definition of Science, Branches of Science

Physical Science:

Universe and cosmos, Big Bang and the expanding un verse, Age of universe, Black holes, Galaxy.
Milky way, Stars, Solar System.

Earth sciences:

Structure of earth, Magnetic field, Atmosphere and life, Plate tectonics, Drifting continents, Minerals,
Continental shelf, Earth quakes, volcanoes. Hurricanes. Cyclones,

Physics:

The nature of matter, Atomic no. and Atomic mass, Symbol and isotopes. Quantum theory, Nucleus
of an atom, Quark, Radioactivity, Half life and radioactive dating, Hook’s Law, Elastically the Kinetic
theory of gases, Solutions, Mixtures, Compounds, Freezing of water, Thermodynamics.

Chemistry:

The atomic theory of Matter, Atomic, Elements, Molecules, Compounds and mixtures, Chemical
symbols and Chemical bonding, Chemical reactions, Coil, age metals, Carbon and Carbon 'cycle,
Fertilizers, Soaps and Detergents.

Biological sciences;

Basis of life, Classification of animals, Classification of man, Major animal groups, Cell, Genes,
Nucleic acids, Proteins. Enzymes, Metabolism. Biochemical energy, Hormones and endocrine glands,
Chemical nature of hormones, Vaccines, Antibiotics, Photosynthesis, Respirator.

Human Physiology and Anatomy:

Bones and muscles, digestive System, Circulatory System Excretory System, Nervous system.

Environmental Science:

Atmosphere, Ozone depletion, Pollution, Acid Rain.

Reading List

Fundamentals of Physics (4th Ed.) by Haliday, Resnick Walhen

Physics by Resnick, Walken, Halliday

Concepts of Modern Physics by Arthur Beisen

General Science Students Edition. AGS Publishing (2004)

Zoology. 5th Ed. By Miller and Harley

Geography

1. Physical Geography & Cartography

i. Distribution of land and water
ii. Composition of the Internal Structure of the Earth
iii. Rock forms (Rocks, Mountains, Plateaus, Plains)
iv. Earthquakes & Volcanoes
v. Winds and Their Types (Permanent, Monosoon, Variable, Local)
vi. Temperature
vii. Atmosphere (Its Composition & different Layers)
viii. Rain and Its Types
ix. Oceans (Types, Structures, Temperatures, Salinity)
2. Regional Geography of Pakistan
i. Area, Location & Major Administrative, Salinity
ii. Physiography
iii. Climate

Reading List

Strahler, A.N. “Modern physical Geography” New York, John Wiley (2004)

De Blij H.J. and Mulller P.O. “Physical Geography of the Environment” John Wiley & sons Inc. New
York, USA. (1996)

Dink. P. “Map Work” (2008)

Mushtaq, Sajid. “Tabai Geogrpahia” 2010 Pakistan

Khan, F.K. “Geography of Pakistan” Oxford University Press Karachi, Pakistan 2009

Mushtaq, Sajid. “Geography of Pakistan” 2010 Pakistan

Semester-I Introduction to Literature I: Poetry & Drama

Course Objectives:
This course introduces various forms and styles of the genre of poetry, originally in English
or translated. Irrespective of any chronological or historical development or the hierarchy of
major and minor or continental and local or classical and popular, the main purpose of these
readings is to highlight the variety of poetry worldwide and its possible inter-connection. The
readers will find here a combination of elegy, ode, lyric, ballad, free verse, and many other
types. In a way the variety of the poetic expression informs about the sub-generic elements of
verse. There is lot of scope for further analysis and research into the secrets of versification:
tone and mood, metre, rhythm, rhyme, and such technical details, but, above all the function
is to aesthetically enrich the readers with various mechanisms of musicality through words
placed in poetic order. For some background help, the teachers may introduce a diversity of
poetic expression and also consult any reference book detailing the fundamentals of poetry.
As far as the aim of introducing one act and other plays is concerned, it is to familiarize the
readers with fundamentals of drama i.e. character, plot, setting, dialogue. It would prepare
them for a mature understanding of drama as a popular genre in literature.

Poetry
Sonnet
 Milton: On His Blindness
 Robert Frost: The Silken Tent

Song
 Christina Rossetti: When I am Dead my Dearest
 John Donne: Go and Catch a Falling Star

Dramatic Monologue
 Robert Browning: My Last Duchess
 Alfred Tennyson: Ulysses

Elegy
 Thomas Gray: An Elegy Written in the Country Churchyard
 Dylan Thomas: A Refusal to Mourn the Death by Fire of a Child

Ballad
 John Keats: La Belle Dame Sans Merci
 W. H. Auden: What Is That Sound

Ode

 Percy B. Shelley: Ode to the West Wind

 John Keats: Ode to Autumn

Free Verse
 William Carlos Williams: Red Wheel Barrow
Epic
 Lines from John Milton’s Paradise Lost
 Lines from Alexander Pope’s Rape of the Lock

Recommended Readings:

Abbs, P. & Richardson, J. (1995) The Forms of Poetry. Cambridge: Cambridge UP.
Barnet, Sylvan. (1996) A Short Guide to Writing about Literature (7th Edition). New
York: Harper and Collins.
Boulton, Marjorie. (1977) The Anatomy of Poetry. London: Routledge and Kegan
Paul.
Kennedy, X. J. Gioia, D. (1994) An Introduction to Poetry: (8th Edition). New York:
Harper Collins College Publishers.

2. Drama
 Sophocles: Oedipus Rex
 Anton Chekhov: The Bear
 Lady Gregory: The Rising of the Moon

Recommended Readings:
Bottoms, Stephen. (2005) The Cambridge Companion to Edward Albee. (Cambridge
Companions to Literature). CUP.
Chakraborty, Bhaktibenode. (1990) Anton Chekov, The Crusader For A Better World. K. P.
Bagchi & Co.
Hill, McGraw. (1991) An Introduction to Modern One-Act Plays. Glencoe/McGraw-Hill.
Kopper Edward A. (1991) Lady Gregory: A Review of the Criticism (Modern Irish Literature
Monograph Series). E. A. Kopper, Jr.
Litz, A. Walton, Menand, Louis and Rainey, Lawrence. (2006) The Cambridge History of
Literary Criticism, Vol. 7: Modernism and the New Criticism. Cambridge University Press.
Manheim, Michael. (1998) The Cambridge Companion to Eugene O'Neill (Cambridge
Companions to Literature). CUP.
Roudane, Matthew C. (1987) Understanding Edward Albee (Understanding Contemporary
American Literature).
Schrank, Bernice and Demastes, William W. (1997) Irish Playwrights, 1880-1995: A
Research and Production Sourcebook. Greenwood Press.
Zinman, Toby. (2008) Edward Albee (Michigan Modern Dramatists). University of Michigan
Press. University of South Carolina Press.

Semester-I Introduction to Linguistics

Course Objectives:
The purpose of this course is to introduce students to the basic concepts of language which
have immediate relation to their ordinary as well as academic life, and to sensitize students to
the various shades & aspects of language, to show that it is not a monolithic whole but
something that can be looked at in detail. Serious theoretical discussions about these aspects
have been differed to subsequent studies of language at advanced level. The core components
of linguistics like phonology, morphology, syntax, semantics, discourse and pragmatics will
also be introduced through this course.

Course Contents:

1. What is Language?
i. Characteristics ii. Functions iii. Comparison with Animal Language
2. Theories of Origin of Language
3. Artificial Language
i. Characteristics ii. Kinds iii. Comparison with Natural Language
4. Universals of Language
5. Difference between Spoken and Written Language
6. Non-Verbal Communication
7. History of Language studies
8. What is Linguistics?
i. Principles on which Linguistics is based ii. Characteristics of Linguistics
9. Misconceptions about Linguistics
10. Branches of Linguistics
11. Major concepts in Linguistics
i. Synchronic vs. Diachronic ii. Syntagmatic vs. Paradigmatic
iii. Langue vs. Parole iv. Competence vs. Performance
v. Form vs. Function
12. Levels of Linguistic Analysis
i. Phonology (phoneme, Allophone, basic concepts of segmental and suprasegmental
aspects of phonology)
ii. Morphology (Morpheme, Morphs, Allomorphs, Lexical and Functional Morphemes,
Free and Bound Morphemes, Inflectional and Derivational Morphemes, Processes of
word formation)
iii. Syntax (Approaches: Traditional, Phrase structure, Transformational-Generative,
Functional, IC Analysis)
iv. Semantics (Conceptual and Associative meaning, Semantic Features, Semantic
Fields, Semantic Roles: Agent, Theme, Instrument, Experience, Location Source,
and Goal)
v. Discourse (Cohesion & Coherence, Discourse Markers, Critical Discourse Analysis)
vi. Pragmatics (Presupposition, Implicature, Inference, Reference, Speech Acts, Given
vs. New Information, Conversation Analysis)
Recommended Readings:

Aitchison, J. (2000). Linguistics. Teach Yourself Books.

Akmajian, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. (2001). Linguistics:
An Introduction to Language and Communication. (Fourth edition).
Massachusetts: MIT.
Crystal, D. (1997). The Encyclopedia of Language. Cambridge: CUP.
Farmer, A. K, & Demers, R. A. (2005). A Linguistics Workbook. M. I. T Press.
 Finch, G. (2004). How to Study Linguistics: A Guide to Understanding Linguistics.
Palgrave.
Fromkin, V. A., Rodman, R. & Hymas, M. (2002). Introduction to Language.
(Sixth edition). New York: Heinley.
Radford, A., Atkinson, M., Briatain, D., Clahsen, H., Spencer, A. (1999).
Linguistics: An Introduction. Cambridge: CUP.
Todd, L. (1987). An Introduction to Linguistics. Moonbeam Publications.
Yule, G. (2006). The Study of Language. CUP.

Semester II English II: Academic Reading and Writing

Course Objectives:
The purpose of this course is to enable the students to read the text for a literal understanding,
interpretation, the general assimilation & integration of knowledge, write well organized
academic texts including examination answers with topic/thesis statement & supporting
details, write argumentative essays and course assignments. In this curriculum, students will
be encouraged to become independent and efficient readers using appropriate skills and
strategies for reading and comprehending texts at intermediate level. Moreover, writing is
approached as a process. The students will be provided opportunities to write clearly in
genres appropriate to their disciplines.

Reading and Critical Thinking

1. Read academic texts effectively by:
 Using appropriate strategies for extracting information and salient points according to
a given purpose
 Identifying the main points supporting details, conclusions in a text of intermediate
level
 Identifying the writer’s intent such as cause and effect, reasons, comparison and
contrast, exemplification
 Interpreting charts and diagrams
 Making appropriate notes using strategies such as mind maps, tables, lists, graphs.
 Reading and carrying out instructions for tasks, assignments and examination
questions

2. Enhance academic vocabulary using skills learnt in Compulsory English I course

3. Acquire efficient dictionary skills such as locating guide words, entry words, choosing
appropriate definition, and identifying pronunciation through pronunciation key, identifying
part of speech, identifying syllable division and stress patterns

Writing Academic Texts:

Students will be able to:
1. Plan their writing: identify audience, purpose and message (content)
2. Collect information in various forms such as mind maps, tables, charts, lists
3. Order information such as:
 Chronology for a narrative
 Stages of a process
 From general to specific and vice versa
 From most important to least important
  Advantages and disadvantages
 Comparison and contrast
 Problem solution pattern

4. Write argumentative and descriptive forms of writing using different methods of

developing ideas like listing, comparison, and contrast, cause and effect, for and against
 Write good topic and supporting sentences and effective conclusions
 Use appropriate cohesive devices such as reference words and signal markers

5. Redraft checking content, structure and language.

6. Edit and proof read

Grammar in Context
 Phrase, clause and sentence structure
 Combining sentences
 Reported Speech

Recommended Readings:

Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers).
Karachi: Oxford University Press.
Fisher, A. (2001). Critical Thinking. C UP
Goatly, A. (2000). Critical Reading and Writing: An Introductory Course. London: Taylor &
Francis
Hacker, D. (1992). A Writer‟s Reference. 2nd Ed. Boston: St. Martin’s
Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written English for
academic and professional purposes. Cambridge: Cambridge University Press.
Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
Murphy, R. (2003). Grammar in Use. Cambridge: Cambridge University Press.
Smazler, W. R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge:
Cambridge University Press.
Wallace, M. (1992). Study Skills. Cambridge: Cambridge University Press.
Yorky, R. Study Skills.
Semester-II Islamic Studies

Course Objectives:
The rationale of this course is to provide basic information about Islamic Studies, to enhance
understanding of the students regarding Islamic Civilization to improve Students skill to
perform prayers and other worships and to enhance the skill of the students for understanding
of issues related to faith and religious life.

