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CENTRAL UNIVERSITY OF TAMIL NADU
Department of English Studies
School of Social Sciences Humanities
Syllabi for M. A. in English(CBCS) MPhil in English Ph.D. in English English for Integrated Sciences English for Education Communicative English (for M. A. Tamil) & French
2018
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M. A. English Studies Semester I Core Courses:
S. No. Course Course Title Marks Credits Code
40 1. ENG 071 American Literature 60 4
40 2. ENG 072 British Literature I 60 4
40 3. ENG 073 Introduction to Indian Literatures 60 4
40 4. ENG 074 Introduction to Comparative Literature 60 4
Major Electives
S. No. Course Course Title Marks Credits Code 40 1. ENGE075 Academic Reading and Writing 60 3
40 2. ENGE076 Philosophical Concepts 60 3
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Core Courses: I Semester
ENG 071 - AMERICAN LITERATURE Credits: 4
Unit I: Poetry Introduction to American Literature American Indian Poetry Walum Olum
Unit II: Poetry Anne Bradstreet: “Prologue” Whitman: “Song of Myself” Lines 1-50 Edgar Allan Poe: “The Raven” Emily Dickinson: “A Narrow Fellow in the Grass,” “Because I could not stop for Death,” Phyllis Wheatley: “On Being Brought from Africa to America,” “To the University of Cambridge in New England” Robert Frost: “Home Burial,” “After Apple Picking” Wallace Stevens: “Peter Quince at the Clavier,” “Emperor of Ice Cream” Sylvia Plath: “Lady Lazarus” Adrienne Rich: “Snapshots of a Daughter-in-law” Maya Angelou: “Phenomenal Woman”
Unit V: Fiction Hawthorne: “Young Goodman Brown” Mark Twain: Huckleberry Finn Ernest Hemingway: For Whom the Bell Tolls John Steinbeck: Of Mice and Men Flannery O’Connor: “Everything that Rises Must Converge”
Non Fiction Thoreau: “Where I Lived” Toni Morrison: Nobel Lecture Amy Tan: “Mother Tongue”
Unit IV: Modern American Drama Tennessee Williams: A Street Car Named Desire Lorraine Hansberry: Raisin in the Sun Arthur Miller: Death of a Salesman
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ENG 072 - BRITISH LITERTURE I Credits: 4 Course objectives: 1. To introduce the learner to the basic texts of the Middle Ages and The Renaissance (excluding Milton) 2. To show the learner how the prescribed texts represent the Spirit of the Age 3. To facilitate an intertextual reading of the texts 4. To bring out the contemporary relevance of the texts Unit 1: Poetry Chaucer: “The Prologue” (Lines1-100; 118-162 (Nun) or Wife of Bath) Spenser: “One Day I Wrote Her Name upon the Strand” Sidney- “Loving in Truth” Shakespeare –“That time of year” (Sonnet 73)
Unit 2: Poetry John Donne: “A Valediction Forbidding Mourning” & “Canonisation” George Herbert: “The Collar”/ “Easter Wings” Richard Lovelace: “To Lucasta Going Beyond Seas” & “To Lucasta, Going to the Wars” Andrew Marvell: “To His Coy Mistress” Robert Herrick: “The Vine”/ “To the Virgins, to make much of time” Henry Vaughan: “The Retreat”
Unit 3: Prose Francis Bacon: “Of Studies,” “Of Death,” “Of Revenge”
Unit 4: Drama Introduction to British Drama Shakespeare: Much Ado About Nothing Christopher Marlowe: The Tragical History of Doctor Faustus Shakespeare: Hamlet
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ENG 073 - INTRODUCTION TO INDIAN LITERATURES Credits: 4 Course description: This is a course which introduces the student to the literatures of India. Texts from languages of all the four language families in India – Austro-Asiatic, Tibeto Burmese, Dravidian and Indo-Aryan – represent each linguistic culture group.
Course objectives: 1. To introduce the learner to some of the representative texts of the four major language families of India. 2. To sensitize the learner to the similarities and dissimilarities among the four literary traditions.
Unit 1: Dravidian Literature Introduction to Dravidian Literature
Unit 2: Telugu Literature Nannayabhatta
Unit 3: Tamil Literature Tinai theory Cankam Literature (Excerpts)
Unit 4: Malayalam Literature Cherusseri’s Krishnagatha
Unit 5: Kannada Literature Pampa “Draupadi’s Vow and After”
Unit 6: Indo-Aryan Introduction to Indo-Aryan literatures
Unit 7: Bengali Rabindranath Tagore – Chandalika (1933) in Three Plays.
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Unit 8: Hindi Bhasha, “The Shattered Thigh.”
Unit 9: Urdu Ismat Chugati – “The Quilt.” Women Writing in India. Vol. 2 Ed. Susie Tharu and K Lalitha
Unit 10: Gujarathi Varsha Das, “I Am Complete” Separate Journeys. Ed. Geetha Dharmarajan. Katha and Garutman
Unit 11: Sindhi Lekhraj Tulsiani – “Manjri.”Contemporary Indian Short Stories. Series II. Ed. Bhabani Battacarya. Sahitya Academy.
Unit 12: Sino-Tibetan Introduction to Sino-Tibetan literatures
Unit 13: Manipuri Krishnamohan Singh – “Meitei Woman.” Samarendra Singh – “My Slate”
Unit 14: Austroasiatic Introduction to Austroasiatic literatures
Unit 15: Santali Any folk tale of Santal Parganas from Folklore of the Santal Parganas. Trans. Cecil Henry Bompas. London: David Nutt, 1909
Unit 16: Savara Any folk story of instructor’s choice from Saora Folk Tales and Songs. Ed. Mahendra Kumar Mishra. Sahithya Academy, 2006
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ENG 074 - INTRODUCTION TO COMPARATIVE LITERATURE Credits: 4 Course objectives: 1. To help the learner understand the nature of comparative literature and some of its major concerns 2. To enable the learner to apply the concepts In the area to texts 3. To foster a comparative perspective in the learner
Unit 1: Definition Welleck, Rene. “General, Comparative and National Literature.” Theory of Literature. Rene Wellek and Austin Warren. New York: Harcourt Brace, 1949. Chapter 4.
Unit 2: Influence Study
Unit 3: Thematology Some Texts on War Sun Tzu. “Estimates.” The Art of War. Wordsworth Classics of World Literature. 1998, 21-22. (Chinese, 403-221 BC) Livy. Hannibal’s Crossing Of the Alps. Trans. Aubrey De Selincourt. Penguin Books, 1995, 23- 28. (Latin, 59 BC-AD 17) Tirukkural. Trans. Rev.G.U.Pope. New Delhi and Madras: Asian Educational Services, 1999, Verses 771-780 (“On Valour”). (Tamil, 200 AD) Kautilya. “Open and Deceptive Battles.” Arthasastra. Chapter XV.vi. (Sanskrit, 400 BC- AD 300) Hemingway. “Oldman at the Bridge.” (English; American, 1899-1961) Denise Levertov. “Watching Dark Circle” *(English; American, 1923-)
Unit 4: Genology Sonnet Select sonnets from Vi.Ko. Curiyanaaraayana castriyaar. Tanippaacurat tokai. (An anthology of Lyrics) I part. Trans. G.U.Pope. Notes. N.Palaraama Aiyar. Maturai and Cennai: V.Cu.Cuvaaminaatan. 3rd ed., 1957.
Unit 5: Mutual Illumination of the Arts Literature and Painting (Discussion of Poems based on Paintings) W.H.Auden’s “Musee des Beaux Arts” based on Pieter Breughel’s Icarus William Carlos Williams’s “The Dance” based on Pieter Brueghel’s The Kermesss Literature and Music (Discussion of four illustrative cankam songs)
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Major Electives – I Semester ENGE075 - Academic Reading and Writing Credits: 3 Course objectives: To introduce the learner to the important reading techniques To enable the learner to understand the important aspects of an academic text To enable the learner to write correctly, coherently and effectively To introduce the fundamental conventions of academic writing
Unit - I Critical Reading, Critical Thinking Barriers to critical thinking Reading – different types
Unit - II Book survey Texts – different types Comprehension of texts – analyzing different forms and styles Fallacies Facts, opinions Arguments – different types.
Unit - III Sourcing information – primary, secondary, tertiary Collecting data Organizing the data Forming the argument, sequencing ideas Critiquing, editing
Unit - IV Research paper – key features Methodology Figurative language Hypertext
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ENGE076 - PHILOSOPHICAL CONCEPTS Credits: 4 Course Description: An introductory course in philosophy for non-philosophy majors. Concepts from the major philosophical areas of World, Mind and Body, Knowledge, Faith, Ethics and Aesthetics, and Society are introduced with a view to enabling the learners to apply them to literary texts. Traditional Tamil philosophical ideas are also introduced wherever appropriate.
Course Objectives: 1. To introduce the learner to the fundamentals of philosophy 2. To enable the learner to appreciate better the philosophical dimension of the literary text. 3. To introduce early Tamil philosophy 4. To enable the learner to see how literature and philosophy converge 5. To foster a spirit of inquiry
Unit1: World Reality, Physical World, Aristotle, Plato, Idealism, Perception, Locke and Berkeley, Phenomenology, Cause and Effect.
Unit 2: Mind and Body Truth, Mind, Consciousness, Self, Free Will, Feelings and Emotions, Life and Death.
Unit 3: Knowledge Knowledge, Skepticisms, Relativism, Science, Induction and Deduction, Pragmatism, Rationality.
Unit 4: Faith Faith and Reason, God, Atheism and Agnosticism, Evil, Meaning of Life, Existentialism, Morality, Conscience.
Unit 5 Art, Society, Democracy, Freedom, Rights, Crime and Punishment Equality, Ownership, Marxism, Globalization.
Course Book David, ed. Philosophy. London: Duncan Baird, 2004. ……………………………………………………………………………………………………
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Semester II
Core Courses:
S. No. Course Course Title Marks Credits Code
40 1. ENG 081 British Literature II 60 4
40 2. ENG 082 Literary Criticism 60 4
40 3. ENG 083 Indian Writing in English 60 4
Major Electives: (2 electives required)
S. No. Course Course Title Marks Credits Code
40 1. ENGE084 Introduction to English Linguistics 60 2
40 2. ENGE085 Language and Media 60 2
40 3. ENGE086 Introduction to Dravidian Literature 60 2
40 4. ENGE087 Introduction to Sanskrit Poetics 60 2
40 5. ENGE088 Indian Women’s Writing 60 2
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40 6. ENGE089 Gender Studies 60 2
Core Courses – II Semester ENG 081 - BRITISH LITERATURE II Credits: 4
Course objectives: 1. To familiarize the learner with the major texts and authors from the Seventeenth to the Nineteenth centuries 2. To help the learner situate the prescribed texts in their own socio-historical contexts and see how they represent their respective ages. 3. To enable the learner to appreciate the contemporary significance of the texts. 4. To help the learner make intertextual connections with texts from other periods and writers from other traditions.
