FACULTY OF HUMANITIES DEPARTMENT OF ENGLISH
BOARD OF STUDIES : B.A. (Hons.) English
FOR ACADEMIC SESSION 2019-20
Program Description Bachelor of Arts in English is a three-year undergraduate programme designed to prepare students to understand the use of the English language effectively by building vocabulary and introduce them to current ideas and issues. The programme offers deep insights into the world of literature and enables the students to critically appreciate major literary works. It strengthens the linguistic capabilities of the student through theoretical and practical sessions. The students are introduced to the political, social, cultural, economic and intellectual backgrounds of various periods in literary history. This opens up student vision and capability to acquire an understanding of life. After successful completion of the course, students can opt for careers like media & advertising, writing & publishing, journalism, public relations, content writing & blogging, creative writing, teaching and academia, etc. Vision Our vision prevails in providing a perfect gateway for the new students to enter the core levels of the graduation to become innovative and creative to overcome the challenges of society.
Mission Our mission is to make the students familiar with the literary and aesthetic concepts, communication skills and campus lifestyle, so that they develop academic approach.
Faculty of Humanities Department of English BA (Hons.) English Course Structure First Semester
Course Code Course Name L T P C
(Core Course)
BEN001C Modern Language Usage and 4 1 0 5 Applied Linguistics BEN002B British Poetry and Drama: 14th to 0 5 17th Centuries 4 1 BEN003B Indian Writing in English 4 1 0 5 (Minor Course) Psychology BPS032B Basic Psychological Processes 3 0 0 3 BPS033B Positive Psychology 3 0 0 3 BPS049B Basic Psychological Processes 0 0 2 1 Lab BPS050B Positive Psychology Lab 0 0 2 1 OR Mathematics BMT001B Mathematical Methods - I 3 1 0 4 BMT002B Mathematical Methods - II 3 1 0 4 OR Economics BEC032B Principles of Microeconomics - I 3 1 0 4 BEC033B Principles of Macroeconomics - I 3 1 0 4 (AECC) BMC061B Environmental Studies 3 1 0 4
Total 27
Second Semester
Course Code Course Name L T P C (Core Course) th th BEN004B British Poetry & Drama: 17 & 18 Centuries 4 1 0 5
BEN005B th British Literature: 18 Century 4 1 0 5
BEN006B British Romantic Literature 4 1 0 5 (Minor Course) Psychology BPS034B Developmental Psychology 3 0 0 3 BPS035B Psychology of Social Processes 3 0 0 3 BPS051B Developmental Psychology Lab 0 0 2 1 BPS052B Psychology of Social Processes 0 0 2 1 Lab OR Mathematics BMT003B Mathematical Methods - III 3 1 0 4
BMT004B Mathematical Methods - IV 3 1 0 4
OR Economics BEC034B Principles of Microeconomics - II 3 1 0 4
BEC035B Principles of Macroeconomics - II 3 1 0 4 (AECC) BEN032B Communicative English 3 1 0 4
Total 27
Third Semester Course Code Course Name L T P C (Core Course) BEN007B British Literature: 19th Century 4 1 0 5 th BEN008B British Literature: The Early 20 4 1 0 5 Century BEN009B Modern European Drama 4 1 0 5 (DSE)
BEN015B Modern Indian Writing in English 3 1 0 4 Translation (DSE) OR
BEN016B Literature of the Indian Diaspora 3 1 0 4 (DSE) (Minor Course) Psychology BPS036B Media Psychology 3 0 0 3 BPS053B Media Psychology Lab 0 0 2 1 OR Mathematics BMT005B Commercial Mathematics & 3 1 0 4 Statistical Methods - I OR Economics BEC036B Economic Development and Policy in 3 1 0 4 India Generic Elective BEN023B Academic Writing & Composition 3 1 0 4 OR BEN024B Language, Literature and Culture 3 1 0 4 Total 27
Fourth Semester
Course Code Course Name L T P C (Core Course) BEN010B Literary Theory 4 1 0 5 BEN011B American Literature 4 1 0 5 (DSE) BEN017B Literature and Cinema (DSE) 3 1 0 4 OR BEN018B Partition Literature (DSE) 3 1 0 4 (Minor Course)
Psychology
BPS037B Psychology of Creativity 3 0 0 3 BPS054B Psychology of Creativity Lab 0 0 2 1 OR
Mathematics BMT006B Commercial Mathematics & Statistical 3 1 0 4 Methods - II OR
Economics BEC037B Money and Banking 3 1 0 4 Generic Elective BEN025B Film Studies 3 1 0 4 OR BEN026B Applied Gender Studies: Media Studies 3 1 0 4 Total 22
Fifth Semester
Course Code Course Name L T P C (Core Course) BEN012B Women’s Writing 4 1 0 5 BEN013B Popular Literature 4 1 0 5 (DSE) BEN019B World Literature (DSE) 3 1 0 4 OR BEN020B Children Literature (DSE) 3 1 0 4
Generic Elective BEN027B English Language Teaching 3 1 0 4 OR BEN028B Marginalities in Indian Literature 3 1 0 4 Skill Enhancement Course (SEC)
SEC001B Literature in Social Spaces 3 1 0 4 OR SEC002B Introduction to Creative Writing in 3 1 0 4 Media
BMC109A Value Education 3 0 0 3 Total 25
Sixth Semester
Course Code Course Name L T P C (Core Course) BEN014B Post Colonial Literature 4 1 0 5 (DSE) BEN021B Travel Literature (DSE) 3 1 0 4 OR BEN022B Autobiography (DSE) 3 1 0 4 BEN031B Dissertation/Project 0 0 0 6 Generic Elective BEN029B Graphic Narratives 3 1 0 4 OR BEN030B Literature in Cross Cultural Encounter 3 1 0 4 Skill Enhancement Course (SEC) SEC003B Introduction to Theatre and 3 1 0 4 Performance OR SEC004B Modes of Creative Writing: Poetry, 3 1 0 4 Fiction and Drama Total 23
Total Credits 151
L = Number of Lectures hours/week T = Number of Tutorial hours/week P = Number of practical hours/week C = Credit per paper
S Course Type No. of Color No. Papers Code 1 14+1= Core Course 15 2 Minor Course 06 3 Discipline Specific Elective (Out of eight papers offered students have to opt any four papers) 08 4 Generic Elective (Out of eight papers offered 08 students have to opt any four papers) 5 Ability Enhancement Compulsory Course 02 (AECC) 6 Skill Enhancement Course (SEC) 04 Total 43
CREDIT SUMMARY Semester I Semester II Semester III Semester IV Semester V Semester VI Total Credits 27 27 27 22 25 23 151
PROGRAM OUTCOMES
PO 1- Critical Thinking Explore, explain and critically evaluate how literary texts and the language in which they are written shape perceptions of students’ understanding of social realities and their own selves.
PO 2- Effective Communication Articulate ideas and perspectives, by developing and enhancing the communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in electronic media, for various audiences and purposes.
PO 3- Social Interaction
Develop competence in understanding, appreciating, and respecting social diversity derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social harmony.
PO 4- Effective Citizenship
Inculcate values of patriotism and of unity, and transfer these values to real-life through selfless volunteering and activism, for promoting community welfare.
PO 5- Ethics
Recognize the diversity and complexity of ethical dilemmas in the real world, and educate oneself to base one’s actions on responsibility, and respect for human rights.
PO 6- Environment and Sustainability
Study and understand Nature and the environment on the basis of important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining our shared environment.
PO 7- Self-directed Life-long Learning
Taking initiatives and challenges to choose learning opportunities and programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing global scenario.
PROGRAM SPECIFIC OUTCOMES
PSO 1-Demonstrate knowledge of literary traditions, British Literature, Literatures in English and translations, genres, literary movements, and authors, in classroom discussions and debates. PSO 2- Understand literary, linguistic, and/or rhetorical theories. PSO 3- Critically analyze and interpret texts/characters/themes through close reading, by drawing on relevant linguistic, cultural, and historical information, scholarship, and theories. PSO 4- Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving evidence of students’ understanding of the prescribed texts and their contexts. PSO 5- Develop four Language Skills LSRW, through practice in the controlled technological environment of the Advanced Language Lab, the skills of effective listening, and clear and impactful spoken communication, for various roles, interactions and audiences.
PSO 6- Scope of employability and entrepreneurship in the field of Media and Journalism, Teaching, Public Relations, Human Resource, Civil Service, Creative Writing etc.
Faculty of Humanities Department of English BA (Hons.) English Detailed Syllabi
Core Courses: 14 Nos. Discipline Specific Elective (DSE): 8 Nos. (Out of Eight papers offered students have to opt for any Four) Dissertation: 01 No. Generic Elective (GE): 8 Nos. (Out of Eight papers offered students have to opt for any Four) Skill Enhancement Elective: 4 Nos.
Semester I
Core Course 1: Modern Language Usage and Applied Linguistics (BEN001C)
Course Objectives: To develop among students an insight in the process of word formation and transformation. To develop among students an insight into the structure of English language and develop their skills of grammatical analysis and description. To introduce rhetorical structures for effective writing. To give basic information about English sounds and phonemic transcriptions in British English (Received Pronunciation) and American English. To sensitize the learner about the nuances of English speech sounds, word accent, intonation and rhythm. To introduce core components of linguistics like phonology, morphology, syntax, semantics, discourse and pragmatics through this course.
Course Content Grammar and Usage Basic Sentence Types Unit 1 Sentence Elements and Pattern Phrase Structure
Theme Writing Vocabulary One Word Substitution Unit 2 Idioms and Phrases Synonyms and Antonyms
Literary Appreciation Unit 3 Focus, Theme and Emphasis
Aspects of Pronunciation Knowledge of Phonemic Symbols for Sounds of English Unit 4 Transcription of Words and Word Stress Word Structure (Elementary Morphology) Intonation
Course Outcomes -
CO1 – Student will be able to analyze specific sounds & understand systematic properties of sound system of English.
CO2 - Student will be able to identify the symbols of all the 44 English sounds, and try to produce Received Pronunciation and transcription of the sounds. CO3 – Student will be able to recognize and analyze the grammatical system of English and other languages. CO4 – Student will be able to understand the cognitive and social dimensions of first and second language acquisition. CO5 – Student will be able to compare and contrast languages in terms of systematic differences in phonetics, phonology, morphology, syntax, semantics, and pragmatics.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M M H
CO2 H H H
CO3 H H M H
CO4 H H
CO5 H M M
Suggested Readings: 1. A S Hornby: A Guide to Patterns and Usage 2. CIEFL: Material on Morphology and Phonology from the Distance Education Dept. 3. George Yule: The Study of Language, CUP 4. Geoffrey Leech: English Grammar for Today (Longman) 5. Praveen K Thaker: Appreciating English Poetry, A Practical Course and Anthology, Orient Longman 6. Krishna Mohan and Meenakshi Rama: Effective English Communication, Tata MacGraw Hill 7. V Sasikumar and PV Dhamija: Spoken English, Tata MacGraw Hill 8. L G Alexander: Poetry and Prose Appreciation for Overseas Students, Longman.
Core Course 2: British Poetry and Drama- 14th to 17th Centuries (BEN002B)
Course Objectives- To introduce tradition of English Literature from beginning To cover the medieval to Renaissance literary age, within the historical, social, political and intellectual context To comprehend the trends and development of British poetry and drama To understand the theme, structure and style of British poetry and drama
Course Content Geoffrey Chaucer Unit 1 The Wife of Bath’s Prologue
Edmund Spenser Selections from Amoretti Sonnet LXVII ‘Like as huntsman...’ Sonnet LVII ‘Sweet warrior...’ Unit 2 Sonnet LXXV ‘One day I wrote her name...’ Philip Sidney Loving and Truth Not the First Sight John Donne The Sunne Rising Batter My Heart Unit 3 Valediction: Forbidding Mourning Andrew Marvel To His Coy Mistress
Christopher Marlowe Unit 4 Doctor Faustus
William Shakespeare Unit 5 Macbeth
Suggested Topics and Background Prose Readings for Class Presentations Topics Renaissance Humanism The Stage, Court and City Religious and Political Thought Ideas of Love and Marriage The Writer in Society
Course Outcomes -
CO1 – Students will understand the history and evolution of English literature and language of medieval age through the work of writers like Chaucer CO2 – Students will learn the salient features of Shakespearean and other Elizabethan dramas like Marlowe CO3 - Students will appreciate the different forms and structure of British poetry like Shakespearean and Petrarchan sonnets CO4 – Students will get an insight into the socio-political and cultural environment of 14th to 18th century
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6 CO1 H H
CO2 H H
CO3 H M H
CO4 H L M H
Readings 1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 476– 9. 2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704–11. 3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt. 1983) pp. 324–8, 330–5. 4. Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs- Merrill, 1970) pp. 13–18.