Course Contents:
1. Introduction to Quranic Studies
 Basic Concepts of Quran
 History of Quran
 Uloom-ul -Quran

2. Study of Selected Text of Holy Quran

 Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)
 Verses of Surah Al-Hujrat Related to Adab Al-Nabi (Verse No-1-18)
 Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-1-11)
 Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
 Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

3. Study of Selected Text of Holy Quran

 Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6, 21, 40, 56, 57, 58.)
 Verses of Surah Al-Hashar (18,19, 20) Related to thinking, Day of Judgment
 Verses of Surah Al-Saf Related to Tafakar, Tadabar (Verse No-1,14)

4. Seerat of Holy Prophet (S.A.W) I

 Life of Muhammad Bin Abdullah ( Before Prophet Hood)
 Life of Holy Prophet (S.A.W) in Makkah
 Important Lessons Derived from the life of Holy Prophet in Makkah

5. Seerat of Holy Prophet (S.A.W) II

 Life of Holy Prophet (S.A.W) in Madina
 Important Events of Life Holy Prophet in Madina
 Important Lessons Derived from the life of Holy Prophet in Madina

6. Introduction to Sunnah
 Basic Concepts of Hadith
 History of Hadith
 Kinds of Hadith
 Uloom-ul-Hadith
 Sunnah & Hadith
 Legal Position of Sunnah

7. Introduction to Islamic Law & Jurisprudence

 Basic Concepts of Islamic Law & Jurisprudence
 History & Importance of Islamic Law & Jurisprudence
 Sources of Islamic Law & Jurisprudence
 Nature of Differences in Islamic Law
 Islam and Sectarianism

8. Islamic Culture & Civilization

 Basic Concepts of Islamic Culture & Civilization
 Historical Development of Islamic Culture & Civilization
 Characteristics of Islamic Culture & Civilization
 Islamic Culture & Civilization and Contemporary Issues

9. Islam & Science

 Basic Concepts of Islam & Science
 Contributions of Muslims in the Development of Science
 Quranic & Science

10. Islamic Economic System

 Basic Concepts of Islamic Economic System
 Means of Distribution of wealth in Islamic Economics
 Islamic Concept of Riba
 Islamic Ways of Trade & Commerce

11. Political System of Islam

 Basic Concepts of Islamic Political System
 Islamic Concept of Sovereignty
 Basic Institutions of Govt. in Islam

12. Islamic History

 Period of khlaft-e-rashida
 Period of Umayyads
 Period of Abbasids
  Social System of Islam
 Basic concepts of social system of Islam
 Elements of family
 Ethical values of Islam

Recommended Readings:
Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
Hameed ullah Muhammad, “Muslim Conduct of State”
Hameed ullah Muhammad, „Introduction to Islam
Mulana Muhammad Yousaf Islahi,”
Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf Publication
Islamabad, Pakistan.
Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute,
International Islamic University, Islamabad (1993)
Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes” Islamic Book
Service (1982)
H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep Publications
New Delhi (1989)
Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal Open
University, Islamabad (2001)
SEMESTER II

Ethics (for non Muslims only)

Course outline

Introduction:

 Definition
 Historical Background
 Ethics Standards
 Moral Psychology
 Types of Ethics
Meta Ethics

 Basic Concepts
 Good and Bad
 Right and Wrong
 Moral and Immoral
Normative Ethics

 Types of Ethics theories

iv. Natural law Ethics
v. Utilitarianism
vi. Deoritology
Practical Ethics

 War Ethics
 Abortir
 Euthanasia
 Environmental Ethics

Reading List
Elements of Moral Philosophy by James Rochal

Introduction to Ethics by William Lillie

Ethics by Pojman

Five Types of Ethical Theories by C.D Broad

Moral Philosophy by D.D Raphaet Published by Oxford University Press (1981)

Ethics by Macanzie
 World History
Course Objects
Object of the study is to acquaint the students with all human endeavors towards progress of all sorts
i.e. material physical, spiritual and intellectual. It traces the long and complex path traversed by the
human race from the era of primitive society right up to the Modern Age. For the huge volume of this
human voyage turning points of history will be emphasized.

World History, history in its broadest sense is the totality of the past events. Although more realistic
definition would limit it to the known past. So World History means the written record of human lives
and societies in the past and historians attempt to understand them.

History is the memory of human group experience. If it is forgotten or ignored, we cease in that
measure to be human. So without history we have no knowledge of who we are or how we came to
be. This collective amnesia, ultimately, will throw us in the dark resulting led to the crises of identity.

Course Outline
1) Introduction.
Concepts- Problems

2) The Ancient World

The beginning of life on earth.

The birth of civilizations: Mesopotamia, Egypt, and Indus

The four great revolutions in thought and religion: Confucianism, Buddhism,

Monotheistic revolution.

Greek Philosophical Empires and cultures of the Ancient World: Greek, Roman Iran and India.

3) Middle Ages
Consolidation and interaction of world Civilization

Formation of Islamic Civilization, Islamic Heartlands-India and Africa, Muslim contribution to

Science and Technology, Europe, India, China.

The World in transition 1500-1800.

Renaissance. Age of reformation. New direction in Western Science and Thought.

4) Since Renaissance.
Modern East Asia. Europe between the wars. Latin America, Industrial Revolution.

Global conflict and Détente: World War-II Post Colonial World. Cold war era, post Cold war Era
up to 2002.

Compulsory Readings:
 1) Peter Moss, Oxford History of Pakistan, (Book 1-3) Oxford Karachi
2) A.Z Manfred. A Short History of the World. Vol. 1&2 Moscow, 1974
Suggested Readings:

1) Graig A.M. The Heritage of world of world Civilization, 2nd Vol. New York 1986.
2) Wells. H.G. An Outline of World History
3) Reither. J. World History- A brief Introduction USA, 1973
4) Langer. W.L An Encyclopedia of World History USA, 1972
5) Roberts, J.M. Huntington’s World History
6) Durant, Will, Story of Civilization
7) Burns, E.M & Ralph, World Civilization.
 History of English Literature Medieval to Romantic Times

Course Objectives:
One of the objectives of this course is to inform the readers about the influence of historical
and socio-cultural events on literature. Although the scope of the course is quite expansive,
the readers shall focus on early 14th to 19th century literature written during Romantic
Movement. Histories of literature written by some British literary historians will be consulted
to form some socio-cultural and political cross connections. In its broader spectrum, the
course covers a reference to the multiple factors from economic theories to religious,
philosophical and metaphysical debates that overlap in these literary works of diverse nature
and time periods under multiple contexts. The reading of literature in this way i.e. within
socio-cultural context will help the readers become aware of the fact that literary works are
basically a referential product of the practice that goes back to continuous interdisciplinary
interaction.

Course Contents:
1. Medieval Poetry and Drama (The Age of Transition and Religious
Dominance)
Topics: General Overview of the age, Introduction to Pre-Conquest England and
Middle ages, Elegy and Heroic Poetry, Chivalric Poetry, Medieval Lyric and Ballad,
origin of drama, The Miracle, Morality and Mystery plays; Interludes; Farces;
Regular comedy and tragedy
Writers: Chaucer, Wycliffe, Langland, Bede, Caedmon
Works: Bede's History (Caedmon's Hymn); Beowulf; The Wanderer; The Dream of
the Road; Sir Gawain and the Green Knight; The Prologue to the Canterbury Tales; I
Have a Young Sister; Lord Randall; The Three Ravens; Everyman; The Second
Shepherd's Play; Roister Doister; Gorboduc
2. Renaissance Poetry (Age of Rebirth of Arts, Literature and Humanism)
Topics: Italian Influence and general overview of period; Introduction of sonnet and
its different types; Love Poetry, Epic, The Metaphysical Strain in the period
Writers: Spencer, Wyatt, Surrey, Leigh, Donne, Herbert, Marvel
Works: Faerie Queene; The Shepheardes Calender; Astrophel; Amoretti, Sonnets by
Spencer, Wyatt, Surrey and Shakespeare, The Metaphysical Poetry
3. Renaissance Drama and Prose
Topics: General Overview of the age, The Golden Period of Drama; Tragic,
Romantic, Comic and Historical Plays; Essays by Bacon
Writers: Marlowe; Shakespeare; Bacon
Works: Dr. Faustus; Hamlet; King Lear; Romeo and Juliet; Macbeth; The Merchant
of Venice; A Mid Summer Night’s Dream
4. Puritan Age Poetry and Drama (Age of Political Disruption)
Topics: General Overview of the age, The Decline of Drama; Political and religious
influence on Poetry, Epic; Comedy of Humors
Writers: Milton; Ben Jonson
Works: Paradise Lost, Lycidas, Samson Agonists; The Alchemist, Everyman in His
Humors
5. The Restoration Literature
Topics: General Overview of the age, Lyric, ariel, historical, and epic poetry; The
development of Journalism and other Prose genres; Heroic drama, she-tragedies and
Restoration Aristrocratic Comedy
 Writers: Dryden, Congreve, Aphra Behn
Works: Absolam and Achitophel; The Way of the World; Oroonoko
6. Augustan Age/18th Century Literature
Topics: General Overview of the age, The Age of Satire, Prose and Reason;
Dominance of Journalism; Neo-classical poetry, The Rise and development of Novel
(Picaresque, Satire, Journalistic biography, Psychological realism, Autobiography,
Utopian, Sentimental and Feminist Novel)
Writers: Pope, Swift, Defoe, Richardson, Fielding, Smollett, Sterne
Works: The Rape of the Lock, Gulliver’s Travels, Robinson Crusoe, Pamela, Joseph
Andrews
7. Romantic poetry and fiction
Topics: General Overview of the age, Influence of French Revolution; The Romantic
Ideals and characteristics of Romantic Poetry (Lyric, Elegy, Pastoral, ode, Sonnet,
Ballad); Characteristics of Romantic Fiction (Historical, Domestic, Gothic novel)
Writers: Wordsworth, Coleridge, Blake, Shelley, Keats, Byron, Jane Austen, Mary
Shelley, Sir Walter Scott, Charles Lamb, Hazlitt
Works: Preface to Lyrical Ballad, Odes and Sonnets of Keats, Songs of Innocence,
Adonais, Ode to the West wind, Kubla Khan; Pride and Prejudice
Recommended Readings:
Long, William J. (2006). English Literature: Its History and Significance for the life of
English speaking world, enlarged edition.
Evans, Ifor. (1976). A Short History of English Literature. London: Penguin.
Ford, Boris. (1990). The New Pelican Guide to English Literature. Vol. 1-9. London:
Penguin.
Compton-Rickett, A. A History of English Literature. Thomas-Nelson & Sales, 1940 (latest
edition).
Gillie, C. (1977). Longman. Companion to English Literature (2nd Edition). London:
Longman.
Dachies, David. (1961). A Critical History of English Literature. Vol. 1-4. London: Secker &
Warburg (latest edition).
Sanders, Andrew. (2002). The Short Oxford History of English Literature. Oxford University
Press, USA.
Semester-II

Introduction to Literature II: (Short Story, Novel & Prose)

Course Objectives:
The rationale is to introduce readers to fiction and prose. However, instead of using full
length texts of the novel, selected extracts will be chosen from the novels mentioned in the
reading list below. It will prepare them for the reading of full length texts of novels with an
understanding of the elements of the novel such as plot, character, vision etc. It will also
make readers understand the distinct features of prose. The course will also be helpful for
students in providing them with first class models of essays to improve their writing skills.
The selection of the authors is chronological and starts with Bacon.

Course Contents:
A. Short Stories
 Oscar Wilde: The Nightingale and the Rose
 O‟ Henry: After Twenty Years
 Alexander Poe: The Fall of the House of Usher
 Nadine Gordimer: Once Upon a Time
 Naguib Mahfouz: The Mummy Awakens
 Guy de Maupassant: The String
 D. H. Lawrence: The Fox
 Isaac Asimov: True Love
 James Joyce: Araby
 Rudyard Kipling: The Man Who Would Be King
 Dorothy Parker: Arrangement in Black and White
 O‟Conor: Everything that Rises Must Sink
 Kate Chopin: The Story of an Hour
 Ernest Hemingway: A Clean Well Lit Place

Note: at least five of the above mentioned stories must be selected

B. Novels
 Daniel Defoe: Robinson Crusoe
C. Prose
Bacon
 Bacon: Of Truth, Of Death, Of Marriage and Single Life
 John Ruskin : War & Work
 B. Russell: Selection from Skeptical Essays (Any 2)
o The Value of Scepticism
o The Harms that Good Men Do
o Eastern and Western Ideals of Happiness
o Authority Versus Freedom in Education
Recommended Readings:

Baym, Nina. (2002). The Norton Anthology of American Lit. Vol. D. W. W. Norton &
Company.
Bloom, Harold. (1988) George Eliot's the Mill on the Floss (Bloom's Modern Critical
Interpretations). Chelsea House Pub.
Bloom, Harold. (2005). John Steinbeck's The Grapes of Wrath (Bloom's Guides). Chelsea
House Publications.
Brown, Julia Prewitt. (1999) Cosmopolitan Criticism: Oscar Wilde's Philosophy of Art.
University of Virginia Press.
Coleridge, Stephen (2008). The Glory of English Prose. Tutis Digital Publishing Pvt. Ltd.
Coote, Stephen. (1994). The Penguin Short History of English Literature (Penguin
Literary Criticism). Penguin.
Forster, E. M. (1956). Aspects of the Novel. Harvest Books.
Gioia, Dana and Gwynn, R. S. (2005). The Art of the Short Story. Longman.
Gravil, Richard, ed. (1974) Gulliver‟s Travels (Case-book Series). Macmillan.
Leavis, John. (1968). Bertrand Russell, Philosopher and Humanist. New World
Paperbacks.
Martin, Brian. (1989). Macmillan Anthology of Eng Lit. Vol. 4. Macmillan Pub Co.
Michie, Elsie B. (2006). Charlotte Bronte's Jane Eyre: A Casebook (Casebooks in
Criticism). Oxford University Press, USA.
Neill, Edward. (1999). Trial by Ordeal: Thomas Hardy and the Critics (Literary
Criticism in Perspective). Camden House.
Schoeman, R. (ed.) (1967). Bertrand Russell, Philosopher of the Century. Allen &
Unwin.
Schoenberg, Thomas J. (2005). Twentieth Century Literary Criticism: Criticism of the
Short Story Writers, and Other Creative Writers Who Lived between 1900 and 1999, from
the First. Curr (Twentieth Century Literary Criticism). Gale Cengage
Walker, Hugh. (1959) The English Essays and Essayists. S. Chand & Co. Delhi.
Yu, Margaret M. (2008) Two Masters of Irony: Oscar Wilde and Lytton Strachey. AMS
Press.
Note:
A minimum of 3 and maximum of 5 short stories are to be taught, while at least 3
extracts of the novels should be taught. The selection of the novel-extracts is not
strict and is left to the choice of the teacher concerned.

SEMESTER III

Advanced Academic Reading and Writing

Course Objectives:
The purpose of this course is to enable the students to: read Academics text critically, write
well organized academic text e.g. assignments, examination answers and write narrative,
descriptive, argumentative essays and reports (assignments).