Unit 1: Poetry The Renaissance (1500-1660): Commonwealth Period/Puritan Interregnum (1649-1669) Milton: An excerpt from Paradise Lost Bk. IX The Neoclassical Period (1660-1785): The Augustan Age (1700-1745) Pope: An Epistle to Dr. Arbuthnot – An excerpt Dryden: Absalom and Achitophel – An excerpt The Age of Sensibility (The age of Johnson/pre-Romantic transitional period, 1745-1785) Thomas Gray: Ode: On the Death of a Favourite Cat The Romantic Period (1785-1832) Burns: John Anderson My Jo, John William Blake: London William Wordsworth: Sonnets or excerpts from Prelude, Book 4. S.T. Coleridge: “Kubla Khan’’ John Keats: Ode: To Nightingale, Ode: To Autumn P.B. Shelley: Ode: To The West Wind
The Victorian Period (1832-1901) Matthew Arnold: Dover Beach Robert Browning: Fra Lippo Lippi - An excerpt Elizabeth Barrett Browning: Sonnets from the Portuguese No. XV Christina Rossetti: Sonnet No.2 (“I wish I could remember that first Day”)Monna Innominata
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Unit 2: Drama The Neoclassical Period (1660-1785): The Augustan Age (1700-1745) The Age of Sensibility (The age of Johnson/pre-Romantic transitional period, 1745-1785) Oliver Goldsmith: She Stoops to Conquer The Victorian Period (1832-1901) Oscar Wilde: The Importance of Being Ernest
Unit 3: Fiction The Neoclassical Period (1660-1785): The Augustan Age (1700-1745) Daniel Defoe: Robinson Crusoe The Romantic Period (1785-1832) Jane Austen: Pride and Prejudice The Victorian Period (1832-1901) Charlotte Brontë: Jane Eyre Charles Dickens: Hard Times (excerpt)
Unit 4: Prose The Neoclassical Period (1660-1785): The Augustan Age (1700-1745) Addison and Steele: Any 2 Essays The Romantic Period (1785-1832) Charles Lamb "A dissertation upon roast pig”
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ENG 082 - Literary Criticism
Credits: 4
Course objectives: 1. To familiarise the learner with the major texts in the area from the classical to the modern times 2. To help the learner comprehend the basic critical concepts in each text. 3. To train the learner to apply the critical concepts to literary texts.
Unit 1: Abrams, “Orientation of Critical Theories”
Unit 2: Classical Criticism Aristotle, Poetics. Chapters VI-X Application: Text of Instructor’s choice
Unit 3: Renaissance Criticism Philip Sidney, Excerpt from An Apology for Poetry. See Criticism: The Major Texts. Ed. Walter Jackson Bate. New York and Burlingame: Harcourt, Brace & World, Inc., 1952, 86-89. Application: Historical, Philosophical and Literary Texts of Instructor’s Choice
Unit 4: Neo-Classical Criticism Samuel Johnson, Preface to Shakespeare Application: Text of Instructor’s Choice
Unit 5: Romantic Criticism Wordsworth. “Preface to the Lyrical Ballads.”’ S.T Coleridge: Biographia Literaria Chapter XIV Application: Cleanth Brooks’ criticism of Wordsworth’s Lucy poem in his “Irony as a Principle of Structure.”
Unit 6: Victorian criticism Mathew Arnold. Excerpt from “Function of Criticism at the Present Time.”
Unit 7: Modern Criticism T.S. Eliot. “Tradition and the Individual Talent.” I. A. Richards, Excerpt from Practical Criticism (Four Kinds of Meaning) Allan Tate. “Tension in Poetry.” ………………………………………………………………………………………..
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ENG 083 - INDIAN WRITING IN ENGLISH Credits: 4 Objectives: To make the students familiarise with the writings in English by Indian writers of pre and post- Independence. To enable the students understand and appreciate its unique status it enjoys along with the other continental literatures. To help the students acquire sufficient knowledge for comparative analysis, evaluation, understanding and appreciation with the other regional writings.
Unit –I Poetry: Background: Origin, growth and development 1. Toru Dutt: Our Casuarina Tree, Lakshman 2. Sarojini Devi Naidu: Village Song, The Indian Weaver 3. Sri Aurobindo: Savitri , Canto – I The Symbol Dawn 4. Nissim Ezekiel: Enterprise, Night of the Scorpion 5. A.K.Ramanujan: Looking for a Cousin on a Swing, A River 6. Kamala Das: An Introduction, After the Summer 7. Mamta Kalia: Tribute To Papa 8. Menka Shivadasani :An Atheist‘s Confession 9. Mamang Dai/ Tensula Ao.
Unit – II Prose: Background: Origin, growth and development 1. First Chapter of Amartya Sen’s Argumentative Indian 2. Sri Aurobindo: “The Renaissance in India” 3. M.K.Gandhi : Selected Writings 4. Hiriyanna: “Art Experience” or Tagore’s “What is Art?”
Unit – III Fiction: Background: Origin, growth and development 1. Mulk Raj Anand. Coolie 2. Raja Rao. The Serpent and the Rope 3. R. K. Narayan, The Guide 4. Anita Desai. Cry The Peacock 5. Salman Rushdie. Midnight’s Children 6. Arundhati Ray: “The god of Small Things” Unit – IV Drama: Background: Origin, growth and development 1.Asif Curimbhoy. Refugee 15
2. Mahesh Dattani, Final Solutions 3.Where did Leave My Purda ,2012./The big Fat City , Major Electives ENGE084 - INTRODUCTION TO ENGLISH LINGUISTICS Credits: 2 Course objectives: 1. To foster a scientific approach to language 2. To introduce the learner to some basic concepts of English linguistics. 3. The enable the learner to apply linguistic knowledge to everyday language use.
Unit 1: Linguistics and English Studying Linguistic structure; the development of English; genetic classifications of languages; the development of English; typological classification of languages; why languages change.
Unit 2: The Syntax of English Introduction to English syntax; formal versus notional definitions; structuring of constituents; word classes and phrases; verb phrase; clauses and sentences.
Unit 3: Semantics of English The structure and meaning of English words; the morpheme; lexical semantics; dictionaries; componential analysis; semantic relations; creating new vocabulary; referential and spatiotemporal deixis.
Unit 4: The Speech Sounds of English The Speech sounds of English; phonetic alphabet; transcription; consonants; vowels; suprasegmentals; stress and intonation.
Textbook:
Meyer, Charles F. Introducing English Linguistics. CUP, 2009. ……………………………………………………………………………………………….
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ENGE085 - Language and Media Credits: 2 Language and Media includes eight units – newspaper, radio, magazines, television, film and e publishing.
Course Objectives: 1. To introduce the learners to various theories of language as a communicative medium 2. To introduce the students to the newest manifestations of language 3. To give a brief idea of how knowledge is created in various media, print, radio, television and new
Unit 1:History of Newspapers in India Bengal Gazette-Swadesamitran –Indian Gazette-Madras Gazette- Indian Herald-Bombay Herald- Bombay Courier- Bombay Gazette-Sanbad Kaumudi-(The Bombay Times)-Amrit Bazaar Patrika –Kesari –Mahratla –Young india-Harijan-National Herald-The Hindu-PTI.
Unit 2: Defnitions – Language, Media Stages of the course of the news – news value – newspaper writing – terms used in news gathering, newspaper organisation, copy writing and copy editing – truth telling, agenda setting – opinion forming – media as a democratic institution
Unit 3: Print Media – Copy writing and copy editing Copy Writing - writing for mass circulation – diversity of the audience – elements of readability – vocabulary and structural simplicity – units of thought and sentence – fog index – inverted pyramidal structure of news stories – editorializing – headlines and lead paras – different types of stories Copy Editing – editing to make meaning – editing to save space - cutting, trimming, boiling – developing angles – objectivity and fairness – coverage – making stories legally safe Westley H., Bruce. News Editing. New Delhi: Oxford IBH, 1975.
Unit 4: Radio and Television Narrative, pause, dramatic silence, voice, points of view, sound, atmos, music in documentaries and plays (BBC & AIR).
Primary Texts: Samuel Beckett’s All That Fall John Biewen’s Reality Radio: Telling True Stories in Sound. Kevin Branigan’s Radio Beckett. Evolution and change in language, voyeurism, hurried mode of narrative, ‘flow’, space and culture in Documentaries, plays and soap operas. 17
Primary Texts: Theodore Adorno’s “How to look at Television”. Raymond William’s Television : Technology and Cultural Forms. Unit 5: Film Language I. The development of film narrative with reference to: Evolution of film techniques, The Silent Era, Film movements, Film Noir, Asian cinema
II. Language of films in four forms: Mis-en-scene, Cinemetography, Sound and light, Editing
Primary Texts: Andre’ Bazin’s “The Evolution of the Language of Cinema”. Laura Mulvey’s “Visual Pleasure and Narrative”.
References: Theodore Adorno’s The Culture Industry Sergei Eisenstein’s Film Forms: Essays in Film Theory. James Monaco’s How to Read a Film. Andre’ Basin’s What is Cinema? Gilles Deleuze’s The Movement Image.
