RMPS STATE UNIVERSITY, ALIGARH

SYLLABUS

For M.A. (English)

As per the Guidelines for National Education Policy

2020 for the Semester Seventh to Semester Tenth

ENGLISH

Syllabus for Four Semester

Two Years

0
 Raja Mahendra Pratap Singh State University,
Aligarh

New Education Policy 2020

Syllabus for Post Graduation (English)

 National Education Policy 2020

 Syllabus Prepared for Post Graduate Classes
 Subject : English

Supervising and Advisory Committee for Preparing Syllabus for

Raja Mahendra Pratap Singh State University, Aligarh

S.No. Name Designation Department College/

University

1. Dr. Beena Agarwal Associate English D.S. College,

Professor Aligarh
(Convener)
2. Dr. Neeta Associate English S.V. College,
Professor Aligarh
3. Dr. Lucky Gupta Associate English T.R.K.
Professor Mahavidyalaya,
Aligarh
4. Dr. Anjana Vashishtha Associate English K.A. College,
Rawat Professor Kasganj
5. Dr. Sangeeta Arora Associate English Shri Rameshwar
Professor Agarwal Das
Girls College,
Hathras
6. Dr. Sajaruddin Assistant English S.V. College,
Professor Aligarh

1
 EXTERNAL EXPERTS

1. Prof. Shamina Khan Professor Department of Aligarh Muslim

English University,
Aligarh
2. Prof. R.P. Singh Professor Department of Lucknow
English University,
Lucknow

Programme Outcomes of Subject (POS)

The present programme is constructed to achieve the following aims:

 To develop the ability to read and appreciate literary texts

 To make student aware of the cultural context of literary creative

writings

 To realise the inter-relationship of culture and society

 To get an insight into the growth of literature across the cultures

and across the ages

 To develop a comprehensive understanding of historical

background of specific literary ages and also the literary canons

and ideologies related to it.

 Student will learn how the shifting paradigms of society are

responsible for the flexible shift in literary concern

 Students will learn the historical background of the development

of linguistic patterns contributing to the growth of English

language

 Students will learn the canons of various literary genre

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 To develop practice of appreciation of the growth of genre from

Greek, Latin and French literature

 To develop understanding of various new literatures and new

literary terms and theories being adopted in contemporary

literature
 To get acknowledge of the comprehensive spectrum of world

literature

 To develop knowledge of translation theories and to realise the

significance of English as a link language

 Students will learn the significance of literary sublimity of Indian

writers being translated in English

 It will develop knowledge of the complexity of human behaviour

mirrored in literary texts

 It will increase the comprehensive range of understanding

students to contribute to global society

 It will provide students ground to various strategies of writing,

stylistic devices, communicative flexibility and learn the practice of

using English language as a tool of academic and creative writing

 To promote the ethics and aesthetics of literary creations

 To promote the sensibility of students to realise the mission of the

marginalized groups of society and sensitivity for the

environmental issues

 To understand the role of media in modifying literary text for

public communication
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 To inspire students to develop intellectual flexibility to respond to

the various issues prevalent in society

 To promote ability to appreciate narrative, poetic and dramatic

strategies as a part of creative writing

 Student will develop journalistic tendencies and vocabulary that

will increase their skill for acquiring new jobs

 To develop a research aptitude in the field of literature

 It will promote the efficiency of being a successful professional in

the field of journalism, creative writing and academics.

 Language skills will promote the ability to contribute to the jobs in

various domains beyond the criterion of language and literature

 It will help the students to prepare for competitive examination,

oratory and other relevant fields.

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 Raja Mahendra Pratap Singh State University, Aligarh
New Education Policy 2020

Semester VII, Year I

Course Category Title of Paper Credits Theory / Evaluation

Code Practical CIE ETE
RA040701T Major-1 English Prose from 5 Theory 25 75
Bacon to Present Times
RA040702T Major-1 British Poetry up to 5 Theory 25 75
1798
RA040703T Major-1 Sixteen and Seventeen 5 Theory 25 75
Century British Drama
RA040704T Major-1 English Fiction 5 Theory 25 75
RA040705R Research Project 4 Compulsory

Marks 100 Each Paper = 25/75 (Internal = 25; Final Assessment =75)

Total Credits = 24 (5+5+5+5+4) = 24 Credits

04 Credits minor is to be selected from other faculty.

Total Credits = 52

 Any paper out of the four mentioned above can be given to the students for

the minor course of other faculty. It will be of 04 credits.

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 Semester VIII, Year I

Course Category Title of Paper Credits Theory / Evaluation

Code Practical CIE ETE
RA040801T Major-1 Classical and Biblical 5 Theory 25 75
Texts and Works based
on Classical Model
RA040802T Major-1 English Poetry From 5 Theory 25 75
Romantic Age to Present
Time
RA040803T Major-1 Modern English Drama 5 Theory 25 75
RA040804T Major-1 Twentieth Century 5 Theory 25 75
Literature
RA040805R Research Project 4 Compulsory 50

Research Project – The total marks will be 50 after the evaluation.

Marks 100 Each Paper = 25/75 (Internal = 25; Final Assessment =75)

Total Credits = 24 (5+5+5+5+4) = 24 Credits

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 Semester IX, Year II

Course Category Title of Paper Credits Theory / Evaluation

Code Practical CIE ETE
RA040901T Major-1 Introduction to Literary 5 Theory 25 75
Theory and Criticism
RA040902T Major-1 World Literature in 5 Theory 25 75
Translation: Theory &
Practice
RA040903T Major-1 Research Methodology 5 Theory 25 75
RA040904T Elective American Literature 5 Theory 25 75
RA040905T Elective New Literatures 5 Theory 25 75
RA040906R Research Project Compulsory

 The total credits will be 20

 Research project = 4 credits

 Total Credits = 24

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 Semester X, Year II

Course Category Title of Paper Credits Theory / Evaluation

Code Practical CIE ETE

RA041001T Major-1 Post-Independence Theory

Indian English 5 25 75
Literature
RA041002T Major-1 Gender Studies and Theory
5 25 75
Literature
RA041003T Postmodern Literary
Trends and Theories
Elective 5 Theory 25 75
RA041004T Fundamental of
English Language
RA041005T Dalit Literature
Elective 5 Theory 25 75
RA041006T Children’s Literature
RA041007R Research Project 4 Compulsory 50

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 Programme /Class Year Semester
M.A. I VII

English
Course Code Course Title :
RA040701T English Prose from Bacon to Present time

Course Outcomes

After the completion of this paper, students will be able to :

 To understand the rise and development of English prose through

literary ages.

 To know the literary value of English prose texts.

 To know the nature and structure of English prose.

 To analyze the difference in the prose techniques of different

writings.

 To understand the technique of variety of prose style of different

writers.

 To develop the skill of appreciating the variety in prose style.

 To understand the social, political and literary background of

different writers.

 To appreciate the variation in language, used in different texts.