Course Contents:
 Critical Reading
Advanced reading skills and strategies building on Foundations of English I & II courses
in semesters I and II of a range of text types e.g. description, argumentation, comparison
and contrast.
 Advanced Academic Writing
 Advanced writing skills and strategies building on English I & II in semesters I and II
respectively
 Writing summaries of articles
 report writing
 Analysis and synthesis of academic material in writing
 Presenting an argument in assignments/term-papers and examination answers
Recommended Readings:
 Aaron, J. (2003) The Compact Reader. New York: Bedford.
 Axelrod, R. B and Cooper, C. R. (2002) Reading Critical Writing Well: A Reader and
Guide.
 Barnet, S. and Bedau, H. (2004) Critical Thinking, Reading and Writing: A Brief
Guide to Writing. 6th Ed.
 Behrens & Rosen. (2007) Reading and Writing Across the Curriculum.
 Gardner, P. S. (2005) New Directions: Reading, Writing and Critical Thinking.
 George, D. and Trimbur, J. (2006) Reading Culture: Context for Critical Reading and
Writing. 6th Ed.
 Goatly, A. (2000) Critical Reading and Writing: An Introductory Course. London:
Taylor & Francis.
 Grellet, F., Writing for Advanced Learners of English. CUP.
 Jordan, K. M. and Plakans, L. (2003) Reading and Writing for Academic Success.
 Jordon, R. R. (1999) Academic Writing Course. CUP.
 Smith, L. C. (2003) Issues for Today: An Effective Reading Skills Text
 Withrow, J., Effective Writing. CUP.
Computer Studies
Course Outline:

1. Principles of Computer Architecture & System Software

i. The Basic Architecture of a Personal Computer
ii. Inside a Central Processing Unit
iii. The Power Supply Unit
iv. Introduction to Computer Software
v. Operating System Software
2. Computer Networks & Data Communications
i. Computer Networks
ii. The Internet
iii. Communication Software and Protocols
3. Data Communication
i. Introduction to Data Communication
ii. Types of Data
iii. Main Features of Modems
4. Security, Copyright and the Law
i. Awareness of the Important of Technical Security
ii. Backup issues
iii. Data protection and Privacy Issues
iv. Software Copyright Issues.
Reading List

1. Computer by Laury Long and Nancy Long

2. Introduction to Computer by Peter Norton
3. Computer Science by Dr, Hamayun Mian, Dr. Sohail Aslam
(Punjab Information Technology Board)
 Psychology
Course Outline
Historical Background of Psychology

 Greek Period
 Development of Psychology as a Science
 Schools of Psychology
 Perspectives in Psychology
Research Methods in Psychology

 Observation method (Introspection, External Observation)

 Survey method
 Interview Method
 Case Study Method
Biological Basis of Behavior

 Nervous System
 Central Nervous System
 Brain and Spinal Cord
 Autonomic Nervous System
 Sympathetic Nervous System
 Paid Sympathetic Nervous System
Sensation

 Five Senses
 Structure and Function of Eye
 Structure and Function of Ear
 Structure and Function of Nose
 Structure and Function of Tongue
 Structure and Function of Skin
Perception

 Definition
 Depth Perception
 Laws of Perceptual Organization
Attention

 Definition
 Span of Attention
 Fluctuation in Attention
 Conditions of Attention
Learning

 Nature of learning
 Types of Learning
 Classical Conditioning
 Instrumental conditioning
 Learning by Trail And Error
 Learning by Insight
 Learning by Imitation
 Learning by Modeling
 Vicarious Conditioning
Motivation
  Nature of Motives
 Instincts
 Drive and Drive Level
 Types of Motives
 Maslow’s Theory of Motivation
 Herzberg theory of Motivation
 Atkinson’s Theory of Motivation
Emotion

 Nature of Emotions
 Expression of Emotions
 Psychology of Emotion
 Cannon Bard Theory of Emotion
 Singer Schacstea Theory of Emotion
Memory

 Sensory Memory
 Short Term Memory
 Long term Memory
 Process of Memory
 Retention, Recall, Recognition
 Impact of Learning on Memory
Suggested Books
Edward, E. Smith Nolen-Hoeksema & Barbava, L. (2003) Introduction to Psychology 14th Ed.

Robin, K & Orew, W (2005) Psychology, 4th Ed. New York

Robert, E. Feldman, (2006) Understanding Psychology 7th Ed.

Robert, A. Baron (2001) Psychology, 5th Ed. New York

Murphy G. & Korach, J.K. (2007) Historical Introduction to Modern Psychology

Sahakian, W.S. (1976) History and System of Psychology

Wolmen, B.B (Latest Ed.) Contemporary Theories in System in Psychology

Schultz. D.P & Schultz, S.E (1996) A History of Modern Psychology,

SEMESTER III

Phonetics and Phonology

Course Objectives:

This course is aimed at preparing the students in the important aspects of phonetics and
phonology. The examples for illustration will be drawn mainly from the English language.

Course Contents:

Phonetics
 The Organs of Speech.
 The Air Stream Mechanism.
 Description of Speech: Sound, Consonants, vowels, Diphthongs.
 Phonetics Transcription
 International Phonetic Alphabet.
 The Cardinal Vowel System.
Phonology.
 Description of the Sounds of English.
Segmental Features.
Distinctive features of Consonants in English.
i) Classification of consonants according to the place of articulation.
ii) Classification or consonants according to the .manner of articulation.
Description and Classification of English
i) Vowels
ii) Diphthongs.
iii) Tripthongs.
SUPRASEGMENTAL FEATURES
Suprasegmental Features of English.

i) Syllable and Stress

ii) Weak Forms or Sounds.
iii) Intonation.
Sound Behaviour in Connected Speech.
i) Assimilation.
ii) Elision.
iii) Linking.
Phonological rules of English.
Phonemic Transcription of English Speech.
i) Pakistani Students and their problems in learning English.
ii) Students will be given extensive practice in pronunciation of English and
Spoken discourse enables them to speak fluently and appropriately.
Suggested Reading:

Burquest, D. A. (2001). Phonological analysis: A functional approach. Dallas: SIL

International.
Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation: reference for
Teachers of English to speakers of Other Languages. Cambridge: CUP.
Cruttenden, A. (1994). Gimson‟s Pronunciation of English. Oxford: Edward Arnold.
Giegerich, H. (1992). English Phonology: An Introduction. Cambridge: Cambridge
University Press.
Gimson, A. C. (1984). An Introduction to the Pronunciation of English. London: Edward
Arnold.
Hogg, R & Mc Cully, C.B. (1987). Metrical Phonology: A Course Book. Cambridge. CUP.
Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
Knowles, G. (1987). Patterns of Spoken English. London: Longman.
Kreidler, C. W. (1989). The Pronunciation of English. Oxford: Basil Blackwell.
Ladefoged, P. (1993) A Course in Phonetics, 3rd edn. Fortworth; TX: Harcourt Brace College
Publishers.
Ladefoged, P. (2001) Vowels and Consonants. Oxford: Blackwell.
Roach, P. (2000). English Phonetics and Phonology: A Practical Course. Cambridge.
Rocca, I & Johnson, W. (2005). A Course in Phonetics. Oxford: Basil Blackwell.
 History of English Literature II

19th Century Realism to Contemporary Times

Course Objectives:
This course will focus on some of the major literary movements of the 20th Century. The
spirit of the course should be taken as an extension of any of the previous courses suggested
in the literary history; like the one in Year 01, Semester 1, but this time the historical topics
are to be accessed a bit differently. Here the students are to explore the history of Modern
literature from the perspective of overlapping major literary trends and tradition of the time.
For example, at its core, the course will explore the changing forms of Realism as a literary
requirement during the 20th century. It will explore some of the divergent offshoots of
Realism like Naturalism, Symbolism, Existentialism, Absurdism, Surrealism, and many
others. By its extension, it will be very challenging for the teachers to tackle controversial
debates such as seeing modern and 20th century “Romanticism” as types of Realism! This
course on the one hand supplements historical survey while on the other it offers an exposure
to forms of Modern drama, fiction, and poetry, the courses to be offered in the coming
semesters.
Contents:
1. Victorian/19th Century Literature (Age of Realism)
Topics: General Overview of the age, Characteristics of Victorian Poetry (Themes,
Dramatic Monologue & Blank verse); Characteristics of Victorian Fiction (Children’s
literature, Social Realism, Nature, Emergence of Middle class); Comedy of Manners
Writers: Tennyson, Browning, Arnold, Hardy, Dickens, Bronte Sisters, George Eliot,
Ruskin, Carlyle, Oscar Wilde
Works: A Tale of Two Cities, The Mill on the Floss, My Last Duchess, Ulysses,
Importance of Being Earnest
2. Modern Literature
Topics: General Overview of the age, Influence of World Wars and Modern
movements (Symbolism, Imagism, Expressionism, Existentialism) on Modern
Literature; Features of Modern Poetry, Novel and Drama (Themes and Techniques);
Theatre of Absurd
Writers: W.B. Yeats, T.S. Eliot, G.B. Shaw, Beckett, Ezra Pound, Wallace Stevens,
E.E. Cummings, James Joyce, Virginia Woolf, E.M. Forster, Joseph Conrad, D. H.
Lawrence, William Golding
Works: The Waste Land, To the Light House, Lord of the Flies, A Passage to India,
Pygmalion, Waiting for Godot
3. Contemporary/Post Modern Literature
Topics: Post-Colonial Literature, Marxist Literature, Feminist Literature
Recommended Readings:
Ashcroft, Bill, et al. (1989). The Empire Writes Back: Theory and Practice in Post-Colonial
Literature. London: Routledge. (For Postcolonial Theory)
Belsey, Catherine. (1980). Critical Practice. London: Routledge. (For Marxist and Russian
Formalist Theory)
Benvensite, Emile. (1971). Problems in General Linguistics. Miami: Miami UP. (For
Linguistic, Structural, and Poststructuralist Theories)
Culler, Jonathan. (1981). The Pursuit of Signs: Semiotics, Literature, Deconstruction.
London: Routledge. (For Reader-oriented Theory)
Docherty, Thomas. Ed. (1992). Postmodernism: A Reader. Hemal Hempstead: Harvester
Wheatsheaf. (For Postmodern Theory)
Eagleton, Mary. Ed. (1991). Feminist Literary Criticism. London: Longman. (For Feminist
Theory)
Eliot, T. S. (1965). Selected Essays. London: Faber. (For New Criticism, Moral Formalism,
and F. R. Leavis)
Lodge, David. Ed. (1972). Twentieth Century Literary Criticism. London: Longman. (For
Introduction)
Vincent B. Leitch (General Editor). (2001). The Norton Anthology of Theory and Criticism.
New York & London: W. W. Norton and Company (or later editions). (For all the various
approaches, and topic and author wise selections)
Wright, Elizabeth. (1984). Psychoanalytic Criticism: Theory in Practice. London. (For
Psycho-analytic Theory)

Semester-IV

Economics
Course Objective

This course will provide the basic and core concepts of Microeconomic and its Mathematical
applications. This course will acquaint the student with the theoretical and mathematical tools of
microeconomics.

Course Outline:

1) Basis of Economics
2) Economic System
3) Micro Analysis
4) Market Forces
5) Theory of Production
6) Behavior of Firm and Industry/ Market Structures
7) Factor Pricing
8) Mathematical Economic, Models and its Ingredients, Types of Function
9) Equilibrium Analysis in Economics
10) Matrices and Determinants, Solutions of Equations.
11) Limit and Differentiation
12) Optimization

Microeconomics 60%

Mathematical Economics 40%

Suggested Books:
1. Panl A. Samuelson & Nordhaus. Economics, Latest Edition
2. John Sloman. Economics.
3. Richard Lipsey. An Introduction to Positive Economics
4. Varian, H. Intermediate Micro Economics: A Modern Approach. 4th Ed.
5. Pindyclr, D. And Rubinfeld. Microeconomics.
6. Hoy, N. Livernois, J. Mackennam C. Rees R. and Stengos, T. Mathematics of Economists
7. Chaing, A.C. Fundamental Methods of Mathematical Economic 3rd Ed.
8. Doniling E.T. Schaum’s Outline of Theory and Problems of Mathematics for Economics.
9. A Hamid Shalind. Microeconomics. Ilmi Kitab Khana Lahore
10. A. Hamid Shalind, Mathematical Economics
Semester-IV Human Rights [HR] & Citizenship

Course Contents:
This particular course deals with good citizenship values and human rights components. The
rationale is to promote human values, in particular religious tolerance for others, to promote
HR, in particular those of the minorities and ethnic groups, to develop a cross-cultural
understanding, to recognize the value of difference, to relate human progress through a sense
of diversity, good citizenship & tolerance for social harmony.

Course Contents:
 The Last address of the Holy Prophet (Peace be upon Him)
 The United Nations Human Rights Charter.

The above may be studied for the understanding of the following:

 What is Human Rights (HR)?
 Evolution of the Concept of HR
 Four Fundamentals in HR: freedom, equality, justice, and human dignity
 Universal Declaration of HR
 Three Key Principles in HR: inalienability, indivisibility and universality
 Are HR Universal? (debate/ discussion etc.)
 HR in South Asia: Issues
 Rights of Women
 Rights of Children (debate/ discussion on child labour, etc.)

Recommended Readings:
Dean, B. Joldoshalieva, R. & Sayani, F. (2006). Creating a Better World. Karachi, Pakistan:
Aga Khan University, Institute for Educational Development.
Ed. Williams, Isabel. (2008). Teaching Human Rights through English Education. Karachi:
Oxford University Press.

