1 Ba English Syllabus for Semester Course English

BA ENGLISH SYLLABUS FOR SEMESTER COURSE

ENGLISH MAJOR

The new BA English syllabus develops from the innovative and expansive thrust of the previous one and is designed to prepare students to understand and use the English language effectively, build vocabulary and introduce them to current ideas and issues as represented in some of the best examples of English writing. This is true of the General, the Alternative, the Elective and the Major Courses. The idea is to offer students more matter and more choices, and with the adoption of this philosophy, not only new texts, but entirely new papers have been added. For example, for students with Major, there are new papers on ‘Nature’ and ‘Myth’. Attention has been paid to emerging ‘voices,’ that is, voices originating in locations other than the West. Indian writing continues to receive the emphasis and importance it deserves, and this syllabus may see the consolidation of a vision predicated on promoting Indian culture – obviously through its literary manifestations. This is the case in all genres of writing: novel, drama, poetry, non-fictional prose. The importance given to women’s writing is underscored through the revisions effected in the Optional Paper on women’s literature and the introduction of a new compulsory paper on women’s writing. In general, there are several texts by and on women. The BA syllabus is a preparatory step to higher studies in English and related disciplines, and therefore the students are exposed to Theory, the kind that will help to open up their intellectual horizons and give them glimpses of the rigour that is now increasingly demanded in English studies which is moving away from de-contextualized studies of a few ‘great’ isolated texts. Such theory is incorporated particularly in the compulsory papers on Fiction and Drama, two papers on Criticism and Theory and in the optional paper on women’s literature. There are two new optional papers on African Literature and Language and Linguistics now appears as a new two-paper option. On the whole a balance has been sought to be sustained between canonical works and newer kinds of writing. Most of the radical changes have been made in the Major course, but the papers on General English, Alternative English and Elective English have also been adequately revised and every effort has been made to make them interesting for students who do not wish to or need not specialize in English literature. Some of the best critical books in a particular area have been chosen to supplement class-room teaching and these are included in the section Recommended Reading in each paper, and it is indeed strongly recommended that students try to get hold of these books and read them (Many of these books are published by Indian publishers now, and should therefore be accessible). On the whole it is hoped that this syllabus will encourage and equip the students to take the next logical step in their career after getting their BA degrees, that is, enroll in various MA programmes if they are majoring in English, or pursue higher studies anyway, if they are not.

Marks Rationale: Of the 100 marks that every paper carries in the first 4 semesters 20 marks is allocated for internal assessment. In the 5th and 6th semesters each paper carries 75 marks of which 15 marks is allocated for internal assessment. Internal assessment may be made through objective type unit tests, small research projects on single topics or authors, home assignments or seminar presentations, or a judicious mix of any of these. Detailed Internal Assessment plan given below:

 1st & 2nd semesters: Objective-Type Unit Tests (10 marks) Home Assignments (10 Marks)  3rd & 4th semesters: Unit Tests with questions requiring short answers (10 marks) Small passages from any Modern Indian Language for translation into English (10 marks)  5th & 6th semesters: Unit Tests with questions requiring short answers (10 marks) Small research projects on an author, text or idea (10 marks)

 All Internal Assessment Records should be maintained by the individual departments and submitted to the Controller on completion of semester-end exams.

 The Internal Assessment process should be completed one month before semester-end exams

 Detailed plan of work should be prepared by individual teachers specifying themes, topics, and number of classes expected to be taken and this should be submitted to the department and also made available to students.