 To increase the comprehensive range of understanding of the

students in context of literary text.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

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 Unit No. of Lectures
Unit – I Renaissance Prose 20
Francis Bacon
(i) Of Truth
(ii) Of Marriage and Single Life
(iii) Of Great Place
(iv) Of Revenge
Unit - II Neo-Classical prose 20
Addison :
(i) Spectator’s Account of Himself
(ii) Sir Roger at Church
(iii) Visit to Westminister Abbey
Richard Steel
(i) Of the Club
(ii) Coverley Household
Unit – III Romantic Prose 20
Charls Lamb
(i) The South Sea House
(ii) Bachelor’s Complaint against the life of
Married People
A.G. Gardiner
(i) On Saying Please
(ii) On Great Man
Unit – IV Essays of Modern Times 15
Robert Louis Stevenson
(i) A Child’s Play
(ii) A College Magazine
William Hazlitt
(i) On the Ignorance of Learned
(ii) On Reading of Old Books

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Unit – V English Prose Writings in India 15
M.K. Gandhi : The Story of My Experience with Truth
(i) Man Proposes God Disposes
(ii) The Magic Spell of a Book
Vivekanand
(i) Vedanta in America
(ii) Parliament of World Religion
(iii) Importance of Psychology

Suggested Reading

 Hazlitt : Selected Essay Edited by George Sampson

 Hugh Walker : English Essays and Essayist

 Legouis and Cazamian History of English Literature

 Bonamay Dubree : English Literature of Early Eighteenth Century

 J.K. Fowler : Essays from Addison

 W.H. Hudson : A Background to the History of English Literature

 Leguis and Cazamian : History of English Literature

 R.A. Scoutt James : The Making of English Literature

 A.C. Rickett : History of English Literature

 A.S. Collins : English Literature of Twentieth Century

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 Programme / Class Year Semester
M.A. I VII

English
Course Code Course Title :
RA040702T British Poetry up to 1798

Course Outcomes
 Students will learn the rise and development of English society.
 They will know the growth of English language from the stage of
Dialect to the language of literary communication.
 To learn the difference of English of Middle Ages and the language
of Renaissance.
 Learn about the nature, scope and growth of poetry.
 It will make students aware of the intricacy and purpose of
Chaucerian poetry.
 They will learn about the pattern and popularity of Shakespearean
Sonnet,
 Students will learn the pattern of shift from Romanticism of
Elizabethan age to the realism of Neo-classical age.
 Students will get an insight into the nature and structure of poetic
pattern of different poets.

Credits : 5 Paper : Core Compulsory

Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Chaucer : Prologue to CanterburyTales 20
Spencer : The Farie Queen
Book I, Canto I, II

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Unit – II Romantic Poets 25
William Shakespeare
(i) When to the Sweet Silent Thoughts (No. 30)
(ii) What is your substance (No. 53)
(iii) Let me not the Marriage of True Minds (No.
56)
(iv) Be Wise as they are cruel (No. 140)
(v) What did then Promise
Milton :Paradise Lost Book I
Unit – III Metaphysical Poetry 15
John Donne
(i) The Canonization
(ii) Death Be Not Proud
Andrew Maruell
(i) The Coy Mistress
Unit – IV Neo-Classical Poetry 15
Alexander Pope : The Rape of the Lock
Unit- V Transitional Poetry 15
Thomas Gray
(i) Hymn to Adversity
(ii) Progress of Poesy
William Blake
(i) The Echoing Green
(ii) The Lamb
(iii) London

Suggested Reading

 W.H. Hudson : A Introduction to English Literature

 Douglas Bush : English Poetry

 Halen Carder : John Donne

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 Geoffery Tillotson : On the Poetry of Alexender Pope

 W.H. Long : History of English Literature

 H.E. Halliday : Chaucer and His World

 Grierson and Smith : A Critical History of English Poetry

 Douglas Bush : English Poetry

 W.P. Ker : Epic and Romance

 S.A. Brunke : Naturalism in English Poetry

 A.C. Bradley : Oxford Lectures on English Poetry

 J.A. Freude : English Sermon in Sixteenth Century

 W.S. Martin : Labryinth of Shakespeare’s Sonnets

 Peter Joanes : Shakespeare’s Sonnet - Casebook

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 Programme /Class Year Semester
M.A. I VII

English
Course Code Course Title :
RA040703T Sixteen and Seventeen Century British Drama

Course Outcomes

 Student will learn the patterns of dramaturgy.

 Student will get knowledge of the growth and development of

drama in Greece and Europe.

 Learn about the need of society and dramatic performances.

 Student will learn the growth and development of romantic

tragedy and Romantic Comedy in Europe.

 Students will learn about the art and vision of Christopher

Marlowe.
 Difference between Romantic tragedies and classical writings will

be communicated.

 Student will learn the art of critical appreciation of dramatic

performance.

 It will promote skill of appreciation of elements of drama.

 Students will learn to appreciate drama as tool for the construction

of social reality on the stage.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

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 Unit No. of Lectures
Unit – I British Drama : An Introduction 15
(i) Growth and Development of Drama
(ii) Elements of Drama
(iii) Types of Drama
 Miracle Plays
 Morality Plays
 Drama of Universe Wits :
 English Comedy
 English Tragedy
 Revenge Tragedy
Unit - II Pre-Shakespearean Drama 20
(i) Marlow : Dr. Fautus(Detailed Study)
(ii) Thomas Kyd : Spanish Tragedy
Unit – III Shakespearean Drama 20
(i) A Mid‐Summer Night’s Dream
(ii) As you Like It (Detailed Study)
Unit – IV Shakespearean Drama 20
(i) Macbeth (Detailed Study)
(ii) Antony and Cleopatra
(iii) Tempest
Unit- V Restoration Drama 15
(i) William Congreve : The Way of the
World(Detailed Study)
(ii) William Wycherlcy : The Country Wife

Suggested Reading

 Boas F.S. : Christopher Marlow : A Biographical Critical Study

 Leach Clifford Marlow : A Collection of Critical Esssays

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 Dowden :Shakespeare’s Mind and Art

 J.D. Jump (ed.) Dr. Faustus : A Collection of Criticism Essays

 Allerdyce Nicole : World Drama

 F.S. Boas : Introduction to Short Drama

 Rupert Brooke : John Webster and Elizabethan Drama

 M.C. Brandbrook : Themes and Conventions of Elizabethan

Tragedy

 Epebert : A Short History of English Literature

 Allerdyce Nicole : British Drama

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 Programme /Class Year Semester
M.A. I VII

English
Course Code Course Title :
RA040704T English Fiction

Course Outcomes

 To help student to understand the growth and Development of

British fiction.
 To enable the student to appreciate the elements of novel.

 To visualize the relationship between Social reality and the art of

fiction.
 To communicate the achievements and paradigms of different

novelists across the ages and culture.

 To enable students to appreciate the variety of dramatic art.

 To distinguish between dramatic art and narrative art.

 Student will know the vision and philosophy of different artists.

 To appreciate inter-relationship of narrative art and the paradigms

of social ideology.