Semester-IV

Philosophy
 What is Philosophy?
 Periods of Philosophy
o Greek
o Medieval (Muslim Philosophy)
Modern
 Branches of Philosophy
o Logic
o Ethics
o Metaphysics
o Epistemology
 Modern Period
o Rationalism
o Empiricism
o Immanuel Kant
 Contemporary Philosophical Thought
 o Analytical Philosophy
o Continental Philosophy
o Modernity
o Post modernity
o Critical Theory

Suggested Books
1. Philosophy for Beginners by Teicman
2. Introduction to Philosophical Analysis by John Haspers
3. Introduction to Logic by I. Copi
4. The Blackwell Companion to Philosophy (ed.) Nicholas B. E.P. Tsui James (1996)
Statistics
Course Outline:

Introduction to Statistics

Descriptive and inferential statistics, population and sample, parameter and statistic; The four basic
activities in statistics: Designing a plan for data collection, Exploring the data, Estimating an
unknown quantity, Hypothesis testing; Type of measurement scales: Nominal Ordinal, Interval and
Ratio; Types of data: Univariate, Bivariate and multivariate data, Primary and secondary data,
Quantitative data and qualitative data, Time series, cross-sectional and pooled data; Significant digits
and rounding off numbers. Numerical exmples and questions relating to all contents given in this
topic

Presentation of Data and Measures of Central Tendency

Introduction; Classification; tabulating numerical data: The frequency distribution, the cumulative
frequency distribution, Graphic and diagrammatic representation: bar chart, Pi chart, Histograms,
Frequency curves and Histograms; Histograms by Hand: Stem-and-Leaf. Measure of central
tendency; Introduction; Types of Averages: mean: Arithmetic mean, Geometric mean, Harmonic
mean, Trimmed and Winsorized means: Quintiles: Median, Quartiles, Deciles, Percentiles; The Mode;
Box plot and detailed box plot; Empirical relation between mean, Median and Mode; The cumulative
distribution function.

Measures of Dispersion, Skew ness and Kurtosis

Absolute and relative measures of dispersion; Different measures of dispersion: The Range, Quartile
deviation, mean deviation, variance and standard deviation, computation of variance and standard
deviation, step deviation method or coding method, coefficient of variation, standardized variable,
properties of standard deviation and variance; skew ness: Karl Pearson’s coefficient of skew ness,
Bowley’s coefficient of skew ness; Kurtosis

Simple Linear Regression and Correlation Analysis

Scatter diagram; Standard methods for obtaining regression line: (i) Inspection, (ii) Semi average, (iii)
Least squares principle; Assumptions underlying linear regression and its properties; Measures of
variations: Standard error of the estimate, Coefficient of determination; Prediction in Regression
Analysis: Interpolation verses extrapolation; Correlation analysis; Scatter diagram: the coefficient of
correlation: properties characteristics of coefficient of correlation, correlation and causation: the
relationship among the correlation coefficient, the coefficient of determination and the standard error
of estimate; Inference about the correlation coefficient; t-test for correlation coefficient; Rank
correlation coefficient; some Economic Applications.

Index Numbers

Index Numbers, Un-weighted index numbers; simple aggregative index; Weighted indexes;
Laspeyre’s price index, Passeche’s price index; Marshal Edgewerth price index Fisher’s ideal index;
consumer price index (CPU) producer price index (PPI) CPI versus GDP Deflator; Issues in
Constructing and using index numbers; Application of index numbers to business and economics.

Time Series
An overview of time series analysis; Component Factors of the classical multiplication time series
model and their estimation: Secular trend; Cyclical variation, seasonal variation, irregular variation;
Smoothing the annual time series and using it in forecasting: Moving averages, Weighted moving
averages, Exponential smoothing; Using trend and seasonal component in forecasting; Time series
and forecasting; Some Economic Applications.

Suggested Books

1) H.K. Chow et al. Introductory Statistics, 2nd ed. Prentice Hall, 2007
2) Barrow, M. Statistics for Economics, Accounting and Business Studies. 2005
3) Agresti, Alan, Statistical methods for the social sciences, 3 rd ed. Prentice Hall 1997
4) Mc Clave, J.M. Benson, P.G. Sincich, T. Statistics for Business and Economics (9 th or 10th ed.)
Pearson Publishing 2005
5) Lind, Marchal, Wathen, Statistical Techniques in Business and Economics, Mcgraw-Hill
Companies 12th ed. 2005
6) Chaudhry Sher Mohammad and Kamal, Shahid, Introduction to Statistics Theory 1& 2 Ed.
Lahore Ilmi Kitab Khana,
7) J. Sieget, Andrew F. Practical Business Statistics 5th ed. Boston 2003
8) New Bold, Paul, Carlson, William L. and Thorne, Betty M. Statistics for Business and
Economics 5th Ed.
9) Keller, Gerald and Warrack, Brain, Statistics for Management and Economics 5 th ed. 2000
10) Stephan and Spegal, Statistics, Latest Ed. Schum’s Outline Series.
Semester-IV Pedagogical Grammar
Course Objectives:

The aim of this course is to familiarize the students with basic concepts of grammar. This
course is aimed at providing foundation knowledge for the advanced course in grammar as
well as two courses on stylistics.

Course Contents:

 What is Grammar?
 Kinds of Grammar
 Elements of Grammar (Sentence Element, Parts of Speech)
 Verb and Verb Phrases,
 Noun and Noun phrases (Number, gender, Case)
 Adjective (correspondence between verb and Adjective, Attribute adjective,
Predicative)
 Different categories of Preposition.
 Clauses, Principal clauses and sub Ordinate clauses,
 Types of sentences, (Structural and functional)
 Sentence connection
 Common grammatical errors

Some Basic Concepts of English Grammar

 Modality
 Tense and Aspect System of English
 Voice
 Hypothetical Meaning
Teaching Grammar in Context

Recommended Readings:

Borjars, K. & Burridge, K. (2010). Introducing English Grammar. Hodder Education. UK.
Celce-Murcia, & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher‟s
Course. (Second edition). Boston, MA: Heinle and 58 Heinle.
Christopherson and Sandved (1969) An Advanced English Grammar. Hong Kong:
Macmillan.
Harmer, J. (1993). Teaching and Learning Grammar. London: Longman.
Huddleston, R. & Pullum, G. (2005). A Students‟ Introduction to English Grammar.
Cambridge: Cambridge University Press.
Huddleston, R. (2002). The Cambridge Grammar of the English Language. Cambridge:
Cambridge University Press.
Hurford, J. (1994) Grammar. Glasgow: CUP.
Leech, G. & Svartvik, J. (2003). A Communicative Grammar of English (Third edition).
London: Longman.
Leech, G. (1988). Meaning and the English Verb. London: Longman.
McKay, S. (1990). Teaching Grammar: Form, Function and Technique. New York: Prentice
Hall.
Odlin, T. (Ed.), (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge
University Press.
Ouhalla, 1. (1999) Transformational Generative Grammar. UK: Arnold.
Turton, N (1995) ABC of Common Grammatical Errors. Malaysia: Macmillan.
Semester-IV Morphology & Syntax

Course Objectives:
The aim of this course is to provide the students with a general introduction to English
morphology and syntax. The course introduces the students to the internal structure of words
and sentences, presenting them to the theory and practice of the structural grammar of the
English language. By the end of this course students will be able to do a detailed analysis of
English morphemes as well as sentences.
Course Contents:

1. Morphology
 Morphemes
 Types of Morpheme
 Morphemic analysis
 Morphological productivity
 Word formation processes (Derivation, Compounding, Blending, Clipping,
Backformation, etc)
 Morphological systems
 Derivational and inflectional morphemes
 Lexicons
 Morpho-syntactic analysis
 Issues in borrowing
2. Syntax
 Different approaches towards Syntax (Traditional, Structural, Phrase Structure,
Transformational Generative, Systemic Functional)
 Subjects, Predicates, Complement, Adjunct
 Immediate Constituent Analysis
 Systemic-Functional Analysis
 Introduction to Government and Binding theory
 Minimalism

Recommended Readings:
Aronoff, M., & Feudman, K. (2010). What is Morphology? (Second edition). John Wiley and
Sons.
Booij, G. (2007). The Grammar of Words: an Introduction to Morphology. OUP.
Culicover, W.P., & Jackendoff, R. (2005). Simpler Syntax. Oxford: OUP.
Flabb, N. (2007). Sentence Structure. (Second edition). Taylor & Francis.
Kampson, R., Meyer-Viol, W., & Gabbay, D. (2001). Dynamic syntax: the Flow of Language
Understanding. Blackwell Publishing.
Katamba, F. (2004). Morphology: Morphology and its relation to Semantics and the lexicon.
Routledge.
Medina, G.P. (Ed.), (2011). Morphosyntactic Alternations in English: Functional and
Cognitive Perspectives. Equinox Publishing.
Metthews, H. P. (1991). Morphology. (Second edition) Cambridge University Press.
Radford, A. (1997). A Minimalist Introduction. CUP.
Radford, A. (2004). English SIyntax: an introduction. CUP.
Roberts, G. I. (2007). Diachronic Syntax. Oxford: OUP.
Roberts, G. I. & Roussoua, A. (2003). Syntactic Change: a minimalist approach to
grammaticalization. Cambridge University Press.
Spenser, A. (1991). Morphological Theory. Wiley-Blackwell.
Spenser, A., & Zwicky, M. A. (Eds.), (2001). The Handbook of Morphology. Wiley-
Blackwell.
Warner, R. A. (1993). English Auxiliaries: Structure and History. C.U.P.

Semester-V
Poetry: 14th to 18th Century/Classical & Neo-Classical Poetry
Course Objectives:
This course aims at introducing the students to the classical period of English poetry
beginning from the medieval period to its growth and development into the eighteenth
century with special focus on a genre-specific historical development. It will help learners to
perceive Poetry as refined commentary on the aesthetic concerns of its time and to develop
keen awareness of poetic language and tone.

Course Contents:
Chaucer
A selection of characters from the Prologue
- The Knight, The Squire
- The Monk, The Friar
- The Nun, The Wife of Bath
Elizabethan Sonneteers
One day I wrote her name upon the strand ….. Spenser Amoretti 75
When forty winters will besiege thy brow……Shakespeare
Seventeenth Century Poetry
Donne The Sun Rising
When Thou Hath Donne
Milton Paradise Lost, BK-I (First 320 lines)
Eighteenth Century Poetry
Pope The Rape of the Lock (Canto III, First 50 lines)

Recommended Readings:
Abrams, M. H, The Mirror and the Lamp.
Bowden, M. (1967) The Metaphysical Poets. MacMillan
Bowden, Muriel. (1960) A Commentary on the General Prologue to the Canterbury Tales,
New York: Macmillan.
Bowra, CM (1966) Heroic Poetry. MacMillan
Coghill, Nevil. (1948) The Poet Chaucer. Oxford.
Daiches, D. (1971) Milton, Hutchinson & Co.
Dyson, AE (ed)( 1974) The Metaphysical Poets. MacMillan
Fraser, G. 1978 Alexender Pope. Routledge & Kegan Paul
Gardner, Helen, Ed. John Donne: Twentieth Century View Series
Kermode F. (1967) The Living Milton. Routledge & Kegan Paul.
Kermode, F. (1971) Shakespeare, Spenser, Donne (introduction). Routledge & Kegan Paul
Quennell, P. (1968) Alexender Pope. Weildfeld & Nicolson
Rudrum, A. (1968) Milton. MacMillan
Spens, Janet. (1934) Spenser‟s Faerie Queene: An Interpretation, London.
Tillotson, G. On the Poetry of Pope
Semester-V Novel: 18th & 19th Century

Course Objectives:
The students will be able to recognize the characteristics of major chronological eras and
relate literary works and authors to major themes and issues related to literary devices such as
irony, symbolism, etc. The students will also be able to recognize the development of
character and plot in the novel and will be able to identify specific connections between
characters and other elements such as setting. Students will learn a method of analyzing
novels by starting with characters and moving outward to other elements and will identify the
most effective elements of selected novels.
Course Contents:
 Jane Austen: Pride and Prejudice
 George Eliot: The Mill on the Floss
 Thomas Hardy: The Mayor of Casterbridge

Recommended Readings:

Allen W. (1954) The English Novel: A Short Critical History. Penguin

Allen, Walter. The Rise of the Novel. London: Penguin.
Allot, M. (1959) Novelists on the Novel. Routledge and Kegan Paul
Bloom Harold. (1987) Ed. Modern Critical Views: Thomas Hardy.
Bloom, Ed. (1987) Modern Critical Interpretations: Jane Austen.
Bloom, Ed. (1987) Modern Critical Views: Charles Dickens.
Bradbucy, M. (1973) Possibilities: Essay on the State of Novel. OUP
Dyson AE (ed) (1978) The English Novel: Developments in Criticism Since Henry James.
Macmillan
Dyson, AE. (ed) (1976) Sense and Sensibility, Pride and Prejudice and Mansfield Peack, The
Anchor Press Ltd.
Gray, B. (1989) Geroge Eliot and Music. Macmillan
Hardy, B (1985) Forms of Feeling in Victorian Fiction Muthen & Co. Ltd.
Hardy, B. 1970 Critical Essays on George Eliot. Routledge & Kegan Paul
Karl, FR (1975) A Reader’s Guide to the Development of English Novels in the Eighteenth
century. Thomas & Hudson
Kennedy, A (1979) Meaning and Signs in Fiction. MacMillan
Kettle, Arnold. (1967) An Introduction to the English Novel. Vols.1&2. 2nd ed. Hutchinson.
Mansell, D. (1973) The Novels of Jane Austen: An Introduction. Macmillan
Paulson, R. (ed) 1962 Fielding: A Collection of Critical Essays. Prentice Hall Inc.
Peak, J. (1983) How to Study A Novel. MacMillan
Pinion, FB (1981) A Geroge Eliot Comparision. MacMillan
Watt, Ian. (ed) 1963 Jane Austen: A collection of Critical Essays. Prentice Hall Inc.

Semester-V Literary Criticism

Course Objectives:
This course aims to understand the historical background to literary criticism, exploring its
development in the light of some contemporary viewpoints. Overall, “Principles of Literary
Criticism” will focus much on the poetic and dramatic forms in order to highlight some
significant trends and concepts around “poetry”, “imagination” and “tradition”. The course is
intended to be a question-raiser when it comes to asking oneself: why and how to understand
literature through criticism? The question may grow comparatively and specifically more
relevant when the reader of our part of the world is permitted to ask: why to study “English”
literature or literatures in “English?