Recommended viewing: Griffith: The Birth of a Nation (1915) Eisenstein: Battleship Potempkin (1925) Chaplin : Modern Times (1936) Welles: Citizen Kane (1941) De Sica: Bicycle Thieves (1948) Kurosawa: Rashomon (1950) Bergman: Wild Strawberries (1957) Godard: Breathless (1960) Ray : Charulatha (1964) Ghatak: Subarnarekha (1965) Patwardhan: Bombay our City (1985)
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ENGE086 - Introduction to Dravidian Literature Credits: 2 Course Description: An introduction to the key classical texts of the four major Dravidian languages. While the course brings out the uniqueness of each literary tradition, it also focuses on some of the common elements. For example, all the four linguistic cultures share the same musical heritage which goes back to the pre-christian era as evident in such ancient Tamil texts as Tolkappiyam and cankam literature. While Telugu, Kannada, and Malayalam draw heavily from the epics, the Mahabharata and Ramayana, Tamil has other sources too. Course Objectives: 1. To introduce the learner to some of the important texts of the four major Dravidian languages. 2. To sensitise the learner to the similarities and dissimilarities among the four literary traditions. 3. To enable the learner to trace the common origin of the South Indian musical tradition. 4. To show the learner how Telugu, Kannada and Malayalam literary traditions make use of the epics. Unit I: Dravidian Literature Introduction to Dravidian Literature Unit II: Telugu Literature Introduction to Telugu Literature Nannayabhatta Palkuriki Somanatha Srinatha Allasani Peddana Tyagaraja Unit III: Tamil Literature Introduction to Tamil Literature Tinai Theory Tinai Theory and Tolkaappiyam Cankam Literature 19
Tirukurral Cilappatikaram Tiruppukazh Unit IV: Malayalam Literature Introduction to Malayalam Literature Mudugar Tribe Mudugar Paatu Cherusseri’s Krishnagatha Nampiyaar’s Panchendropakhyanam Unnayi Warrier’s Nalacharitam Swati Tirunal Unit V: Kannada Literature Introduction to Kannada Literature Kavirajamarga III. 187-197 Pampa’s “Draupadi’s Vow and After” Ranna, “Encounter by Vaishampayana Lake” Select Vachanas Purandaradasa …………………………………………………………………………………………………….
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ENGE087 - Introduction to Sanskrit Poetics Credits 2 COURSE DESCRIPTION The eight major schools of Indian Aesthetics would be introduced. The two dominant schools of Rasa and Dhvani will be given special focus. The analysis of critical theories will be done with a view to approaching some of the major literary texts in India, the primary aim of which being the study of the ideological issues informing such texts. OBJECTIVE To introduce Indian (Sanskrit) poetics to the students so as to enable them to study some of the major texts of Indian Tradition. MODULE 1 REQUIRED READING S Kuppuswami Sastri: “Highways of Literary Criticism in Sanskrit” Mohan Thampi: “Rasa as aesthetic experience” S.K.De: “Kuntaka’s theory of Poetry: Vakrokthi” MODULE 2 REQUIRED READING: S.N Dasgupta “The Theory of Rasa”
Kunjunni Raja: “The Theory of Dhvani” (both from VS Seturaman,ed, Indian Aesthetics)
AK Ramanujan : Translator’s Notes and Afterward in Poems of Love and War
Background Reading: S K Nandi. Studies in Modern Indian Aesthetics Simla: Indian Institute of Advanced Study, 1975. Sudhakar Pandey and V N Jha eds. Glimpses of Ancient Indian Poetics: From Bharata to Jagannatha. Delhi: Indian Book Centre, 1993.
A V Subrahmanian The Aesthetics of Wonder: New Findings in Sanskrit Alankarasastra Delhi: Motilal Banarsidas, 1988.
Kapil Kapoor Literary Theory: Indian Conceptual Framework. New Delhi: Affiliate East-West Press, 1998.
Sushil Kumar De. History of Sanskrit Poetics Calcutta: Firma, 1988.
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ENGE088 - Indian Women’s Writings in English Course description: This course will exclusively deal with women writings in English in India. This includes novelists, poets, and dramatists. Objectives: - To make the students acquaint themselves with the large chunk of women writings in English in India - To gain new insight into their writings Course method: This course will comprise lectures and discussion. Evaluation consists of 40 per cent for internals and 60 per cent for externals. Unit – I History of women writings in English India – origin – development and contextualising – four phases.
Unit – II - Women Poets Toru Dutt – Sita, Lotus Sarojini Devi – “Palanquin Bearers” from The Golden Threshold, “Love and Death” from The Bird of Time Kamala Das – The Old Playhouse, An Introduction Gauri Deshpande Mamata Kalia Eunice De Souza Tara Patel’s one Poem Arundhati Subramanian Lakshmi Kannan – Smita Agarwal Esther kire/Tenmla AO
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Unit – III - Women Novelists Kamala Markandeya Nayantra Sahagal Sashi Deshpande Anita Desai – one Novel to be decided(Five on the Mountain) Kiran Desai – The Inheritance of Loss Manju Kapoor – The Difficult Daughters Unit – IV - Women Dramatists Uma Parameswaran Manjula Padmnabhan Note: Please note that the texts of the writers included here will be decided later.
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ENGE089 - Gender Studies Credits: 2 Gender Studies aims at introducing the learner to some of the key concepts and theoretical postulations such as Feminism, Lesbian/Gay Criticism, Queer Theory, Masculinity, and Lesbian Postmodern. It also includes literary texts, which are expected to be read in the light of major theoretical postulations. Specific Objectives: 1. To introduce some of the key concepts of Gender Studies. 2. To make the learners understand the evolution of theoretical framework for discussion of gender issues. 3. To highlight the intricate relationship between theory and fiction. 4. To make the learners understand how race, class, gender, and sexuality intersect. 5. To enable the learners to apply some of the major concepts to literary texts. Learning Outcomes: 1. The learner will subject all gender identities to revision. 2. The course will familiarize the learner with different strands of Gender Criticism. 3. Apart from sociological and psychological readings, the learner will examine the alternative aesthetics emanating from the representation of gender constructs. 4. The focus on the intersection of race, class, gender, and sexuality enables the learner to pursue research in interdisciplinary fields.
Unit I: Key concepts (instructor’s choice) Unit II: Politics and Representation Simon De Beauvoir’s Second Sex (excerpts) Gayle S. Rubin’s “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality” (excerpts) Unit III: Body and Writing Helene Cixous: “The Laugh of the Medusa” Luce Irigaray: This Sex Which is Not One (excerpts) 24
Unit IV: Gender/Sexuality as Construct and Performance Judith Butler: “Imitation and Gender Insubordination” David M. Halperin: “Is There a History of Sexuality?” Unit V: Between the Pages Poetry: Lee Mocobe: “A Powerful Poem About What It Means To Be A Transgender” Sukirtharani: “My Body” Fiction: Revathi: The Truth About Me: A Hijra Life Story (excerpts) Jeanette Winterson: Oranges Are Not Only the Fruit (excerpts) ……………………………………………………………………………………………………
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S. No. Course Course Title Marks Credits Code
40 1. ENG091 ELT 60 4
40 2. ENG092 British Literature III 60 4
40 3. ENG093 New Literatures I 60 4
40 4. ENG094 Theories of Literature 60 4
Semester III Core Courses:
S. No. Course Course Title Marks Credits Code
40 1. ENGE095 Literature of the United States 60 3
40 2. ENGE096 Translation Studies 60 3
40 3. ENGE097 Introduction to Literary Disability Studies 60 3
40 4. ENGE098 Science Fiction 60 3
40 5. ENGE099 Modern European Classics 60 3
Major Electives 26
Core Courses III Semester ENG 091 - English Language Teaching Credits: 4
Course Description: ELT will deal with the history of English in India, the methods for ELT, Teaching spoken English, vocabulary, grammar, study skills and reference skills, tests and testing and also common errors and remedial English. Course Objectives: 1. To introduce the learner to the teaching of the different aspects of the English language – speech, vocabulary and grammar 2. To introduce the learner to the teaching of English as a discipline and hence the topics study skills and reference skills 3. To familiarise the learner with a brief history of English Language in India 4. To contextualise English language learning 5. To equip the learner with the skills necessary for English Language teaching.
Unit I: English in India−Past, Present and Future English as an international language, English as a link language, Commissions on the teaching of English in India, English in post-independence India Unit II: Methods Grammar-translation Method, Reform Method Unit III: Approach, Method and Technique Structural Approach, Bilingual method, Communicative Language Teaching, Eclectic method Unit IV: Teaching Spoken English: Some Techniques Songs and rhymes for teaching spoken English, Usage of limericks and tongue twisters, Developing listening skills Unit V: Teaching of Vocabulary Reading and vocabulary expansion, Active and passive vocabulary, Direct and indirect vocabulary, Methods of teaching vocabulary to young learners Unit VI: Study Skills and Reference Skills Using reference books, Study skills and their usefulness, Reading and making notes, Listening and taking notes Unit VII: Tests and testing Various types of language tests, Characteristics of a good test, types of questions that can be set, Ways of testing writing, speaking and communicative abilities, Usage of technology for testing Material Production and Lesson Planning. Unit VIII: Common errors and Remedial English Language variations and errors, Common errors in English, Usefulness of error analysis
Course Book: Krishnaswamy, N and Lalitha Krishnaswamy. Methods of Teaching English. New Delhi: Macmillan, 2006. Print. Richards, Jack .C& Theodore S. Rodgers Approaches and Methods in Language Teaching A description and analysis. UK: Cambridge University press,1986. 27
ENG 092 - BRITISH LITERATURE III Credits – 4
Course description: Following up on BL II which was offered in the second semester, BL III covers the literature of the 20th century and after. The enormous literary output of Great Britain can only be sampled under the generic categories, Modern British Fiction, Modern British Poetry, Modern British Drama and Modern British Non-Fiction. Learners will be encouraged to view the texts through the prism of modernism since this movement has inflected Western literature significantly.
Course objectives: 1) The learner will be introduced to some important texts of modern British literature. 2) The course intends to show how modernism colours the literary texts of the 20th century. 3) To call attention to the significant social and historical undercurrents of the age.
Unit I: Modern British Fiction Virginia Woolf: To the Lighthouse James Joyce: Portrait of the Artist as a Young Man Kingsley Amis: Lucky Jim Anita Brookner: Hotel du Lac
Unit II: Modern British Non-Fiction Henry James, “The Art of Fiction” George Orwell: “Politics of the English Language” E. M. Forster: “What I Believe”
Unit III: Modern British Poetry Hopkins: “Windhover” T.S. Eliot: “The Waste Land” / “The Love Song of J. Alfred Prufrock” Wilfred Owen: “Anthem for Doomed Youth” W. B. Yeats: Sailing to Byzantium W. H. Auden: “In Memory of W. B. Yeats” Philip Larkin: “Toads”/ Next Please Dylan Thomas: “Do Not Gentle Into That Good Night” Ted Hughes: “Hawk Roosting,” “Thought Fox” Seamus Heaney: “Digging” / “Death of A Naturalist” Carol Ann Duffy: “Standing Female Nude” Vicki Fever: “Judith” Gillain Clarke: “Catrin” Eavan Boland: “Domestic Violence” Simon Armitage: “My Father Thought it Bloody Queer”
Unit IV: Modern British Drama Samuel Beckett: Waiting for Godot Shelagh Delaney: A Taste of Honey 28
Caryl Churchill: Top Girls ENG 093 - NEW LITERATURES I 4 Credits Course description: New Literatures is also known as Postcolonial Studies, and Commonwealth Literature. These literatures emerge from countries such as Canada, Australia, New Zealand, India, Sri Lanka, and also from several African and Caribbean nations which were colonized mainly by the European powers. The literatures from these ex-colonies reflect the colonial and post-colonial experience adopting traditional and non-traditional literary techniques. Some important texts from this corpus as well as key concepts in postcolonial studies will be introduced to the learners. New Literatures I will confine to the texts from Asian, African and Caribbean countries.