 For the appreciation of language within the structure of narrative.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Picarsque Novels 20
(i) Richardson – Pamela
(ii) Henry Fielding – Tom Jones

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Unit - II Nineteenth Century Women Novelists 15
(i) Jane Austen – Emma
(ii) Emily Bronte – Withering Heights
Unit – III Victorian Novelists 20
(i) Charls Dickins - David Copperfield
(ii) Thomas Hardy – Test of D’urverbills
Unit – IV Stream of Consciousness Novel 20
(i) James Joyace – Ulysses
(ii) Virginia Woolf – Mrs. Dalloway
Unit- V 20th Century English Fiction 15
(i) Hemingway – Farewell to Arnsor
Maxim Gorky – Mother
(ii) Amitabh Ghosh – Shadow Linesor
Salman Rushdie – Midnight Children

Suggested Reading

 G. Saintsby : English Novel

 A.C. Ward : Charles Dickins

 Lord David Cecil : Essays on Victorian Novelists

 W.J. Long : History English Literature

 Hugh Walker : The Literature of Victorian Era

 R. Church : The Growth of English Novel

 H.C. Duffin : Thomas Hardy

 R.A. Scott James : Thomas Hardy

 E.A. Baker : A History of English Novel, 9 Volumes

 Mary, Lascelles : Jane Austen and Her Art

 E.M. Forester : Aspects of English Novel

 Elizabeth Jetkins : Jane Austen, A Biography
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Programme /Class Year Semester
M.A. I VII

English
Course Code Research Project
RA040705R

 The project will be of progressive nature and for final assessment

it will continue in Semester VIII.

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 Programme /Class Year Semester
M.A. I VIII

English
Course Code Course Title :
RA040801T Classical and Biblical Texts and Works based on
Classical Models

Course Outcomes
 Students will get an insight into the classical foundation of

literature.

 They will learn to appreciate the growth of literature in ancient

times

 The classical designs prepared the foundation for the growth and

development of English literary tradition.

 They will get exposure to Greek and Roman literature in antiquity.

 The old patterns are the foundation of the different forms and

patterns of literature.

 It will help them to construct the expectations of Greek and Roman

society.

 There is ample scope to appreciate English literary text based on

classical model.

 It will develop insight into the pattern of language, diction and

strategies to be followed in classical text.

 To develop a connectivity between old patterns and the gradual

modification done in that direction.

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Credits : 5 Paper : Core Compulsory
Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Classical Text 20
(i) Sophocles – Antigone (Detailed
Study)(Sophocles Plays translated by E.E.
Walling, Penguin Classics Edited with
Introduction W.J. Oats and Eugine O’Neill.
Random House, New York)
(ii) Plato’s Republic, Book X
Unit – II Biblical Text 15
(i) Book of Job : The Great Debate on the
Problem of Suffering(Eighteenth Book from
Old Testament)
(ii) Samson (Book of Judges, Chapter 13-16)
Unit – III Text based on Classical Model 20
(i) Eurupdies Media
(ii) Milton’s Samson Against (Detailed Study)
Unit – IV Text based on Classical Models 20
(i) Matthew Arnold - Tyrasis (Detailed Study)
(ii) T.S. Eliot : The Family Reunion
Unit- V Text based on Classical Models 15
(i) Ben Jonson : Every Man in His Humor
(ii) Eugine O’Neill – Morning Becomes
Electra(Detailed Study)

Suggested Reading

 U.M. Ellis Fermor : The Jacobian Drama – An Interpretation

 L.C. Knight : Drama and Society in the Age of Jonson, 1962

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 B.H. Clark : Eugine O’Neill - The Man and His Plays, New York,

Hower, 1917
 Doris V. Falk :Eugine O’Neill and the Tragic Tension – An

Interpretative Study of His Plays. New Burnwick – Routledge

University Press, 1958.

 Lionce Trilling : Mathew Arnold

 Saintsbury : A Short History of English Literature

 C.M. Bowra : Sophoclean Tragedy

 G.M. Kirkwood : A Study of Sophoclean Drama

 H.D.F. Kitto : Greek Tragedy

 Robert Graves : Greek Tragedy – A Literary Study,Menthen & Co.

1973

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 Programme /Class Year Semester
M.A. I VIII

English
Course Code Course Title :
RA040802T English Poetry from Romantic Age to Present
Time

Course Outcomes
 Students will get an insight into the growth of English poetry after

Eighteen Century.

 The knowledge of major changes in poetic pattern will be

communicated.

 It will make students aware of characteristics of romantic poetry.

 It will provide insight into the poetic sublimity of Wordsworth,

Shelley, Keats, Tennyson, Browning and others.

 Student will develop knowledge of romantic traits constituted in

the Romantic poetry of Early 19th Century.

 It will equip students with the political, literary and social

background of Romantic, Victorian and Modern Age

 Student will learn the new poetic idiom presented in Romantic and

Victorian poetry.

 To teach student the patterns of diction and figurative language.

Credits : 5 Paper : Core Compulsory

Max. Marks : 25 / 75

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 Unit Topic No. of Lectures
Unit – I Romantic Poetry I 20
William Wordsworth
(i) Ode on the Intimations of Immortality
(ii) Ode to Duty
P.B. Shelley
(i) Ode to the West Wind
(ii) To a Skylark
Unit – II Romantic Poetry II 15
John Keats
(i) Ode to a Gracian Urn
(ii) Ode to Autumn
S.T. Coleridge
(i) Kubla Khan
Unit – III Victorian Poetry 20
Alfred Lord Tennyson
(i) Lotus Eaters
(ii) Ulysses
Robert Browning
(i) Porpharyia’s Lover
(ii) Rabbi Ben Ezra
Unit – IV Modern Poetry I 20
T.S. Eliot
(i) The Hollow Men
(ii) The Burrial of The Dead (The Opening
section of The Wast Land)
Matthew Arnold
(i) Dover Beach
(ii) Rugby Chapel

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Unit- V Modern Poetry II 15
Philip Larkin
(i) Church Going
(ii) Toads
Sylvia Plath
(i) Tulips

Suggested Reading

 C.M. Bowrn : Romantic Imagination

 M.R. Ridley : Craftsmanship of John Keats

 Graham Hough : Romantic Poets

 C.H. Herford : The Age of Wordsworth

 O Elton : Wordsworth

 Hugh Walker : Victorian Literature

 Helen Gladner : The Art of T.S. Eliot

 A.G. Goerge : T.S. Eliot ‐ His Mind and Art

 David Tryms : Philip Larkin

 Terry Whalen : Philip Larkin and English Poetry

 W.B. Yeats : Philosophy of Shelley Poetry

 Graham Hough : Romantic Poets

 F.L. Lucas : Tennyson

 Ram Bilas Sharma : Romantic Poetry

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 Programme /Class Year Semester
M.A. I VIII

English
Course Code Course Title :
RA040803T Modern English Drama

Course Outcomes

 Drama in modern times emerged with new possibilities to fill the

gap of stage and page.

 To make students aware the diverse currents related to theatrical

strategies.
 Students will be able to know the difference between Elizabethan

drama and Modern drama.

 Students will be taught about the diverse theories that are being
used in modern drama.

 Changes in theatrical pattern are affecting the art of theatre across

the globe.

 To enable the students to appreciate canons and commitments of

theatre for the sake of society.

 To promote skills of appreciating language, dialogue, evolution of

character and the application of cinematographic techniques.