SEMESTER I

PAPER 1 The Social and Literary Context: Medieval and Renaissance PAPER 2 Medieval and Renaissance: Poetry and Plays

SEMESTER II

PAPER 3 The Social and Literary Context: Restoration to the Romantic Age PAPER 4 Restoration to Romanticism English Poetry, Drama and Fiction

SEMESTER III

PAPER 5 The Social and Literary Context: The Victorian World PAPER 6 Victorian Poetry and Fiction

SEMESTER IV

PAPER 7 The Social and Literary Context: Modernism and After: PAPER 8 English Poetry and Fiction: Modernism and After

SEMESTER V

PAPER 9 Drama: Theory and Practice – I PAPER 10 Drama: Theory and Practice – II PAPER 11 The Essay in English: Addison to Dickens PAPER 12 The Essay in English: The Twentieth Century PAPER 13 Life Writing: Biographies, Memoirs and Letters PAPER 14 Women’s Writing

SEMESTER VI

PAPER 15 Literary Criticism PAPER 16 Twentieth Century Criticism and Theory PAPER 17 Nature PAPER 18 Western Mythology: Introducing Classical, Judaic & Christian Myth PAPER 19 and 20 (Optional Papers) Option A: Indian English Literature Option B: American Literature Option C: Women and Literature Option D: English Language and Linguistics 1 Option E: African Literature in English Option F: Book into Film

SEMESTER I

PAPER 1 The Social and Literary Context: Medieval and Renaissance Marks 100 (80+20) [20 Marks Internal Assessment] Credits: 8

This paper acquaints students with the contexts of the English literary tradition. Students are expected to read and relate the circumstances that influenced, shaped and contributed to the process of literary production from the medieval period to the Renaissance. There would be four questions of 14 marks each (14×4=56) and four questions of 6 marks each (6×4=24).

The literary history of the period from the Norman Conquest (1066) to the Restoration (1660) will be studied with reference to the following:  Medieval Romances: the late 12th century trouvère Jean Bodel’s division of these romances – the ‘matter of France’, the ‘matter of Rome’ and the ‘matter of England’ (the ‘matter of England’ to be studied with particular reference to Sir Gawain and the Greene Knight)  Fabliau, Lyric, Dream-Allegory, Ballad  Chaucer, Gower and Langland  The ‘New Learning’ of the Renaissance, Humanism: Francis Bacon  Tottel’s Miscellany: The poetry of Wyatt and Surrey  Drama: Marlowe, Shakespeare, and the Jacobean playwrights  Dramatic devices and techniques such as: Aside, Soliloquy, entries and exits, Play within a play, Chorus, Songs and Music, Masques, Disguises, Mime, Dance, Deus ex machina  Metaphysical Poetry  Milton: Prose and Poetry

Recommended Reading: Alexander, Michael. A History of English Literature, Basingstoke Hampshire: Palgrave Macmillan, 2000

Birch, Dinah ed. The Oxford Companion to English Literature, Oxford: OUP, 2009 Sanders, Andrew. The Short Oxford History of English Literature, Oxford: OUP, 2004 Widdowson, Peter . The Palgrave Guide to English Literature and its Contexts 1500-2000, Basingstoke Hampshire:Palgrave Macmillan, 2004

PAPER 2 Medieval and Renaissance: Poetry and Plays Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

In this paper students will study poetry and drama that emerged against the literary and historical contexts studied in the previous paper. There will be 4 questions (4x 14=56) that may be both textual and relate to the period, and 4 questions (4x6=24) that will examine the student’s ability to identify and elaborate on lines and passages from the starred texts.

Section I: Poems (2x14 + 2x6)  Geoffrey Chaucer (1340-1400): Prologue to The Canterbury Tales; Introduction*, Portraits of the Knight*, the Squire* and the Wife of Bath.  Edmund Spenser (1552-99): Sonnets from Amoretti: (a) What guyle is this ...;(b) The Merry Cuckow, messenger of Spring; The Faerie Queene, Book 3,Canto 3: The Visit to Merlin 1-10.  Henry Howard (1517-1547): The Means to Attain a Happy Life  Michael Drayton: (1563-1631) Love's Farewell  William Shakespeare (1564-1616): Sonnets 30*, 65*,  John Donne (1572-1631): Sweetest Love I do not go* / Thou Hast made me.  Mary Wroth (1587?-1651?): Sweetest love, return again*.  Katharine Philips (1632-1664): Friendship’s Mystery, To My Dearest Lucasia