Course objectives: 1. To introduce the learner to some major texts in the area of New Literatures, especially from the Asian, African and Caribbean countries. 2. To encourage the learner to understand the history of the people of the colonized countries. 3. To foster an understanding of global issues such as class, caste, race and gender. 4. To introduce some key concepts in postcolonial literature.
Unit I: Asian Literature Sri Lanka: Patrick Fernando: “The Fisherman Mourn by His Wife” Syam Selvadurai: From Funny Boy Bangladesh: Nasreen Taslima: Lajja
Pakistan: Kishwar Naheed: “I am not that Woman” Faiz Ahmed Faiz: “Loneliness” Fahmida Riaz: “Chadur and Char-diwari”
Malaysia: Lee Kok Liang: “Five Fingers” Mohamad Bin Haji Salleh: “Do Not Say”
Singapore: Philip Jeyaretnam: “Making Coffee”
Unit II: African Literature Oral Tradition East Africa: Adventures of Abunuwas, Trickster Hero Ngũgĩ wa Thiong'o: “Deloconising the Mind” 29
Okot p’Bitek: “Song of Lawino” North Africa: The Shipwrecked Sailor West Africa: Chinua Achebe: Things Fall Apart, “What Has Literature Got To Do With It?” Wole Soyinka: The Lion and the Jewel, “Telephone Conversation” Leopold Senghor David Diop: “Africa” Kofi Awoonor: “Song of War,” “The Weaver Bird,” “Easter Dawn”
Unit III: Caribbean and British Guyanese Literature V.S. Naipaul: “Man-man” Derek Walcott: “A Country Club Romance” Grace Nichols: “Tropical Death,” “In My Name” Lean Rhys: Wide Sargasso Sea …………………………………………………………………………………………………
ENG 094: Theories of Literature 4 credits Objectives: The contemporary theoretical tools are believed to be the most enabling material for any researcher, if not a key element in the repertoire of one’s own worldview, in humanities and other disciplines. The course aims to introduce the learner to the main sign posts of the theory narrative from the late 1950’s to the turn of the 21st century. The course assumes that Literary Theory is no more a news as it used to be once because the main predicates of the theory have become assumptions of the ‘canon’ at present. Hence bypassing the literary theory would be at one’s peril. Course Description: The course is designed to focus on some of the key texts of structuralism, poststructuralism, postmodernism and some other contemporary initiatives. Required Reading: Ferdinand de Saussure: “Nature of the Linguistic Sign” From A Course in General Linguistics, (Excerpt from Lodge (ed.): Modern Criticism and Theory) 30
Roland Barthes : The Death of the Author Jacques Derrida : “The Structure, Sign and Play in the Discourse of the Human Sciences” Hillis Miller : “The Critic as Host” Michel Foucault : “Nietzsche, Genealogy, History” Jacques Lacan : “Insistence of the Letter in the Unconscious” Jean-Francois Lyotard. : “Postmodern Science as the Search for Instabilities” & “Legitimation by Paralogy” Gilles Deleuze : “Repetition for Itself” Slavoj Zizek : The Sublime Object of Ideology Topics for Seminar: Roman Jakobson : “The Metaphoric and Metonymic Poles” Elaine Showalter : “Towards a Feminist Poetics” Sigmund Freud : “Creative Writers and Daydreaming” Viktor Shkhlovsky : “Art as Technique” Claude Levi-Strauss : “Incest and Myth” Mikhail Bakhtin : “From the Prehistory of Novelistic Discourse” M H Abrams : “The Deconstructive Angel” Homi K Bhabha : “The Commitment to Theory”
Background Reading: Peter Barry : Beginning Theory Terry Eagleton : Literary Theory Terence Hawkes : Structuralism and Semiotics Catherine Belsy : Critical Practice Raman Selden : A Reader’s Guide to Literary Theory Hans Bertens : Literary Theory (Basic series) Frederic Jameson : Marxism and Form Frank Lentricchia : After the New Criticism
Major Electives III Semester
ENGE 096 - TRANSLATION STUDIES Credits – 4 Course description: This course introduces the student to the theory and practice of translation including basics of communication and theories of meaning. The paper will also include study and review of texts and translations both in English and Tamil. Course objectives: The objective is to familiarize the students with the history, theories, methods and practice of translation. Theories of language, meaning and of communication, to the extent necessary for a sound grasp of the subject, will also be included in the course work. These would help the students assess the merits of translation and to explain failures in terms of translation theories. 31
Unit 1: Translation field and types – Definition of translation – Nida’s and that of J.C.Catford – Phonological and Graphological translation- Transliteration – Grammatical and lexical translation.
Unit 2: Theory of language-levels and level shifts – meaning and translation- transference and translation (J.C.Catford)
Unit 3: Nida’s theory of translation – Kernels and transforms – Equivalence in translation – correspondence – Nida’s discussion of meaning- referential and emotive meanings
Unit 4: Adjustments in translation- Theory of communication in its bearing on translation- Decoder’s abilities – Fit, noise, Communication load- lexical and structural – Culture and translation- Ethno-linguistic model of translation
Unit 5: Qualifications and motives of translator – language varieties – Limits of translatability – Formal equivalence and poetry translation – Translation in Indian context – History of translation theory. Books for Reference: Catford, J.C. (1965), A Linguistic Theory of Translation. London: OUP. Bassnett, Susan (1980), Translation Studies. London/NY: Routledge. Bassnett, Susan & Lefevere, A. (eds.) (1990), Translation, History and Culture. London: Pinter. Campbell, S. (1998), Translation into the Second Language. Harlow: Longman Delisle, J. Woodsworth, J. (eds) (1995), Translators Through History. Amsterdam, Philadelphia. Halliday, M.A. K. and Hasan, R. (1976) Cohesion in English. London: Longman. Katan, D. (2004), Translating Cultures. An Introduction for Translators, Interpreters and Mediators. Manchester: St. Jerome. Newmarke, P. (1998), A Textbook of Translation. NY/London: Printice Hall. Nida, E.A. (1964) Toward a Science of Translating. Leiden: E.J. Brill. Nida, E.A. and Taber, C.R. (1969), The Theory and Practice of Translation. Leiden: E.J. Brill. Steiner, G. (1975), After Babel. Oxford: OUP. Venuti, L. (2004), The Translation Studies Reader. London/NY: Routledge
…………………………………………………………………………………………….. ENGE097-INTRODUCTION TO LITERARY DISABILITY STUDIES 32
Credits-3
Course Description In the Humanities special scholarly attention has been given in recent years to the ways in which people with disabilities are represented in literature, films, fine arts, and other art forms. The aim of the course is to focus on representations of disability in literature, especially in fiction (fairy tales), autobiographies and poetry. Concepts from disability theory like “disability”- “impairment”, “normal”-“abnormal”, “medical model”-“social model” will be introduced with a view to enable the learners to apply them to literary works. The present postgraduate course will introduce the learner to theoretical essays on disability and require a close reading of particular literary works in the light of the concepts pertaining to disability. Course Objectives Identification of some of the literary strategies the authors use to depict people with disabilities and analysis of those strategies Identification of some of the major theoretical approaches within Disability Studies and analysis of those approaches Critiquing the assumptions behind representations of disabilities
Unit I Introduction to Disability Studies Disability in Literature through the Ages Old, Middle, and Modern Literature and Disability (Sophocles’ Oedipus Rex John Milton, “On His Blindness” Charles Dickens’ The Christmas Carol Charlotte Bronte’s Jane Eyre Tony Morrison’s The Bluest Eye, Firdaus Kanga's Trying to Grow) Unit II Disability in Fiction Victor Hugo: The Hunchback of Notre-Dame Doris Lessing: The Fifth Child Unit III Disability in Play 33
William Shakespeare: Richard III
Unit IV Disability in Autobiographies Helen Keller: The Story of My Life Unit V Disability in Fairy Tales Jacob and Wilhelm Grimm: Any Two of Grimm’s Fairy Tales (Instructor’s Choice) Recommended Readings The Cambridge Companion to Literature and Disability Snyder, Sharon L. and Brenda Jo Brueggemann and Rosemarie Garland –Thomson, eds. Disability Studies: Enabling the Humanities. Modern Language Association, 2002. Davis, Lennard J, ed. The Disability Studies Reader. Routledge, 2006. Shakespeare, Tom. Disability Rights and Wrongs. Routledge, 2006. Wilson, James, and Cynthia Lewiecki-Wilson, eds. Embodied Rhetorics: Disability in Language and Culture. Southern Illinois University Press, 2001. Addlakha, Renu, ed. Disability Studies in India: Global Discourses, Local Realities. India 2013. Journal of Literary and Cultural Disability Studies Disability Studies Quarterly
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ENGE098 – SCIENCE FICTION Course Objectives: 1. To expose the learner to the genre of science fiction and its elements 2. To develop the ability to analyze science-fiction texts in terms of key concepts including genre, implied audience, plot construction, linguistic texture and sociocultural context UNIT I: Definition- function- kinds- history and significance of Science fiction UNIT II: Mary Shelley: Frankenstein 34
H.G. Wells: Time Machine UNIT III: Isaac Asimov: Foundation Arthur C. Clarke: Rendezvous with Rama UNIT IV: Ursula K. Le Guin: The Dispossessed Robert A. Heinlein: The Moon is a Harsh Mistress UNIT V: Ray Bradbury: Fahrenheit 451 William Gibson: Neuromancer Reference Books: 1. P.S. Krishnamoorthy. A Scholar’s Guide to Modern American Science Fiction. Hyderabad: American Studies Research Centre, 1983. 2. James, Edward and Farah Mendlesohn. Eds. The Cambridge companion to Science Fiction, Cambridge: Cambridge University Press, 2003. 3. Brian Aldiss. Trillion Year Spree: The History of Science Fiction. London: Victor Gollancz, 1986. ………………………………………………………………………………………………….