Core Course 3: Indian Writing in English (BEN003B)
Course Objectives:
To understand the development of Indian writing, its major movements and figures through texts across different genres
To examine various features of Indian Literature from the perspectives of various Indian subjectivities
To critique the regional influence on the writings in English
To explain the socio-political and cultural shifts in the writings of different time
To inculcate the spiritual values and self realization through different traditions and beliefs
Course Content Unit 1 R.K. Narayan The Guide
H.L.V. Derozio Freedom to the Slave The Orphan Girl Unit 2 Robin S. Ngangom The Strange Affair of Robin S. Ngangom A Poem for Mother
Kamala Das Introduction My Grandmother’s House
NissimEzekiel Enterprise The Night of the Scorpion
Toru Dutt The Lotus Our Casuarina Tree
Unit 3 Girish Karnad Naga Mandala
Unit 4 Raja Rao The Cow of the Barricades Salman Rushdie The Free Radio Rohinton Mistry Swimming Lesson
Unit 5 Mahesh Dattani Final Solution
Suggested Topics and Background Prose Readings for Class Presentations Topics Indian English Indian English Literature and its Readership Themes and Contexts of the Indian English Novel The Aesthetics of Indian English Poetry Modernism in Indian English Literature
Course Outcomes – CO1 – Students will understand the change in theme, language and structure through the works of R K Narayan, Raja Rao, Karnad, Dattani. CO2 - Students will be able to relate the regional influence in the content and language of the text through the works of Karnad, Derozio, Ngangom. CO3 – Students will be able to interpret the various socio-political scenarios through the texts of Raja Rao, Rushdie, Narayan, Kamala Das CO4 – Students will understand Indian culture and its values through the lens of colonialism, post colonialism, nationalism and globalization. CO5 – Students will be able to implement the holistic approach and spiritual refinement in human life. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H L M H
CO2 H M H
CO3 H M H
CO4 H H H
CO5 H M L
Readings 1. Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp. v–vi. 2. Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp. 61–70. 3. Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire (New Delhi: OUP, 2000) pp.187–203. 4. Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP, 2nd Edn, 2005) pp. 1– 10.
AECC 1: Environmental Studies (BMC061A)
Course Objectives:
Create an awareness about environmental problems among students
Impart basic knowledge about the environment and its allied problems.
Develop an attitude of concern for the environment.
Motivate public through students to participate in environment protection and environment improvement. Acquiring skills to help the concerned individuals in identifying and solving environmental problems.
Course Content
The Multidisciplinary Nature of Environmental Studies: The UNIT 1 Multidisciplinary Nature of Environmental Studies Definition, scope and importance need for public awareness. Natural Resources Renewable and Non-renewable Resources: •Natural resources and associated problems.
(a) Forest resources: Use and over-exploitation, deforestation, case studies. Timber
extraction, mining, dams and their effects on forests and tribal people.
(b) Water resources: Use and over-utilization of surface and ground water, floods, drought, conflicts over water, dams-benefits and problems. UNIT 2 (c) Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources, case studies.
(d) Food resources: World food problems, changes caused by agriculture and overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity, Case studies. (e) Energy resources: Growing energy needs, renewable and non-renewable energy sources, use of alternate energy sources. Case studies. (f) Land resources: Land as a resource, land degradation, man induced landslides, soil erosion and desertification. • Role of an individual in conservation of natural resources. Equitable use of resources for sustainable lifestyles.
Ecosystems, Biodiversity and Its Conservation: •Concept of an ecosystem.
• Structure and function of an ecosystem.
• Producers, consumers and decomposers.
Energy flow in the ecosystem. Ecological succession. •
• Food chains, food webs and ecological pyramids.
• Introduction, types, characteristic features, structure and function of the following ecosystem: (a) Forest ecosystem (b) Grassland ecosystem (c) Desert ecosystem (d) Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries) UNIT 3 Biodiversity and Its Conservation
• Introduction, definition: genetic, species and ecosystem diversity.
• Biogeographical classification of India.
• Value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and option values. • Biodiversity at global, National and local levels. • India as a mega-diversity nation. Hot-spots of biodiversity. • Threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts. • Endangered and endemic species of India. • Conservation of biodiversity: in-situ and ex-situ conservation of biodiversity.
Environmental Pollution: •Definition
• Causes, effects and control measures of UNIT 4 (a) Air pollution (b) Water pollution (c) Soil pollution (d) Marine pollution
(e) Noise pollution (f) Thermal pollution (g) Nuclear hazards
• Solid waste management: Causes, effects and control measures of urban and industrial wastes.
• Role of an individual in prevention of pollution. •Pollution case studies.
•Disaster management: Foods, earthquake, cyclone and landslides. Social Issues and the Environment, Human Population and the Environment, Field Work: • From unsustainable to sustainable development.
• Urban problems related to energy.
•Water conservation, rain water harvesting, watershed management.
• Resettlement and rehabilitation of people; its problems and concerns. Case studies.
•Environmental ethics: Issues and possible solutions.
•Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and
holocaust. Case studies.
Wasteland reclamation. •
Consumerism and waste products. UNIT 5 • • Environment Protection Act.
• Air (Prevention and Control of Pollution) Act. • Water (Prevention and Control of Pollution) Act.
• Wildlife Protection Act. •Forest Conservation Act.
•Issues involved in enforcement of environmental legislation.
•Public awareness.
Human Population and the Environment
•Population growth, variation among nations.
•Population explosion—Family Welfare Programme.
• Environment and human health. • Human rights.
•Value education.
HIV/AIDS.
• Women and Child Welfare. •Role of Information Technology in environment and human health.
Field Work
• Visit to a local area to document environmental assets— river/forest/grassland/hill/ mountain.
• Visit to a local polluted site—Urban/Rural/Industrial/Agricultural.
• Study of common plants, insects, birds.
•Study of simple ecosystems—pond, river, hill slopes, etc. (Field
work equal to 5 lecture hours) • Case Studies.
Course Outcomes -
CO-1: Recognize the history, structure, function, interactions and trends of key socio-environmental systems on personal, organizational and intellectual level regarding our surroundings through different media.
CO-2: Examine the generation of scientific knowledge and how that knowledge is presented, evaluated, framed and applied for environmental protection by conservation of Natural resources.
CO-3: Articulate a coherent philosophy of the environment and consider ethical bases for responding to environmental questions.
CO-4: Understand the role of conservation of resources and public awareness in prevention of pollution and ultimately for the sustainable development of society.
CO-5: Understand the social responsibility towards protection of environment and society
CO/PO Mapping
CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7
CO-1 H M H H H H M
CO-2 M H H M M H M
CO-3 M H H L H H H
CO-4 M M H M H H H
CO-5 H H H H H H H
Semester II
Core Course 4: British Poetry and Drama - 17th and 18th Centuries (BEN004B)
Course Objectives: To acquaint students with the Jacobean and the 18th century British poetry and drama. To acculturate students with new form and structure of poetry, mock epic To classify different kinds of poetry i.e. metaphysical poetry, cavalier poetry and heroic poetry. To understand features of Neoclassicism and its influence on English society. To apprise students with features of Restoration Comedy.
Course Content John Milton Unit 1 Paradise Lost: Book 1
John Webster The Duchess of Malfi Unit 2 Aphra Behn The Rover
Alexander Pope Unit 3 The Rape of the Lock
John Dryden Unit 4 Mac Flecknoe
Suggested Topics and Background Prose Readings for Class Presentations Topics Religious and Secular Thought in the 17th Century The Stage, the State and the Market The Mock-epic and Satire Women in the 17thCentury The Comedy of Manners
Course Outcomes
CO1 – Student will learn about social and political nuances of the age through different literary texts. CO2 – Student will be able to understand the major theme of satire and its elements, irony and humour. CO3 – Students will be able to locate the texts within the neo-classic literary environment. CO4 – Student will be able to comprehend the difference between comedy and humour.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Outcome Program Outcome Program Specific Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H M
CO2 H M H
CO3 H H M
CO4 M H
Readings 1. The Holy Bible, Genesis, chaps. 1–4, The Gospel according to St. Luke, chaps. 1–7 and 22–4. 2. Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton, 1992) chaps. 15, 16, 18, and 25. 3. Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton, 2006) chaps. 8, 11, and 13. 4. John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in The Norton Anthology of English Literature, vol. 1, 9th edn, ed. Stephen Greenblatt (New York: Norton 2012) pp. 1767–8.
Core Course 5: British Literature - 18th Century (BEN005B)
Course Objectives:
To acquaint the students with different literary forms of writing; poetry, drama and novel. To enlighten students with salient features of Neo-classicism and Enlightenment. To identify the gradual shift from reason to emotion through different literary texts. To apprise students with early advent of Romanticism and its features.
Course Content William Congreve Unit 1 The Way of the World
Jonathan Swift Unit 2 Gulliver’s Travels (Books III and IV)
Samuel Johnson Unit 3 Vanity of Human Wishes
Thomas Gray Unit 4 Elegy Written in a Country Churchyard
Oliver Goldsmith Unit 5 The Vicar of Wakefield
Daniel Defoe Unit 6 Robinson Crusoe
Suggested Topics and Background Prose Readings for Class Presentations Topics The Enlightenment and Neoclassicism Restoration Comedy The Country and the City The Novel and the Periodical Press
Course Outcomes
CO1 – Student will be able to understand the significance of reason and logic in context to neo-classicism and enlightenment.
CO2 – Student will be able to understand the social and political scenario in reference to historical background of Britain.
CO3 – Student will be able to analyze the difference between enlightenment and romanticism through the works of Thomas Gray.
CO4 - Student will be able to characterize Restoration Comedy and Comedy of Manners.
CO5 – Student will be able to understand the humanistic and moral values as reflected in the poem of Thomas Gray.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 H L H L
CO3 H H
CO4 H H
CO5 H M Readings 1. Jeremy Collier, A Short View of the Immorality and Profaneness of the English Stage (London: Routledge, 1996). 2. Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law of Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in Literature and Social Order in Eighteenth-Century England, ed. Stephen Copley (London: Croom Helm, 1984). 3. Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel Johnson, ed. Peter Martin (Cambridge, Mass.: Harvard University Press, 2009) pp. 194–7; Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden Compared’, from The Life of Pope, in The Norton Anthology of English Literature, vol. 1, ed. Stephen Greenblatt, 8th edn (New York: Norton, 2006) pp. 2693–4, 2774–7.
Core Course 6: British Romantic Literature (BEN006B)
Course Objectives: To acquaint students with the salient features of Romanticism and its writings. To provide the students with the broad idea of the social and historical contexts of British Romantic Literature. To understand the concept of function of poetry and simplicity and lucidity of expression of poets in romantic poetry. To assimilate the concept of nature and beauty in romantic poetry. To explore the gothic and super-natural element in romantic poetry.
Course Content
William Blake The Lamb The Chimney Sweeper The Tyger Unit 1 Introduction to The Songs of Innocence
Robert Burns A Bard’s Epitaph Scots Wha Hae
William Wordsworth Tintern Abbey Ode: Intimations to Immortality Unit 2 Samuel Taylor Coleridge Kubla Khan Dejection: An Ode
Lord George Gordon She Walks in Beauty The Destruction of Sennacherib Prometheus Unit 3 Percy Bysshe Shelley Ode to the West Wind Ozymandias Hymn to Intellectual Beauty
John Keats Ode to a Nightingale Unit 4 To Autumn’ On First Looking into Chapman’s Homer
George Eliot Unit 5 The Mill on the Floss
Suggested Topics and Background Prose Readings for Class Presentations Topics Reason and Imagination Conceptions of Nature Literature and Revolution The Gothic The Romantic Lyric
Course Outcomes
CO1 - Students will be able to perceive the concept of beauty and spiritual interpretation of nature in Romantic poetry. CO2 - Students will be able to appreciate the simplicity of theme and expression and lyric quality of romantic poetry. CO3 - Students will be able to understand the coinages like willing suspension of disbelief and negative capability in the ambit of imagination in romantic literature. CO4 - Students would get glimpse of the presence of Gothic element in romantic literature. CO5 - Students will be able to separate sensuousness from sensuality from the texts of Coleridge, Keats. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H M
CO2 H L H
CO3 H M H M
CO4 H M
CO5 M H
Readings 1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed. Harold Bloom and Lionel Trilling (New York: OUP, 1973) pp. 594–611. 2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter to Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry, ed. Harold Bloom and Lionel Trilling (New York: OUP, 1973) pp. 766–68, 777–8. 3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education, tr. Allan Bloom (Harmondsworth: Penguin, 1991). □. Samuel Taylor Coleridge, Biographia Literaria, ed. George Watson (London: Everyman, 1993) chap. XIII, pp. 161–66.
AECC 2: Communicative English (BEN032B)
Course Objectives:
This course on English for undergraduate students aims to develop the language skills of students who need to use English for academic and other purposes.
The sustained content in this course is based on Reading and Writing pedagogy, and uses authentic materials to teach students.
The accessible short texts used will help the students develop their speaking, reading, writing, vocabulary and grammar skills.
Course Content
Unit 1 Communication Communication, Process, Types, Flow, Barriers, Resolution
Communication Skill Unit 2 LSRW, Comprehension, Presentation Skill
Composition Unit 3 Paragraph writing, Letter, E-mail, Reports, CV and Resume
Functional Grammar Unit 4 Correction of sentences, Transformation of sentences, Narration, Voice Vocabulary Drill Homonym, Antonym, Synonym, Word formation, One word Unit 5 substitution
Course Outcomes CO1 – Student will develop their reading skills, read various texts efficiently and critically CO2 – Student will learn to extract the main ideas and key details of a text CO3 – Student will develop writing skills through a stimulus CO4 – Student will build their vocabulary CO5 – Student will develop their grammar skills CO6 – Student will speak according to the context and with confidence CO7 – Student will use academic skills for other courses of study Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
H CO1 H H CO2 H H CO3 M H H
CO4 H H
CO5 H M M CO6 H M H M
CO7 H M H M
Prescribed text book:
Tamuli, A. (2019). English Language for Undergraduate Students (Units 1 – 8), Cambridge: Cambridge University Press
Reference books:
Brown, K. & Hood, S. (2002). Academic Encounters: Intermediate to High Intermediate. Cambridge: CUP
Doff, A. & Jones, C. (2004). Language in Use: Intermediate Classroom Book. Cambridge: CUP
Jones, L. (1988). Cambridge Advanced English: Student’s Book. Cambridge: CUP Soars, J. & Soars, L. (2012). New
Headway: Intermediate. Oxford: OUP
Thaine, C. (2012). Cambridge Academic English: B1+ Intermediate Student’s Book. Cambridge: CUP
Semester III
Core Course 7: British Literature - 19th Century (BEN007B)
Course Objectives: To expose the students to the literature produced in Britain in the 19th century. To familiarize students with the characteristics of Victorian and late Victorian period. To enable students to understand the concept of marriage and sexuality, the concept of utilitarianism and its role in human life. To reflect on the aspects of instruction, entertainment, society, class and gender as perceived in the nineteenth century England. To enable students to understand the existing conflict between faith and doubt in Victorian society.