 To make student understand theatre as a living art.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

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 Unit No. of Lectures
Unit – I Modern Realistic Drama 20
(i) John Galsworthy : Justice(Detailed Study)
(ii) J.M. Synge : Riders To the Sea
Unit – II Modern British Drama 20
(i) Harold Pinter : Birthday Party
(ii) John Osborn : Look Back in Anger (Detailed
Study)
Unit – III Modern Social Plays 15
(i) Bernard Shaw : Candida (Detailed Study)
(ii) Arthur Miller : Death of a Salesman
Unit – IV Modern American Drama 20
(i) Tennessee Williams : The Glass Managerie
(Detailed Study)
(ii) Edward Albe : The Zoo Story
Unit- V Modern Indian Drama 15
(i) Mahesh Dattani : Final Solutions (Detailed
Study)
(ii) Girish Karnad : Tuglaq

Suggested Reading
 Hireeh Forster :A Portrait of the Artist : The Plays of Tennessee
Williams, New York, 1919.
 Simon S.S. (ed.) Tennessee Williams : Eaglewood Cliffs, New Jersy,
Prentice Hall, 1977.
 J.C. Chari : Landmark of Contemporary Drama
 Raymond Williams : Modern Tragedy
 Martin Esslin : The Theatre of Absurd
 G.E. Wordsworth : Theatre of Protest and Paradoxes

28
 J.L. Styn : Elements of Drama
 Elmer Rice :The Living Theatre, William Heinemann, 1959.
 Trachler Nancy M. :Tennessee Williams : Rebellious Purita, New
York, Citedal Press, 1965.
 Marjorie Roulton : Understand Drama
 J.L. Styn : Elements of Drama

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 Programme /Class Year Semester
M.A. I VIII

English
Course Code Course Title :
RA040804T Twentieth Century Literature

Course Outcomes

 To promote awareness about the emerging trends of literature in

twentieth century.
 To appreciate to identify the changes affecting literary sensibility

in twentieth century.

 To make students realise the unconventioanl trends in modern

poetry.

 To teach the inter-relation of life and literature as it is being

constructed by creative writers.

 Innovative narrative strategies in twentieth century fiction.

 To explore new domains of research.

 To construct and to study the new experiments in the field of

language.

 To make student appreciate multi-disciplinary and anti-

conventional approach in Twentieth century literature.

 Students will be taught about the new framework of dramatic

strategies

 To promote insight in new literary trends and forms.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

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 Unit No. of Lectures
Unit – I Twentieth CenturyPoetry (Detailed Study) 15
(i) W.H. Auden
 Consider
 Stop All the Clocks
(ii) Dylan Thomas
 Fernwill
 After the Funeral
(iii) Ted Hughes
 Hawk Roosting
 Crows Fall
Unit – II Twentieth Century Drama 20
(i) Arthur Miller
 All My Sons
(ii) Samuel Beekelt (Detailed Study)
 Waiting of Godot
Unit – III Twentieth Century Fiction 20
(i) William Golding – Lord of Flies
(ii) Emlie Zola – Germinal
Unit – IV Modern Literary Terms 20
 Modernism
 Symbolism
 Imagism
 Impressionism
 Anthromorphism
 Flashback
 Phallocentricism
 Gynococentric
 Cinematography
 Absurdism
 Projection Technique

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Unit- V Modern Feminist Fiction 15
(i) Arundhati Roy – God of Small Things
(ii) Shashi Deshpande – Dark Holds No Terror

Suggested Reading

 Henry Bimens : Twentieth Century Literature

 Martin Dadsworth : Survival of Poetry

 Thomas West : Ted Hughes

 Terry Gilford and Neil Roberts : Ted Hughes ‐ A Critical Study

 Joseph Warren Beach : The Making of Anden Canon

 V.S. Piano : Crisis in English Poetry, 1880-1940

 Ronald Haymen : Samuel Beckett

 J.L. Styn : The Dark Comedy

 F.J. Holfsman : Samuel Beckett the Language of Self

 Curtis M. Brooks : The Mythic Pattern in Waiting for Godot

 Denis Douglas : The Drama of Evasion in Waiting for Godot

 Raymond Williams : Modern Tragedy

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Programme /Class Year Semester
M.A. I VIII

English
Course Code Research Project
RA040805R

 The project started in Semester VII would be finalized in Semester

VIII for final assessment. It will be of four (04) credits.

33
 Programme /Class Year Semester
M.A. II IX

English
Course Code Course Title :
RA040901T Introduction to Literary Theory and Criticism

Course Outcomes

 To promote awareness of canons of literature.

 It will helps students to learn appreciation of literature on the

basis of established theories.

 It will enrich their vision into the nature and structure of literary
texts.

 To equip them to learn Greek, Latin and Roman Theories for the

appreciation of English literature.

 Students will learn the relative relationship between theories and

literary text.

 Students will learn the growth of literary criticism stretching from

renaissance to neo-classical age, and further from neo-classical to

modern times.

 It will inculcate the practice of practical criticism for the students

of literature.

 Student will learn the strategies of the technical understanding of

the text.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

34
 Unit No. of Lectures
Unit – I Greek and Roman Theory 20
(i) Aristotle : Poetics (Translation S.H. Butcher)
(ii) Longinns : On the Sublime
Unit – II Classical Indian Theory 15
(i) Bharata : Natyashastra(Rasa Theory)
(Pt. Kedarnath Nirmaya, Sagar Press,
Bombay)
Unit – III Renaissance and Neo-Classical Literary Theory 20
(i) Sidney : An Apology of Poetry
(ii) Dryden : Essays on Dramatic Poesy
Unit – IV Romantic Theory 15
(i) Wordsworth : Preface to Lyrical Ballads
(ii) Coleridge :Biographia Literaria Chapter 14,
17, 18
Unit- V Modern and Post Modern Theory 20
(i) T.S. Eliot : Tradition and Individual Talent
(ii) I.A. Richards : Principal of Literary Criticism
(iii) Edward Said : The Scope of
Orintalism(Knowing the Orient, p. 31-48)

Suggested Reading

 Atkins :Literary Criticism in Antiquity, Vol. I, London, 1960

 S.H. Butcher :Aristotle’s Theory of Poetry and Fine Arts, OUP, 1961.
 David Duiches :Critical Approaches to Literature, London, 1950.

 U.R. Robert :Longinns on His Sublime, OUP, 1960.

 George Saintsbury :A History of English Criticism, OUP, 1959.

 R.A. Scott James :The Making of Literature, London, 1952.

35
 Rene Walleck :A History of Modern Criticism (Vol. I to V), OUP,

1972.
 B. Wordsforth :Judgement in Literature, OUP, 1972.

 F.L. Lucas : Tragedy

 Cleneath Brook :Literary Criticism : A Short History, London, 1960.

 D.A. Russell :Classical Literary Criticism, Oxford University Press.

36
 Programme /Class Year Semester
M.A. II IX

English
Course Code Course Title :
RA040902T World Literature in Translation : Theory and
Practice

Course Outcomes
 To know the values of translation to expand the frontiers of

literature.

 Student will read the text of paramount significance in English

through translation.

 To know the culture, geography, and traditions of different

cultures and countries.

 Learn the variety of sublime thoughts existing in different

languages.

 It will promote an insight to make a comparative assessment of the

literature of different language.

 It will increase their range of expression and comprehension.

 It will inculcate the vision to integrate the thoughts and sensibility.