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ENGE 099 - Modern European Classics Credits 3
Objectives: To introduce students to the historical, political and cultural contexts from which Modernism in European literature emerged in the late 19th and 20th centuries. To critically examine representative literary texts in order to understand major artistic and intellectual trends and movements in modern Europe. To help students locate and assess literary ‘classics’ in terms of the challenges faced by post- Enlightenment Europe in the modern age. Unit I: Poetry Rainer Maria Rilke: “Growing Old” Charles Baudelaire: Selections from Flowers of Evil Arthur Rimbaud: “Asleep in the Valley” Paul Celan: “Death Fugue” Paul Valéry: “The Girdle”
Unit II: Fiction Guy de Maupassant: “Boule de Suif” Franz Kafka: The Metamorphosis Albert Camus: “The Silent Men”
Unit III: Drama Henrik Ibsen: A Doll’s House August Strindberg: Miss Julie
References: Armstrong, Tim. Modernism: A Cultural History. Cambridge: Polity, 2005. Bradbury, Malcolm and McFarlane, James, eds. Modernism: A Guide to European Literature 1890-1930. Harmondsworth: Penguin, 1991.
Brooker, Peter, et al. eds. The Oxford Handbook of Modernisms. Oxford: Oxford UP, 2010. Lewis, Pericles, ed. The Cambridge Introduction to European Modernism. Cambridge: Cambridge UP, 2011. Marker, Frederick J. and Christopher Innes, eds. Modernism in European Drama. Toronto: U of Toronto P, 1998.
Travers, Martin. An Introduction to Modern European Literature: From Romanticism to Postmodernism. New York: St. Martin’s Press, 1998.
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Major Electives Semester IV Core Courses:
S. No. Course Course Title Marks Credits Code
40 1. ENG101 Dalit Literature 60 4
40 2. ENG102 New Literatures II 60 4
40 3. ENG 103 Cultural Studies 60 4
A Fiction Ensemble 40 4. ENG 104 60 4
Major Electives
S. No. Course Course Title Marks Credits Code
70 1. ENGE105 Project 30 2
40 2. ENGE106 Communicative English 60 2
40 3. ENGE107 Post theory and the Contemporary Scene 60 2
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Core Courses Semester IV
ENG 101 - Dalit Literature Credits: 4 Dalit Literature will introduce several dalit writings to the learner in order to sensitize her/him to the condition of being a dalit in India. These writings include poems, short stories, essays and a novel.
Course objectives: 1. To introduce the literary genre, dalit literature to the learners 2. To sensitize the learners to the human condition known as “dalitness” 3. To train the learners to critique dalit writings competently
Unit 1: Poetry Poikayil Appachan, “Songs by Poikayil Appachan.” Vijila. “A Place for Me.” Indran. “Wall-Posters,” “The City of Burning Slum.” Thai Kandasamy. “A Possibility.” S.Sukirtharani. “Portrait of My Village.”
Unit 2: Essay Gail Omvedt. “Ambedkarism: The Theory of Dalit Liberation.” Eleanor Zelliot. “The Folklore of Pride: Three Components of Contemporary Dalit Belief.” KanchaIlaiah. Why I am Not a Hindu (excerpts) Raj Kumar. “Caste, Culture and Politics: Towards a Definition of Dalit Autobiography.”
Unit 3: Short Story Ravi Kumar. “On Knowing the Truth.” Bama. “Events.” P.Sivakami. “The Paper Door.”
Unit 4: Fiction and Autobiography Vemula Ellaih. Excerpt from Siddi Omprakash Valmiki. Joothan: A Dalit Life.
Unit 5: Speech Thirumavalavan. “Rule of Caste is the Rule of India.”/ “Land Rights” P.Sivakami. “Land: Woman’s Breath and Speech.” Sunny M. Kappikkad. “The Dalit Presence in Malayalam Literature.”
Unit 6: Interview Gita Hariharan’s interview with Bama Pradeepan Pampirikunnu’s interview with Raghavan Atholi, “The Poet with a Forest Fire Inside” …………………………………………………………………………………………………..
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ENG 102 - New Literatures II
Credits: 4
New Literatures II is sequel to New Literatures I which includes Asian and African literary texts. The present course will introduce the learner to some of the important texts in this genre from Canada, Australia and New Zealand. Students will be encouraged to read the texts in the light of postcolonial concepts.
Course Objectives: 1. To introduce some of the important post colonial writings from canada, Australia and New Zealand 2. To enable the learner to criticize the texts using postcolonial concepts 3. To foster a historical understanding of literary cultures other than British and American
Unit I: Australia Drama Jane Harrison: Stolen Louis Nowra: Radiance
Fiction Sally Morgan: My Place (an excerpt) Henry Lawson: “The Drover’s Wife” James Cook: An Account of a Round Voyage of the Endeavour (an excerpt) Dick Roughsey: from Moon and Rainbow: The Autobiography of an Aboriginal (an excerpt) Babara Baynton: “The Chosen Vessel” Kate Grenville: The Secret River
Poetry Banjo Paterson: “Waltzing Matilda” Mary Gilmore: “Australia” Henry Kendall: “The Last of His Tribe” Judith Wright: “At Cooloolah,” “For New England,” “Bora Ring” Oodgeroo Noonucacal (Kath Walker): “We Are Going,” “No More Boomerang”
Unit II: Canada Drama George Ryga: The Ecstasy of Rita Joe Drew Hayden Taylor: Someday
Poetry 39
Pauline Johnson: “The Cattle Thief” Rita Joe” “I Lost My Talk” Margaret Atwood: “Progressive Insanities of a Pioneer”
Fiction Alice Munro: “The Photographer” Jeannettte C. Armstrong: “This Is a Story” Lee Maracle: I Am Woman (excerpt) Maria Campbell: Halfbreed
Unit III: New Zealand Katherine Mansfield: “The Garden Party,” “Miss Brill” Patricia Grace – Short Fiction (selections) ………………………………………………………………………………………………………
ENG 103- Cultural Studies Credits 4 Objectives: To introduce students to basic concepts and theories of culture, especially within the historical and disciplinary context of its academic study. To enable students to perceive the connections between cultural theory and everyday objects and practices. To examine the overlaps between the study of culture and other domains of critical inquiry such as media studies, gender studies and urban studies.
Unit I: Background Key Concepts: High vs. low/mass culture, culture industry, popular culture, Representation, Ideology, Power, Hegemony, Resistance Historical Lineage: Frankfurt School, Birmingham School Unit II: Theoretical Insights Stuart Hall: “Cultural Studies: Two Paradigms” Theodor W. Adorno: “Culture Industry Reconsidered” Arjun Appadurai: “Disjuncture and Difference in the Global Cultural Economy” Unit III: Culture, Space and Location John Fiske: “Shopping for Pleasure: Malls, Power and Resistance” (from Reading the Popular) 40
Ravi Vasudevan: “Voice, Space, Form: The Symbolic and Territorial Itinerary of Mani Rathnam’s Roja” (from The Melodramatic Public: Film Form and Spectatorship in Indian Cinema) Unit IV: Culture, Representation and Identity Ashis Nandy: “The Changing Popular Culture of Indian Food: Preliminary Notes” Shahid Amin: “Representing the Musalman: Then and Now, Now and Then” (from Muslims, Dalits, and the Fabrications of History)
References: Barker, Chris. The Sage Dictionary of Cultural Studies. London: Sage, 2004. Brooker, Peter. A Glossary of Cultural Theory. London: Arnold, 2003. Certeau, Michel de. The Practice of Everyday Life. Berkeley: U of California P, 1984. During, Simon, ed. The Cultural Studies Reader. London: Routledge, 1993. Edgar, Andrew, and Peter Sedgwick, eds. Key Concepts in Cultural Theory. London: Routledge, 1999. Nayar, Pramod K. An Introduction to Cultural Studies. New Delhi: Viva, 2011. Storey, John. Cultural Theory and Popular Culture: An Introduction. London: Pearson, 2012. Strinati, Dominic. An Introduction to Theories of Popular Culture. London: Routledge, 1995. Tudor, Andrew. Decoding Culture: Theory and Method in Cultural Studies. London: Sage, 1999. ……………………………………………………………………………………………………..
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ENG 104 A FICTION ENSEMBLE Credits 4 COURSE DESCRIPTION The course would include a few key theoretical approaches to the narrative fiction in general and novel in particular as well as great creative works. Therefore, the course includes short stories and fiction representing different cultures. OBJECTIVE Given the primacy of the novel among a variety of genres of literature, the course aims to focus on the protean character of the novel globally across time, with a special stress on its postmodern manifestations. MODULE 1 REQUIRED READING John Barth: “Literature of Exhaustion” Terry Eagleton: “What is a Novel?” (From The English Novel: An Introduction) Franz Kafka: “The Country Doctor” Jorge Luis Borges: “The Garden of Forking Paths” SEMINAR Stephen Crane: “The Open Boat” MODULE 2 REQUIRED READING Lawrence Sterne: Tristam Shandy John Fowles: The French Lieutenant’s Woman. Ralph Ellison: Invisible Man. SEMINAR Nadine Godimer: The Conservationist MODULE 3 REQIRED READING Miguel Cervantes: Don Quixote Italo Calvino: If on a Winter’s Night a Traveler Joseph Conrad: Heart of Darkness 42
SEMINAR: J M Coetzee: Waiting for the Barbarians BACKGROUND READING MODULE:4 Dostoevsky: Crime and Punishment G Flaubert: Madam Bovary Gunter Grass: Tin Drum SEMINAR: Orhan Pamnk : Snow Background Reading: Georg Lukacs: Theory of the Novel Lucien Goldmann: Towards Sociology of the Novel David Lodge: The Art of Fiction Wayne C. Booth: The Rhetoric of Fiction Patricia Waugh: Metafiction Jeremy Hawthorn: Studying the Novel Shlomith Rimmon-Kenan: Narrative Fiction: Contemporary Poetics Joyce Carol Oates: Telling Stories – An Anthology for Writers Linda Hutcheon: A Poetics of Postmodernism: History, Theory, Fiction Mikhail Bakhtin: The Dialogic Imagination Susan Lohafer & Ellyn Clarey (eds): Short Story Theory at a Crossroads Isabel Allende: Portrait in Sepia ………………………………………………………………………………………………….