Section II: Plays (2x14 + 2x6)  Anonymous: Everyman (performed c.1485)  Christopher Marlowe (1564-93): Dr. Faustus*  William Shakespeare (1564-1616): Othello

Recommended Reading: Beadle, Richard. The Cambridge Companion to Medieval English Theatre. Cambridge: Cambridge Univ. Press, 1994 Bradbrook M. C., Themes and Conventions of Elizabethan Tragedy, Cambridge: CUP, 1960 Braunmuller, A. R. & Michael Hattaway, The Cambridge Companion to English Renaissance Drama. Cambridge: Cambridge Univ. Press, 2003 5

Gurr, Andrew, The Shakespearean Stage, 1574-1642, Cambridge: CUP, 1992 Potter, Robert A. The English Morality Play: Origins History and Influence of a Dramatic Tradition. London : Routledge& Kegan Paul, 1975 Preminger, Alex & Terry V. F. Brogan, New Princeton Encyclopaedia of Poetry and Poetics.New York: M J F Books, 1996 Styan, J. L. Drama, Stage and Audience. Cambridge: Cambridge Univ. Press, 1975 Wells, Stanley W. & Margreta De Grazia The Cambridge Companion to Shakespeare. Cambridge: Cambridge Univ. Press, 2001

SEMESTER II

PAPER 3 The Social and Literary Context: Restoration to the Romantic Age Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

The objective of this paper is to acquaint students with the contexts of the English literary tradition from the Restoration of Charles II and the reopening of the theatres in 1660 to the Age of Romanticism. Students are expected to understand the circumstances that influenced, shaped and contributed to the process of literary production and topics identified in this paper are necessary and useful markers. There would be four questions of 14 marks each (14×4=56) and four questions of 6 marks each (6×4=24) on broad trends, authors and works:  Women’s Writing as a distinctive genre: Katherine Philips (1631-64), Anne Killigrew (1660-85), Mary Astell (1666-1731) and Aphra Behn (1640-89)  Restoration Drama: tragedy and comedy  Prose: Sprat, History of the Royal Society; Clarendon, The True Historical Narrative of the Rebellion and Civil Wars in England  The poetry of Pope  The periodical essay: Addison and Steele  James Thompson, The Seasons  Defoe and the rise of the Novel – Richardson, Fielding, Smollet and Sterne  Dr Johnson (1709-84) and his Circle  The shift from sensibility to romanticism in Gray (1716-71), Cowper (1731-1800), Blake (1757-  1827) and Burns (1759-96)  The poetry of Wordsworth, Coleridge, Byron, Shelley and Keats  The Novel of Manners; Gothic fiction; the Historical Novel  The Personal Essay: Hazlitt and Lamb

Recommended Reading : Alexander, Michael. A History of English Literature, Basingstoke Hampshire: Palgrave Macmillan, 2000

Birch, Dinah ed. The Oxford Companion to English Literature, Oxford: OUP, 2009 Sanders, Andrew. The Short Oxford History of English Literature, Oxford: OUP, 2004 Widdowson, Peter. The Palgrave Guide to English Literature and its Contexts 1500-2000, Basingstoke Hampshire:Palgrave Macmillan, 2004 7

PAPER 4

English Poetry, Drama and Fiction: Restoration to Romanticism Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

In this paper students will have the opportunity to study the literary texts that reflect the socio-cultural and political interests of the period studied in Paper III and also examine the ways in which texts take part in and are produced by urgent issues of a time. They will be expected to answer 4 questions (4x14=56) from both sections that will test their skill in making these connections, 2 context questions(2x6=12) from the starred texts of Section I, and 2 questions of 6 marks each (2x6=12) from Section II. Section I: Poems: (3x14 + 2x6)  John Milton (1608-74): Invocation (from Paradise Lost), Book 1, Lines 1-68.  John Dryden (1631-1700): Mac Flecknoe*  Alexander Pope (1688-1744): Rape of the Lock, Canto 2  William Blake (1757-1827): The Chimney Sweeper ( SI ) ; The Little Black Boy , The Tiger *  William Wordsworth (1770-1850): Tintern Abbey*; She dwelt among the untrodden ways; Lucy Gray, (or Solitude).  Samuel Taylor Coleridge (1772-1834): Kubla Khan  Percy Bysshe Shelley (1792-1822): Ozymandias*; The Indian Girls Song (The Indian Serenade).  John Keats (1795-1821): La Belle Dame Sans Merci; To Autumn* Section I: Plays and Novels (1x14 + 2x6)  William Congreve (1670-1729): The Way of the World  Jane Austen (1775-1817): Pride and Prejudice Recommended Reading : Fisk, Deborah Payne, The Cambridge Companion to English Restoration Theatre. Cambridge:Cambridge University Press, 2000