 It will help them to learn the art of translation to make

contribution for the expansion of literary skills.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

37
 Unit No. of Lectures
Unit – I The Nature and Scope of Translation 15
(i) Concept of Translation in the West and in
the Indian Tradition
(ii) Theoretical Background – Types of
Translation, Process, Importance of
Translation, Fields of Translation, Technical
Terms, Problems of Translation – Decoding
and Recoding, Problem of Loss and Gain,
Limits of Translation
Unit – II Translation Theories 20
(i) Vinay Dharwadker : “A.K. Ramanujan’s
Theory and Practice of Translation”
(ii) Walter Benjamin : “The Task of the
Translator”
(iii) Roman Jakobson : “On Linguistic Aspects of
Translation”
Unit – III Drama in Translation 15
(i) Greek Drama : Oedipus Rex
(ii) Sanskrit Drama : Abhigyan Shakuntalam
Unit – IV Novelin Translation 20
(i) Russian Novel : Leo Tolstoy :Anna Karemina
(ii) Hindi Novel : Premchand :Godanor
Bhishm Sahani : Tamas
Unit- V Poetry in Translation 20
(i) French Poet – Kate Flores : “The Albatross”,
“Correspondences”
(ii) Bangla Poet : Rabindranath Tagore’s
Gitanjali, Song No. 7, 9, 30, 55, 61

38
Suggested Reading
 Postcolonial Translation : Theory and Practice : Susan Bassnett and

Harish Trivedi

 The Translation Studies : Ed. Lawrence Venuti

 The Anchor Anthology of French Poetry : From Nerval to Valery in

English Translation. Ed. by Angel Flores, Anchor Books, New York.

 Walter Benjamin : The Task of the Translator

 Devy, G.N. “Translation Theory : An Indian Perspective”

39
 Programme / Class Year Semester
M.A. II IX

English
Course Code Course Title :
RA040903T Research Methodology

Course Outcomes

 It will enable the students to promote interest and aptitude of

research that is an integral part of higher education.

 Student will learn the habit of approaching research project.

 They will learn the practice of the selection of right research topic
that leads to innovative study.

 Student will learn the method of collection of data to design their

research project.
 It is to teach the strategies of the organization and analysis of data

from the point of view of investigation.

 To teach the elements and process of documentation.

 Student will develop the practice of analysis, documentation,

organization and investigation.

 Student will learn the proactice of formation of hypothesis and

adopting appropriate writing skills.

Credits : 5 Paper : Core Compulsory

Max. Marks : 25 / 75

40
 Unit No. of Lectures
Unit – I Research Methodology : Definition and Dimensions 20
 Concept of Research, Types of Research –
Literary and Scientific Research, Research in
Social Sciences, Action Research, Selection of
Topic, Hypothesis, Organization of Synopsis,
Review of Literature
Unit – II Research Resources 15
 Selection and Analysis of Research
Resources
 Primary and Secondary Sources in Research
 Access to Library for the collection of Data
 types of Research Resources : Print Media,
Electronic Media, Web Links, Digital Library,
Selection and Analysis of Resources
Unit – III Selection, Organization and Analysis of Material 20
 Collection of Material for Research, Taking
notes, Thesis statement, Proposed designing of
Research Project
 Designing of Draft, Writing, Revision and
Editing of Material, Research Dynamics –
Clarity, Unity, Coherence, Organization and
Development, Point of View
Unit – IV Writing of Thesis 15
 Preparing the final draft, Organization of
Material, Growth and Evolution of Thought,
Palagrism, Citation and References,
Abbreviation and Proof Reading
Unit- V Language, Style and Skills of Writing in Thesis Writing 20

41
  Types of Style, Consistency in Style, MLA Style,
Sheet Convention, Consistency, Documentation,
Footnote, Endnote, Practical Documentation,
Accuracy and Correctness, Computer
Application, Data Surfing and Typing.
 Organization of Bibliography

Suggested Reading

 Gilbert and Joseph :MLA Handbook for Writing of Research Papers,

8th Edition, 2018.

 Moore Robers H. :Effective Writing, New York, Hold Rimheart and

Winston, 1965.

 Anderson A. et al. : Thesis and Assignment Writing

 Brooks and Warren :Modern Rhetoric

42
 Programme /Class Year Semester
M.A. II IX

English
Course Code Course Title :
RA040904T American Literature

Course Outcomes

 To teach students about the nature and structure of American

literature.
 To teach students about the social, cultural, geographical and

literary background of American nationality.

 To provide knowledge about the unconventional literary strategies

of new literature in America.

 The inter-relationship of American literary creed and the shifting

paradigms of socio-political information about the emerging multi-

disciplinary theories in America presented in American literature.

 Student will promote a vision about American Poetry and

Democratic Values popular in America.

 New Narrative Themes and patterns adopted in American

literature.

 Student must know the concept and dimension of new theatre

emerging in America.

 Student will be able to appreciate psychological impact of new

theories on human sensibility.

 Students will know the experiments and post structural

commitment to language and structure.

43
Credits : 5 Paper : Elective
Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I American Poetry (Detailed Study) 20
(i) Walt Whitman
 O’Captain! My Captain!
 On the Beach at Night
 Animals
 Song of the Open Road (Section I, Stanza
1-8)
(ii) Emily Dickinson
 Success is counted Sweetest
 Because I could not stop for Death
 there is a certain slant of Light
 Behind me – Dips Eternity
 My life had stood – A Loaded Gun
(iii) Robert Frost
 Birches
 Road Not Taken
 Tree at My Window
 Stopping By the Wood on an Snowy
Evening
Unit – II American Drama 20
(i) O’Neill : Hairy Ape
(ii) Edward Albee :Who is Afraid of Virginia
Woolf?
Unit – III American Novel 15
(i) Earnest Hemingway : The Oldman and The
Sea
(ii) William Faulkner : The Sound and Fury

44
Unit – IV Autobiography and Memoir 15
 Hellen Killer : The Story of My Life
Unit- V Non-Fictional Prose 20
(i) Emerson
 Nature
 Self Reliance
(ii) Edgar Allen Poe
 The Philosophy of Furniture

Suggested Reading

 Gray Wilson Allen : Whallt, Whitman Abroad, 1955,

 James E. Miller : A Critical Guide to Leaves of Grass, Chicago, 1957.

 V.A. Shahane :Aspects of Walt Whitman’s Symbolism Literary

Criterion, 5, Winter, 1962.

 A.J. Gelpi. Emily Dickinson The Mind of the Poet.

 Henry W. Wells :Introduction to Emily Dickinson.

 Ruth Miller :Poetry of Emily Dickinson.

 Salamatullah Khan :Emily DickinsonFlood Subjects.

 The Poems of Robert Frost, New York, Modern Library, 1946.

 A Boy’s Will, David Nutt, 1913.

45
 Programme /Class Year Semester
M.A. II IX

English
Course Code Course Title :
RA040905T New Literatures

Course Outcomes

 To make students realise that English literature in the present time

is a global literature.

 New literature is the literature representing the life and sensibility

of the countries like Canada, America, China, Nigeria, India,

Pakistan, Australia and others.

 Students will learn about the culture, geography and social

problems of different countries.

 Students will learn about the new patterns of literature emerging

fast in different countries.

 It will be an exposure to the global conditions of human survival.

 Student will get an insight into the experimental tendencies

emerging in new literature.

 To study the local colour of different literature.