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ENGE106 - Communicative English Objective: The Course aims to: 1. train students to use formal/informal language in the professional world 2. improvise writing skills of students in drafting reports 3. familiarize the group dynamics and train them for collaborative work UNIT I: Introduction to Communication- Process- Types of Communication- Intrapersonal- Interpersonal- Extrapersonal- Organizational- Mass communication- Flow of communication Barriers to Communication- Cultural, linguistic, socio-psychological- organizational-Non-verbal Communication- Kinesics, Proxemics & Chronemics UNIT II: Descriptive Writing- objective- structure- dominant impression- sensory details- spatial order- Argument Writing – appeal- purpose, audience and form- five parts of an argument- claim, reasons, evidence- acknowledgement and response- warrant- Structure of an argumentative essay- examples UNIT III: Group Discussion – Types of GD- Topical, Case studies, and Abstract GD- Guidelines- Do’s and Don’ts –Evaluation Criteria Interview Skills- Purpose- Preparation for the interview- Types- structured and unstructured interview, stress interview, behavioral interview, Problem solving or case interview and panel interview- How to overcome Interview nerves UNIT IV: Report Writing – Types of Report – structure of a report – Essential Stages-What makes a good report? – Notices- Agenda- format - Minutes - format and layout- notes of minutes- narrative minutes- resolution minutes and action minutes UNIT V: Perspective Writing – Point of View- Presentation Skills- Skills required to prepare for a presentation- Planning – outlining and structuring- Strategies for reducing stage fright- Strategies just before the presentation and Strategies when the presentation begins- Visual Aids in Presentation Reference: Raman, Meenakshi and Sangeeta Sharma. Technical Communication: Principles and Practice. Third Edition. New Delhi: Oxford University Press, 2015.
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Nelson, Leslie O. and Thomas N. Huckin. Technical Writing and Professional Communication. 2nd Edition. US: McGraw Hill Custom Publication, 1991. Jain A.K et. al. Professional Communication Skills .New Delhi : S. Chand, 2006. ______
ENGE107: Post Theory and the Contemporary Scene No of Credits: 2 Objectives: To explore the state of literary enterprise after the key tenets of the Literary Theory have been integrated into, or addressed by, the mainstream literary studies in academies generally. Hence, the focus is on the shape of the new initiatives whether in terms of new theories or an a-theoretical universe as the case may be. Some of the recurrent features following the era of the High Theory, such as the empiricist turn, the toning down of the materialist stress, the ethical and religious turn, etc. may be of particular concern in the course.
Course Description: Keeping in line with its political and radical orientation, the Theory, instead of shutting the shop, has spawned, it seems, a series of initiatives such as Cultural Studies, Cognitive Criticism, Ecocriticism, Trauma Theory, Complexity Theory, Spatial Criticism, Ethical Criticism, Deleuzian Criticism, Post- Feminist Studies, Gender Studies, Diaspora, and Religious Studies etc. Topics will be largely pertinent to the areas given above. Required Reading: Julian Murphet : “Grounding Theory: Literary Theory and the New Geography” Giorgio Agamben : Homo Sacer I (Introduction and Chapter I) Slavoj Zizek : “Deadlock of Desublimation” from Metastases of Enjoyment. Colin Davis : After Poststrucuralism (Chapter 2 &4) Gilles Deleuze : “Ïmage of Thought” from Difference and Repetition Emmanuel Levinas : “Philosophy and the idea of Infinity” (From Collected Philosophical Papers) Gaston Bachelard : “The House from Cellar to Garret: The Significance of the Hut” (From The Poetics of Space) Background Reading:
Terry Eagleton : After Theory 45
Michael Payne and John Schad (eds.) : Life, After Theory Julian Wolfreys : Introducing Criticism at the21st Century Jean-Michel Rabaté : Crimes of the Future: Theory and its Global Reproduction Richard J Lane : Global Literary Theory
Theodor W Adorno : The Culture Industry: Selected Essays on Mass Culture.
Jean Baudrillard : Simulations. Zygmunt Baumunt : Intimation s of Postmodernity. Homi K Bhabha : The location of Culture. Judith Butler : Gender Trouble: Feminism and the Subversion of Identity Fredric Jameson : Postmodernism, or, The Cultural Logic of Late Capitalism
TESTING AND EVALUATION – M. A. English Studies
Internal Assessment and End of Semester Exam: 40 marks+60 marks = 100 marks End of Semester Examination time: 3 hours
Marks distribution Internal Assessment – 40 marks Seminar – 10 marks Assignment – 10 marks Written Test I – 10 marks Written Test II – 10 marks Total – 40 marks End of Semester Exam – 60 marks Question paper pattern (End of Semester exam): Part A Six questions are to be answered out of ten, each in about 100-150 words. Part B Three questions are to be answered out of six, each in about 200-250 words
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M.Phil. in English Major Electives Semester I Core Courses:
S. No. Course Course Title Marks Credits Code
40 1. ENGPR301 Research Methodology I 60 2
40 2. ENGPR302 Research Methodology II 60 2
40 3. ENGPR303 Introduction to Contemporary Literary 60 2 Theory 4 ENGPR400 Dissertation 40 2 60
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Title of the course: Academic Writing and Research Methodology I Course code: ENGPR 301 Credit -2
Syllabus Objectives: The primary objective of this course is to develop skills in academic writing and a research orientation among M.Phil. scholars and to acquaint them with fundamentals of research methods in writing dissertation. Some other objectives of the course are: • To develop understanding of the basic framework of research process. • To develop an understanding of various research designs and techniques. • To identify various sources of information for literature review and data collection. • To develop an understanding of the ethical dimensions of conducting applied research.
Pedagogy Teaching methods include readings, lectures, group discussions, worksheets and assignments. They are designed to ensure greater participation of the scholars. Evaluation: Evaluation is for 100 marks. It comprises both internals and externals. Internals consist of two assignment writings, each carrying ten marks. Externals, that is, end semester examination carry 80 marks. The minimum pass marks is 50. Marks will be converted into grades.
Section – I (Academic Writing) Unit – I The nature of academic reading and writing – elements of a sentence – elements of a paragraph – developing a paragraph - Types. Unit – II Developing ideas – Cohesive devices and coherence – summary and paraphrasing Unit – III Study skills for literature – note making – reading for writing and writing for reading – presenting point of view Unit – IV Academic functions – comparing and contrasting – exposition and argumentation – critical appreciation Unit – V Text types –descriptive texts =- factual narrative texts – expository texts – argumentative texts 48
Title of the course -Research Methodology II Course code: ENGPR 302 Credit -2
Unit – I What is research? Critical thinking – reasoning – arguments – deductive and inductive – fallacies –inferential comprehension – critical thinking in academic writing Unit – II Research for academic writing – methodology – selecting the sample- formulating hypothesis – scope and limitations - researching resources for writing – data collection – documentation Unit - III The process of writing – developing thesis statement – review of literature Unit – IV Plagiarism – implications Unit – V Drafting – editing – proof reading
Suggested reading:
Anderson, J. Assignment and Thesis Writing. Wiley India: 2014 Anderson, Marilyn, Pramod K.Nayar and Madhuchanda Sen. Critical Thinking, Academic Writing and Presentation Skills. Pearson: 2015. Arora, V.N. and Lakshmi Chandra. Improve your Writing. OUP: 2000 Eco, Umberto. How to Write a Thesis. MIT Press: 2015 Evans, David et.al. How to write a better thesis. Springer: 2014 Kidwai, Ayesha. The SLL&CS Research Handbook. Delhi: JNU, 2012. Leki, Ilona. Academic Writing: Exploring Processes and Strategies. CUP: 2012 MLA Manual – eighth edition.
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Core Course: Introduction to Contemporary Literary Theory Course Code –ENGPR 303 2 credits Objectives: As the contemporary theoretical tools are believed to the most enabling material for any researcher in humanities, the course aims to provide a firm grounding in the spectrum of the literary theory from the late 1950’s to the present. The course assumes that literary Theory, though no more a news as it used to be once, is because the main predicates of the theory has been assumed into the canon at present. Hence bypassing the literary theory would be at one’s peril. Course Description: The first module of the course is designed to focus mainly on the main signposts of poststructuralism, their political and ethical implications, Spatial theory, Ecocriticism and post theoretical as well as their contemporary figuration. Required Reading: Roland Barthes : The Death of the Author Jacques Derrida : “The Structure, Sign and Play in the Discourse of the Human Sciences” Michel Foucault : “Nietzsche, Genealogy, History” Jacques Lacan : “Insistence of the Letter in the Unconscious” Jean-Francois Lyotard. : “Postmodern Science as the Search for Instabilities” & “Legitimation by Paralogy” Gilles Deleuze : “Repetition for Itself” Slavoj Zizek : The Sublime Object of Ideology (London: Verso, 1989). Giorgio Agamben : Homo Sacer I
Seminar Topics
F. Saussure : “The “Nature of Linguistic Sign” from A Course in General Liguistics (Excerpt form Lodge, ed. Modern Criticism and Theory) Jakobson : “The Mataphoric and Metonymic Poles” M. H. Abrams : “The Deconstrycive Angel” Homi K Bhabha : “The Commitment to Theory” 50
Background Reading:
Theodor W Adorno: The Culture Industry: Selected Essays on Mass Culture. (London: Routledge, 2001) Jean Baudrillard : Simulations.( New York: Semiotexte, 1983). Zygmunt Baumunt : Intimation s of Postmodernity. (London: Routledge, 1992). Homi K Bhabha : The location of Culture. (London: Routledge, 1994). Judith Butler : Gender Trouble: Feminism and the Subversion of Identity (London: Routledge, 1990). Fredric Jameson : Postmodernism, or, The Cultural Logic of Late Capitalism (London: Verso 1991).
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The M.Phil. Programme is designed as a 2 semester academic work involving course work and Dissertation which carry 24 credits in all.
Dissertation- ENGPR400
The MPhil programme shall be conducted strictly in accordance with the UGC (Minimum Standards and Procedure for Award of MPhil/PhD Degrees) Regulations 2016. Hence candidates are advised to be conversant with the same. Accordingly, the minimum credit requirement for the award of MPhil shall be 24, comprising course work and dissertation. The course work shall carry 10 credits and dissertation will carry 14 credits. A dissertation with a minimum of 15000 words forms part of the MPhil Programme and hence should be submitted before the prescribed date for the completion of the programme.