Irvine, Robert P. Jane Austen. New York: Routledge, 2005

Mac Donagh, Oliver. Jane Austen: Real and Imagined Worlds, New Haven: Yale Univ Press, 1993

Owen, Susan J. A Companion to Restoration Drama, Oxford: Wiley-Blackwell, 2002 8

SEMESTER III

PAPER 5 The Social and Literary Context: The Victorian World Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

This paper seeks to acquaint students with the contexts of the English literary tradition as it develops in the Victorian age. Students are expected to study the social and literary history of the Victorian world as a necessary preparation for the texts that they will encounter in Paper VI. They will answer 4 questions of 14 marks each (14×4=56) and 4 questions of 6 marks each (4x6=24) based on the themes, topics and literary movements identified below.

The literary history and its context from 1830 to the present times will be studied with special reference to the following:  The Reform Act 1832  ‘The Condition of England’ – Carlyle and Dickens  Victorian fiction with reference to the works of Charles Dickens, the Bronte Sisters, George Eliot and Thomas Hardy  Prose: Matthew Arnold and John Ruskin  Poetry: Tennyson, the Brownings, Arnold, D.G. Rossetti and Christina Rossetti, G. M. Hopkins  The Oxford Movement and the Crisis in Religion  The Consolidation of the British Empire

Recommended Reading: Alexander, Michael. A History of English Literature, Basingstoke Hampshire: Palgrave Macmillan, 2000

PAPER 6 Victorian Poetry and Fiction Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

Students will here encounter the poetry that is characteristic of the Victorian period – forms like the dramatic monologue, the love poem, pre-Raphaelite experiments and the beginnings of modern poetic experience in Hopkins. They will also find examples of the great Victorian fiction that closely followed the social concerns of the period and experimented with narrative voice and perspective. There will be 4 questions of 14 marks each (4x14=56) that will focus on formal and thematic aspects of the poetry and the fiction, 2 context questions from the starred poems in Section I, and 2 questions on characters and incidents from the fiction or essay in Section II (2x6 + 2x6 =24).

Section I: Poems (2x14 + 2x6)  Alfred, Lord Tennyson (1809-92): Tears, Idle Tears*; Break, break, break  Robert Browning (1812-89): Last Ride Together*  Elizabeth Barrett Browning (1806-61): How do I love thee?  Matthew Arnold (1822-88): To Marguerite* ; Isolation  D. G. Rossetti (1828-82): The Blessed Damozel  Christina Rossetti (1830-94): A Triad, In an Artist’s Studio.  G. M. Hopkins (1844-89): The Windhover* , Pied Beauty

Section II: Fiction (2x14 + 2x6)  George Eliot (1819-90): “Silly Novels by Lady Novelists”  Charles Dickens (1812-70): A Tale of Two Cities  Thomas Hardy (1840-1928): “The Distracted Preacher,” and “The Withered Arm” (from Wessex Tales) Recommended Reading: Bristow, Joseph. The Cambridge Companion to Victorian Poetry. Cambridge: Cambridge University Press, 2000 Cronin, Richard, Antony H. Harrison & Alison Chapman A Companion To Victorian Poetry. John Wiley and Sons Ltd., 2002 David, Deidre. The Cambridge Companion to the Victorian Novel. Cambridge: CUP,

SEMESTER IV

PAPER 7 The Social and Literary Context: Modernism and After Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

This paper will acquaint students with the circumstances that shaped the processes of literary production from the twentieth century to the present. Students will answer 4 questions of 14 marks each (14×4=56) and 4 questions of 6 marks each (6×4=24) on literary trends, cultural movements and significant figures and events.