Credits : 5 Paper: Elective

Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Introduction to New Literatures 15
(i) Concept and range of New Literatures

46
 (ii) Meaning of New Literatures
(iii) Themes in New Literatures
(iv) Canadian, African, Australian, American and
others
Unit – II Australian Literature (Poetry) (Detailed Study) 20
(i) William Charles Wentworth : ‘The Wild
Colonial Boy’
(ii) Adda Cambridge : ‘An Answer’
(iii) Judith Wright : ‘Woman to Man’
(iv) Les Murry : ‘Meaning of Existence’
Unit – III Canadian Literature (Fiction) 20
(i) Margaret Atwood : Surfacing
(ii) Michael Ondaatjee : The English Patient
Unit – IV American and Afro American Literature 20
(i) Wole Soyinka : A Dance of Forest
(ii) August Wilson : A Piano Lessonor
Mark Twin :Adventures of Huckleberry Finn.
Unit- V Fictional and Non-Fictional Prose 15
(i) Alice Walker : In Search of our Mother’s
Garden
(ii) Chinna Acheba : Things Fall Apart

Suggested Reading

 Ashcroft Bill, Gareth Griffiths and Helen Tiffin :The Empire Writes
Back : Theory and Practice in Post‐Colonial Literature, London :

Routledge, 1989.

 Ahmad, Aijaz. In Theory : Classes, Nations, Literature, Bombay OUP,

1993.

 Brooks, Cleanth :Modern Poetry and the Tradition, London : OUP,

1965.

47
 Cronin Anthony :A Question of Modernity, London : Secker and

Warburg, 1966.
 Crabb Peter :Theory and Practice in Comparative Studies : Canada,

Australia and New Zealandd. Sydney : ANZACS, 1983.

 Harris, Wilson :Tradition, the Writer and Society. London and Port
of Spain : New Beacon, 1973.

 Narasimhaiah, C.D. (ed.) The Awakened Conscience : Studies in

Commonwealth Literature, New Delhi : Sterling : London,

Heinemann, 1978.

 Spivak, Gayatri Chakravorty. In other Worlds : Essays in Cultural

Politics, New York ; Methuen, 1987.

48
Programme /Class Year Semester
M.A. II IX

English
Course Code Research Project :
RA040906R

 There will be a research project of 4 credits of progressive nature

that will continue in the X Semester also.

49
 Programme /Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041001T Post‐Independence Indian English Literature

Course Outcomes

 Indian English Literature is an emerging Branch of English and

Students are expected to know about its concept, growth and

Development.

 To teach students how from a local status, it has assumed a global

identity.

 To teach students about the cultural background of Indian soil.

 To teach students the nature and structure of Indian literature

including Regional translations.

 Students will be taught about Indian creative writers and

challenges related to their writings.

 To teach about the vision and perspective of Indian writers who

channelized Indian thoughts in the West

 To make students aware of Indian critical traditions.

 To investigate themes and canons promoted by Indian writers.

 Contribution of Indian writers in contemporary literary trends.

Credits : 5 Paper : Core Compulsory

Max. Marks : 25 / 75

50
 Unit Topic No. of Lectures
Unit – I Indian English Poetry 20
(i) Kamala Das
 The Freaks
 The Invitation
(ii) Keki N. Daruwallaha
 Fire Hymn
 Death of a Bird
(iii) A.K. Ramanujan
 Rivers
 Elements of Composition
Unit – II Post-Independence Indian English Drama 20
(i) Nissim Ezekeil : Nalini
(ii) Mahesh Dattani : Tara
Unit – III Indian English Fiction 15
(i) R.K. Narayan : Guide
(ii) Mulk Raj Anand : Coolie

Unit – IV Indian Women Novelists 20

(i) Anita Desai : Cry the Peacock
(ii) Shashi Deshpande : Dark Holds No Terror
(iii) Bharati Mukherjee : Jasmineor
Manju Kapoor : Difficult Daughters
Unit- V Non-Fictional Prose 15
(i) Nirad C. Chaudhary : Autobiography of an
Unknown Indian

51
Suggested Reading

 Indian English Poetry : A Anthology edited by Manrup Paranjape.

 The Golden Treasury of Indian English Poetry edited by V.K. Gokak

 Two Decades of Indian Poetry 1960-1980 edited by Keki N.

Daruwalla
 Indian Writing in English Ed. by K.R. Srinivasa Iyenger

 Ten Twentieth Century Indian Poets edited by R. Parthasarthy, Delhi

: Oxford University Press.

 Collected Plays of Mahesh Dattani : Delhi Penguin India.

 C.D. Narsambiha Moving Frontier of English Studies in India

 R.C.P. Sinha :The Indian Autobiography in English, New Delhi, 1992.

 M.K. Naik :Critical Essays on English, Sahitya Academy, New Delhi.

 C.P. Verghese :The Problem of Indian Creative Writers in English.

 Meenakshi Mukherjee :The Twice Born Fiction in English.

 Uma Parmeshwaran : A Study Representative Indo‐English Novelist

52
 Programme /Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041002T Gender Studies and Literature

Course Outcomes

 To introduce Gender paradigms in contemporary literature across

the globe.
 Gender issues are the significant variable to modify sociological

and psychological dimensions of human personality

 To teach students the significance of Gender issues in modern

literature.

 Students will be taught the theoretical framework of gender issue

to investigate it in literary texts.

 To teach feminism as a central motif in contemporary literature.

Credits : 5 Paper: Core Compulsory

Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Theoretical Framework of Feminism and Feminist 15
Discourse in Literature
(i) John Stuart Mill : On the Subjugation of
Women
(ii) Simon De Beavoir : The Second Sex
(iii) Gayatri Spivak :Feminism and Critical Theory
Essays in Cultural Politics, Page 77-94,
Routledge London, 1998.

53
Unit – II Gender Discourse And Poetry 20
(i) Sylvia Plath
 Daddy
 Around the Box
(ii) Emily Dickinson
 After a Great Pain, A Formal Feeling
Comes
 Wild Nights ! Wild Nights
 Nature, the Gentlest Mother
(iii) Kamala Das
 An Introduction
 The Substitute
 The Sunshine Cat
Unit – III Gender Discourse in Narrative 20
(i) Toni Morrison : Beloved
(ii) Shashi Deshpande : That Long Silence
(iii) Mahasweta Devi’s : Draupdi
Unit – IV Gender Discourse in Theatre 20
(i) Tendulkar :Silence! The Court is in Session
(ii) Girish Karnad : Nagamandla
(iii) Manju Padmanabhan : Lights Out
Unit- V Non-Fictional Prose and Gender Discourse 15
(i) Virginia Woolf : A Room of One’s Own
(Chapter 6)
(ii) Luce Irigarary : Sex which is not One
(Essay)or
Adrinne Rich : Compulsory Hetero‐sexuality
and Lesbian Existence

54
Suggested Reading

 Bruce King ‘New Women Poets’ Modern Indian Poetry in English,

New Delhi : Oxford University Press, 1987.

 Kamala Das :Only the Soul knows How to Sing, D.C. Books, 1996.

 Eunice Desouza :Nine Indian Women Poets : An Anthology. Delhi :

Oxford University Press, 1997.

 Jasbir Jain. Gendered Realities Human Spaces in the Writings of

Shashi Deshpande. Jaipur : Rawat Publications, 2003.

 Sharad Shrivastava. New Women in Indian English Fiction, Delhi :

Creative Books, 2003.

 Anita Desai. Cry The Peacock, London : Peter Own, 1963.

 Judieth Bradwick :Psychology of Women : A study of Bicultural

conflicts, New York : Harper and Row, 1971.

 Simon De Beavour :The Second Sex Translated by M.M. Parshley,

New York, 1964.

 Harish Ranjan : Indian Women Autobiography, New Delhi, Arnold,

1994.

 David Lyon :Post‐modernity, New Delhi : Viva Books Private

Limited, 2002.