The dissertation project shall adhere to the following procedure as detailed below:
The project work and the course work shall run concurrently in two semesters. The work on the project should begin from the first semester itself and shall be spread over to the following semester. The documentation style will be based on the latest MLA Handbook. There shall be 5 courses in all for M.Phil. Programme: 3 core courses, to be taught in the first semester and 2 elective courses (out of the 3 offered) to be taught in the second semester. The core courses to be taught in the first semester are: (a) Contemporary Literary Theory (b) Research Methodology I (c) Research Methodology II. Both core and elective courses shall carry 2 credits each. Thus, the total number of credits assigned to the M.Phil. course work will be 10. Evaluation for each of the courses (core as well as elective) shall be conducted by the course instructors concerned and will carry a maximum of 100 marks for each course which comprise 80 marks for the end- semester exam and 20 marks for internal assessment. The dissertation, to be evaluated both by the research supervisor and the external examiner, shall carry 14 credits.
The 14 credits of the dissertation project shall have the following split-up:
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Sl Acivity period credit procedure no. 1 Literature survey Within one month 1 To be presented of the before the commencement of supervising the Programme teacher 2 A working Within one month 1 -do- bibliography of the commencement of the programme 3 Dissertation topic Within two months 2 To be presented finalization of the before the DRC commencement of the course 4 Broad chapter Before the 1 To be presented division of the completion of the before the dissertation first semester supervising teacher. 5 Open seminar Before the 1 To be presented Presentation completion of the before an open first semester audience 6 Chapter 1 Within the second 2 To be submitted month of the second to the supervising semester teacher. 7 Chapter 2&3 Within the third 2 -do- month of the second semester 8 Conclusion and Before the end of 4 To be presented the entire the second semester before the DRC dissertation All the other requirement such as publication, seminar etc. will be as per the UGC regulations referred to above and hence need to be strictly adhered to.
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Elective
S. No. Course Course Title Marks Credits Code
40 1. ENGPR304 Aesthetics 60 2
40 2 2. ENGPR305 Literature of theory and the 60 Contemporary Scene 40 3. ENGPR306 Literature and Media 60 2
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Title of the Elective course: Aesthetics Course Code: ENGPR 304 Credits 2 Objectives: The primary objective of this course is to provide orientation among M.Phil. Scholars in Aesthetics, West and East. • To develop an understanding of Aesthetics. • To develop an understanding of various theories. To improve interpreting the meaning of artworks, the nature of beauty, the possibility of objective judgment of works of art, the relations between art and reality, between creativity and reason, between art and life, and whether just any object could become a work of art. • To develop better appreciation of literary texts. Pedagogy Teaching methods include readings, lectures, group discussions, and assignments. They are designed to ensure greater participation of the scholars. Evaluation: Evaluation is for 100 marks. It comprises both internals and externals. Internals consist of two assignment writings, each carrying ten marks. Externals, that is, end semester examination carry 80 marks. The minimum pass marks is 50. Marks will be converted into grades.
Unit – I
What is Aesthetics? – Nature, definitions – ancient and modern, its relation to Philosophy and literature
Unit – II Theories
Unit – III Western Aesthetics: Plato and Aristotle, David Hume and Kant, Tolstoy
Unit – IV Aesthetics and Literature: Romantic perception, Victorian and Modern – T.S. Eliot and Dr. IA Richards - Formalists and New Criticism
Unit – V Indian Aesthetics - Sri Aurobindo, Tagore, Ananda Kumaraswamy and Hiriyanna
Recommended Essays:
Rika Burnham, “It’s Amazing and It’s Profound” Plato, “Art and Appearance” Plotinus—The metaphysics of beauty Leo Tolstoy, “What is Art” Clive Bell, “Emotion in Response to Significant Form” 55
Morris Weitz, “The Role of Theory in Aesthetics” Arthur Danto, “The Artworld” George Dickie, “Art as a Social Institution” G.H. Lessing—How does poetry relate to the other arts? Immanuel Kant, “The Four Moments” Kant—The nature of aesthetic judgment Hume— A distinctive aesthetic sense? Edward Bullough, “Psychical Distance” George Dickie, “The Myth of the Aesthetic Attitude” William Pater, “A Quickened Sense of Life” John Dewey, “Aesthetic Qualities” Gadamer’s “On the Contribution of Poetry to the Search for Truth” Yuriko Saito, “The Japanese Appreciation of Nature” Hiriyanna “Art Experience” Ananda Kumaraswamy “Figures of Speech and Figures of Thought” Sri Aurobindo, “Future Poetry” Chapter – I Tagore, “What is Art?”
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Title of the Elective course: Literature of Theory and the Contemporary Scene Course Code: ENGPR 305 -(2 credits)
Objectives: To explore the state of literary enterprise after the key tenets of the Literary Theory have been integrated into, or addressed by, the mainstream literary studies in academies generally. Hence, the focus is on the shape of the new initiatives whether in terms of new theories or an a-theoretical universe as the case may be. Some of the recurrent features following the era of the High Theory, such as the empiricist turn, the toning down of the materialist stress, the ethical and religious turn, etc. may be of particular concern in the course.
Course Description: Keeping in line with its political and radical orientation, the Theory, instead of shutting the shop, has spawned, it seems, a series of initiatives such as Cultural Studies, Cognitive Criticism, Ecocriticism, Trauma Theory, Complexity Theory, Spatial Criticism, Ethical Criticism, Deleuzean Criticism, Post- Feminist Studies, Gender Studies, Diaspora, and Religious Studies etc. Topics will be largely aspects pertinent to the areas listed above. Required Reading: Joseph Frank : “Spatial Form in Modern Literature” (Twentieth Century Literary Criticism: Major Statements eds. Handy and Westbrook) Slavoj Zizek : “Deadlock of Desublimation” from Metastases of Enjoyment. Colin Davis : After Poststrucuralism (Chapter 2 &4) Gilles Deleuze. : “Asymmetrical Synthesis of the Sensible” from Difference and Repetition Emmanuel Levinas : “Philosophy and the idea of Infinity” (From Collected Philosophical Papers. Gayatri Spivak : “Literary Representation of the Subaltern” (Subaltern Studies Vol: 5)
Background Reading: Terry Eagleton : After Theory Michael Payne and John Schad (eds) : Life, After Theory Julian Wolfreys : Introducing Criticism at the 21st Century Jean-Michel Rabaté : Crimes of the Future: Theory and Its Global Reproduction Richard J Lane : Global Literary Theory Theodor W Adorno : The Culture Industry: Selected Essays on Mass Culture.
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Course Title: Literature and Media
Course Code- ENGPR306-(2 credits) Course Objectives: 1. To examine the concept of the literary text in the contemporary global context of popular culture and mass media 2. To analyse the linkages between and adaptations of literary genres and texts across various media 3. To explore the inter-disciplinary overlaps between the domains of literary studies and popular culture and media studies.
Primary Texts & Secondary Readings (for Case Studies):
1. Art Spiegelman: Maus (Volumes I & II, 1986/1991)
Robert Hutton: “A Mouse in the Bookstore: Maus and Publishing History” (South Central Review 32.3: 30-44) Jean C. Ewert: “Reading Visual Narrative: Art Spiegelman’s Maus” (Narrative 8.1: 87- 103) Thomas Doherty: “Art Spiegelman’s Maus: Graphic Art and the Holocaust” (American Literature 68.1: 69-84)
2. Jane Austen: Emma/Pride and Prejudice (TV and film adaptations, 1990s and 2000s) John Wiltshire: “Recreating Jane Austen: Jane Austen in Manhattan, Metropolitan, Clueless” (from Recreating Jane Austen, pp. 38-57) Linda V. Troost: “The Nineteenth-Century Novel on Screen: Jane Austen” (from The Cambridge Companion to Literature on Screen, pp. 75-89)
3. John Madden: Shakespeare in Love (1998) Kenneth Womack: “Reading (and Writing) the Ethics of Authorship: Shakespeare in Love as Postmodern Narrative” (Literature/Film Quarterly 32.2: 153-62) John Blackeley: “Shakespearean Relocations: The Final Scene of John Madden’s Shakespeare in Love” (Shakespeare Bulletin 27.2: 249-59) Richard Burt: “Shakespeare in Love and the End of the Shakespearean: Academic and Mass Culture Constructions of Literary Authorship” (from Shakespeare, Film, Fin de Siècle, pp. 203-31) 58
4. J.K. Rowling: The Harry Potter series (1997-2007)
James Russell: “Authorship, Commerce and Harry Potter” (from A Companion to Literature, Film and Adaptation, pp. 391-407) Timothy A. Gibson: “Harry Potter and the Commodity Fetish: Activating Corporate Readings in the Journey from Text to Commercial Intertext” (Communication and Critical/Cultural Studies 4.1: 3-26) Simone Murray: “Harry Potter Inc.: Content Recycling for Corporate Synergy” (M/C Journal 5.4
Evaluation
The evaluation of the M.Phil. Dissertation will be strictly as per the UGC (Minimum Standards and Procedure for Awards of M.Phil./Ph.D. Degree) Regulations, 2016, dated 5th May, 2016 (section 9.6).
For each course, the periodic internal assessment is for 20 marks and the End Semester Examination is for 80. In order to qualify to submit the dissertation, each student is required to present a paper in a conference/seminar as per section 9.4 of UGC (Minimum Standards and Procedure for Awards of M.Phil./Ph.D. Degree) Regulations, 2016, dated 5th May, 2016.