Course Contents:
1. Aristotle’s Poetics: (Selection) Theory of Imitation, Epic, Tragedy and Comedy
2. Dr. Johnson’s Preface to Shakespeare: (Selection) Criticism on tragedies and
comedies of Shakespeare
3. Wordsworth’s Preface to The Lyrical Ballads: (Selection) Theory of Poetry, poet
and poetic diction
4. Coleridge’s Biographia Literaria: (Chap#14, 17, 18) Theory of Fancy and
Imagination, Criticism of Wordsworth’s theory of poetry
5. T.S. Eliot’s The Tradition and the Individual Talent: Concept of Tradition and
Individuality, Theory of Poetry and poet in opposition of Wordsworth’s theories

Suggested Readings:

K. M. Newton, ed. (1998). Twentieth Century literary Theory: A Reader. Second Edition.
New York: St. Martin‟s (or later editions)

Raman Selden, & Peter Widdowson. (1993) A Reader‟s Guide to Contemporary Literary
Theory. 3rd Edition. Kentucky: Univ. of Kentucky

Vincent B. Leitch (General Editor). (2001) The Norton Anthology of Theory and Criticism.
New York & London: W. W. Norton and Company

Selected Terminology from any Contemporary Dictionary of Literary Terms

Semester-V Discourse Analysis

Course Objectives:
This course aims to explain the theory and nature of discourse studies and to demonstrate its
practical relevance to language learning, teaching and application on real-world discourse.
Course Contents:
1. What is discourse?
 Discourse and the sentence
 Grammar within and beyond the sentence
 Language in and out of context
 Spoken vs. written discourse
 Cohesion and Coherence
2. Formal & contextual links
 Parallelism, Referring expressions, Repetition and lexical chains, Substitution,
Ellipsis, Conjunction
 Reference, Presupposition, Implicature, Inference
3. Conversational principles
 Cooperative Principle
 Politeness Principle
 Speech Act Theory
 Constatives and performatives
 Pragmatics, discourse analysis and language teaching
4. Views on Discourse Structure
 Discourse as product
 Discourse as process
 Discourse as a Dialogue
 Discourse in communicative development
 Information structure in discourse
5. Critical Discourse Analysis
 Political Discourse
 Media Discourse
 Feminist Discourse
 Legal Discourse
6. Point of view and ideology Analysis
Recommended Readings:
Brown, G. and Yule, G. (1983). Discourse Analysis. Cambridge: CUP
Cook, G. (1989). Discourse. Oxford: OUP.
Cots, M. J. (2006). Teaching 'with an attitude': Critical discourse analysis in EFL teaching.
English Language Teaching Journal. 60. 336-345.
Coulthard, M. (1985). An Introduction to Discourse Analysis. (Second edition). London:
Longman
Edmondson, Willis. (1981). Spoken Discourse: A Model for Analysis. London: Longman.
Fairclough, F. N. (1995). Critical Discourse Analysis: the Critical Study of Language.
London: Longman.
Gee, J. P. (2005). An Introduction to Discourse Analysis: Theory and Method. London:
Routledge.
Grice, H P. (1975). Logic and Conversation. In P. Cole & J. L. Morgan. (Eds.), Syntax and
Semantics 3: Speech Acts. London: Academic Press.
Johnstone, B. (2002). Discourse Analysis. Oxford: Blackwell
Lee, D. (1992). Competing discourses: Language and ideology. London: Longman.
Leech, G. & Thomas, J. (1988). Pragmatics: The State of the Art. Lancaster Papers in
Linguistics. University of Lancaster.
Leech, G. (1983). Principles of Pragmatics. London: Longman.
Levinson, S. (1983). Pragmatics. Cambridge: CUP.
Locke, T. (2004). Critical discourse analysis. London: Continuum.
Lucke, A. (2002). Beyond science and ideology critique: Developments in critical discourse
analysis. Annual Review of Applied Linguistics. 26. 96-110.
McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: CUP.
Richards, J. & Schimidt, R. (1983). Language and Communication. London: Longman.
Schiffrin, D. (2001). Approaches to Discourse. Oxford: Blackwell.
Stubbs, M. (1983). Discourse Analysis: The Sociolinguistic Analysis of Natural Language.
Oxford: Basil Blackwell.
Toolan, M. (Ed.), (2002). Critical discourse analysis: Critical concepts in linguistics. New
York: Routledge.
Wardhaugh, R. (1985). How Conversation Works. Oxford: Basil Blackwell.
Weiss, G., & Wodak, R. (Eds.), (2003). Critical Discourse Analysis: Theory &
Interdisciplinarity. Palgrave Macmillan
Wodak, R. and Meyer, M. (Eds.), (2002). Methods of Critical Analysis.

Semester-V Sociolinguistics

Course objectives:
Sociolinguistics examines the relationship between language and society, focusing on both
learning about linguistic matters and learning about social structures. The aim of this course
is to introduce participants to concepts and issues in Sociolinguistics. By the end of the
course participants will gain an understanding of basic sociolinguistic concepts. They will be
able to explore and evaluate critically sociolinguistic issues relevant to language teaching.
Course Contents:
Introduction to Sociolinguistics:
 Sociolinguistics & its scope
 The connection between Sociolinguistics and language teaching
Language and Context: Social Class and Region
 What is traditional sociolinguistics?
 Language Varieties
 What do we mean by language variation?
 Code, Dialect, Sociolect, Idiolect, Isogloss.
Language Society and Culture
 Functions of Language in Society
 Domains of Language Use
 Speech Community
 Regional & Social dialects
 Style, register, jargon.
 Pidgins & Creoles.
 National Language, Standard Language
 Language, Culture and Thought
Multilingualism and Bilingualism
 Dimensions of bilingualism
 Bilingualism
 Causes of bilingualism
 Manifestations of bilingualism (borrowing, code-switching, code-mixing)
Effects of bilingualism
 Language conflicts
 Language attitudes
 Language maintenance
 Language shift
 Language death
 Immigrant stories
 Assimilation, integration, separation and marginalization
Language and Gender
 Men‟s and women‟s language
 Gender issues in classroom and society
Language and Power
 Diglossia
 Critical language awareness
Language–in-education Planning
 What does planning involve?
 The issue of the selection of national and official language(s)

Recommended Readings:
Aitchison, J. (1993). Language Change: Progress or Decay? (Second edition). Cambridge
University Press.
Auer, P. (Ed.). (1998). Code-switching in Conversation: Language Interaction and Identity.
London: Routledge.
Bhatia, K. T. & Ritchie, C. W. (Eds.), (2006). A Handbook of Bilingualism. Oxford: Basil
Blackwell.
Gardner-Chloros, P. (2009). Code-switching. Cambridge: Cambridge University Press.
Giles, H. & Billings, C. A. (2006). Assessing Language Attitudes: Speaker Evaluation
Studies. In Davies, and Elder, C. (Eds.), The Handbook of Applied Linguistics. (187-209).
Blackwell Publishing.
Holmes, J. (2008). An Introduction to Sociolinguistics. New York: Longman.
Hudson, R. A. (1996). Sociolinguistics. Cambridge: Cambridge University Press.
Kachru, Y. (1992). Language Maintenance, Shift & Accommodation: Linguistic Repertoire
in South Asia. In Dimock, E. C, Kachru. B. B & Krishnamurti. BH (Eds.), Dimensions of
Sociolinguistics in South Asia. (261-269). Oxford: OUP.
Meshthric, J. (2000). Introducing Sociolinguistics. Philadelphia: John Benjamins.
Milroy, L. & Muysken, P. (Eds.), (1995). One Speaker, Two Languages: Cross-disciplinary
Perspectives on Code-switching. Cambridge: Cambridge University Press.
Myers-Scotton, C. (2006). Multiple Voices: An Introduction to Bilingualism. Blackwell
Publishing.
Nahir, M. (2003). Language Planning Goals: A Classification. In Paulston and Tucker, R. G.
(Eds.), Sociolinguistics: The Essential Readings. (423-448). Basil Blackwell.
Fasold, R. (1990). The Sociolinguistics of Language. Oxford: Basil
Blackwell.
Suzanne, R. (1995). Bilingualism. (Second edition). Oxford: Basil Blackwell.
Trudgill, P. (2002). Introduction to Language and Society. Penguin Books.
Wardhaugh, R. (2006). An Introduction to Sociolinguistics. Oxford: Basil Blackwell.

Semester-V Semantics & Lexical Studies

Course Objectives:
The aim of this course is to introduce students to the basic concepts of semantics. By the end
of the course the students will be able to conceptualize the relationship between words and
their meaning. It also aims to make the students aware of the basic concepts related to
lexicology and lexicography. It also aims to enrich students’ vocabulary and introduce them
to the process of compiling and editing dictionaries.
Course Contents:
1. Semantics
 Early theories of meaning (Ogden and Richards; Ferdinand de Saussure)
 Types of meaning
 Semantic field
 Componential analysis
 Sense Relations/ Lexical Relations (Hyponymy; Synonymy; Antonymy; Homonymy
and Polysemy)
 Syntactic Semantics (Contradiction, Ambiguity, Semantic anomaly, Entailment,
Presupposition)
2. Lexical Studies
 Words vs. Lexemes
  Multi-word Lexemes
 Etymology of words
 Lexis & Morphology
 Sense Relations
 Vocabulary in Discourse
 Collocation & Colligation
 Lexical Priming
 Lexicography

Recommended Readings:
Allan, K. (1986). Linguistic Meaning. London: Routledge.
Apresjan, J. (2008). Systematic Lexicography. Oxford University Press.
Ayto, J. (1999). Twentieth Century Words, Oxford: Oxford University Press.
Carter, R. (1998). Vocabulary: Applied Linguistics Perspectives. (Second edition). London:
Routledge.
Cruse, A. (1986). Lexical semantics. Cambridge: Cambridge University Press.
Cruse, A. (2011). Meaning in Language: An Introduction to Semantics and Pragmatics.
(Third edition). Oxford Textbooks in Linguistics.
Davis, S. & Gillon, S. B. (2004). Semantics: A Reader. Oxford University Press.
Fontenelle, T. (Ed.), (2008). Practical Lexicography: A Reader. Oxford University Press.
Frawley, W. (2002). Linguistic Semantics. Cambridge: Cambridge University Press.
Fuchs, Catherine and Victorri, Bernard. (1994). Continuity in Linguistic Semantics.
Amsterdam; Philadelphia : J. Benjamins.
Geeraerts, D. (2010). Theories of Lexical Semantics. Oxford University Press.
Griffiths, P. (2006). An Introduction to English Semantics and Pragmatics. Edinburgh
University Press Ltd.
Hatch E. and Brown C. (1995). Vocabulary, Semantics, and Language Education.
Cambridge: Cambridge University Press.
Hoey, M. (1991). Patterns of Lexis in Texts. Oxford: Oxford University Press.
Hoey, M. (2005). Lexical Priming: A new theory of language. London: Routledge.
Howard, G. (2000). Semantics: Language Workbooks. Routledge.
Hudson, R. (1995). Word Meaning. New York and London: Routledge.
Hudson, R. (1995). Word Meaning. New York and London: Routledge.
Hurford, R. J., Heasley, B. & Smith, B. M. (2007). Semantics: a course book. (Second
edition) Cambridge: CUP.
Jackson H. and Amvela E. Z. (2000). Words, Meaning and Vocabulary: An Introduction to
Modern English Lexicology. London: Cassell.
Jackson H. and Amvela E. Z. (2000). Words, Meaning and Vocabulary: An Introduction to
Modern English Lexicology. London: Cassell.
Jackson, H. (1989). Words and their Meanings. London: Longman.
Jackson, H. (2002). Lexicography: An Introduction. London: Routledge.
Kearns, K. (2000). Semantics. Palgrave Modern Linguistics. Great Britain.
Kreidler, W. C. (2002). Introducing English Semantics. Routledge.
Lyons, J. (1996). Linguistic Semantics: An Introduction. Cambridge: University of
Cambridge.
McCarthy, (2002). English vocabulary in use. Cambridge: Cambridge University Press.
Ogden, C. & Ivor A. R. [1923 (1949)]. The meaning of meaning. London: Kegan Paul.
Palmer, F.R. (1976). Semantics. Cambridge: Cambridge University Press.
Plag, I. (2002). Word-formation in English. Cambridge University Press.
Riemer, N. (2010). Introducing Semantics. Cambridge Introductions to Language and
Linguistics.
Saeed, I. J. (2009). Semantics. (Third edition). Wiley-Blackwell.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University
Press.
Stubbs, M. (2001). Words and Phrases: Corpus Studies of Lexical Semantics. Oxford: Blackwell.
Semester-VI Romantic and Victorian Poetry

Course Objectives:
This course is a study of poetic forms from English Romantic and Victorian verse. Students
will be able to identify the characteristics of these periods as reflected through the poetry of
the selected representative poets. This is also worth mentioning that the romantic literature in
fact, starts from the graveyard school of the 18th century primarily known for its classic taste.
Poets like Goldsmith and Gray are justifiably known as precursors of romanticism. However,
the scope of this course does not admit them as part of its reading as well. The period of
romantic aesthetics covered under this course starts from 1789 with the advent of Blake‟s
work. This is the romantic revival period in which Blake, Wordsworth, Coleridge, Shelley,
Byron, Keats, Lamb etc establish its immense poetic and prosaic richness.
The aim is to develop in the reader and awareness of the second wave of the Romantics and
to enable them to distinguish between the poets of the age keeping in mind the similarities
that group them together.