55
 Programme Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041003T Postmodern Literary Trends and Theories

Course Outcomes
 Student will learn the parameters of criticism and critical theory in

the present time.

 It will promote the insight about a multi-disciplinary nature

operative in Modern Age

 Student will learn that literature no longer survives in isolation

 It will help them to construct a comprehensive design of multi-

disciplinary theories emerging fast in society.

 They promote aninsight into linguistic variation creeping fast with

new theories.

 Students will learn the growing pattern of unification of sensibility

and globalization affecting the currents of critical spectrum.

 Students will learn in detail about the inter-disciplinary

contemporary theories that are an essential tool for the

appreciation of the approach of creative writers.

 It will strengthen the vision for new researches taking place in

society and literature.

Credits : 5 Paper : Elective

Max. Marks : 25 / 75

56
 Unit No. of Lectures
Unit – I Literary Trends : Terms and Concepts 20
(i) Modernism
(ii) Impersoanlity
(iii) Structuralism
(iv) Russian Formalism
(v) Metanarrative
(vi) Multiculturalism
(vii) New Historicism
(viii) Deconstruction
(ix) Eco-centricism
(x) Subaltermism
(xi) Formalism
Unit – II Literary Theories and Emerging Critics 20
(i) Homi Bhaba
(ii) Jacques Derrida
(iii) Michael Fouccult
(iv) Sigmund Freud
(v) Judia Kriteva
(vi) Jackobson
(vii) jacques Lacan
(viii) Nietzsche
(ix) Ferdinand Saussure
(x) Gayatri Spivak
(xi) F.R. Lewis
(xii) Roland Barthes
(xiii) Frantz Fanon
Unit – III Major Modern Literary Theories I 15
(i) Feminism : Concepts, Canons and
Dimensions

57
 (ii) Post-Colonialism – Concept, Ideology and
Critical Framework
Unit – IV Major Modern Literary Theories II 20
(i) Psycho-Analysis Dimensions and Elements
of Theoretical Framework
(ii) Post-modernism – Concept, Ideology and
Application
Unit- V Theories Beyond Literature 15
(i) Performing Literary Interpretation
(ii) Eco-Criticism

Suggested Reading

 C.P. Snow :The Two Cultures, Cambridge University Press, 1993.

 F.R. Lewis :Education and the University, London : Chatto and

Windus, 1943.

 W.H. Auden :New Year Letter, London Faber, 1943.

 Mikhil Bhaktin : The Dialogic Imagination : Four Essays. Austin Tex

University of Texas Press, 1981.

 Julliet Michael (ed) Selected Metalanic Klein Harmondsworth,

Penguine, 1991.

 Simon De Bevoir. The Second Sex, London : Vintage, 1997.

 Elain Choewalter :A Literature of Their Own, London Virago, 1999.

 Leela Gandhi. Post‐Colonial Theory : A Critical Introduction,

Edinburth : Edinburgh University press, 1998.

 Moor Gillbert :Post‐colonial Theory : Context, Practice and Politics,

London, Verco, 1997.

58
 Robert Young. Post‐colonialism : A Historical Introduction, Oxford

Blackwell, 2011.
 Arudt Hannah. Between Past and Present. New York : Viking press,

1961.

 Terry Eglenton :Illusions of Post‐modernism, Oxford : Blackwell,

1996.

 Herman Geoffery : “On Trummatic Knowledge and Literary

Studies”, New Literary History, 1995.

 Bate Jonathan :Romantic Ecology, London : Routledge, 1999.

 Kerridge Richard and Sumnell Nell :Writing the Environment,

London : Zeal Books, 1998.

 Patricia Waugh :Literary Theory and Criticism, Oxford University

Press, 2006.

59
 Programme Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041004T Fundamentals of English Language

Course Outcomes

 Language is a medium of communication.

 To make students aware that language is a dynamic system.

 Student will learn the origin and development of English language.

 Student will get an insight how English language developed

through the linguistic patterns of Greek and Latin.

 Student will get insight and practice of language formation to

increase the expressive range.

 It will help students to study the structures of words and

sentences.

 it will teach students about the pattern of speech.

 Student will learn the intricacy of language skills.

 Student will get the practice and pattern of writing skills.

 Students will learn the pattern of language.

Credits : 5 Paper Code : Elective

Max. Marks : 25 / 75

Unit Topic No. of Lectures

Unit – I Fundamentals of English Language 20
(i) Development of English Language
(ii) Interface of English from other languages

60
 (iii) Varieties of Language
(iv) Transcription
Unit – II Phonology and Morphology 20
(i) Vowels and Consonant
(ii) Phonemes and Allphones, Word Accent,
Rhythm and Intonation
(iii) Morphomes and Allomorphs
(iv) Process of Word Formation
Unit – III Concept of Register 15
(i) Organs of Speech
(ii) The Air-Stream Mechanism
(iii) Letters and Sounds
(iv) Problems in Pronunciation
Unit – IV Reading Comprehension 15
(i) Skimming
(ii) Scanning
(iii) Intensive Reading
(iv) Extensive Reading
Unit- V Essentials of Writing 20
(i) Framing Ideas, Presentation, Clarity and
Logic, Command of Language, Punctuation
(ii) Figurative Use of Language
(iii) Expansion of an Idea
(iv) Paragraph Writing

Suggested Reading

 Quirk, R. et al. 1985 :A Comprehensive Grammar of English

Language, London : Longman.

 Crimson, A.C. (1989) :An Introduction to the Pronunciation of

English, 4th Revised Edition, Edward Arnol.

 Kingdon R. :English Intonation Practice, Longmans, London, 1958.

61
 Pushpinder Syal, D.V. Jindal :An Introduction, Language, Grammar

and Semautics, 2002.

 Hudson, R.A. :Sociolinguistics, Second Edition, 1996. Cambridge

University Press.

 Morgan, John and Rinvolucri, Mario :Learning English Words, OUP,

1986.

 Quirik, R.A. :Grammar of Contemporary English, Longman, 1972.

 Concise Oxford Thesaurus, ed. B. Kirkpatrik, OUP, Delhi, 2002.

 Oxford Advance Dictionary of Current English, ed. A.S. Hornby,

OUP, New Delhi, 2002.

 Vallins, G.H. : Better English, Pan Books, NY, 1988.

62
 Programme /Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041005T Dalit Literature

Course Outcomes

 To make students aware of the concept of Dalit Literature.

 To realize the significance of Dalit Identity and Dalit voice as

revealed in Dalit Literature.

 To make students learn the importance to literature to realize and

to articulate the voice of the weaker sections.

 To study the writings and vision of those who are forced to survive

in isolation and humiliation.

 To study the translation of Regional texts expressing politics of

caste discrimination popular in different regions.

 To study socio-psychological dimensions of Dalit consciousness.

 To appreciate human sympathy in context of the politics of

oppression constructed in the life of Dalits.

 To promote an insight into the suffering of Dalits in caste based

political structure.

 To investigate socio-cultural and religious myths related to caste.

 To study language pattern and local dialects in Dalit Literature.