Course Content Unit 1 Jane Austen Pride and Prejudice Unit 2 Emily Bronte Wuthering Heights
Unit 3 Charles Dickens The Great Expectation
Unit 4 Alfred Tennyson The Lady of Shallot Ulysses Robert Browning My Last Duchess The Last Ride Together
Unit 5 Matthew Arnold Dover Beach Christina Rossetti The Goblin Market
Suggested Topics and Background Prose Readings for Class Presentations Topics Renaissance Humanism The Stage, Court and City Religious and Political Thought Ideas of Love and Marriage The Writer in Society
Course Outcomes
CO1 – Students will understand the development of fiction in England from the close of the eighteenth century. CO2 – Students will be able to acknowledge the relationship between fiction and popular taste especially Victorian sentimentality. CO3 – Students will apprehend the relevant social and political contexts. CO4 – Students will be able to evaluate various constructions of identity, such as age, sexuality, class, and region.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H M H H
CO3 M M L M H
CO4 H L M H H
Readings 1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 476–9. 2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704–11. 3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt. 1983) pp. 324–8, 330–5. 4. Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs- Merrill, 1970) pp. 13–18.
Core Course 8: British Literature - Early 20th Century (BEN008B)
Course Objectives: To familiarize the students with the new literature of Britain in the early decades of 20th century. To analyze how issues such as politics, history, ethnicity, geography, religion, class and gender have been explored in the 20th century British Literature. To understand the literary criticism and innovative techniques introduced by the writers of 20th century. To analyse the inter-relationships of form, content and style in the 20th century. To consider a number of theoretical models which have been applied to contemporary poetry.
Course Content Unit 1 Joseph Conrad The Heart of Darkness
Unit 2 D H Lawrence Sons and Lovers
Unit 3 Virginia Woolf Mrs Dalloway
Unit 4 Thomas Hardy Tess of D’Urberville
W B Yeats Leda and the Swan No Second Troy
Unit 5 T S Eliot The Love Song of J Alfred Prufrock Sweeney among The Nightingales The Hollow Men
Philip Larkin The Grass
Ted Hughes The Casualty
W H Auden Musee Dex Beux Arts The Unknown Citizen
Suggested Topics and Background Prose Readings for Class Presentations Topics Modernism, Post-modernism and non-European Cultures The Women’s Movement in the Early 20th Century Psychoanalysis and the Stream of Consciousness The Uses of Myth The Avant Garde
Course Outcomes
CO1 - To recognize the significance of the cultural, religious, social and historical contexts in which texts are produced and comment on the linguistic diversity they contain. CO2 – Students will be able to understand the new techniques i.e. Psycho analysis and stream of consciousness. CO3 - Students will be acquainted with the various aspects of women’s movement along with the different causes contributed to the rise of such movement. CO4 - To identify and use a number of theoretical models that has been applied to contemporary poetic texts
Course Articulation Matrix: (Mapping of COs with POs and PSOs
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6 CO1 H M L H L
CO2 H L H M
CO3 H L M M H
CO4 H H M
Readings 1. Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the Unconscious’, in The Modern Tradition, ed. Richard Ellman et. al. (Oxford: OUP, 1965) pp. 571, 578–80, 559–63. 2. T.S. Eliot, ‘Tradition and the Individual Talent’, in Norton Anthology of English Literature, 8th edn, vol. 2, ed. Stephen Greenblatt (New York: Norton, 2006) pp. 2319–25. 3. Raymond Williams, ‘Introduction’, in The English Novel from Dickens to Lawrence (London: Hogarth Press, 1984) pp. 9–27.
Core Course 9: Modern European Drama (BEN009B)
Course Objectives: To introduce the students to the best of experimental and innovative dramatic literature of modern Europe. To understand the origin of Absurd drama and major themes of Absurd drama. To understand the concept of heroism in modern European drama To understand the dynamic relationship between actors and audience, and to observe the transition from passive spectatorship to a more active and vital participatory process visible in newer forms in the 1970s. To understand the politics, social changes and the stages in modern European drama
Course Content Unit 1 Henrik Ibsen Ghosts
Unit 2 Bertolt Brecht The Good Woman of Schezuan
Unit 3 Samuel Beckett Waiting For Godot
Unit 4 Eugene Ionesco Rhinoceros
Unit 5 Harold Pinter The Birthday Party
Anton Chekov The Cherry Orchard
Suggested Topics and Background Prose Readings for Class Presentations Topics Politics, Social Change and the Stage Text and Performance European Drama: Realism and Beyond Tragedy and Heroism in Modern European Drama The Theatre of the Absurd
Course Outcomes
CO1 - The students will understand the concept of Absurd drama and its development CO2 - Students will learn about the socio-political changes and the element of realism in modern European drama CO3 - Students will be able to make a comparative study of traditional drama and absurd drama CO4 - Students would have acquainted with great absurd dramatists and realistic approach of modern European dramatist. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 M L H H
CO3 H H M
CO4 M M M Readings 1. Constantin Stanislavski, An Actor Prepares, chap. 8, ‘Faith and the Sense of Truth’, tr. Elizabeth Reynolds Hapgood (Harmondsworth: Penguin, 1967) sections 1, 2, 7, 8, 9, pp. 121–5, 137–46. 2. Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’, and ‘Dramatic Theatre vs Epic Theatre’, in Brecht on Theatre: The Development of an Aesthetic, ed. and tr. John Willet (London: Methuen, 1992) pp. 68– 76, 121–8. 3. George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber, 1995) pp. 303–24.
DSE 1: Indian Writing in English Translation (BEN015B)
Course Objectives: To give students a glimpse of the vast diversity of modern Indian writing in bhasha traditions. To show students the polyphonic tumultuous richness of the 19th and 20th centuries from peasant life in colonial India, to the mythical reality to real reality through the myriad life-worlds of the poems and stories. To encourage students in a deeper engagement with and a nuanced discussion of issues of history, memory, caste, gender and resistance through poems, stories and prose selections. To acquaint students with the concept of ‘twice born’ form of writing. In the process it partakes of both the native and alien perspectives and has an inherent inclination to be postcolonial
Course Content
Premchand ‘The Shroud’, in Penguin Book of Classic Urdu Stories, ed. M. Assaduddin Unit 1 Ismat Chugtai ‘The Quilt’, in Lifting the Veil: Selected Writings of Ismat Chugtai, tr.M. Assaduddin Gurdial Singh ‘A Season of No Return’, in Earthy Tones, tr. Rana Nayar Fakir Mohan Senapati ‘Rebati’, in Oriya Stories, ed. Vidya Das, tr. Kishori Charan Das (Delhi: Srishti Publishers, 2000). Rabindra Nath Tagore ‘Light, Oh Where is the Light?' Unit 2 'When My Play was with thee', Gitanjali: A New Translation with an Introduction by William Radice (New Delhi: Penguin India, 2011). G.M. Muktibodh ‘The Void’, (tr. Vinay Dharwadker) ‘So Very Far’, (tr. Tr. Vishnu Khare and Adil Jussawala), in The Oxford Anthology of Modern Indian Poetry, ed. Vinay Dharwadker and A.K. Ramanujam
Amrita Pritam ‘I Say Unto Waris Shah’, (tr. N.S. Tasneem) in Modern Indian Literature: An Anthology, Plays and Prose, Surveys and Poems, ed. K.M. George, vol. 3 Thangjam Ibopishak Singh Unit 3 ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ ‘The Land of the Half-Humans’, tr. Robin S. Ngangom, in The Anthology of Contemporary Poetry from the Northeast.
Dharamveer Bharati Unit 4 Andha Yug, tr. Alok Bhalla.
Habib Tanvir ‘Charandas Chor’ Unit 5
Suggested Topics and Background Prose Readings for Class Presentations Topics
The Aesthetics of Translation Linguistic Regions and Languages Modernity in Indian Literature Caste, Gender and Resistance Questions of Forms in 20th Century Indian Literature.
Course Outcomes
CO1 – The student will be able to understand the polyphony of modern Indian writing in translation. CO2 – The student will understand the multifaceted nature of cultural identities in various Indian literature, through indigenous literary tradition. CO3 – The student will be able to compare literary texts produced across Indian regional landscapes to seek similarities and differences in thematic and cultural perspectives. CO4 – The student will be able to explore and comprehend the images in literary productions that express the sense of their society. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H M H
CO2 H M M H
CO3 H M H
CO4 H M L H L
Readings 1. Namwar Singh, ‘Decolonising the Indian Mind’, tr. Harish Trivedi, Indian Literature, no. 151 (Sept./Oct. 1992). 2. B.R. Ambedkar, Annihilation of Caste in Dr. Babasaheb Ambedkar: Writings and Speeches, vol. 1 (Maharashtra: Education Department, Government of Maharashtra, 1979) chaps. 4, 6, and 14. 3. Sujit Mukherjee, ‘A Link Literature for India’, in Translation as Discovery (Hyderabad: Orient Longman, 1994) pp. 34–45. 4. G.N. Devy, ‘Introduction’, from After Amnesia in The G.N. Devy Reader (New Delhi: Orient BlackSwan, 2009) pp. 1–5.
DSE 2: Literature of Indian Diaspora (BEN016B)
Course Objectives: To provide students with preliminary knowledge on the intrinsic connection between literature and Diaspora. To study the concepts of Diaspora, alienation, migration, and nostalgia. To study narrative techniques used by Diaspora writers to express their mindscape To help students acquire a set of basic skills in literary communication narration and explication of diasporic practices and processes To enable an appreciation of the global inter-sectionalities stemming out of increased migration and cross cultural living culminating into diasporic practices To analyse the writings of diverse authors representing world’s major diasporic communities.
Course Content
Rohinton Mistry Unit 1 A Fine Balance
Chitra Banerjee Divkaruni Unit 2 Mistress of Spices
Meera Syal Unit 3 Anita and Me
Jhumpa Lahiri Unit 4 The Namesake
Vikram Seth Unit 5 Three Chinese Poets
Suggested Topics and Background Prose Readings for Class Presentations Topics The Diaspora Nostalgia New Medium Alienation
Course Outcomes
CO1 – Student will have an understanding of issues of diaspora, location, history and geography in literature. CO2 – Student will be aware of relationship between literary texts and historical, political and cultural contexts. CO3 – Student will gain insight into the complex traumatic and fragmented history of South Asia which led to modern cultural imaginaries of home identity and belonging. CO4 – Student will be able to understand double ‘alienation’ and ‘marginalization’ in context of women diasporic writer and character. CO5 – Student will be able to comprehend the role and significance of memory and sense of nostalgia. Course Articulation Matrix: (Mapping of COs with POs and PSOs
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 M H M H
CO2 H M H
CO3 M M L H
CO4 M M H M CO5 H H
Reading 1. “Introduction: The diasporic imaginary” in Mishra, V. (2008). Literature of the Indian diaspora. London: Routledge 2. “Cultural Configurations of Diaspora,” in Kalra, V. Kaur, R. and Hutynuk, J. (2005). Diaspora & hybridity. London: Sage Publications. “The New Empire within Britain,” in Rushdie, S. (1991). Imaginary Homelands. London: Granta Books
GE 1: Academic Writing and Composition (BEN024B)
Course Objectives This course is designed to help undergraduate students develop the research composition, argument and writing skills that will enable them to improve their written abilities for higher studies and academic endeavors.
Course Content Introduction to the Writing Process Unit 1
Introduction to the Conventions of Academic Writing Unit 2 Writing in one’s own words: Summarizing and Paraphrasing
Unit 3 Critical Thinking: Syntheses Analyses and Evaluation
Unit 4 Structuring an Argument: Introduction Interjection and Conclusion
Citing Resources Editing Book and Media Review Unit 5
Keywords Formal and informal writing Writing process Summary Paraphrase Note making Editing Citation Plagiarism Bibliography
Course Outcomes
CO1 – Student will be able to differentiate between formal and informal writing. CO2 – Student will be acquainted with different formats of writing. CO3 – Student will develop researching skill. CO4 – Student will learn about plagiarism. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 M H H H
CO2 H H H CO3 H H H M
CO4 H H H
Suggested Readings
1. Liz Hamp-Lyons and Ben Heasley Study Writing: A Course in Writing Skills for Academic Purposes (Cambridge: CUP 2006) 2. Renu Gupta A Course in Academic Writing (New Delhi: Orient BlackSwan 2010) 3. IlonaLeki Academic Writing: Exploring Processes and Strategies (New York: CUP 2nd edn 1998) 4. Gerald Graff and Cathy Birkenstein They Say/I Say: The Moves That Matter in Academic Writing (New York: Norton 2009) 5. Anjana Neira Dev Academic Writing and Composition New Delhi: Pinnacle 2015
GE 2: Language Literature and Culture (BEN025B)
Course Objectives This course is designed to introduce the students with the basic concepts of language its characteristics its structure and how it functions. The course further aims to familiarise the students how language is influenced by the socio-political-economic- cultural realities of the society It also acquaints the students about the relation between language and literature. This section of the course will involve a study of significant themes and forms of Indian literature through the ages with the help of prescribed texts
Course Content
Language and Communication What is Language? The Definition of Language The Characteristics of Human language Why Does Language Matter?