Course Contents:
 Romantic Poets
William Wordsworth
o French Revolution
o Tintern Abbey/The Prelude (Selection)
William Blake
o The Tyger
John Keats
o Ode on a Grecian Urn
o Ode to a Nightingale
 Victorian Poets
Browning
o My last Duchess
o The Bishop Orders’ His Tomb
Tennyson
o Ulysses
Recommended Readings:
Bennett Weaver. (1965) Wordsworth: Poet of the Unconquerable Mind.
Bloom, H. And Trilling, L. (eds) (1973) Romantic Poetry and Prose. New York: OUP
Bowra, G.M The Romantic Imagination
Camilla, F. Ed. (1966) The Romantics and Victorians. New York: The MacMillan Co.
Cleanth Brooks. (1947) The Well-Wrought Urn: Studies in the Structure of Poetry.
David V. Erdman, ed. (1966) The Poetry and Prose of William Blake.
Edward Dowden. (1987) The French Revolution and English Literature.
F. R. Leavis. (1936) Revaluation: Tradition and Development in English Poetry.
Ford, B. Ed. (1982) From Blake to Byron. London: Penguin Books
Fotheringham, J. Studies of the Mind and Art of Robert Browning.
G. M. Ridenour. (1965) Shelley, A Collection of Critical Essays.
George Barnett. (1964) Charles Lamb: The Evolution of Elia.
J. B. Beer. (1959) Coleridge the Visionary.
J. G. Robertson. (1923) Studies in the Genesis of Romantic Theory in the Eighteen Century.
J. V. Baker, The Sacred River: Coleridge‟s Theory of Imagination.
Kennedy, X. J. (1994) An introduction to Poetry, 8 th Ed. New York: HarperCollins. The Case
Book Series
M. H. Abrams, ed. (1960) English Romantic Poets Modern Essays in Criticism.
M. H. Abrams. (1954) The Mirror and the Lamp: Romantic Theory and Critical Tradition.
Muir, K. Ed. John Keats: A Reassessment Liver Pool
S. F. Damon. (1924) William Blake: His Philosophy and Symbolism.
W. J. Bate, ed. (1964) Keats: A Collection of Critical Essays.

Semester-VI Classics in Drama

Course Objectives:

The course will present some classic plays which have influenced the development of English
drama. It will represent various forms for example tragedy and comedy and their variations.
The course is designed to impart, discuss, evaluate, and above all enjoy the spirit of classics
in drama. The socio-cultural aspects of society reflected in the drama of the selected ages will
also be highlighted. Students will be able to apply their knowledge of the elements of drama
to their critical reading.

Course Contents:

 Marlowe: Dr. Faustus

 Shakespeare: Hamlet
 Shakespeare: Much Ado about Nothing
Recommended Readings:
Justina Gregory, (2005). A Companion to Greek Tragedy, Blackwell.
H. D. F. (2005) Kitto, Greek Tragedy, London and New York: Routledge.
Shawn O‟ Bryhim. (2002). Greek and Roman Comedy: Translations and Interpretations of
Four Representative Plays, University of Texas Press.
Constance B. Kuriyama. (2002) Christopher Marlowe: A Renaissance Life Ithca: Cornell
University Press.
Patrick Cheney. (2004) The Cambridge Companion to Christopher Marlowe, Cambridge: C
UP.
Barber, C. L. (1959) Shakespeare‟s Festive Comedy. Princeton.
Bloom, Harold. S (1999) Shakespeare: The Invention of the Human. London: Fourth Estate.
Bradley, A. C. (1929) Shakespearean Tragedy (22nd Ed.). London.
Chambers, E. K. (1925) Shakespeare: A Survey. New York: Hill and Wang, Macmillan.
Danby, John F. (1949) Shakespeare‟s Doctrine of Nature. London.
Eagleton, Terry. (1986) William Shakespeare. New York: Blackwell.
Elliot, G. R. (1953) Flaming Minister. Durham, NC.
Erikson, Peter. (1991) Rewriting Shakespeare, Rewriting Our-selves. Berkley: U of
California P.
Semester-VI Modern Literary Theory
Course Objectives:

The aim of this course is to place the linguistic stylistics practiced by students in the third
semester in its proper perspective. The contents of the course introduce students to modern
and postmodern theory of literary criticism and practices.

Course Contents:

Modern Influences on Literary Criticism

Frued
De Saussaure
Simone de Bauvoir
Karl Marx
Modern /Postmodern Literary Theories
Marxism
Psychoanalysis
Formalism
Structuralism
Post-Structuralism
Deconstruction
Feminism
Modern Critics
Norman Fairclough (Critical Language Awareness)
Sara Mills (Feminist Stylistics)
Ashcroft & Griffith (Empire writes back)

Recommended Readings:
Ashcroft, Bill, et al.(1989) The Empire Writes Back: Theory and Practice in Post-Colonial
Literature. London: Routledge. (For Postcolonial Theory)
Belsey, Catherine. (1980) Critical Practice. London: Routledge. (For Marxist and Russian
Formalist Theory)
Benvensite, Emile. (1971) Problems in General Linguistics. Miami: Miami UP. (For
Linguistic, Structural, and Poststructuralist Theories)
Culler, Jonathan. (1981) The Pursuit of Signs: Semiotics, Literature, Deconstruction.
London: Routledge. (For Reader-oriented Theory)
Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead: Harvester
Wheatsheaf, 1992. (For Postmodern Theory)
Eagleton, Mary. Ed. (1991) Feminist Literary Criticism. London: Longman. (For Feminist
Theory)
Eliot, T. S. (1965) Selected Essays. London: Faber. (For New Criticism, Moral Formalism,
and F. R. Leavis)
Helene Keyssar (ed) (1996) Feminist Theatre and Theory, New Case Boods, MacMillan
Jonathen Culler (1975) Sturcturalist Poetics. Routledge & Kegan Paul
Lodge, David. Ed. (1972) Twentieth Century Literary Criticism. London: Longman. (For
Introduction)
Michael Levenson (ed) (1999) The Cambridge Companion to Modernism, CUP
Paul Mamilton (1996) Historicism, The New Critical Idiom, Routledge.
Philip Rice and Partrica Waugh (eds) (1989/2001 )Modern Literary Theory. Arnold
Rick Rylance and Judy Simons (eds) (2001) Literature in Context, Palgrave
Sara Mills-feminist Stylistics, Routledgte.
Terry Eagelton (1983) Literary Theory: An Introduction, Basil Blackwell
Todd E. Davis and Kenneth Womack (eds) (2002) Formalist Criticism and Reader-Response
Theory, Palgrave
Vincent B. Leitch (General Editor). The Norton Anthology of Theory and Criticism. New
York & London: W. W. Norton and Company, (2001) (or later editions). (For all the various
approaches, and topic and author wise selections)
Wright, Elizabeth. (1984) Psychoanalytic Criticism: Theory in Practice. London:. (For Pycho-
analytic Theory)

Semester-VI Psycholinguistics
Course Objectives:
The aim of the course is to develop in the students an awareness and understanding of
different variables that interact with and upon the teaching and learning of language. This
will enable the students to develop the theoretical background of learning and teaching.

Course Contents:
Introduction to Psycholinguistics:
 The scope of Psycholinguistics
 The connection between Psycholinguistics & Neurolinguistics
 How does Psycholinguistics differ from Neurolinguistics?
Basic Abilities of Language Speakers
 Watson’s word Association theory
 Staat’s word class Association theory
 Fries & Skinner’s Frame theory
 Chomsky’s TGG theory
The Psychology of Learning
 Theories of language learning (Behaviourism, Mentalism, Interactionism, Chomsky’s
Rationalism)
 Memory
 Inter-language
 Error Analysis
Individual Learner Factors
 Age
 Affective and personality factors
 Cognitive styles
 Motivation
 Learner Strategies
Language Disorders
 Aphasia
  Dyslexia
 Autism
Recommended Readings:
Aitchison, J. (1998). The Articulate Mammal: An Introduction to Psycholinguistics.
Routledge.
Aitchison, J. (2003) Linguistics, 6th Edn. London: Hodder Education
Brown, H. D. (2007). Principles of language learning and teaching, (Fifth edition). New
York: Longman.
Carroll, D.W. (1994) Psychology of Language, 2nd Edn. Pacific Groove, California:
Brooks/Cole Publishing Company.
Cohen, A. D., & Dörneyei, Z. (2002). Focus on the language learner: Motivation, styles, and
strategies. In N. Schmitt (Ed.). An Introduction to Applied Linguistics. London: Arnold.
(170-190).
Drystal, D. (1987) The Cambridge Encyclopaedia of Language, Cambridge: Cambridge
University Press.
Garman, M. (1990) Psycholinguistics, Cambridge: Cambridge University Press.
Harley, T.A. (1995) The Psychology of Language: From Data to Theory, UK: Erlbaum
Taylor & Francis Publishers.
Lightbown, P., & Spada, N. (2006). How languages are learned, 3rd edition. New York:
Oxford University Press.
Long, M. (2005). Methodological issues in learner needs analysis. In M.Long (Ed.). Second
language needs analysis. Cambridge: Cambridge University Press. (19-76).
Long, M., & Robinson, P. (1998). Focus on form: Theory, research, practice. In C. Doughty
and J. Williams (Eds.), Focus on form in classroom second language acquisition. New York:
Cambridge University Press. (15-41).
Malmkjr, K. (ed) (1991) The Linguistics Encyclopedia, London; New York: Routledge.
McLaughlin, B. (1987). Theories of Second-language Learning. London: Edward Arnold.
Obler, L.K. & Gjerlow, K. (1999) Language and the Brain, Cambridge: Cambridge
University Press.
Richards, J. (1993). Error Analysis: Perspectives on Second Language Acquisition. London:
Longman.
Scovel, T. (1998) Psycholinguistics, Oxford: Oxford University Press.
Steinberg, D. & Sciarini, N. (2006). Introduction to Psycholinguistics. (Second edition).
London: Longman.
Steinberg, D.D. (1982) Psycholinguistics: Language, Mind and World, London; NewYork:
Longman.

Semester-VI Research Methodology

Course Objectives:
To enable students to conduct their own small scale research to familiarize them with
techniques and methods of selecting topics, developing questions, collecting and
analyzing data and also
to prepare the research report.
Course Contents:
  Introduction: Qualitative and Quantitative Research Paradigms
 Identifying and Defining a Research Problem
 Ethical considerations
 Sampling Techniques
 Tools for Data Collection: Questionnaires, Interviews, Observations & Documents
 Data analysis and Interpretation
 Some Aspects of the Research Report
 Review of literature
 Transcription and Transliteration
 Referencing and Citation

Note: It is important for the literature majors to be trained into qualitative research
methods. They shall follow the MLA or other required style sheet prescribed by their
university, but internationally acknowledged for the discipline of English literature.
They shall base their learning on maximum literary and theoretical reading of the
primary and secondary texts, classroom discussions and debates based on these
readings, development of higher order critical thinking skills based on philosophical
and other cross-disciplinary knowledge, presentations on the given topics, writing of
sample papers for the courses, and above all following the parameters of publication for
refereed and universally acknowledged literary journals and magazines.

Recommended Readings:
Allwright, Dick and Bailey, Kathleen. (1991). Focus on the Language Classroom: An
Introduction to Classroom Research for Language Teachers. Cambridge: C UP.
Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education. An introduction to
theories and methods. (5th ed.) Boston: Pearson Education, Inc.
Brown, Dean. (2004). Doing Second Language Research. Oxford: OUP.
Brown, Dean. (1988). Understanding Research in Second Language Learning: A Teacher's
Guide to Statistics and Research Design. Cambridge: CUP.
Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford: Oxford
University Press.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five
approaches (2nd ed.). Thousand Oaks: Sage Publications.
Drever, Eric. (1995). Using Semi-structured Interviews in Small-scale Research: A Teacher's
Guide. Edinburgh: Scottish Council for Research in Education.
Fraenkel, Jack and Wallen, Norman. (1995). How to Design and Evaluate Research in
Education (2nd edition). New York: McGraw Hill.
Hammersley, Martin and Atkinson, Paul. (1995). Ethnography: Principles in Practice (2nd
edition). New York: Routledge.
Heritage, John. (1997). “Conversation Analysis and Institutional Talk: Analyzing Data.” In
Silverman, David. Ed. Qualitative Research: Theory, Method and Practice.
Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. CA: Sage.
Munn, Pamek and Drever, Eric. (1995). Using Questionnaires in Small-Scale Research.
Edinburgh: Scottish Council for Research in Education.
Nunan. David. (1992). Research Methods in Language Learning. Cambridge: CUP.
RoBA/BSon, C. (2002). Real world research (2nd ed.). Malden, MA: Blackwell Publish
Scholfield, P. Qualitative and Quantitative Research.
Silverman, David. Ed. (1998). Qualitative Research: Theory, Method and Practice. London:
Sage.
Silverman, David. Ed. (2002). Interpreting Qualitative Data: Text, Context and Talk.
London: Sage.