 Fiction: Virginia Woolf, E. M. Forster, D.H. Lawrence and James Joyce  The Little Magazines  The Poetry of WB Yeats, T.S. Eliot and the Auden Circle  The ‘Rise of English’: Scrutiny and its influence  The New Theatre: John Osborne, Christopher Fry, Samuel Beckett, John Arden, Arnold Wesker  Poetry from the Sixties: Ted Hughes and Seamus Heaney  Themes and issues in Post-colonial literature: nation, identity, culture  Postmodernism: Globalisation and Popular Culture

Recommended Reading: Alexander, Michael. A History of English Literature, Basingstoke Hampshire: Palgrave Macmillan, 2000

PAPER 8 English Poetry and Fiction: Modernism and After Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

This paper brings to the student a selection of the poetry and fiction of the modern and postmodern eras that is representative of important trends, critical shifts and formal experimentation. In keeping with the internationalization associated with these cultural phases the selection is no longer strictly British but includes examples from other literary cultures like the American and the Latin American. Questions (4x14=56) and (4x6=24) will take into account these distinctions even as they test the student’s familiarity with the canonical modernist texts.

Section I: Poems (2x14 + 2x6)  W. B. Yeats (1865-1939): Lake Isle of Innisfree, Easter 1916*  T. S. Eliot (1888-1965): The Love Song of J. Alfred Prufrock*  W. H. Auden (1907-73): The Shield of Achilles*  Dylan Thomas (1914-53): Poem in October *  Seamus Heaney (1939-): Digging*; Skunk ; The Forge  Carol Ann Duffy (1955-): Warming her Pearls

Section II: Fiction (2x14 + 2x6) Joseph Conrad (1857-1924): The Secret Sharer James Joyce (1882-1941): A Portrait of the Artist as a Young Man John Barth (1930-): ‘The Literature of Exhaustion’ E. L. Doctorow (1931-): Ragtime

Recommended Reading Bradbury, Malcolm, The Modern British Novel London: Penguin, 1993 Eagleton, Terry, The English Novel Oxford: Blackwell, 2005 Roberts, Neil ed. A Companion to Twentieth Century Poetry, Oxford: Blackwell, 2003

SEMESTER V

PAPER 9 Modern Drama I Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper will introduce students to 20th century English and European drama. It is to be noted that by the turn of the century, the European avant-garde had completely altered the theatre – which at this juncture, seems to become a pan-European phenomenon, with stylistic/technical innovations and thematic experimentation. In the early phase of this period, realism is the dominant technique, and is then followed by radical turns away from it. Students are expected to acquaint themselves with the European historical and cultural situation in this period to read the prescribed theoretical texts in Section I and the plays in Section II. Students will have to answer 2 questions of 12 marks each (2x12=24) from Section I; 3 short questions of 7 marks each (3x7=21) and 2 essay-type questions of 15 marks each (2x15=30) from section II.

Section I: Essays (2x12)  Bertolt Brecht (1898-1956): “On Experimental Theatre”  Antonin Artaud (1896-1948): “Oriental and Occidental Theatre”.