How Language Functions? Speaker – Listener – Message Phonology Morphology Syntax and Semantics (only terms and definitions will be asked) Phonemes, phonetic transcription and phonology Unit 1 Morphemes: free and bound morphemes Simple complex compound words Inflectional/ derivational morphology The process of word formation Basic notions of syntactic constituents and phrase structure Clauses and sentences Language and Society Language and Class Language and Gender Language and Ethnicity Language and Identity Language Variation o Dialect Idiolect Slang Pidgin Creole Jargon o Standard and Non-Standard Language o Bilingualism Multi-lingulism o Code-mixing Code-switching
Different Phases of Indian literatures: Ancient Medieval and Modern
Chapter 1: Veda Vyasa, The Mahabharata: The Ekalavya Episode
Chapter 2: Sudraka, Mrichchhakatika: The Making of a Breach
Chapter 3: Ilanko Atikal, Cilappatikaram: The Book of Mathura
Chapter 4: Mirabai,‘I Know Only Krsna’
Chapter 5: Amir Abul Hasan Khusrau,‘Separation’
Chapter 6: Asadullah Khan Ghalib,‘Desires Come by the Thousands’
Chapter 7: Faiz Ahmad Faiz,‘Do Not Ask’ Unit 2 Chapter 8: Subramania Bharati,‘The Palla Song’
Chapter 9: Rabindranath Tagore, ‘The Cabuliwallah’
Chapter 10: Shrilal Shukla,‘Raag Darbari’
Chapter 11: Ismat Chugtai,‘Touch-Me-Not’
Chapter 12: Amrita Pritam,‘To Waris Shah’
Chapter 13: Masti Venkatesha Iyengar,‘Venkatashami’s Love Affair’
Chapter 14: Indira Goswami,‘The Journey’
Chapter 15: Omprakash Valmiki,‘Joothan’
Chapter 16 Shrikant Mahapatra, Folk Songs
Culture and Society in Contemporary India The Idea of Culture Culture and the Media o ‘Notes on the History of the Study of the Indian Society and Culture’in Structure and Change in Indian Society ed Milton Singer and Bernard S Cohn (Chicago: Aldine Press1968)
o ‘Towards a Definition of Culture’ in India and World Culture(New Delhi: Sahitya Academy 1986 Unit 3 o ‘Culture and Ideology’ in Culture Ideology and Hegemony: Intellectual and Social Consciousness in Colonial India (Practice London and New York:Longman) 1995 o Communications and Culture ed MR Dua Delhi: Galgotia Publishing Co 1997 o Journalism: Changing Society Emerging Trends Delhi Author speak 2003
Keywords Language Indian literature Literary diversity Language varieties Culture Literature and culture Culture and practice Globalization
Course Outcomes
CO1 – Student will learn about language as a tool of communication. CO2 – Student will be acquainted with nuances of literature. CO3 – Student will be able to understand the relationship of language usage in literature creation. CO4 – Student will be able to understand about different culture through language and literature. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 M H H H
CO2 H M H H
CO3 H H H M
CO4 H M H H
Bibliography 1. Fowler, Roger (ed) Essay on Style and Language London: Routledge and Kegan Paul Ltd 1966 2. Fowler, Roger The Linguistics of Literature London: Routledge and Kegan Paul Ltd 1971 3. Widdowson, H G Stylistics and the Teaching of Literature London: Longman 1979 4. Bailey, R W and J L Robinson eds Varieties of present-day English New York: Macmillan 1973 5. Fishman, J A Sociolinguistics: A Brief Introduction Mass: Newbury House Rowley 1971 6. Gupta, R S and K S Agarwal Studies in Indian Sociolinguistics New Delhi: Creative Books 1996 7. Hudson, R A Sociolinguistics Cambridge: Cambridge University Press 1980 8. Leech, Geoffrey and Michael Short Style in Fiction London: Longman 1981 9. Sisir Kumar Das ed A History of Indian Literature New Delhi: Sahitya Akademi 1995
Semester IV
Core Course 10: Literary Theory (BEN010B)
Course Objectives: To give the students a firm grounding in a major methodological aspect of literary studies known as theory To understand the concept of structuralism and post structuralism, synchrony, diachrony, paradigm and syntagm. To learn about the rise of feminism and its significance for the betterment of women society. To understand the scope of orientalism by studying postcolonial literature
Course Content Marxism a. Antonio Gramsci, ‘The Formation of the Intellectuals’ and ‘Hegemony (Civil Society) and Separation of Powers’, in Selections from the Prison Notebooks, ed. and tr. Quentin Hoare and Geoffrey Novell Smith (London: Unit 1 Lawrence and Wishart, 1971) pp. 5, 245–6. b. Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in Lenin and Philosophy and Other Essays (New Delhi: Aakar Books, 2006) pp. 85–126.
Feminism a. Elaine Showalter, ‘Twenty Years on: A Literature of Their Own Revisited’, in A Literature of Their Own: British Women Novelists from Bronte to Lessing (1977. Rpt. London: Virago, 2003) pp. xi–xxxiii. Unit 2 b. Luce Irigaray, ‘When the Goods Get Together’ (from This Sex Which is Not One), in New French Feminisms, ed. Elaine Marks and Isabelle de Courtivron (New York: Schocken Books, 1981) pp. 107–10.
Post structuralism a. Jacques Derrida, ‘Structure, Sign and Play in the Discourse of the Human Science’, tr. Alan Bass, in Modern Criticism and Theory: A Unit 3 Reader, ed. David Lodge (London: Longman, 1988) pp. 108–23. b. Michel Foucault, ‘Truth and Power’, in Power and Knowledge, tr. Alessandro Fontana and Pasquale Pasquino (New York: Pantheon, 1977) pp. 109–33.
Postcolonial Studies a. Mahatma Gandhi, ‘Passive Resistance’ and ‘Education’, in Hind Swaraj and Other Writings, ed. Anthony J Parel (Delhi: CUP, 1997) pp. 88–106. Unit 4 b. Edward Said, ‘The Scope of Orientalism’ in Orientalism (Harmondsworth: Penguin, 1978) pp. 29–110. c. Aijaz Ahmad, ‘“Indian Literature”: Notes towards the Definition of a Category’, in In Theory: Classes, Nations, Literatures (London: Verso, 1992) pp. 243–285.
Suggested Background Prose Readings and Topics for Class Presentations Topics The East and the West Questions of Alterity Power, Language, and Representation The State and Culture
Course Outcomes
CO1 - Students will understand different aspects of literary studies known as theory CO2 - Students will be sensitized about the importance of feministic movement and its impact on society. CO3 - Students will learn and understand the scope of orientalism and its importance CO4 - The background reading of East and west, state and culture and language would have widened their idea and thoughts. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 M H M M H M
CO3 H M
CO4 H M M M
Readings 1. Terry Eagleton, Literary Theory: An Introduction (Oxford: Blackwell, 2008). 2. Peter Barry, Beginning Theory (Manchester: Manchester University Press, 2002).
Core Course 11: American Literature (BEN011B)
Course Objectives: To acquaint students with the wide and varied literatures of America: literature written by writers of European particularly English descent reflecting the complex nature of the society that emerged after the whites settled in America in the 17th century To include Utopian narrative transcendentalism and the pre- and post- Civil War literature of the 19th century To introduce students to the African American experience both ante-bellum and post-bellum reflected in the diversity of literary texts To familiarize students with native American literature which voices the angst of a people who were almost entirely wiped out by forced European settlements and To include modern and contemporary American literature of the 20th century.
Course Content
James Fenimore Cooper Unit 1 The Pioneers Tennessee Williams A Streetcar Named Desire
Unit 2 Toni Morrison Beloved
Unit 3 F. Scott Fitzgerald The Great Gatsby
Edgar Allan Poe The Purloined Letter William Faulkner Unit 4 Dry September Anne Bradstreet The Prologue Nathaniel Hawthorne Rappaccini’s Daughter
Robert Frost The Road Not Taken Mending Wall Unit 5 After Apple Picking Walt Whitman O Captain, My Captain Alexie Sherman Alexie Crow Testament Evolution
Suggested Topics and Background Prose Readings for Class Presentations Topics The American Dream Social Realism and the American Novel Folklore and the American Novel
Course Outcomes
CO1 - Students will be able to understand the American themes of self-reliance individualism, sin and redemption were shaped through its rich and varied literature. CO2 – Students will gain knowledge about how multiculturalism was shaped through its rich literature. CO3 - Students will learn some aspects of American English usage and diction. CO4 - Students will gain an understanding of how society, culture and politics affect literature
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H H
CO2 H M M H
CO3 M M M M
CO4 H M H H H
DSE 3: Literature and Cinema (BEN017B)
Course Objectives: To examine the close relationship between literature and cinema by studying the points of contact of literary and cinematic praxis To enable students to study cinema as a composite medium since the texts under discussion will open space for examining cinema as audio-visual articulation as adaptation/translation and as a form of (popular) culture with its own parameters of reception and its own history (movements/frameworks of study). To equip students in a practical sense for understanding the cinematic medium. To examine cinema as an art employing different time frames situations literary cultures and other media/forms to compose itself as a text. To stress the interdisciplinary nature of academic work by imparting skills of reading and understanding literary texts and cinematic expressions through the development of relevant critical vocabulary and perspective among students and. To provide a theoretical framework to strengthen the awareness about intertextuality and the convergence between the modes of literature and cinema.
Course Content James Monaco ‘The Language of Film: Signs and Syntax’, in How To Read a Film: The Unit 1 World of Movies, Media & Multimedia (New York: OUP, 2009) chap. 3, pp. 170– 249.
William Shakespeare Romeo and Juliet, and its adaptations: Romeo & Juliet (1968; dir. Franco Unit 2 Zeffirelli, Paramount); and Romeo + Juliet (1996; dir. Baz Luhrmann, 20th Century Fox).
Bapsi Sidhwa Ice Candy Man and its adaptation Earth (1998; dir. Deepa Mehta, Cracking the Earth Films Incorp.)
Unit 3 Amrita Pritam Pinjar: The Skeleton and Other Stories, tr. Khushwant Singh (New Delhi: Tara Press, 2009) and its adaptation: Pinjar (2003; dir. C.P. Dwivedi, Lucky Star Entertainment).
Ian Fleming From Russia with Love, and its adaptation: From Russia with Love Unit 4 (1963; dir. Terence Young, Eon Productions).
Other films that may be used for class presentations: 1. William Shakespeare, Comedy of Errors, Macbeth, and Othello and their adaptations: Angoor (dir. Gulzar, 1982), Maqbool (dir. Vishal Bhardwaj, 2003), Omkara (dir. Vishal Bhardwaj, 2006) respectively. 2. Jane Austen, Pride and Prejudice and its adaptations: BBC TV mini-series (1995), Joe Wright (2005) and Gurinder Chadha’s Bride and Prejudice (2004). 3. Rudaali (dir. Kalpana Lajmi, 1993) and Gangor or ‘Behind the Bodice’ (dir. Italo Spinelli, 2010). 4. Ruskin Bond, Junoon (dir. Shyam Benegal, 1979), The Blue Umbrella (dir. Vishal Bhardwaj, 2005), and Saat Khoon Maaf (dir. Vishal Bhardwaj, 2011). 5. E.M. Forster, Passage to India and its adaptation dir. David Lean (1984)
Course Outcomes -
CO1 – Student will display a working knowledge of film techniques, offering descriptive examples from films CO2 – Student will be able to identify and describe distinct cinematic elements pertaining to genres and directors
CO3 – Student will be able to analyze films for their structure and meaning, using appropriate terminology
CO4 – Student will be able to write analytically about films using MLA guidelines.
CO5 – Student will be able to effectively communicate ideas and critique related to the films during class and group activities.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H M M
CO2 H H
CO3 H H
CO4 M H
CO5 H H M M L
Suggested Topics and Background Prose Readings for Class Presentations Topics Theories of Adaptation Transformation and Transposition Hollywood and ‘Bollywood’ The ‘Two Ways of Seeing’ Adaptation as Interpretation
Readings 1. Linda Hutcheon, ‘On the Art of Adaptation’, Daedalus, vol. 133, (2004). 2. Thomas Leitch, ‘Adaptation Studies at Crossroads’, Adaptation, 2008, vol. 1, no. 1, pp. 63–77. 3. Poonam Trivedi, ‘Filmi Shakespeare’, Litfilm Quarterly, vol. 35, issue 2, 2007.
4. Tony Bennett and Janet Woollacott, ‘Figures of Bond’, in Popular Fiction: Technology, Ideology, Production, Reading, ed. Tony Bennet (London and New York: Routledge, 1990).
DSE 4: Partition Literature (BEN018B)
Course Objectives: To enable an understanding of the affective dimensions of the Partition in varied geopolitical spaces. To aid the student in comprehending the country’s postcolonial realities. To introduce students to the following topics through the study of literary texts: colonialism nationalisms and the Partition of India in 1947 communalism violence and the British Rule in India homelessness exile and migration women and children in the Partition refugees rehabilitation and resettlement borders and borderlands.
Course Content Intizar Husain Unit 1 Basti, tr. Frances W. Pritchett
Amitav Ghosh The Shadow Lines. Unit 2 Bhishm Sahani Tamas Shauna Singh Baldwin Unit 3 What the Body Remembers
Sa’adat Hasan Manto Toba Tek Singh Unit 4 Navtej Singh An Evening in Lahore Unit 5 Jibananda Das I Shall Return to This Bengal Gulzar Toba Tek Singh (Poem)
Films Garam Hawa (dir. M.S. Sathyu, 1974). Khamosh Paani: Silent Waters (dir. Sabiha Sumar, 2003). Subarnarekha (dir. Ritwik Ghatak, 1965)
Suggested Topics and Readings for Class Presentation Topics Colonialism, Nationalism, and the Partition Communalism and Violence Homelessness and Exile Women in the Partition
Course Outcomes
CO1 – Student will develop a strong understanding of the complex politics that led to the partition of the Indian subcontinent into the two states of India and Pakistan. CO2 – Student will have an insight to human and social costs of geo-political power struggles. CO3 – Student will have an understanding of how “History” informs literature. CO4 – Student will be able to comprehend the sense of alienation and exile in the context of partition. CO5 – Student will be able to understand the role and position of women during partition. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H M H
CO2 H M H H
CO3 H M M H
CO4 M M H
CO5 H M M H
Background Readings and Screenings 1. Ritu Menon and Kamla Bhasin, ‘Introduction’, in Borders and Boundaries (New Delhi: Kali for Women, 1998). 2. Sukrita P. Kumar, Narrating Partition (Delhi: Indialog, 2004). 3. Urvashi Butalia, The Other Side of Silence: Voices from the Partition of India (Delhi: Kali for Women, 2000). 4. Sigmund Freud, ‘Mourning and Melancholia’, in The Complete Psychological Works of Sigmund Freud, tr. James Strachey (London: Hogarth Press, 1953) pp. 3041–53.