Applied Linguistics
Course Description:
This course provides an overview of the field of Applied Linguistics, focusing on the
application of linguistic theories and principles to real-world situations. It covers topics such
as language learning, language teaching, language variation, language policy, and other
similar contents.
Course Goals:
 Understand the basic principles of linguistic theory and how they apply to real-world
situations
 Analyze language data using the methods and techniques of linguistics
 Evaluate and apply linguistic theories to solve practical problems related to language
 Develop critical thinking skills and the ability to apply the knowledge of linguistics
Contents

1 Applied Linguistics: an introduction.

2 Language Learning Theories
 Skinner’s Theory of Behaviorism
 Chomsky’s Universal Grammar, Mentalism
 Krashen’s Monitor Model

3 Methods and Approaches

4 The nature of approaches and methods in language learning,
 GTM
 The Direct method
 The audio-lingual method
 Communicative Approach CLT
 The natural approach
 The eclectic approach
5 Error Analysis: Nature of Errors and Mistakes
6 Syllabus design
 Grammatical syllabus, procedural syllabus, Selecting and grading contents
 Notional functional syllabus, Selecting and grading contents
 Process syllabus, Selecting and grading contents
 Needs analysis for syllabus designing
7 Language in Society
 Language and society
 Language and Gender
 Language and Identity
 Language and Power
 Language and Law
8 Language and Technology
  Literacy and Multimodality
 Computer-mediated communication
 Language learning and technology
 Introduction to CALL
9 Language Variation
 Dialects and accents
 Social and regional variation
 Attitudes towards language variation
10 Language Policy
 Language planning and policy
 Language Planning Vs. Language Policy
 Official language policies
Recommended Texts:

1. "An Introduction to Applied Linguistics" by Norbert Schmitt and Michael Rodgers

2. "Second Language Acquisition: An Introductory Course" by Susan M. Gass and Larry
Selinker
3. "Language Teaching: A Scheme for Teacher Education" by C. N. Candlin and H. G.
Widdowson
4. "Error Analysis: Perspectives on Second Language Acquisition" by S. Pit Corder
5. "Language and Society" by Andrew Simpson

Suggested Readings:

1. "Technology in Language Learning: The Promise and the Challenge" by Elizabeth

Hanson-Smith and Sarah Rilling:
2. "Language Variation and Change" by Salikoko S. Mufwene
3. "Language Policy and Planning" by Bernard Spolsky
4. "Needs Analysis for Language Course Design: A Holistic Approach" by Brian Tomlinson
5. "Task-based Language Teaching" by David Nunan

Semester-VII Modern and Contemporary Poetry

Course Objectives
This course aims at introducing the students to the representative 20th century poets. It will
also acquaint them to the existing trends in Modern English poetry. It begins form W. B.
Yeats and ends at Seamus Heaney.

Course Contents:
1. W.B. Yeats
 The Second Coming
 Sailing to Byzantium
2. T.S. Eliot
 The Love song of Alfred J. Prufrock
  The Waste Land’s Death by Water
3. Ted Hughes
 The thought Fox
 Wind
4. Philip Larkin
 Church going
 Going, Going
5. Seamus Heaney
 This morning from a dewy motorway
 Exposure
6. Sylvia Plath
 Daddy
 Ariel

Recommended Readings:

Boulton, M. (1977)The Anatomy of Poetry. London: Routledge and Kegan Paul.

Comel, R (ed) (1971) Critics on Yeats. London
Gardner, H. (1968) The Art of T.S. Eliot. London
King P. R. (1979) Nine Contemporary Poets: A Critical Introduction
Southern, B.C. (1972) A students’ Guide to the Selected Poems of T. S. Eliot
Spears, Monroe K. (1981) The Poetry of W. H. Auden. New Jersey.
T.H. Waite Anthony (1985) Poetry today: A Critical Guide to British Poetry (1960-1984)
Unterecker, J. (ed) (1970) Twentieth century View: Yeats
Unterecker, J.(1988) W. B. Yeats: A Reader‟s Guide. London

Semester-VII Modern Drama

Course Objectives:

Looking at the prominent dramatists of the modern era such as Shaw, Ibsen and Rockett, this
module will take up some of the issues, themes and trends with which students will already
have been familiarized. Hence, the primary objective of this course is to expose the students
to a range of modern plays to analyse the emerging trends and techniques in modern drama
including nihilist discourses, deconstruction, theatre of the absurd,. Feminism, postcolonial
theories of race, class and gender.

Course Contents:

 G.B Shaw’s Major Barbara

 H. Ibsen’s The Doll’s House
 S. Beckett’s Waiting for Godot

Recommended Readings:

Egan. M. (1972) Ibsen: The Critical Heritage. Routledge and Kegan Paul
Esslin, M. (ed) (1965) Samuel Beckett: 20th century Views. Prentice Hall
Evans P.F. (1976) Shaw: The Critical Heritage. Routledge and Kegan Paul
Fjelde, R. (1965) (ed) Ibsen: Twentieth Century Views. Prentice Hall
Ganz. A (1983) George Bernard Shaw: MacMillan
Gassner, J. (1954) Form and Idea in Modern Theatre. New York
Gassner, J. (1954) Masters of Drama
Hasan I. (2002) Samuel Beckett: Word master: “Waiting for Godot”.: Text with Critical
Commentary. Oxford
Lumley, F. (1960) Trends in 20th Century Drama. Fairlawn.
Morgan, M. (1974) The Shavian Playground. Methuen
Steiner, G. (1961) The Death of Tragedy. Faber

Semester-VII American Literature

Course Objectives:

The course contents of American Literature attempt to provide students a rich assortment of
American thought and develop their interest in historical and cultural progress through
literature. It helps the students to understand the authors in relation to their historical settings
and growth of American literature in terms of themes, forms and its distinctive features. It
also enables the students to make a comparative study of British and American literature.
Students will read a variety of American writers and respond to historically and culturally
significant works of American literature. They will analyze and contextualize its evolution
from Romanticism to Modern times through unique perspective of different authors. This
course will enhance the understanding of literary form and function and will reinforce their
literary competence through meticulous analysis of the given text.
Course contents:

Novel:
“The Scarlet Letter” by Nathaniel Hawthorne
Poetry:
“Song of Myself” by Walt Whitman (Section 1, 2,6,20,21,32,48,52)
Any Two representative poems of Emily Dickinson
Any Two representative poems of Edgar Alan Poe
Any Three representative poems of Robert Frost
Drama:
“Death of a Salesman” by Arthur Miller
“Long Days Journey into Night” by Eugene O’ Neill
Short Stories:
“Eve’s Diary” by Mark Twain
“A Dark Brown Dog” by Stephen Crane
Recommended Readings:

American Literature since 1900, M. Bradbury ed. Sphere Book, 1987

American Literature vol.2, William Cain. Pearson/Longman Publishers, 2004.
Contemporary American Literature, I.H. Milwauki, 1972
Hawthorne: A Collection of Critical Essays (20th Century Views), A.N.Kaul ed. Prentice
Hall Trade, 1966.
Myth and Modern American Drama. Thomas E.Porter. Wayne State Univeristy Press,
1969.
Pakistan Journal of American Studies. Quaid-e-Azam University, Islamabad.
The Art of Robert Frost. Tim Kendall, 2012.
The Norton Anthology: American Literature. New York, 1994 (4th Edition)
The Oxford Companion to American Literature. James D.Hart. The Oxford University
Press, 1995.
Understanding the Old Man and the Sea. A Student’s Casebook to Issues,Sources and
Historical Documents. Greenwood Press, 2002.
Related Links:
1. Perspectives in American Literature
http://www.csustan.edu/english/reuben/home.htm
2. Outlines of American Literature
http://usa.usembassy.de/etexts/oal/oaltoc.htm
3. http://en.wikipedia.org/wiki/American_Literature
4. http://www.america.gov/publications/books/outline-of-american-literature.html

Semester-VII Testing and Evaluation

Course Objectives:
This subject will be introduced from two different perspective one purely classroom
perspective and the other from research perspectives. The students will learn how to construct
different kinds of test, how to interpret results, and how to generalize the finding to their
respective settings.

Course Contents:
1. Kinds of test and testing.
a. Proficiency tests.
b. Achievement Tests.
c Diagnostic Tests
d. Placement Tests
e. Direct VS indirect Testing.
f. Discrete Point VS Integrative Testing.
g Norm-referenced VS Criterion-Referenced Testing.
h Objective VS Subjective Testing. .
i. Communicative language Testing.
2. Characteristic of a good Test
3. Testing Language Sub-Skills
a. Vocabulary tests.
 b. Grammar tests.
c. Pronunciation tests.
4. Testing Communication Skills
a. Reading tests.
b. Writing tests.
c. Listening tests.
d. Speaking tests
5. Evaluating Tests.
6. The Principles of Evaluation
a What is evaluation
b. Purposes for Evaluation.
c. Evaluation Procedures
d. Classroom evaluation & Curriculum evaluation.
7. The practice of evaluation.
a. Project evaluation.
b. Evaluation of methodology.
c. Evaluation of FL teaching programme.
d. Evaluation of Materials.
e. Teacher evaluation.
f. Syllabus evaluation.
Recommended Readings:

Heatan, J. (1990) Classroom Testing. Longman.

Heatan, J. B. (1975) Writing English Language Tests. Longman.
Henning, G. (1987) A Guide to Language Testing. Newbury House Publishers.
Hughes, A. (1989) Testing for Language Teachers. CUP.
Semester-VII Language Teaching Methods/Approaches & Micro Teaching

Course Objectives:
This course is a gateway to the field of applied linguistics. It will introduce students to
different methods adopted in this century to teach language at the same time probing into the
approaches, linguistic or psychological, that backed them. The knowledge of this will prepare
the students to cope with the other subjects. This course is primarily aimed at training the
students for ELT related fields.
Course Contents:
(a) Methods
 Grammar Translation Method (GTM)
 The Direct Method (DM)
 Audio Lingual Method (ALM)
 Audio Visual Method (AVM)
 Total Physical Response (TPR)
 Suggestopoedia (S)
 The Silent Way (SW)
 Community Language Learning (CLL)
 The post methods era
(b) Approaches

Definition of Approaches
 Communicative Language Teaching (CLT)
 Situational Language Teaching
 Content Based Instruction
 Attitude towards error analysis (Positive, negative reinforcement)
 Multiple Intelligences
 Task based Language Teaching
 Cooperative Language Learning
 Eclectic approach
(c) Theories of Language Learning

 BF Skinners Theory (behaviorism)

 Chomsky’s Theory (Mentalist)
 Micro Teaching practice in classroom

Recommended Readings:

Allen & Corder (ed.) (1978) Techniques in Applied Linguistics. [Vol-3]. OUP
Corder,S.P. Introduction Applied Linguistics
Larsen-Freeman, D (1986) Techniques and Principles in Language Teaching OPU
Norrish, J (1987) Language Learners and Their Errors. Macmillan
Omaggio, A. C. (1 986) Teaching Language in Context. HHP
Richards & Rodgers (2001) Approaches and Methods in Language Teaching: A Description
and Analysis. CUP
Richards, J. C (1980) Error Analysis. Longman
Steinberg, D. D. (1988) Psycholinguistics. Longman
Wilkins, DA. (1985) Linguistics in Language Teaching. Discovery
Semester-VIII 20th Centaury Fiction & Non-Fiction

Course Objectives:
This course is designed to offer the student a sense of his/her 2oth Century literary, social and
political context. It offers insights of the artist and intellectual of our times taking account of
the voices that are raising themselves for change. It will introduce students to the Modern
English Novel and Prose so that they can read it in its historical context of development.
They will also be able to identify and respond to elements of literary experimentation in the
field of prose writing and novel.

Course Contents:

A. Fiction
 Virginia Woolf: To the Light House
 E. M. Foster: A Passage to India

B. Non-Fiction
 Renolds A Nicholson: The Path (form The Mystics of Islam)
 Carl W Ernest: What is Sufism? (from Sufism)
 Edaward Said: Cherish the Man‟s Courage (forward to Eqbal Ahmed‟s Confronting
Empire)
Recommended Readings:
Beach, J. W. (1952) The Twentieth Century Novel.
Ellmann, Richard. (1959) James Joyce.
Guerard, Albert J. (1958) Conrad: The Novelist.
Kettle, Arnold. (1978) Introduction to English Novel II. London: Hutchinson.
Leavis, F. R. (1962) The Great Tradition. London: Chatto and Windus.
Reynolds, M & Noakes, I. (1999) Iris Murdoch: The Essential Guide to Contemporary
Literature. OUP.
Semester VIII Emerging Forms of Literature

Course Objectives:
This course focuses on the emerging forms of literature. Literature for long has been
considered as a powerful representation of life through words, while in terms of new ways of
living the modes of representation have also transformed. Limiting our question about the
representation of literary texts through changing modes like film or video or other screen and
sonic technologies, the debate here initiates a higher critical level of understanding. Students
opting for this course will comprehend the growing combinations of screen reading, media
forms, literature and literary criticism.
 Familiarize students to the latest trends of literary forms, hyper or cyber texts
 Enhance higher level of reflective thinking order
 Generate interdisciplinary interest and productive social networking
 Train the readers for academic research

Course Contents:
Course contents may consist but may not limit to the sections and topics like:
Section-I: Literature: Some Ways of Studying Literature, Literature and Literary Study,
The Nature of Literature, The Function of Literature, Literary Theory, Criticism and History,
Comparative and National Literatures, Extrinsic Approaches to the Study of Literature.

Section –II: What is Film or Cinema: The Language and Semiotics of Cinema, the
Cinematographic Principles.

Section-III: Film Theory, Criticism, and Technology: Film Language and Reality, Film
Narratives, Film Genres, Film Psychology, Film Ideology and Technology, Digital Images
and Film Theory, Semantic/Syntactic Approaches to TV and Film, The Work of Art in the
Age of Mechanical Reproduction, Literature and Science, Children‟s Films and Literature,
Visual Pleasure and Narrative Cinema, Colonialism and Representation, Digital Cinema,
Multimedia and Technological Change.