Section II: Plays (3x7 + 2x15)  George Bernard Shaw (1856-1950): Arms and the Man*  Anton Chekhov (1860-1904): The Cherry Orchard*  Bertolt Brecht (1898-1956): Galileo

Recommended Reading: See List at the end of Paper 10

PAPER 10 Modern Drama II Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

The epoch of modern drama marks the proliferation of avant-garde theory within the theatre making it self-conscious, and experimental. The impact of contemporary philosophy, ideas and art movements like existentialism, expressionism, impressionism, Marxism and the Absurd reverberates in modern drama. These innovations, both in form and content co-exist alongside the revival of earlier forms like the poetic drama. Students are expected to approach the texts in this paper in the light of the ideas, issues and texts in Paper 9. Students will have to answer 2 questions of 12 marks each (2x12=24) from Section I. Questions could be exclusively on these theoretical/introductory pieces or be linked to the plays prescribed in both Papers 9 and 10. There will be 2 short questions of 6 marks each (6x2=12) and 2 essay-type questions of 12 marks each (12x2=24) from Section II

Section I: Essays (2x12)  Arthur Miller (1915-2005): “Introduction” to the Collected Plays  Martin Esslin (1918-2002): “Introduction” to The Theatre of the Absurd

Section II: Plays (3x7 + 2x15)  T.S.Eliot (1888-1965): Murder in the Cathedral  Samuel Beckett (1906-1989): Waiting for Godot*  Arthur Miller (1915-2005): Death of A Salesman*

Recommended Reading for Papers 9 & 10: Bentley, Eric, The Theory of the Modern Stage: An Introduction to Modern Theatre and Drama London: Penguin, 1992 Fischer-Lichte, Erika, History of European Drama and Theatre London: Routledge, 2002

Marker, Frederick J., C. D. Innes, Modernism in European Drama: Ibsen, Strindberg, Pirandello, Beckett : Essays from Modern Drama Toronto: U of Toronto Press,1998

Styan, J. L., Modern drama in Theory and Practice 1: Realism and Naturalism London: CUP, 1981

---, Modern Drama in Theory and Practice 2 : Symbolism, Surrealism and the Absurd London: CUP, 1981

---, Modern Drama in Theory and Practice 3: Expressionism and Epic Theatre London: Cambridge University Press, 1981 Worthen, W.B., Modern Drama: Plays, Criticism, Theory. Boston: Heinle & Heinle Pub. Co., 2003 14

PAPER 11 The Essay in English: Addison to Dickens Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper introduces students to the literary form of the essay through a selection of representative texts from the 18th and 19th centuries. Students will have to acquaint themselves with the development of the form from the time of Francis Bacon (1561-1626), and examine the emergence of the periodical essay in the 18th century in the hands of Addison and Steele particularly because of favourable conditions like the increase in literacy rates and the appearance of a large number of periodicals which provided a forum for the articulation of views on a variety of topics. The essays are to be studied in relation to the wider political, social, and cultural context while noting the variety of themes that have been treated in the genre as also the diversity of styles of writing from the personal, intimate note of Lamb which is in keeping with the subjective thrust of Romantic literature to the detached, argumentative strain of later times. Students will have to answer 4 essay-type questions of 12 marks each (4x12=48) on the form as well as on the distinctive traits of an individual essayist, his outlook on life, attitude to society etc. as evidenced from the prescribed essays. Students will also have to explain two passages (2x6=12) with reference to their contexts from the essays marked with asterisks. Texts: (4x12 + 2x6)  Joseph Addison (1672-1719): The Aims of the Spectator*  Richard Steele (1672-1729): The Spectator Club  Charles Lamb (1775-1834): The Chimney Sweeper  William Hazlitt (1778-1830): On Going A Journey*  Charles Dickens (1812-1870): Washington: The Legislature and the President’s House(Chapter 8 of American Notes)

Recommended Reading: See List at the end of Paper 12

PAPER 12 The Essay in English: The Twentieth Century Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper will introduce students to developments in the genre of the essay in the 20th century. Students will note how the genre has adapted in order to address a variety of contemporary issues and become the vehicle for representing personal experiences, moved into literary, social, and cultural criticism and engaged in polemic and persuasion. The essays are to be read against their intellectual and socio-cultural background, noting the shift away from the elevated, literary, and classical style of earlier times to a general tendency towards factual and referential writing and a style more direct, immediate, and colloquial. Students will have to answer 4 questions of 12 marks each and explain two passages with reference to their contexts; each explanation will carry 6 marks. Texts: (4x12 + 2x6)  Virgina Woolf (1882-1941): The Art of the Essay  D.H.Lawrence (1885-1930): Why the Novel Matters*  Verrier Elwin (1902-1964): The Pilgrimage to Tawang  George Orwell (1903-1950): Notes on Nationalism*