Credits : 5 Paper: Elective

Max. Marks : 25 / 75

63
 Unit No. of Lectures
Unit – I Concept, Ideology and Dimensions of Dalit Literature 15
(i) Sharan Kumar Limbale : Towards an
Aesthetics of Dalit Literature
(ii) Sharat Chandra Muktiboth :What is Dalit
Literature? 267 (Tr. by Anil Ragunath
Kulkarni)
Unit – II Reflection on Social, Cultural and Religious Practices of 20
Dalit Literature
(i) Nandeo Dhasal : Hunger
(ii) ArjunKamble : Yesterday They Have
Announced
(iii) Neerav Patel : I would have been better if I
were illiterate
(iv) Dalpat Chauhan : Untouchable
Unit – III Dalit Fiction 20
(i) U.R. Anantha Murthy : Samskara
(ii) Arindan Mridha : Mute Existence : The Dalit
Experience
Unit – IV Dalit Autobiographies 20
(i) Om Prakash Valmiki : Joothan
(ii) Baby Kamble : The Prison We Broke
Unit- V Dalit Drama 15
(i) Mahasweta Devi : Water
(ii) Rabindranath Tagore : Chandalika

Suggested Reading
 Dalit Poetry : Translation & Representation by Dr. Preeti oza,

University of Mumbai

 Poisoned Bread : Translation from Modern Marathi Dalit Literature

– edited by Arjun Dangle, Orient Longman.

64
 Clestine, Bougle :Essays on The Caste System, Cambridge, London,

1971.
 Bhagwan, Manu and Feldhaus, Anne (ed.) Claiming Power from

Beloni : Dalits and the Subalterns Question in India, Oxford

University Press, 2008.

 Nimbalkar :Waman, Dalit Literature : Nature and Role, Trans. from

Marathi by Prof. Vandana Pathak and Dr. P.D. Nimbalkar, Nagpur :

Prabodhan Prakashan, 2006.

 Onvedt, G. :Dalit in India : Past and Present, New Delhi : Serials

Publication.

 Dr. Beena Agarwal & Dr. Neeta :Contextualizing Dalit Consciousness

in Indian English Literature, Jaipur : Yking Books, 2016.

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 Programme /Class Year Semester
M.A. II X

English
Course Code Course Title :
RA041006T Children’s Literature

Course Outcomes

 To equip standards to appreciate the concept of children’s

literature.
 To communicate the concept and ideology of children’s literature.

 To give knowledge of the difference of children’s literature and the

literature of grown ups.

 To make students appreciate the rhyme of children’s literature.

 To know the flexibility and fantacy of children’s short stories.

 To promote an insight into the climate, emotions and geography

existing in children’s literature.

 Student will learn the art of appreciating the ethical and magical

values of children’s literature.

 To make students understand the intricacy of language, images

and symbols scattered in children’s literature.

Credits : 5 Paper Code : Core Compulsory

Max. Marks : 25 / 75

Unit No. of Lectures

Unit – I Children’s Literature : A Conceptual Foundation 15
(i) Children’s Literature : Meaning and Concept
(ii) Elements Popular in children’s literature :

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 Fantacy and Imagination
(iii) Types of Children’s Literature – Fairy Tales,
Folklores, Adventure Writing, Constructing
magical world and Science Fiction
(iv) Didactic framework of Children’s Literature
Unit – II Poetry in Children’s Literature 15
(i) William Wordsworth
 Three Years She Grew in Sun and
Shower
 She Dwelt Among the Untrodden
Ways
(ii) William Blake
 The Chimney Sweeper
 The Lamb
(iii) Sarojini Naidu
 The Village Song
 In the Bazars of Hyderabad
Unit – III Short Stories and Children’s Literature 20
(i) R.K. Narayan
 A Cobra for a Companion
 Barbar’s Trade Union
(ii) Mulk Raj Anand
 The Lost Child
 The Parrot in the Cage
(iii) Ruskin Bond
 The Blue Umbrellaor
Too MuchTrouble
Unit – IV Children’s Novel 20
(i) J.K. Rowling : Harry Potter, Book I
(ii) Rudyard Kipling : Jungle Book
(iii) Lewis Carole : Alice in wonderland

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Unit- V Children’s Literature and Theatre 15
(i) Vijay Tendulkar’s Children’s Plays
 The Play of Nosey
 Bobby’s Story

Suggested Reading

 Geoffery Chouer :Prologue to The Canterbury Tales

 Ruskin Bond :Collected Fiction, Penguine : New Delhi, 1996.

 Lee Seagul : “Having Poster and the Spirit of the Age – Fear of Not

Flying” New Republic 22, November, 1999.

 P.K. Singh :The Creative Centaurs of Ruskin Bond : An Anthology of

Creative Writing, Pencraft, New Delhi.

 R.K. Narayan :Malgudi Adventures : Classic Tales for Children, New

Delhi : Penguine Books, 2004.

 M.K. Naik :Dimensions of Indian English Literature, Delhi : Sterling,

1984.
 R. Tobbert : “Approaches to the Translation of Children’s

Literature : A Review of Critical Studies since 1966”.

 Pickerring David : “Animals Dictionary of Folklore”, New York Fact

on File, 1999.

 Coverery Peter :Images of Childhood, Harmondsworth, Penguine,

1967.
 Nancy Anderson :Elementary Children’s Literature, Boston Pearson

Education, 2006.

 Jan Isabel :On Children’s Literature, Allen Havoc, 19690.

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 Programme /Class Year Semester
M.A. II IX

English
Course Code Research Project :
RA041007R

 There will be a research project of 4 credits to be submitted for final

evaluation.

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 SUGGESTED CONTINUOUS EVALUATION METHOD

For the course, there will be continuous internal evaluation

process based on project/ assignment/ group discussion /interactive

sessions along with a comprehensive class test. The division of marks

will be as follows:

Project /Assignment 10 Marks

Internal Class Test 15 Marks

Course Perspectives Open to all

It will be the pattern for internal assessment and the external

assessment will be as per the guidelines of university.

The pattern of credit system to be followed for Post-graduate class

(From Semester 7th to Semester 10th)

The total post-graduation will be of 100 credits.

Semester VII Credits : 24 Credits

(5 credits will be of each paper and 4 credits will be of research project)
4 x 5 = 20 Credits + 4 Credits (Research+ 4 credits minor from
other faculty) = 24 Credits

Semester VIII Credits : 24 Credits

(5 credits will be of each paper and four credits will be of research

project)

4 x 5 = 20 Credits + 4 Credits (Research) = 24 Credits

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 It is to be noted that the research project undertaken in the 7th
semester can be continued upto 8th semester. The final evaluation of the
project will be in 8th semester.

Semester IX Credits : 24 Credits

(5 credits will be of each paper and four credits will be of research

project)
4 x 5 = 20 Credits + 4 Credits (Research) = 24 Credits

Semester X Credits : 24 Credits

+(5 credits will be of each paper and four credits will be of research
project)
4 x 5 = 20 Credits + 4 Credits (Research) = 24 Credits
It is to be noted that every student has to complete a minor
elective from any other discipline or faculty. It will be of 4 credits.

SUMMARY OF CREDITS

VII Semester 24 Credits

VIII Semester 24 Credits
IX Semester 24 Credits
X Semester 24 Credits
Minor Elective (From Other Faculty 04 Credits
/ Discipline)
Total 100 Credits

Diagnostic and Remedial Methods:

At the outset of each Semester at least one week would be devoted

to apply some diagnostic measures and to adopt remedial methods

accordingly in order to achieve better output.

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 This syllabus is designed with the due consent and suggestions of

the members of Board of Studies recommended for Post-Graduation in

English.

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