GE3: Film Studies (BEN026B)
Course Objectives This paper enables students to gain skills in the language of film via appreciation of its specific features as a medium. The course is practically oriented so as to encourage students to acquire the competence necessary to become engaged viewers critics/reviewers and creators/producers in the medium. The course will attempt to make film a democratic and accessible medium for students as creative and analytical persons and may further enable students to take up work in different arenas of digital humanities. Course Content
Language of Cinema Mise en scene Unit 1 Cinematography Editing Sound
Genre in Hollywood Cinema Definitions of genre Unit 2 Taxonomies of genre Genre as economic strategy Genre as cognition Rethinking genre
Themes from Contemporary Indian Cinema (From the 70s to the present) Unit 3 The city -- underworld -- communalism -- terrorism -- gender issues -- the Indian Art Cinema
Film Review Criticism and Script writing Screenplays Unit 4 a) Vishal Bhardwaj Maqbool b) Thelma and Louise
Practical Component Evaluation Unit 5
Suggested Films Psycho (1960 dir. Alfred Hitchcock) Jaane Bhi Do Yaaro (1983 Kundan Shah) Akam (2013 dir. Shalini Usha Nair) Nayakan (1987 dir. Mani Ratnam) – Tamil Hirak Rajar Deshe (1980 dir. Satyajit Ray)
Course Outcomes
CO1 - To examine those specific features of composition that help create films: camera- sound- script- and editing-work will be studied so that students learn the elements of putting a film together. CO2 -To study cinema as a form with history and context the paper traces genres and geographies examining the legacies left to us to renew. CO3 - To take up work in the medium the course will require them to write and review films so as to generate a repertoire of analyses and interpretations. CO4 - Projects and/or practical work may be used to supplement units 1&4 most particularly to help students interested in the medium to build up a portfolio of work through practice of the Discipline.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H M
CO2 H H H
CO3 H M H H
CO4 H H
Guidelines for paper writing 1. Students may turn in a portfolio of 4 film reviews/one academic paper/one short film/one film script (fiction or nonfiction) 2. For reviews: criteria for choice of films must be explicitly stated in the form of a position paper. Films must be from a wide time-arc and must include old and just- released films. Total word count of 4 reviews+position paper must not exceed 3000 words. 3. Academic paper can be on any aspect of film and follow all the usual considerations thereon. 3000 words including bibliography and notes. 4. Film script including shots camera position sound/background notes and cuts. Script may be for a film of max 20 minutes length. 5. Film Length: 5-7 minutes of moving image not stills. Films can be evaluated as creative output on the following counts and teachers may decide what gets weightage for the entries they receive: Creativity Originality Screenplay/ Storytelling Technical Execution Narrative/ Performance/Props costumes sets locations ( production design) Cinematography (camera angles movement lighting frames etc.) Use of background music/enhancement w credit - Use of visual enhancements like transitions titles credits subtitles or even special effects etc...if any
Reading 1. Dix Andrew. Beginning Film Studies. Pp. 9-100. New Delhi: Viva 2010. 2. Nelmes Jill Ed. An Introduction to Film Studies. Pp. 152-169. London and New York: Routledge 2003. 3. Mazumdar Ranjani. Bombay Cinema: An Archive of the City. Pp. 79-109. Ranikhet: Permanent Black 2007. 4. Vasudevan Ravi. ‘The Melodramatic Public’. Pp. 303-333. Ranikhet: Permanent Black 2010. 5. Timothy Corrigan. A Short Guide to Writing About Film (9th Ed) Pearson 2014. 6. Mrinal Sen and Arun Kaul ‘Manifesto of the New Cinema Movement’ in Scott Mackenzie (Ed.) Film Manifestos and Global Cinema Cultures: A Critical Anthology. Pp. 165 -168. Berkeley London and Los Angeles: University of California Press 2014. 7. Rajadhyaksha Ashish. ‘The 'Bollywoodization of the Indian Cinema: Cultural Nationalism in a Global Arena’ in Anandam P. Kavoori and AswimPunathambekar (Ed.) Global Bollywood. Pp. 17-40. New Delhi: OUP 2009.
GE 4: Applied Gender Studies: Media Literacies (BEN027B)
Course Objectives This course will help students perceive understand and interpret issues of gender in various cultural texts in India particularly in mass media representations including advertising cinema and journalism. The course aims to mainstream ideas from gender theory so as to equip the common student to intervene in these issues in an informed way and to become both an informed consumer as well as a confident and ethical participant. The course will focus on enhancing students’ textual skills via the use of Indian primary conceptual critical and applied texts to create media literacy.
Course Content
Gender/s: concepts and frameworks Femininities/Masculinities Cis/Trans bodies Heterosexuality/ Unit 1 Homosexuality/ Heteronormativity/ Heteropatriarchy Sexism/Privilege/Biology/Reproduction
Analysing gender in advertising
The use of gendered stereotypes and privilege in advertising hegemonic Unit 2 and normative ideas of gender and sexuality in selling and buying products consumption of goods bodies commodification and objectification the reach and memorability of advertising matrimonial and personal ads and reinforcement of caste/class/gender binaries.
Analysing representations of gender in reporting and journalism
Vocabulary of news media coverage in relation to gender representation of masculine/feminine/non-dimorphic bodies Re-narrativizing this vocabulary Unit 3 productively difference in coverage of stories of obviously ‘gendered’ subjects such as rape heroism war domestic violence sexual harassment and supposedly ‘neutral’ subjects like labour rights or work and wages or health or politics advocacy networks for various minority subjects persistence of sexism in new media
Gender as represented in film (fiction and nonfiction/documentary)
Narrative time available to male/female/trans subjects use of normative heterosexuality and gender privilege in plots casting narrative Unit 4 development and marketing of films the Bechdel test: the importance of clearing it and the implications for mainstream narrativization consistently failing the test documentary films for presentation of alternative narratives.
Practicals (14 hours)
1. Students may submit for evaluation either one full-length academic essay or produce a portfolio that re-writes or re-scripts or reviews texts they select (with the assistance of the teacher) from contemporary Indian media such that units 2 3 and 4 each are represented in the portfolio. Alternatively students may choose to focus on any one of units 2/3/4 should they have special aptitude for or interest in any area.
2. The objective of the course is to enable the student to intervene as an informed gender-ethical respondent to media narratives so any mode of media that permits this analysis such as blog- posts television programming new media including social media documentary and other short films news coverage may also be admitted such that they are equivalent in total effort to a full- length academic essay. 3. Students may also be encouraged to create samplers and portfolios of contemporary coverage thematically. 4. Students are to be encouraged to find and bring supplementary texts to classroom discussion for all units.
Course Outcomes
CO1 - Train students to identify read closely and rewrite narratives of gendered privilege in contemporary Indian popular representation. CO2 - Examine the intersections of gender with other categories like caste race etc. to understand how different forms of privilege/oppression and resistance/subversion interact in heterogeneous and variable formations. CO3 - Focused on practical application students will over the duration of the course create a portfolio of interpretative work that analyses fictional and non- fictional mass medium narratives and that can serve as foundations/sourcebooks for intervention to reduce gender discrimination through media literacy. CO4 - The course may be taught to Honours and Program course students. Teachers may evolve more advanced practical work methodologies for advanced students.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H M H
CO2 H M H
CO3 H M L H
CO4 H M
Readings 1. Kandasamy, Meena. ‘Screwtiny’‘Pride goes before a full-length mirror’‘Joiussance’ and ‘Backstreet Girls’ in Ms Militancy. Delhi: Navayana 2014. 2. Dasgupta, R.K and Gokulsing K. M. ‘Introduction: Perceptions of Masculinity and Challenges to the Indian Male’ Rohit K. Dasgupta & K. Moti Gokulsing (eds). Masculinity and its Challenges in India: Essays on Changing Perceptions. Jefferson NC: McFarland 2014 pp 5- 26 3. Selections from Autobiographies of Transgenders: Laxmi PG Joshi (translator) and R Raj Rao (translator) Me Hijra Me Laxmi.New Delhi: OUP/ A. Revathi V. Geetha. The Truth About Me: A Hijra Life Story. New Delhi: Penguin 2010. 4. Nadimpally S. and V. Marwah.‘Shake her she is like the tree that grows money! In Of Mothers and Others: Stories Essays Poems.’ Edited by J. Mishra. New Delhi: Zubaan 2013. 5. Chaudhuri Maitrayee. ‘Gender and Advertisements: The Rhetoric of Globalisation’Women's Studies International Forum 2001 24.3/4 pp. 373-385. 6. Jha Sonora and Mara Adelman. ‘Looking for love in all the white places: a study of skin color preferences on Indian matrimonial and mate-seeking websites.’Studies in South Asian Film & Media 1.1 (2009): 65-83. 7. View and discuss any one of the feature films: (a) Dangal (Dir. Nitish Tiwari. 2016. UTV and Walt Disney Pictures) (b) Chak De (Dir. Shimit Amin. Yash Raj Films 2007) (c) Pink (Dir. Aniruddha Roy Chowdhury. Rashmi Sharma Telefilms 2016). 8. View and discuss the documentary films Unlimited Girls (Dir. Paromita Vohra. Sakshi 2002) and Newborns (Dir. Megha Ramaswamy. Recyclewala Labs 2014).
9. Khabar LahariyaFAQ (http://khabarlahariya.org/faqs/ accessed on 05.05.2018) and ‘Open letter to ourle Colleagues of the Media World from Khabar Lahariya Editors’ (http://khabarlahariya.org/an-open-letter-to-our-male-colleagues-of-the-media-world- from-khabar-lahariya-editors/ May 03. 2018. Accessed on 05.05.2018). 10. Rege Sharmila ‘Dalit Women Talk Differently: A Critique of 'Difference' and Towards a Dalit Feminist Standpoint Position’ in Economic and Political Weekly Vol. 33 No. 44 1998 pp. WS39-WS46. 10. Dixit Neha and Sen Orijit. ‘The Girl Not from Madras.’ In First Hand. Delhi: Yoda Press 2016. Pp 324-43 and ‘It is Hard to be a Journalist in India. Is it Harder if you’re a Woman?’ (http://theladiesfinger.com/press-freedom/ September 16 2016. Accessed on 05.05.2018). 12. Siddiqui Gohar. ‘Behind Her Laughter is Fear: Domestic violence and transnational feminism’. Jump Cut 55 (2013 Fall) (https://www.ejumpcut.org/archive/jc55.2013/SiddiquiDomesAbuseIndia/index.html. accessed on 05.05.2018)
Notes For visually challenged students
Reading no. 7 is Phadke Shilpa Sameera Khan and Shilpa Ranade. ‘Why Loiter? Women and Risk on Mumbai Streets’. New Delhi: Penguin 2011. Pp. 65—106. Reading no. 8 is Agnihotri Anita. ‘The Peacock.’Seventeen. New Delhi: Zubaan 2011. 69-79 and Paromita Vohra's ‘Interview with Veena Mazumdar part 1’ and ‘Interview with Veena Mazumdar part 2’. Unlimited Girls footage. Point of View. https://pad.ma/MH/info and (https://pad.ma/NC/info. Accessed on 05.05.2018). Reading 10 to replace graphic story is ‘Sarpanch Woodcutter Handpump Mechanic: Dalit Women in UP tell Women@Work Stories’. (http://theladiesfinger.com/woodcutter-sarpanch- handpump-mechanic-dalit-women- work-stories. May 02 2018. Accessed on 05.05.2018).
Semester V
Core Course 12: Women’s Writing (BEN012B)
Course Objectives: To understand different forms of literature: poetry, fiction, short fiction and critical writings To understand women’s literary history, women’s studies and feminist criticism. To understand and examine closely narratives that seek to represent women femininities and by extension gendering itself To understand how gender norms intersect with other norms such as those of caste race religious and community to create further specific forms of privilege and oppression Identify how gendered practices influence and shape knowledge production and circulation of such knowledges including legal sociological and scientific discourses.
Course Content
Emily Dickinson I cannot live with you I’m wife; I’ve finished that
Sylvia Plath Unit 1 Daddy Lady Lazarus
Eunice De Souza Advice to Women Bequest
Alice Walker Unit 2 The Color Purple
Charlotte Perkins Gilman The Yellow Wallpaper Unit 3 Katherine Mansfield Bliss
Mahashweta Devi Draupadi, tr. Gayatri Chakravorty Spivak (Calcutta: Seagull, 2002) Unit 4 Mary Wollstonecraft A Vindication of the Rights of Woman (New York: Norton, 1988) chap. 1, pp. 11–19; chap. 2, pp. 19–38.