Recommended Reading: Adorno,Theodor W. “The Essay as Form” in Notes to Literature, Vol.I Trans. Sherry Weber Nicholsen. New York : Columbia University Press,1991. Atkins, Douglas. Tracing the Essay: Through Experience to Truth. Athens: University of Georgia Press, 2005. Butrym, Alexander J.(ed) Essays on the Essay: Redefining the Genre. Athens, Georgia: University of Georgia Press, 1993. Joeres, Ruth-Ellen B, Elizabeth Mittman, The Politics of the Essay: Feminist Perspectives. Indiana: Indiana Univ. Press, 1993 Walker, Hugh. The English Essay and Essayists. New Delhi: S. Chand & Company, 1977 Chevalier, Tracy (ed.) Encyclopedia of the Essay, London and Chicago: Fitzroy Dearborn Publishers, 1997.

PAPER 13 Life Writing: Biographies, Memoirs and Letters Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

In traditional approaches to life writing the emphasis has fallen on the resonant drama of the lives of great people for the way these model lives yield valuable insights about universal human nature. Now we look for the element of ‘story’ in this exemplary ‘histories’ and the material conditions under which the loftiest works are written. With our new found scepticism about aspects such as transcendent achievements and truth-telling (aspects enshrined in traditional life-writing), we look at problematic issues such as self-construction and self-representation. This paper will enable the students to appreciate the element of narrativization in seemingly linear, transparent, straight forward accounts of lives of significant people set down in memoirs, biographies and letters. The student will hopefully appreciate the ‘literary’ or constructed nature of life-writing purportedly telling nothing but the truth, as also note the ‘textual’ nature of all lives- that these lives in a way are re-made for each succeeding generation of readers through the act of transmission/ telling. Life-writing presenting ideals of exemplariness, is a genre with distinctive features that has been traditionally studied for the negotiation between great people, the drama of whose lives are regarded as records of transcendent achievements made against a host of obstacles and against the flux of time. Now the individual histories of significant (rather than great) people are also studied for the element of story in it. This paper will try to have that sense of narrativization which inform all that text, which underscore the ‘literary’ quality of all texts (and the ‘textual’ nature of all texts) by looking at various forms of life-writing such as memoirs, letters and biographies. The texts also enable one to deal with issues of representations and constructions as in the case of Trollope's Autobiography who reminds us through his rationalisations regarding his desire for profit that any text has a material basis, and it is salutary to pay attention to the material context of production and consumption. Students will have to answer 4 questions of 12 marks each and 2 short questions carrying 6 marks. Texts: (4x12 + 2x6)  Samuel Johnson (1709-1784): Life of Pope  Anthony Trollope (1815 – 1882): Autobiography, Chapter 6, “Barchester Towers and The Three Clerks “; Chapter 12, “On Novels and The Art of Writing Fiction”.  R. K. Narayan(1906 – 2001): My Days  Ashutosh Mukherjee's(1864 – 1924): Letter to Lord Lytton, dated March 26, 1924.  Rabindranath Tagore: (1861 – 1941): Letter to the Viceroy, dated May 30, 1919 renouncing 17

Knighthood; Letter to Gandhi on fast, dated May 11, 1933’ (Both from The Mahatma and the Poet. Ed. Sabyasachi Bhattacharyya)  Franz Kafka(1883 – 1924): ‘Letter to my father’ dated November 10, 1919  Emily Dickinson :(1830 - 1886) Letters to Mrs. Samuel Bowles (Winter 1858; 1859; August 1861)

Recommended Reading: Anderson, Linda Autobiography, London and New York: Routledge, 2001 Batchelor, John. The Art of Literary Biography, Oxford: OUP, 1995 Chevalier, Tracy (ed.) Encyclopedia of the Essay, London and Chicago: Fitzroy Dearborn Publishers, 1997. Edel, Leon. Literary Biography, Toronto: University of Toronto Press, 1957. Gillies, Midge. Writing Lives-Literary Biography, Cambridge; Cambridge University Press, 2009. Lee, Hermione. Biography: A Very Short Introduction, Oxford: Oxford University Press, 2009. Olney, James. Memory and Narrative: The Weave of Life Writing, Chicago: U of Chicago Press1998. Parke, Catharine N. Writing Lives (Genres in Context), New York: Prentice Hall, 1997.