Section-IV: Narration and Adaptation: Literature as Film: Structuring the Scene,

Documentary Storytelling, Screen Writings and Adaptations (Shorts, Soaps, Series, Sitcoms,
etc)

Selected chapters from any of the suggested books or other resources:

W. H. Hudson: An Introduction to the Study of Literature
R. Wellek and A. Warren: Theory of Literature
Andre Bazin: What is Cinema?
Christian Metz: Film Language Film Form Sergie Eisenstein
Rudolf Arnheim: Film as Art
John Ellis: Visible Fictions
Thomas Schatz: Hollywood Genres
Suggested videos and films but NOT ALL of them: Robinson Crusoe, My Fair Lady, A
Farewell to Arms, Romeo and Juliet, Much Ado about Nothing, Henry V, Hamlet, Bleak
House, Man with a Movie Camera, Crooked House, Gosford Park, and Tess (or any other as
required)

Semester-VIII Genre Analysis

Course Objectives:
This course aims at introducing the theories and procedures of genre analysis and its
applications in second language teaching. The students will be introduced to different genres
for analysis and will practically engage in analyzing some important genres.
Course Contents:
 Defining Genre
 Approaches to genre & genre analysis
 Swales‟ model of genre analysis
 Procedures involved genre analysis
 Academic Genre
 Professional Genre
 Genre analysis in second language teaching

Recommended Readings:
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal,
54(2), 153-160.
Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, NJ:
Lawrence Erlbaum Associates, Publishers.
Basturkmen, H. (2009). Commenting on results in published research articles and masters
dissertations in language teaching. Journal of English for Academic Purposes, 8, 241-251.
Bhatia, V. K. (1993). Analysing Genre. London: Longman.
Biber, D., Connor, U., & Upton, T. A. (2007). Discourse on the Move: Using a corpus to
describe discourse structure. Amsterdam: Benjamins Publishing Company.
Connor, U., & Mauranen, A. (1999). Linguistic analysis of grant Proposals: European Union
research grants. English for Specific Purposes, 18(1), 47-62.
Ding, H. (2007). Genre analysis of personal statements: Analysis of moves in application
essays to medical and dental schools. English for Specific Purposes, 26, 369-392.
Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different
disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening:
Research perspectives (pp. 146–158). Cambridge: Cambridge University Press.
Dudley-Evans, T., & John, M. J. S. (1998). Developments in English for Specific Purposes: A
multi-disciplinary approach. Cambridge: CUP.
Firth, D. R., & Lawrence, C. (2003). Genre analysis in information systems research. The
Journal of Information Technology Theory and Application, 5(3), 63-77.
Flowerdew, J. (1993). An educational or process approach to the teaching of professional
genres. ELT Journal, 47, 305-316.
Flowerdew, J., & Dudley-Evans, T. (2002). Genre Analysis of editorial letters to the
contributers of international journals. Applied Linguistics, 23(4), 463-489.
Flowerdew, J., & Wan, A. (2006). Genre analysis of tax computation letters: How and why
tax accountants write the way they do. English for Specific Purposes, 25, 133-153.
Flowerdew, J., & Wanb, A. (2010). The linguistic and the contextual in applied genre
analysis: The case of the company audit report. 29, 78-93.
Hopkins, A., & Dudley-Evans, T. (1988). A genre-based investigation of the discussion
sections in articles and dissertations. English for Specific Purposes, 7, 113-121.
Hyland, K. (2001). Humble servants of the discipline? Self-mentioned in the research articles.
English for Specific Purposes, 20(3), 207-226.
Hyland, K. (2002). Genre and second language writing. Michigan: Michigan University
Press.
Hyland, K. (2003). Graduates gratitude: the generic structure of dissertation
acknowledgements. English for Specific Purposes, 22(3), 303-324.
Hyland, K. (2006). English for academic purposes: an advanced resource book. London:
Routledge.
Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4),
543-562.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4),
693-622.
Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest.
Language Teaching, 41(2), 237-252.
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English
for Specific Purposes, 24(3), 269-292.
Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of
applied linguistics. English for Specific Purposes, 25, 30-55.
Nunan, D. (1997). Research Methods in Language Learning. Cambridge: CUP.
Paltridge, B. (2006). Discourse Analysis. London: Continuum.
Postellguilo, S. (1999). The schematic structure of computer science research articles.
English for Specific Purposes, 18(2), 139-160.
Samraj, B. (2002). Introductions in research articles: Variations across disciplines. English
for Specific Purposes, 21(1), 1-17.
Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions
in two disciplines. English for Specific Purposes, 24(2), 141-156.
Swales, J. (1990). Genre Analysis: English in academic and research settings. Cambridge:
CUP.
Swales, J. M. (1981). Aspects of article introductions (Aston ESP Research Report 1).
Swales, J. M. (1986). A genre-based approach to language across the curriculum. In M. L.
Tickoo (Ed.), Language across the curriculum (pp. 10–22). Singapore: Regional English
Language Center.
Thompson, S. (1994). Frameworks and contexts: A genre-based approach to analyzing
lecture introductions. English for Specific Purposes, 13, 171-186.
Upton, T. A., & Connor, U. (2001). Using computerized corpus analysis to investigate the
text linguistic discourse moves of a genre. English for Specific Purposes, 20, 313-329.
Weissberg, B. (1993). The graduate seminar: Another research-process genre. English for
Specific Purposes, 12, 23-35.
Yeung, L. (2007). In search of commonalities: Some linguistic and rhetorical features of
business reports as a genre. English for Specific Purposes, 26, 156-179.

Semester-VIII Post-Colonial Studies

Course Objectives:
This course aims to introduce students to a selection of literature and criticism generated by
the colonizers and the colonized. Students will be able to participate meaningfully in the
debate inaugurated by post-colonial literary studies. They will be able to identify the common
thematic concerns and stylistic features in the cross continental voices of the empire. They
will also be able to recognize post-colonial literature and criticism as a distinct and significant
addition to English literary studies.

Course Contents:
 Chinua Achebe: Things Fall Apart (Novel)

 Arundhati Roy: The God of Small Things (Novel)

 Arun Joshi: The Only American from Our Village (Play)

 Langston Hughes: Any two representative poems

 Daud Kamal: An Ode to Death (Poem)

 Tariq Rehman: Moustaches (Short Story)

Recommended Readings:

Achebe, Chinua, "The Role of a Writer in a New Nation". Nigeria Magazine. No 81:1964
Belsey, C. Critical Practice, London: Methuen, 1980
Boehmer, Elleke. Colonial and Postcolonial Literature. Oxford: Oxford UP, 1995
Hashmi, Alamgir. Kamal Daud's Entry in Encyclopaedia of Postcolonial Literatures in
English. Vol 1. Ed Benson E. and Connolly, LW. London: Routledge, 1994
Khwaja, Waqas A. Morning in the Wilderness: Reading in Pakistani Literature. Sang-e-
meel Publications, Lahore.
Loomba, Ania. Colonialism /Postcolonialism. London: Routledge, 1998
Rahman, Tariq. History of Pakistani Literature in English. Lahore: Vanguard Press (pvt)
Ltd, 1991
Semester-VIII Corpus Linguistics

Course Objectives:
Corpus linguistics is a methodology whereby large collections of electronically transcribed
texts are used in conjunction with computer tools to investigate language. This course aims
to provide a general introduction to corpus based language study. The course centres around
two main parts - methods of analysis to explore linguistic variation (concordances,
collocations, frequency lists etc). And secondly, applications of corpus linguistics (language
teaching, forensic linguistics and discourse analysis). Students will learn how to use corpus
analysis packages such as BNCWeb and Antconc. (Note that a supplementary 3 week
course in Research Methods will cover corpus building, statistical analysis and corpus
annotation in more detail).

Course Contents:

 Introduction to corpus linguistics

i. Difference between Corpus and Corpus Linguistics ii. History
iii. Scope iv. The Role of Computers v. Maxims of
Annotation vi. Different types of Non-Linguistic and
Linguistic Annotations vii. Types vs. tokens
 Concordances
 Collocations
 Frequency lists and bundles
 Register variation
 Applications of corpus linguistics
i. Business English
ii. Computer Assisted Language Learning
iii. Describing Language
iv. Discourse Culture and Communication
v. English as a Global Language
vi. English for Specific/Academic Purposes
vii. Genre Analysis
viii. Introduction to Translation
ix. Language and Literature
x. Language and New Media
xi. Language and Politics
xii. Media Literacy
xiii. Teacher Training
xiv. Teaching Young Learners

Recommended Reading:
Belz, Julie A. Belz. (2004) “Learner Corpus Analysis and the Development of Foreign
Language Proficiency. System. 32. pp. 577-591.
Biber et al. (1998) Corpus Linguistics. Cambridge: Cambridge University Press.
Chen, Cheryl Wei-yu. (2006) “The Use of Conjunctive Adverbials in the Academic Papers of
Advanced Taiwanese EFL Learners. International Journal of Corpus Linguistics. 11(1) pp.
113-130.
Cheng, Winnie, Martin Warren and Xu Xun-feng. (2003) “The Language Learner as
Language Researcher: Putting Corpus Linguistics on the Timetable.” System. 31. pp. 173–
186.
Conrad, S.M. (1999) “The Importance of Corpus-based Research for Language
Teachers. System. 27. pp. 1-18.
Ellis, Rod and Gary Barkhuizen. (2005) Analysing Learner Language. Oxford: Oxford
University Press. Chapter 2 (Collecting Samples of Learner Language, pp. 15-50.
Gavioli, Laura and Guy Aston. 2001. “Enriching Reality: Language Corpora in Language
Pedagogy.” ELT Journal. 55(3). pp. 238-246.
Godwin-Jones, Bob. (2001) “Emerging Technologies: Tools and Trends in Corpora Use for
Teaching and Learning. Language Learning & Technology. 5(3). pp-7-12.
Granger et al. (2002) Computer Learner Corpora, Second Language Acquisition and
Foreign Language Teaching. John Benjamins: Amsterdam.
Granger, Sylviane. (2002) “A Bird’s-eye View of Learner Corpus Research.” In Granger,
Sylviane, Joseph Hung and Stephanie Petch-Tyson (eds.) 2002. Computer Learner Corpora,
Second Language Acquisition, and Foreign Language Teaching. John Benjamins. pp. 3-33.
Hasselgren, Angela. (2002) “Learner Corpora and Language Testing: Smallwords as Markers
of Learner Fluency.” In Granger, Sylviane, JosephHung and Stephanie Petch-Tyson (eds.)
2002. Computer Learner Corpora, Second Language Acquisition, and Foreign Language
Teaching. John Benjamins. pp. 143-173.
Housen, Alex. (2002) “A Corpus-based Study of the L2-acquisition of the English Verb
System.” In Granger, Sylviane, Joseph Hung and Stephanie Petch-Tyson (eds.)
2002. Computer Learner Corpora, Second Language Acquisition, and Foreign Language
Teaching. John Benjamins. pp. 77-116.
Hunston, Susan. (2002) Corpora in Applied Linguistics. Cambridge: Cambridge University
Press.
Kern, Richard. (2006) “Perspectives on Technology in Learning and Teaching
Languages.” TESOL Quarterly. 40(1). pp. 183-210.
Lee, Jackie. (2006) “Subjunctive Were and Indicative Was: A Corpus Analysis for English
Language Teachers and Textbook Writers. Language Teaching Research. 10(1). pp. 80-93.
McEnery, Tony & Wilson, Andrew (2001) Corpus Linguistics. Edinburgh: Edinburgh
University Press.
McEnery, Tony, Xiao, Richard and Tono, Yukio (2006) Corpus-Based Language Studies.
London: Routledge
Mindt, Dieter. 2000. “A Corpus-based Grammar for ELT.” Language and Computers,
Teaching and Learning by Doing Corpus Analysis. Proceedings of the Fourth International
Conference on Teaching and Language Corpora, Graz 19-24 July, 2000. KETTEMANN,
Bernhard and Georg MARKO (Eds.), pp. 91-104.
O’Keeffe, Anne, Michael McCarthy, and Ronald Carter. 2007. From Corpus to Classroom:
Language Use and Language Teaching. Cambridge: Cambridge University Press
Reppen, Randi, Susan M. Fitzmaurice and Douglas Biber (eds.) 2002. Using Corpora to
Explore Linguistic Variation. John Benjamins.
Sinclair, J. (1991) Corpus Concordance Collocation. Oxford: Oxford University Press.
Chapter 1.
Sinclair, John. 2002. How to Use Corpora in Language Teaching. John Benjamins.
Stubbs, M. (2002) Words and Phrases. London: Blackwell.
Tseng, Yen-Chu and Hsien-Chin Liou. 2006. “The Effects of Online Conjunction Materials
on College EFL Students’ Writing. System. 34. pp.270-283.
Wichmann, Anne, Steven Fligelstone, Tony McEnery and Gerry Knowles. 1997. Teaching
and Language Corpora. London and New York: Longman.

Semester-VIII Stylistics

Course Objectives:

This course introduces the students to the modern concept of style as distinguished from the
traditional one. The course will introduce the notion of style to the students, both in literary
and non-literary discourses from a purely linguistic perspective. This also includes a
comparison of style in literary and non-literary discourses in the context of genre leading to
the identification of different registers.

Course Contents:

1. (Introduction)

1. What is Style? (Traditional, modern, and linguistic concept of style)

2. What is Stylistics?
3. Branches of Stylistics
4. Foregrounding
5. Parallelism
6. Norm & Deviation
7. Figurative Language
2. (Levels of Analysis):
8. Phonological Level
-Sound Devices used in Poetry (Repetition, Assonance, Consonance,
Alliteration, Onomatopoeia, Rhyme etc.)
-Metre in poetry
9. Syntactical Level
- Nouns, Verbs
- Adjectives, Adverbs etc.
- Phrases, The Clause
- Mood & Modality
- Theme and Rheme
10. Level of Discourse
Cohesion
Textuality
Clause relations
Patterns of discourse organization
11. Speech & Thought Presentation
Suggested Readings:

Black, E. (2006). Pragmatic Stylistics. Edinburgh University Press.

Bradford, R. (1997). Stylistics: The New Critical Idiom. London: Routledge.
Carter, R. (1982) Language and Literature
Chapman, R. (1975) Linguistics and Literature
Crystal, d. and Davy, D. (1969) Investigating English Style
Fowler, R. (1996). Linguistic Criticism (second edition.). Oxford: Oxford University Press.
Halliday, M. A. K. (1990). Spoken and Written Language. Oxford: Oxford University Press
Haynes, J. (1995). Style. Routledge.
Hoey, M. (2003). Textual Interaction. London: Routledge.
Leech, G. & Short, M. (1986). Style in Fiction. London: Longman.
Leech, G. (1969) A linguistic Guide to English Poetry
Simpson, P. (2004). Stylistics: A resource book for students. Routledge.
Thomas, Jenny. (1995). Meaning in Interaction. London: Longman.
Widdowson, H. (1992). Practical Stylistics. Oxford: Oxford University Press.
Wright, L., & Hope, J. (1996). Stylistics: A Practical Course book. Routledge.