Kamala Markandya Nectar in Sieve Unit 5 Rassundari Debi Excerpts from Amar Jiban in Susie Tharu and K. Lalita, eds. Women’s Writing in India, vol. 1 (New Delhi: OUP, 1989)
Suggested Topics and Background Prose Readings for Class Presentations Topics The Confessional Mode in Women's Writing Sexual Politics Race, Caste and Gender Social Reform and Women’s Rights Course Outcomes
CO1 - Students will be able to understand gender equality and women’s rights. CO2 - Students will learn about the revolutionary changes that occurred due to women empowerment. CO3 - Students will be acquainted with the suppression and oppression a woman faces in a society. CO4 - Students will learn about problems women faces within different cultures and political boundaries.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 M H M H
CO3 H M H
CO4 H H H
Readings 1. Hector St John Crevecouer, ‘What is an American’, (Letter III) in Letters from an American Farmer (Harmondsworth: Penguin, 1982) pp. 66–105. 2. Frederick Douglass, A Narrative of the life of Frederick Douglass (Harmondsworth: Penguin, 1982) chaps. 1–7, pp. 47–87. 3. Henry David Thoreau, ‘Battle of the Ants’ excerpt from ‘Brute Neighbours’, in Walden (Oxford: OUP, 1997) chap. 12. 4. Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of Ralph Waldo Emerson, ed. with a biographical introduction by Brooks Atkinson (New York: The Modern Library, 1964). 5. Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark: Whiteness and Literary Imagination (London: Picador, 1993) pp. 29–39.
Core Course 13: Popular Literature (BEN013B)
Course Objectives: This paper seeks to introduce the students to genres such as romance, detective fiction, fantasy/mythology, which have a ―mass‖ appeal, and can help us gain a better understanding of the popular roots of literature. To enable students to trace the rise of print culture in England, and the emergence of genre fiction and bestsellers To familiarize students with debates about culture, and the delineation of high and low culture To help them engage with debates about the canonical and non-canonical, and hence investigate the category of literary and non-literary fiction.
Course Content
Harper Lee Unit 1 To Kill a Mocking Bird Paulo Coelho The Alchemist
Nicholas Spark Unit 2 The Notebook
Michael Ondaatje Unit 3 The English Patient
Unit 4 Sarnath Banerjee Corridor Satyajit Ray The Complete Adventures of Feluda (two stories)
Amish Unit 5 The Immortals of Meluha Ashwin Sanghi The Rozabal Line
Suggested Topics and Background Prose Readings for Class Presentations Topics Coming of Age The Canonical and the Popular Caste, Gender and Identity Ethics and Education in Children’s Literature Sense and Nonsense The Graphic Novel
Course Outcomes
CO1 - Students will be able to differentiate between canonical and the popular literature. CO2 - Students will be able to understand the effectiveness of the detective fiction, fantasy/mythology and romance which have a mass appeal. CO3 - Students will have better understanding of the popular roots of literature. CO 4 - Students will be able to differentiate between ’sense’ and ‘nonsense’ in literature.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H M H
CO3 H M
CO4 H L
Readings 1. Chelva Kanaganayakam, ‘Dancing in the Rarefied Air: Reading Contemporary Sri Lankan Literature’ (ARIEL, Jan. 1998) rpt, Malashri Lal, Alamgir Hashmi, and Victor J. Ramraj, eds., Post Independence Voices in South Asian Writings (Delhi: Doaba Publications, 2001) pp. 51–65. 2. Sumathi Ramaswamy, ‘Introduction’, in Beyond Appearances?: Visual Practices and Ideologies in Modern India (Sage: Delhi, 2003) pp. xiii–xxix. 3. Leslie Fiedler, ‘Towards a Definition of Popular Literature’, in Super Culture: American Popular Culture and Europe, ed. C.W.E. Bigsby (Ohio: Bowling Green University Press, 1975) pp. 29–38. 4. Felicity Hughes, ‘Children’s Literature: Theory and Practice’, English Literary History, vol. 45, 1978, pp. 542–61.
DSE 5: World Literature (BEN019B)
Course Objectives: This course seeks to introduce students to various genres of contemporary literature through works that are familiar and have established themselves in the popular parlance. These texts will be studied from various prisms – class, caste, gender, race, etc., and will equip students with an understanding of the linkages between literature history and society in our times
Course Content V.S. Naipaul Unit 1 Bend in the River
Antoine De Saint-Exupery Unit 2 The Little Prince
Marie Clements The Unnatural and Accidental Women, in Staging Coyote’s Dream: An Anthology of First Nations, ed. Monique Mojica and Ric Knowles Judith Wright Unit 3 Bora Ring, in Collected Poems p. 8. Gabriel Okara The Mystic Drum, in An Anthology of Commonwealth Poetry, ed.C.D. Narasimhaiah pp. 132–3.
Kishwar Naheed The Grass is Really Like Me, in We the Sinful Women p. 41. Shu Ting Unit 4 Assembly Line, in A Splintered Mirror Chinese Poetry From the Democracy Movement, tr. Donald Finkel, additional translations by Carolyn Kizer
Julio Cortazar Blow-Up, in Blow-Up and other Stories. Unit 5 Jean Arasanayagam Two Dead Soldiers, in Fussilade pp. 89–90.
Suggested Topics and Background Prose Readings for Class Presentations Topics The Idea of World Literature Memory, Displacement and Diaspora Hybridity, Race and Culture Adult Reception of Children’s Literature Literary Translation and the Circulation of Literary Texts Aesthetics and Politics in Poetry
Course Outcomes
CO1 – Students will develop a comparative understanding of national literatures in the context of a globalizing world, and an ability to situate texts in their cultural and historical contexts.. CO2 – Students will appreciate the aesthetic qualities of literary texts and develop an awareness of influential critical and interpretive methods. CO3 - Students will demonstrate ability to express oneself orally and in writing in a clear, coherent and persuasive manner, and to construct an interpretive argument CO4 - Students will demonstrate mastery of at least two languages. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H H H
CO2 H H
CO3 H M H H
CO4 M H H
Readings 1. Sarah Lawall, ‘Preface’ and ‘Introduction’, in Reading World Literature: Theory, History, Practice, ed. Sarah Lawall (Austin, Texas: University of Texas Press, 1994) pp. ix–xviii, 1–64. 2. David Damrosch, How to Read World Literature? (Chichester: Wiley-Blackwell, 2009) pp. 1–64, 65–85. 3. Franco Moretti, ‘Conjectures on World Literature’, New Left Review, vol.1 (2000), pp. 54–68. 4. Theo D’haen et. al., eds., ‘Introduction’, in World Literature: A Reader (London: Routledge, 2012).
DSE 6: Children Literature (BEN020B)
Course Objectives: To appreciate the value of multicultural and international children’s literature in developing an understanding of and appreciation for other cultures through literary genres To understand how authors use literary devices to get their message through To understand how children’s books support children’s development (cognitive, social, emotional, language and aesthetic development) To appreciate how adults scaffold children’s thinking through dialogic reading and read aloud activities Knowledge and understanding of the interrelatedness of local, global, international and intercultural issues, trends and systems through the use of children’s literature that addresses global issues.
Course Content Lewis Carroll Unit 1 Looking Through the Glass
Mark Twain Unit 2 The Prince and The Pauper
E B White Charlotte’s Web Unit 3 Fairytales Cindrella, Sleeping Beauty, Red Riding Hood Vishnu Sharma Panchtantra (any two stories)
Ruskin Bond Unit 4 Room on the Roof and The Flight of Pigeons Ogden Nash Children Party
Roald Dahl Unit 5 Snow White and the Seven Dwarf R L Stevenson My Shadow
Course Outcomes CO1 – Student will understand how children’s books support children’s multiple perspectives and empathy while promoting their cognitive, social, emotional, language and aesthetic development. CO2 - Understand developmentally appropriate practices in which literature can and does support the goals of early childhood education. CO3 - Student will be able to apply technology to organize and integrate assessment information. CO4 – Student will be able to recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. CO5 – Student will be able to recognize how to cognitively engage children with and without disabilities. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M M M M H
CO2 H H H
CO3 H M H M
CO4 H H H
CO5 M H H L
Readings 1. Peter Hunt: “Introduction: The World of Children’s Literature Studies”
2. Karín Lesnik-Oberstein: “Essentials: What is Children’s Literature? What is Childhood?”
Charles Sarland: “Ideology”
3. “Children’s Books: History and Trends”
4. “Organising Children’s Literature by Genre” (these are Chapter 5 and Chapter 6 from Tunnell, Michael O, James S. Jacobs, Terrel A Young and Gregory Bryan. Children’s Litertaure: Briefly. Pearson: Boston, 2012. Print)
GE 5: English Language Teaching (BEN028B)
Course Objectives: To recognize the role of affect in language learning and account for individual differences among learners in regard to motivation and attitude personality factors and cognitive styles To help identify and adapt to the needs and expectations of the learner To be aware of the significant and current approaches in the fields of cognition and language pedagogy To highlight the importance of teaching materials (in relation to the teaching- learning context and their teaching purposes) To understand the importance of planning in ELT and develop lessons in the framework of a planned strategy adapted to learners' level. To strengthen concepts of the fundamentals of English language. To understand the need for assessment and devise techniques for an evaluation plan that is integrated into the learning process.
Course Content
Unit 1 Knowing the Learner Unit 2 Structure of English Language
Unit 3 Methods of Teaching English Language and Literature
Unit 4 Materials for Language Teaching
Assessing Language Skills Unit 5
Using Technology in Language Teaching
Course Outcomes
CO1 - Students will develop pedagogical and theoretical skills required for teaching English language. CO2 - Other than basic theories in ELT, student will examine a variety of aspects related to learner needs including multiple intelligences learning styles and strategies, communication strategies classroom management issues use of technology and concepts of learner autonomy and learner training. CO3 - The student will also explore important aspects of learning teaching and assessment for English language as well as certain fundamental aspects of the same. CO4 – Student will learn to interact with class. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO PSO6 5
CO1 H H H H
CO2 H H
CO3 H H
CO4 H M H M
Suggested Readings 1. Penny Ur. A Course in Language Teaching: Practice and Theory (Cambridge: CUP 1996). 2. Marianne Celce-Murcia Donna M. Brinton and Marguerite Ann Snow. Teaching English as a Second or Foreign Language (Delhi: Cengage Learning 4th edn 2014). 3. Adrian Doff (1988) Teach English: A Training Course For Teachers (Teacher’s Workbook). Cambridge: CUP. 4. Harmer J. (2007) How to teach English (new ed.). Harlow Essex England: Pearson Longman. 5. Krashen Stephen D. (1985) The Input Hypothesis: Issues and Implications. London: Longman. 6. Lee Icy. (2017) Classroom Writing Assessment and Feedback in L2 School Contexts. Hong Kong: Springer. 7. Lightbown and Spada (2006) ‘Corrective feedback in the classroom’ in How languages are learned (third edition). Oxford: Oxford University Press 125- 28. 8. Aslam Mohammad. (2009) Teaching of English. 2nd edn. New Delhi: CUP. 9. Nunan D. Ed. (2003) Practical English Language Teaching. New York: McGraw Hill. 10. Littlewood W. (1981) Communicative Language Teaching: An Introduction. Cambridge: CUP. 11. Woodward T. (2012) Planning Lessons and Courses. Cambridge: CUP. 12. Rivers W. (2000) Interactive Language Teaching. Oxford: OUP.
GE 6: Marginalization in Indian Writing (BEN029B)
Course Objectives: Since the twentieth century, literary texts from varied contexts in India have opened up new discursive spaces from within which the idea of the normative is problematized. Positions of marginality, whether geographical, caste, gender, disability, or tribal, offer the need to interrogate the idea of the normative as well as constitutions of the canon. Though this engagement has been part of literary academic analysis, it has just begun making its foray into the syllabus of English Departments of Indian universities This paper hopes to introduce undergraduate students to perspectives within Indian writing that acquaint them with both experiences of marginalization, alongside with examining modes of literary stylistics that offer a variation from conventional practice
Course Content Caste BR Ambedkar Annihilation of Caste: The Annotated Critical Edition, Chaps 4 (233- 236) 6 (241-244) and 14 (259-263) (New Delhi: Navayana Publications, 2015). Bama Sangati Chapter 1, trans. Lakshmi Holmstrom (New Delhi: Oxford University Unit 1 Press2005) pp. 3 -14. Ajay Navaria Yes Sir, Unclaimed Terrain, trans. Laura Brueck(New Delhi: Navayana, 2013) pp. 45-64. Aruna Gogulamanda A Dalit Woman in the Land of Goddesses, in First Post, 13 August 2017.
Disability Rabindranath Tagore Subha, Rabindranath Tagore: The Ruined Nest and Other Stories,trans. Mohammad A Quayum(Kuala Lumpur: Silverfish, 2014)pp. 43-50. Malini Chib Why Do You Want to Do BA,One Little Finger(New Delhi: Sage, 2011)pp. 49-82. Unit 2 Raghuvir Sahay The Handicapped Caught in a Camera, trans. Harish Trivedi, Chicago Review 38: 1/2 (1992) pp. 146-7. Girish Karnad Broken Images Collected Plays: Volume II(New Delhi: Oxford University Press, 2005) pp. 261-84.
Tribe Waharu Sonawane Literature and Adivasi Culture ,Lokayana Bulletin, Special Issue on Tribal Identity, 10: 5/6 (March-June 1994): 11-20 Unit 3 Janil Kumar Brahma Orge, Modern Bodo Short Stories, trans. Joykanta Sarma (Delhi: Sahitya Akademi,2003) pp. 1-9. D. K.Sangma Song on Inauguration of a House ,trans. Caroline Marak, Garo Literature(Delhi: Sahitya Akademi, 2002) pp. 72-73. Randhir Khare Raja Pantha,The Singing Bow: Poems of the Bhil(Delhi: Harper Collins, 2001) pp. 1-2.