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PhD in English I Semester Core Courses
S. No. Course Course Title Marks Credits Code
20 1. ENG R101 Broad field (to be framed by supervisor) 80 2
20 2. ENG R102 Specific Area (to be framed by 80 2 supervisor)
Electives
S. No. Course Course Title Marks Credits Code
20 1. ENG R103 Introduction to Contemporary Theory 80 2
2. ENGR104 Academic Writing 20 2 80
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Electives ENGR103: INTRODUCTION TO CONTEMPORARY THEORY 2 credits
Objectives: As the contemporary theoretical tools are believed to the most enabling material for any researcher in humanities, the course aims to provide a firm grounding in the spectrum of the literary theory from the late 1950’s to the turn of the 21st century. The course assumes that much of the Literary Theory has now been assumed to be part of the ‘canon’, notwithstanding its own struggle against any canon. Regardless of one’s subscription to its tenets, one cannot afford to bypass a knowledge of these theories of knowledge. Course Description: The course is designed to focus on the main signposts of poststructuralism, postmodernism and some of the contemporary initiatives. Required Reading: Roland Barthes : The Death of the Author Jacques Derrida : “The Structure, Sign and Play in the Discourse of the Human Sciences” Michel Foucault : “Nietzsche, Genealogy, History” Jacques Lacan : “Insistence of the Letter in the Unconscious” Jean-Francois Lyotard : The Postmodern Condition: A Report on Knowledge Gilles Deleuze : “Repetition for Itself” Slavoj Zizek : The Sublime Object of Ideology Edward Said : “Two visions in Heart of Darkness” (From Culture and Imperialism) Judith Butler : Gender Trouble Benedict Anderson : Imagined Communities
Background Reading: Theodor W Adorno : The Culture Industry: Selected Essays on Mass Culture
Jean Baudrillard : Simulations Zygmunt Baumunt : Intimation s of Postmodernity. Homi K Bhabha : The location of Culture. Judith Butler : Bodies That Matter Fredric Jameson : Postmodernism, or, The Cultural Logic of Late Capitalism
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II Semester Core Courses
S. No. Course Course Title Marks Credits Code
20 1. ENG R201 Research Methodology 80 2
20 2. ENG R202 Specific Area (to be framed by 80 2 supervisor)
Electives
S. No. Course Course Title Marks Credits Code
20 1. ENGRE203 Sanskrit Poetics 80 2
2. ENGRE2014 Literature and Media 20 2 80
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Core Courses Semester II ENGR201: RESEARCH METHODOLOGY 4 Credits Objectives: To prepare students for writing the doctoral dissertation To train the students in the technicalities of writing To sensitize the students to quality in research and publication.
I. Writing an Essay Development Discovering and limiting a subject – defining a purpose and identifying an audience – Developing the topic – grouping ideas – developing the main idea – organizing the essay
Drafting and Revising Writing the first draft – revising it – editing the second – proofreading – final draft – benefitting from criticism
Composing Paragraphs Paragraph unity – coherence – developing the paragraph – writing special kinds of paragraph – linking paragraphs
Critical Thinking and Writing
Summarizing -- Effective Reasoning – Understanding the construction of arguments – Testing assertions -- Weighing Evidence
II. Research Writing Conducting Research Modern Academic Library – Central Information System – Reference Works -- – Online sources/databases
Beginning a Research Project| Planning the research project – delimiting an area of study – identifying a researchable problem -- finding and limiting a researchable topic – finding information and refining the topic
Stating the Thesis Topic to Thesis – Conceiving the thesis – writing and revising thesis Outlining Working Outline – Final Outline
Writing Drafts
The first draft – Subsequent drafts – Final draft and Research Project Portfolio
Bibliography
Bibliography – Converting Working Bibliography to Works-Cited List
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Evaluating Sources Authority – Accuracy and Verifiability – Currency Note-Taking Types of Note-Taking – Methods of Note-Taking – Amount and Accuracy of Note-Taking
III. Documentation Documentation: Preparing the List of Works List of Works Cited – Citing Periodical Print Publications – Citing Nonperiodical Print Publications – Citing Web Publications – Citing Additional Common Sources Documentation: Citing Sources in the Text Parenthetical documentation – Readability – Sample References
IV. Mechanics of Writing General Conventions Spelling – Punctuation – Italics – Names -- Numbers – Titles of Works – Quotations – Capitalization -- Abbreviations Format of the Research Essay Margins – Text formatting – Heading and Title – Pagination – Tables and Illustrations – Paper and Printing – Corrections and Insertions
V. Ethics of Writing Academic Integrity -- Plagiarism – Types of Plagiarism VI. Research Methods Textual Analysis – Discourse Analysis -- Visual methods – Ethnographic Methods – Oral History – Archive -- Interviewing – Quantitative Techniques Key Texts
1. MLA Handbook for Writers of Research Papers. New Delhi: Affiliated East-West Press Pvt Ltd. Most recent edition.
2. Ramsey Fowler, H. and Jane E. Aaron. The Little Brown Handbook. Scott, Foresman And Company. Most recent edition
3. Griffin, Gabriele, ed. Research Methods for English Studies. Rawat Publications, Indian rpt., 2007.
Distribution of Marks: Internal Assessment: 20 Terminal Examination: 80
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I Semester: ENG 011 General English I -Credits- 3 Objective: Imparting language skills Unit I: Grammar and Usage Unit II:Comprehension Unit III: Speaking Unit IV: Listening Prescribed Books 1 .Raman, Meenakshi and Sangeeta Sharma. Technical Communication: Principles and Practice. Third Edition. New Delhi: Oxford University Press, 2015. 2. Jain A.K et. al. Professional Communication Skills. New Delhi: S.Chand, 2006. II Semester General English II ENG 021 Credits 3 Objective: Imparting language skill in writing as well as critical and interpretive skills. Unit I: Functional writing skills Unit II: Poetry John Keats: “La Belle Dame Sans Merci” Pablo Neruda: “Sonnet XVII” Amrita Pritam: “Ek Baat” Sukirtharani: “Debt” Unit III: Prose Charles Lamb: Dream Children: A Reverie Bertrand Russell: “Kn owledge and Wisdom” J. P. Priestley: “Travel by Train” Unit IV: Short Story O. Henry’s “After Twenty Years” Roald Dahl’s “Lamb to the Slaughter” 65
Testing and Evaluation Pattern Internal Test – 40 marks End of semester Exam – 60 marks Total – 100 marks Internal Test – 40 The mode of the first and second tests is left to the choice of the course instructor. Each test carries a maximum of 10 marks. Written test – 20 marks End of semester exam Written test – 60 marks ______TAM 014 - M. A. Classical Tamil Communicative English (4 credits) Objectives: The attainment of students indicates the administration of a course that would introduce them to the basics of English grammar and usage. Reading practice can be combined with introduction to English speech sounds. A brief remedial work can be done at the end of the course. The syllabus is devised with these objectives.
Unit I – conjugation of verbs in simple present, past and future and in their continuous forms. Unit II- uses of tenses and of gerundial functions – sentence structure – subject, object, predicate and complement functions. Unit III- Classes of words – verbs of doing and being- nouns of abstract and concrete nature concordance of number and plural forms. Unit IV – Sentence types – transformation of sentences. Unit V – speech sounds – stress and intonation – Reading practice – remedial work – common errors in grammar and usage.
Course Book: Murphy’s English Grammar in Use: A Self-study Reference and Practice Book for Intermediate Learners of English
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FRENCH Department of English Studies, CUTN is offering a Certificate course in French Certificate of proficiency in French
Course objective: The course aims to introduce French to beginners and to enable them to acquire skills in writing, speaking, reading in French language. The course envisages to gradually move forward from the acquisition of French language to the level of developing the intercultural competencies of the learners. Course Description:
Designed as a two-semester programme, the course starts with basic tools of learning French. Gradually, it introduces the learners to some key French texts, mainly literary, which is designed to give them access to French life and culture. The course assumes that language acquisition is intimately bound up with the understanding of the culture that the language is part of. The prescribed book is of communicative and interactive approach of foreign language teaching. It follows the ‘action method’ falling in line with the recommendations established by the Common European Framework for Languages (CEFRL) Syllabus Structure: Semester 1 Unit- I Greeting and Usage: Salutations, Vocabulary (basic words used in our daily- to- day life), Numbers (cardinal and Ordinal), Introduction in french. Unit- II Grammar: Articles; Nouns, Pronouns, Adjectives, Adverbs, Prepositions, Introduction to Verbs ending with -‘’ER’’, ‘’IR’’ et ‘’RE’ in present tense and past in one form. Sentence Construction and Dialogue. Question making formation. Unit- III Composition Paragraph Writing, Unseen Comprehension, Introduction to French Culture and Civilization through texts based on (regions, monuments, festivals, places, etc) Unit- IV Oral Skills Speaking and Listening Skills Semester II Unit- I Grammar Negative Expressions, Pronominal Verbs, Direct & Indirect Pronouns, Introduction to Verbs in contexts in following tenses- Imperfect, Recent past, Past perfect, Simple future, Near future. Unit- II Composition Dialogue, Paragraph writing, Letter, Postcard writings. Unit III Introduction to Small French Stories of Alphonse Daudet, Jean de la Fontaine etc… Unit- IV Oral Skills Speaking and listening skills Prescribed Text Book: Catherine Hugot, Veronique M. Kizirian,Monique Waendendries: Alter Ego+, Hachette, Paris, 2012 67
Department of English Studies, CUTN is offering French as an elective to MA English students from new academic session (2018-20)
Number of credits: 3 Duration: one semester Semester-1 Paper 1: French Language and Civilization- I Course Code: ENGE077 Objective: The course aims at developing the four basic skills in French: speaking, listening, reading and writing. Syllabus structure: The prescribed book is of communicative and interactive approach of foreign language teaching. Unit 1: Alphabets, Introducing basic words and numerals, greetings. Unit 2: Basic grammar- Nouns, Adjectives, Verbs, Prepositions, Adverbs, Conjunctions. Unit 3: Contextualizing grammar, Sentence Structure- Single and Complex Sentences. Unit 4: Dialogues Unit 5: Introducing small anecdotes.
Prescribed Text Books: Catherine Hugot, Veronique M. Kizirian, Monique Waendendries: Alter Ego+, Hachette, Paris, 2012. Sanjay Kumar: Grammaire Française par Etapes A1, Langers International Private Limited, (2014).
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No. of credits: 2 Duration: one semester Semester-II Paper II: French Language and Civilization-II Course Code: ENGE090 Objective: The course aims at developing the student’s communicative competence. The civilization component initiates the students into French culture, since understanding another culture is an integral part of a language learning process.
Syllabus Structure: Unit 1: Small Texts based on French culture and civilization. Unit 2: Screening of videos, films on French history and traditions. Unit 3: Assignments for presentations on France, its regions to deepen one’s knowledge about their cultural diversity and what they are known for in the world. Unit 4: Introduction to French short stories to enrich vocabulary and learn cultural expressions.
Prescribed Text Book: Catherine Hugot, Veronique M. Kizirian, Monique Waendendries: Alter Ego+, Hachette, Paris, 2012.