Gender Living Smile Vidya ‘Accept me!’ in I Am Vidya: A Transgender's Journey (New Delhi: Rupa, 2013)pp. 69-79. Rashid Jahan ‘Woh’, trans. M. T. Kahn, in Women Writing in India 600 BC to the Present Vol 2 Unit 4 Susie Tharu and K Lalita.eds(New York: The Feminist Press, 1993) pp. 119-22. Ismat Chugtai ‘Lihaf’, trans. M. Assadudin,Manushi, Vol. 110, pp. 36-40. Hoshang Merchant Poems for Vivan, in Same Sex Love in India: Readings from Literature and History, Ruth Vanita and Saleem Kidwai,eds(New York: Palgrave, 2001) pp. 349-51.
North East Mamang Dai Myths of Creation ,Arunachal: A Hidden Land(New Delhi: Penguin, 2009) pp. 37-50. Cherrie L Chhangte What Does an Indian Look Like, Tilottoma Misra, ed., The Oxford Anthology of Writings from North-East India: Poetry and Essays(New Delhi: Oxford UP, 2011) p. 49. Unit 5 K. S.Nongkynrih Ren ,Anthology of Contemporary Poetry from the Northeast,K. S. Nongkynrih and R. S.Ngangom, eds(Shillong, India: NEHU Publications, 2003)pp.158-59. IndiraGoswami The Offspring, trans. Indira Goswami,Inner Line: The Zubaan Book of Stories by Indian Women,Urvashi Butalia, ed. (New Delhi: Zubaan, 2006)pp. 104-20.
Course Outcomes
CO1 - Students will approach to literature through the lens of varied identity positions and evolve in them a fresh critical perspective for reading literary representations CO2 – Student will be to explore various forms of literary representations of marginalisation as well as writing from outside what is the generally familiar terrain of Indian writing in schools CO3 – Student will be aware of the different ways in which literary narratives are shaped, especially since some of the texts draw on traditions of the oral mythic folk and the form of life-narrative as stylistics CO4 – Student will understand how literature is used also to negotiate and interrogate this hegemony Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H H
CO3 H H H CO4 H M L H
SEC1 : Literature In Social Spaces (SEC001B)
Course Objectives: To use texts (literary or otherwise) to equip students with skills crucial to understand and deal with the practicalities of the everyday be it with regard to workplace intimate networks or social media. To link critical thinking skills developed by studying the Humanities especially Literature and other skills which are often termed ‘soft skills’. The course focuses on the empathy building capacity of Literature and the application of critical thinking and problem solving skills employed in literary analysis to develop an understanding of the value of literature in social and professional spaces. To provide the foundation for developing skills such as better communication and empathy understanding the value of teamwork the need for adaptability and the role of leadership and mentoring.
Course Content
Humanities and Soft skills a) ‘Creative and Arts Graduates have the Soft Skills needed to make them Work- Ready’ by Mark Harman in The Independent 22 June 2016 (https://www.independent.co.uk/student/career- planning/creative-arts-graduates-soft- skills-graduate- employment-university-subjects-work-ready-a7095311.html) b) ‘Leadership in Literature’ by Diane Coutu in The Harvard Unit 1 Business Review March 2006 (https://hbr.org/2006/03/leadership- in-literature) c) ‘How Literature informs Notions of Leadership’ by Gregory L.Eastwood in Journal of Leadership Education Vol 9 Issue 1 2010 (http://journalofleadershiped.org/attachments/article/161/JO LE_9_1_Eastwood.pdf)
Emotional Intelligence Adaptability and Mental Health a) Daniel Goleman. ‘Don’t let a bully boss affect your mental health’ http://www.danielgoleman.info/dont-let-a-bully-boss-affect- Unit 2 your-mental-health/ b) William Blake ‘The Chimney Sweeper’ fromSongs of Innocence and Songs of Experience (both versions - 2 poems) c) W. Somerset Maugham‘The Verger’ (short story)
Critical Thinking and Problem Solving a) ‘On the Writers Philosophy of Life’ by Jack London in The Unit 3 Editor October 1899 (essay) b) Nicholas Bentley‘The Lookout Man’ (short story) in S.P. Dhanvel’s English and Soft Skills (Delhi: Orient Blackswan 2010). c) J.K. Rowling. ‘The Fringe Benefits of Failure and the Importance of Imagination' (extract from her speech at Harvard 2008) https://news.harvard.edu/gazette/story/2008/06/text-of-j-k-rowling-speech/
Teamwork and Team Management a) Extract from Mark TwainHuckleberry Finn in S.P. Dhanvel’s English and Soft Skills Unit 4 (Delhi: Orient Blackswan 2010). b) ‘The Builders’ by Henry Wadsworth Longfellow (poem)
Leadership and Mentoring a) ‘If’ by Rudyard Kipling (poem) Unit 5 b) ‘Are you my Mentor?’ by Sheryl Sandberg in Lean in: Women Work and the Will to Lead (London: Penguin Random House 2015).
Suggested Screenings 1. 2002 Documentary -- The Tales of the Night Fairies (teamwork leadership and adaptability) 2. 1993 Film --What’s Eating Gilbert Grape? (self-awareness family and care) 3. 2000 Film-- Erin Brockovich (soft skills and empathy) 4. 2003 Film --Monalisa Smile (leadership and mentorship) 5. 2016 Film-Hidden Figures (affective leadership and teamwork) 6. 2016 TV Serial --Black Mirror: Season 3 Nosedive (mental health and social media) 7. 2007 Film -- Chak De India (teamwork leadership mentoring)
Course Outcomes
CO1 - Students will be familiarized with the link between the Humanities and ‘soft skills’ CO2 - They will be encouraged to focus on the value of literature as an empathy- building experience. CO3 - They will learn to apply critical thinking and problem solving skills developed by the study of literature to personal social and professional situations. CO4 - Students will be encouraged to enhance their teamwork skills by working in groups and to understand the processes of leadership and mentoring. CO5 - Students will work on their presentation skills and build on the idea of ‘narratives’ to better communicate with target audiences. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 M H H
CO2 H M H
CO3 H H
CO4 H M H M CO5 H H
SEC 2: Introduction to Creative Writing for Media (SEC002B)
Course Objectives: This course introduces students to the concepts of ‘creativity’ in general and ‘creative writing’ in particular. This paper focuses especially on writing for the media ranging from newspapers and magazines to emerging new media forms. After being given a foundation in the theoretical aspects of writing for the media real life examples will provide a practical exposure. This course will encourage students to be active readers and writers who will engage with contemporary issues in a well informed manner. This course will be of interest to those students who wish to pursue creative writing especially those who wish to work in the media.
Course Content What is Creative Writing? a) Defining and Measuring Creativity Unit 1 b) Inspiration and Agency Creativity and Resistance c) What is Creative Writing? Can it be taught? d) The importance of Reading The Art and Craft of Creative Writing a) Styles and Registers b) Formal and Informal Usage Unit 2 c) Language Varieties Language and Gender d) Disordered Language e) Word order Tense and Time Grammatical differences Writing for the Media a) Introduction to Writing for the Media b) Print Media Unit 3 c) Broadcast Media d) New Media e) Advertising and Types of Advertisements Revising Rewriting and Proof Reading a) Revising Unit 4 b) Rewriting c) Proof reading and proof-reading marks
Suggested Methods of Internal Evaluation: It is recommended that students be asked to prepare a portfolio of original writings which will include any 4 from: a) Creativity in everyday life b) An advertisement c) A news report d) A review of a film/book/play/restaurant e) A travel review /page from a travelogue f) An editorial g) A blog /vlog entry
Course Outcomes
CO1 - This course will introduce students to the idea that creativity is a complex and varied phenomenon which has an important relationship with social change. CO2 - Students will become familiar with ideas about language varieties and the nuances of language usage. CO3 - Students will be introduced to the language and types of media writing across forms and genres. CO4 - This course will encourage students to revise their work critically and inculcate the skills of proofreading.
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 H M H
CO3 H M H H M
CO4 H M H
References: Creative Writing: A Beginners’ Manual by Anjana Neira Dev et al. For The Department of English University of Delhi New Delhi Pearson 2008.
Recommended Additional Resources: English for Journalists (vol 2) by Wynford Hicks. Routledge: New York2007.
Semester VI Dissertation (BEN023B) Course Objectives: To develop research aptitude in students so that they can design and conduct an original and ethical research. To make students write a dissertation in the MLA format. To learn researches like empirical/data based (quantitative, qualitative, or mixed-methods) To do critical review of research and theory. To gain insights about the domain researched and critically reflecting on the steps of the research process.
Course Content Abstract & Introduction: Understanding the area of research, ethical guidelines of Unit 1 research, and finalization of Topic; Theoretical underpinnings Review of Literature: Understanding and exploration of related research in the discipline Unit 2
Methodology: Designing the Study, Methods of Data Collection as per the Unit 3 requirements of the topic and design
Data Analysis & Discussion: Qualitative and/or Quantitative Analysis as per the design and aims of the research Unit 4
Course Outcomes
CO 1: Students will be able to design and conduct an original and ethical research. CO 2: Students will be able to write a dissertation in the MLA format. CO 3: Students will learn researches like empirical/data based (quantitative, qualitative, or mixed-methods) CO 4: Students will be able to do critical review of research and theory. CO 5: They will gain insights about the domain researched and critically reflecting on the steps of the research process.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 H H
CO3 H H
CO4 H H
CO5 H H H H H
References: § Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall § Latest MLA manual for dissertation § As per the area of work
Core Course 14: Postcolonial Literature (BEN014B) Course Objectives: To introduce the students to post-colonial literature that includes the theory and concepts of post-colonial studies. To familiarize students with development and practice of post-colonial theory. To enable students to make a critical analysis of a work of art within the frames of post-colonial studies. To facilitate students to gain knowledge about the terms and concepts exclusives of post-colonial literature
Course Content
Chinua Achebe Unit 1 Things Fall Apart
Gabriel Garcia Marquez Unit 2 Chronicle of a Death Foretold
Jean Rhys Unit 3 Wide Sargasso Sea
Bessie Head The Collector of Treasures Ama Ata Aidoo The Girl who can Unit 4 Grace Ogot The Green Leaves Pablo Neruda Tonight I can write The Way Spain Was
Derek Walcott A Far Cry from Africa Names David Malouf Revolving Days Unit 5 Wild Lemons Mamang Dai Small Towns and the River The Voice of the Mountain
Suggested Topics and Background Prose Readings for Class Presentations Topics De-colonization, Globalization and Literature Literature and Identity Politics Writing for the New World Audience Region, Race, and Gender Postcolonial Literatures and Questions of Form
Course Outcomes
CO1 - Students will gain knowledge about the terms and concepts exclusive to the post-colonial literature. CO2 - Students will be familiarized with the development of post-colonial literature CO3 - Students will be acquainted with the major theories and reputed writers who practice those theories. CO4 - Students will understand that how the colonial power has provoked from the nation in their search for a literature of their own. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H M H
CO3 H M M H
CO4 H H
Readings 1. Franz Fanon, ‘The Negro and Language’, in Black Skin, White Masks, tr. Charles Lam Markmann (London: Pluto Press, 2008) pp. 8–27. 2. Ngugi wa Thiong’o, ‘The Language of African Literature’, in Decolonising the Mind (London: James Curry, 1986) chap. 1, sections 4–6. Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel Garcia Marquez: New Readings, ed. Bernard McGuirk and Richard Cardwell (Cambridge: Cambridge University Press, 1987
DSE 7: Travel Literature (BEN021B)
Course Objectives: Exploring contemporary travel writing and the genre it represents, literary and non fiction. To acquire knowledge about the studied texts and about an important and popular literary genre. To develop the student's ability to analyse and discuss travel narratives in the light of, and aided by, relevant theory.
Course Content Ibn Batuta: ‘The Court of Muhammad bin Tughlaq’ Khuswant Singh’s City Improbable: Writings on Delhi, Penguin Publisher Unit 1 Al Biruni: Chapter LXIII, LXIV, LXV, LXVI, in India by Al Biruni, edited by Qeyamuddin Ahmad, National Book Trust of India
Mark Twain: The Innocent Abroad (Chapter VII , VIII and IX) (Wordsworth Classic Edition) Ernesto Che Guevara: The Motorcycle Diaries: A Journey around South Unit 2 America (the Expert, Home land for victor, The city of viceroys), Harper Perennial
William Dalrymple: City of Dijnn (Prologue, Chapters I and II) Penguin Books Rahul Sankrityayan: From Volga to Ganga (Translation by Victor Kierman) Unit 3 (Section I to Section II) Pilgrims Publishing
Nahid Gandhi: Alternative Realties: Love in the Lives of Muslim Women, Chapter ‘Love, War and Widow’, Westland, 2013 Elisabeth Bumiller: May You be the Mother of a Hundred Sons: a Journey Unit 4 among the Women of India, Chapters 2 and 3, pp.24-74 (New York: Penguin Books, 1991)
Elizabeth Gilbert: Eat, Pray and Love. Unit 5
Suggested Topics and Background Prose Readings for Class Presentations Topics:
Travel Writing and Ethnography Gender and Travel Globalization and Travel Travel and Religion Orientalism and Travel
Course Outcomes
CO1 – Student will acquire knowledge of the forms, techniques, and uses of the "fourth genre" of creative nonfiction. CO2 – Student will be familiarized with the forms and purposes of contemporary nonfiction travel writing. CO3 – Student will gain knowledge of the many themes of travel writing, which explores subjects that are personal, political, scientific, cultural, historical, and more. CO4 – A student will have a passport to "virtual travel" and thus a better understanding of the world and an improved sense of global geography.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H H CO2 M H H
CO3 H M M H M
CO4 H H H M
Readings 1. Susan Bassnett, ‘Travel Writing and Gender’, in Cambridge Companion to Travel Writing, ed. Peter Hulme and Tim Young (Cambridge: CUP,2002) pp, 225-241 2. Tabish Khair, ‘An Interview with William Dalyrmple and Pankaj Mishra’ in Postcolonial Travel Writings: Critical Explorations, ed. Justin D Edwards and Rune Graulund (New York: Palgrave Macmillan, 2011), 173-184 3. Casey Balton, ‘Narrating Self and Other: A Historical View’, in Travel Writing: The Self and The Other (Routledge, 2012), pp.1-29 4. Sachidananda Mohanty, ‘Introduction: Beyond the Imperial Eyes’ in Travel Writing and Empire (New Delhi: Katha, 2004) pp. ix –xx.
DSE 8: Autobiography (BEN022B)
Course Objectives: To learn the elements of biography and autobiography To determine what information is included in biographies and autobiographies. To identify the text structure used in biographies and autobiographies and explain why it is used. To compare/contrast the use of point of view and text structure in biographies and autobiographies
Course Content Jean-Jacques Rousseau Confessions, Part One, Book One, pp. 5-43, Translated by Angela Scholar (New Unit 1 York: Oxford University Press, 2000). Benjamin Franklin’s Autobiography, pp.5-63, Edited by W. Macdonald (London: J.M. Dent and Sons, 1960).
M. K. Gandhi Autobiography or the Story of My Experiments with Truth, Part I Chapters II to IX, pp. 5-26 (Ahmedabad: Navajivan Trust, 1993). Annie Besant’s Unit 2 Autobiography, Chapter VII, Atheism As I Knew and Taught It, pp. 141- 175 (London: T. Fisher Unwin, 1917).
Binodini Dasi Unit 3 My Story and Life as an Actress, pp. 61-83 (New Delhi: Kali for Women,1998).
A.Revathi Truth About Me: A Hijra Life Story, Chapters One to Four, pp. 1-37 (New Unit 4 Delhi: Penguin Books, 2010.)
Richard Wright Black Boy, Chapter 1, pp. 9-44 (United Kingdom: Picador, 1968). Sharankumar Unit 5 Limbale’s The Outcaste, Translated by Santosh Bhoomkar, pp. 1-39 (New Delhi: Oxford University Press, 2003)
Suggested Topics and Background Prose Readings for class Presentations:
Self and society Role of memory in writing autobiography Autobiography as resistance Autobiography as rewriting history
Course Outcomes
CO1 – Student will learn about the form and elements of biography and autobiography. CO2 – Student will be able to plan a personal narrative using pre writing technique. CO3 – Student will be able to identify key language, structure, organization and presentational features in autobiographical writing. CO4 – Student will learn to interpret biography and autobiography as rewriting of history. CO5 – Student will be able to read the text in context of self and society.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H M H
CO3 M H H
CO4 H H H
CO5 H M
Readings: 1. James Olney, ‘A Theory of Autobiography’ in Metaphors of Self: the meaning of autobiography (Princeton: Princeton University Press, 1972) pp. 3-50. 2. Laura Marcus, ‘The Law of Genre’ in Auto/biographical Discourses (Manchester: Manchester University Press, 1994) pp. 229-72. 3. Linda Anderson, ‘Introduction’ in Autobiography (London: Routledge, 2001) pp.1- 17. 4. Mary G. Mason, ‘The Other Voice: Autobiographies of women Writers’ in Life/Lines: Theorizing Women’s Autobiography, Edited by Bella Brodzki and Celeste Schenck (Ithaca: Cornell University Press, 1988) pp. 19-44.
GE7: Graphic Narratives (BEN030B)
Course Objectives: The graphic narrative in long form is today a prominent and popular mode in visual cultures its accessibility making it often the first entry point to the world of literature for many young people As a form it has been omnivorous in providing representation to both dominant hegemonic values as well as subversive ones The best examples of the form work through the interconnection of art and text the intersection of drawing coloured and blank spaces proportion and pithy dialogue
Course Content George Remi The Adventures of Tintin: Red Rackham's Treasure UK: Egmont 2013 (1943) Unit 1 Goscinny Rene and Uderzo Albert Asterix and Cleopatra Delhi: Hachette 2015 (1963)
Marjane Satrapi Unit 2 Persepolis (London: Vintage, 2008 [2003])
Amruta Patil Unit 3 Kari (Delhi: Harper Collins, 2008)
Srividya Natarajanand Aparajita Ninan, Unit 4 A Gardener in the Wasteland (Delhi: Navayana, 2016)
Keywords
Visual literacy Popular public cultures Visual arts Narrative Interpretation and reading
Course Outcomes CO1 - introduce graphic narrative to students of non-literary studies backgrounds CO2 - provide a toolkit for them to acquire visual literacy and thus to equip them to better understand popular public cultures CO3 - examine how major graphic narrative comment on contemporary culture history and mythology CO4 - provide visual literacy tools through examining visual arts as extending translating and providing a new textual vocabulary to narrative including fictional and non-fictional narrative CO5 - provide exposure to major genres within the field such as that of the mass- circulation ‘comic’ book the fictionalized autobiography/memoir biographical texts and that of fiction CO6 -provide tools for the exploration of form and genre that are sensitive to nuances of race gender caste ethnicity ableism and sexuality CO7 - enable students from backgrounds in subjects other than English literary studies to broaden their skill-sets in textual interpretation reading and writing about texts Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H H
CO2 H H
CO3 H H H H
CO4 H H H
CO5 H M H
CO6 H M M H
CO7 H H H M
GE 8: Literature in Cross-Cultural Encounters (BEN031B)
Course Objectives: Acknowledging literature’s status as an important medium in making sense of the world we live in this paper will enable students to critically view their locatedness within a larger globalized context. By reading texts cross-culturally students will engage with people’s experience of caste/class gender race violence and war and nationalities and develop the skills of cross-cultural sensitivity. The paper will give them the vocabulary to engage with experiences of people from varying cultures and backgrounds particularly relevant in contemporary times as these issues continue to be negotiated in the workplace as well as larger society.
Course Content Caste/Class ‘Caste Laws’ -- Jotirao Phule Unit 1 ‘Deliverance’ -- Premchand ‘Kallu’ – Ismat Chughtai ‘Bosom Friend’ -- Hira Bansode
Gender ‘Shakespeare’s Sister’ -- Virginia Woolf ‘The Exercise Book’ -- Rabindranath Tagore Unit 2 ‘A Prayer for My Daughter’ -- WB Yeats ‘Marriages Are Made’ -- Eunice de Souza ‘The Reincarnation of Captain Cook’ -- Margaret Atwood
Race ‘Blackout’ -- Roger Mais ‘Telephone Conversation’ – Wole Soyinka Unit 3 ‘Harlem’ -- Langston Hughes ‘Still I Rise’ -- Maya Angelou
Violence and War ‘Dulce et Decorum Est’ -- Wilfred Owen ‘Conscientious Objector’ -- Edna St Vincent Millay ‘Naming of Parts’ – Henry Reed Unit 4 ‘General Your Tank Is a Powerful Vehicle’ – Bertolt Brecht ‘A Chronicle of the Peacocks’ – Intizar Husain ‘Ghosts of Mrs Gandhi’ -- Amitav Ghosh
Living in a Globalized World ‘Toys’ -- Roland Barthes ‘Indian Movie New Jersey’ -- Chitra Banerjee Divakaruni Unit 5 ‘At Lahore Karhai’ – Imtiaz Dharker ‘The Brand Expands’ -- Naomi Klein
Course Outcomes
CO1 -The students will develop skills of textual and cultural analysis CO2 -Student will develop insights into and interpretations of complex cultural positions and identities. CO3 - They will pay specific attention to the use of language and choice of form/genre that affects the production and reception of meaning between writers and readers. CO4 – Students will be able to express or inform about culture through literature Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 H M
CO3 H H M CO4 H L H
Readings Selections from The Individual and Society: Essays Stories and Poems edited by Vinay Sood et al. for The Department of English University of Delhi New Delhi Pearson 2006.
SEC 3: Introduction to Theatre and Performance (SEC003B)
Course Objectives: The course is intended for students who specialize in English Literature. The idea is to acquaint them with historical processes at work to understand the way in which techniques/methodology of drama have evolved over a period of time. There are two aspects to this course. One is the development of aesthetics in the Indian context from the pre-independence to post- independence period. The course also looks at censorship acts the politics of the market and other factors to locate the socio-political context of drama. There will also be a discussion of the popular forms of performance in India. The second aspect is the development of theories and practice of drama in Europe and their impact on the Indian context.
Course Content Introduction What is a text? What is a performance? Unit 1 The uniqueness of the dramatic text: Literature and/or Performance? The politics of a Dramatic text: endorsement status quo vs. subversion Theories of Performance Performance theory (Richard Schechner/Dwight Conquergood) Unit 2 Radical theories (Bertolt Brecht Augusto Boal) Classical theories (Natyashastra Aristotle)
The State the Market and the History of Theatre Under British rule (Viceroy Northbrook–censorship Neeldarpan Nabanna– IPTA) (Popular forms: Jatra Tamasha Nautanki Burrakatha Dastangoi and Unit 3 others) Modern Indian theatre in the post-independence period o (Bourgeois theatre and theatre of change Feminist theatre) o (Street theatre Janam)
Modern Western theatre Naturalism (Realism) Unit 4 (Stanslavisky) Epic theatre: theatre as criticism o Brecht Dario Fo and France Rame) Theatre that resists the state and market The Performative Act Performance space Unit 5 o (in the round proscenium amphitheatre thrust stage etc.) Space Lights Costumes Sets
Suggested Plays for Performance Euripides Medea Clifford Odet Waiting For Lefty Bertolt Brecht Caucasian Chalk Circle Dario Fo Can't Pay Won't Pay Franca Rame A Woman Alone Mahesh Dattani Dance Like A Man
Course Outcomes
CO1 - The students opting for this course will be able to understand the different theories of drama in Europe and India both from the point of view of theory and performance. CO2 - The students will be able to make connections between socio-economic processes at work and the emergence of a certain kind of dynamic within theatre. CO3 - As this is a Skill Enhancement Course the students will put up a performance at the end of the course making use of the different kinds of aesthetics they have studied. CO4 – Students will be able to understand and express ‘self’. Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M H
CO2 M H H
CO3 M H L
CO4 M M
Readings ‘Faith and the Sense of Truth’ Section I (pp. 121-23) From chapter 8 Stanislavski Constantin. 1936. An Actor Prepares. London: Methuen 1988 ‘A Short Organum for the Theatre’ (para 26 - 67) (pp.186-201) Brecht Bertolt. Brecht on Theatre: The Development of an Aesthetic. Trans. and Ed. Willett John.New York: Hill and Wang 1957. ‘Breaking Down the Fourth Wall’ (pp. 73-74) Dario Fo. The Tricks of the Trade. Trans. Joe Farell. London: Methuen Drama 1991. ‘The Fan and the Web’ (pp. xvi -xix) Schechner Richard.Performance Theory New York: Routledge 2002
SEC 4: Modes of Creative Writing -- Poetry Fiction and Drama (SEC004B)
Course Objectives: This course introduces students to Creative Writing in the three fundamental modes – poetry fiction (short story and novel) and drama (including scripts and screen plays). The students will be introduced to the main tropes and figures of speech that distinguish the creative from other forms of writing. The students will be able to see language as not just a means of communication but as something that can be played with and used for the expression of the whole range o f human emotion and experiences. Within each literary mode the students will study conventional as well as contemporary expressions. This course will interest those who wish to engage with the discipline of creative writing in its varied manifestations.
Course Content The Art and Craft of Writing a) Tropes and Figures of Speech Unit 1 (examples of figures of speech based on similarity/obliqueness/difference/extension/utterance and word building should be discussed and practiced in class)
Modes of Creative Writing -- Poetry and Fiction a) Writing to Communicate b) Writing Poetry-Definitions of Poetry/Difference between Poetry and Prose c) Form and Technique Shapes d) Dominant Forms and Modes of Poetry Unit 2 e) Writing Verse for children f) Writing Fiction-Differences between Fiction and Non Fiction g) Literary and Popular Fiction h) Creating Character Plot Setting and POV i) Writing for Children
Modes of Creative Writing-Drama and Screenplay a) What is a Drama-Concept b) Plot and Character in Drama c) Verbal and Non-verbal elements in Drama Unit 3 d) Contemporary Theatre in India – a brief overview e) Writing for Films --Screenplay conventions f) Scripting for Children --Theatre and Films
Editing and Preparing for Publication a) Editing and proof reading your manuscript Unit 4 b) Preparing a manuscript for Publication
Suggested Methods of Internal Evaluation It is recommended that students be asked to prepare a portfolio of original writings which will include any 4 from: a) Illustrated examples using tropes and figures of speech in writing b) A Poem c) A Short Story d) A Dramatic Sequence e) Writing for Children -- a poem/short story/dramatic sequence f) A Dummy Manuscript A poem/short story/dramatic sequence in a different form from the one used in a)/b)/c)
Course Outcomes
CO1 - This course will introduce students to a variety of tropes and figures of speech and sensitize them to the texture of literary language. CO2 - This will help them to understand the importance of reading with a view to unlocking the writers’ craft. CO3 - The students will be introduced to the various forms of poetry fiction and drama and the wide range of possible genres within them. CO4 - The students will be made aware of the range of career opportunities that exist within the field of creative writing as well as within the realm of theatre and performance. CO5 - This course will encourage students to revise their work critically and inculcate the skills of editing and preparing their work for publication.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course Program Outcome Program Specific Outcome Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M M H
CO2 H H L
CO3 H H
CO4 H M M M H
CO5 H M M H M
Prescribed Text Creative Writing: A Beginners’ Manual by Anjana Neira Dev et al. for The Department of English University of Delhi New Delhi Pearson 2008. Recommended Additional Resources Cambridge Companion to Creative Writing edited by David Morley and Philip Nielsen.Cambridge University Press: Cambridge 2012.