PAPER 14 Women’s Writing Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper on writing by women introduces students to a body of literature that has emerged with growing feminist awareness of women’s lives and their representation. It invites students to examine how women’s texts pay attention to the historical and political conditions of their times, to the status and condition of women and to the ways in which they embody a politics of resistance. It expects students to look at the way a woman writer participates in the questions of selfhood, at women’s relations with men and with other women, and at the implications of women speaking, writing, and empowering themselves by finding their own voices and interrogating women’s work and roles in society. Particular attention should be given to women’s use of language, their preference for certain genres that are assumed to be liberating, and the ways in which they have transformed and made some genres their own. Students will address women’s issues and interests, the condition of women in the place and time of the writer and uses and subversions effected in the genre of the novel by women in Section I. There will be 2 essay-type questions of 12 marks each (2x12=24), and 1 question of 8 marks (1x8=8) from this section. From Section II, the students will be expected to address the use of these autobiographical forms by women and the specifically gendered experiences and perspectives that they represent. They are to answer two questions of 8 marks each (2x8=16) from this section. Section III will introduce students to contemporary Indian women poets writing in English in order to show how these poets have extended both the subject matter and idiom of poetry. Students will have to answer one question of 12 marks (1x12=12).

Section I: Fiction (2x12 + 1x8)  Anita Desai (1937 - ): Fasting , Feasting  Edith Wharton (1862 - 1937): Roman Fever  Katherine Mansfield (1888 - 1923): ‘The Fly’  Bessie Head (1937 - 1986): Heaven is not Closed

Section II: Letters/Diaries (2x8)  Frances Burney (1752-1840): Letter from Miss F. Burney to Mrs. Phillips [Authoress of “Evelina”] 19

 Helena Maria Williams (1762-1827): Letters written from France Vol.1, Letter 1; Vol.2 Letter 1  Alice James (1848-1892): My “Hidden Self ” October 26th [1890]; Going Downhill May 31st [1891] (From The Diary)

Section III: Poetry (1x12)  Mamta Kalia (1940-): Tribute to Papa  Eunice de Souza (1940- ): Catholic Mother; Autobiographical  Sujata Bhatt (1956-): The Peacock

*(The texts from Sections A & B are from The Norton Anthology of Literature by Women: The Traditions in English, Eds. Sandra Gilbert and Susan Gubar , New York and London: Norton 1996 and the poems in Section C are from Nine Indian Poets: An Anthology, Ed. Eunice de Souza, New Delhi: OUP, 1997)

Recommended Reading: Cornillon, Susan Koppelman. Ed. Images of Women in Fiction: Feminist Perspectives. Bowling Green, Ohio: Bowling Green University Popular Press, 1972. Coward, Rosalind. Female Desire: Women’s Sexuality Today. London: Paladin, 1984. Gilbert, Sandra and Susan Gubar. Eds.The Norton Anthology of Literature by Women: The Traditions in English, 2nd ed. New York and London: Norton, 1996. Kristeva, Julia. “Women’s Time” Signs,7:1 (1981), 13-35. Showalter, Elaine. A Literature of Their Own. London: Virago, 1978. Wollstonecraft, Mary. A Vindication of the Rights of Women, London: Norton, 1988.

SEMESTER VI

PAPER 15 Literary Criticism Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper acquaints students with some of the key ideas of Western literary criticism from Graeco- Roman antiquity to the modern period and expects them to examine the implications of ideas (e.g. mimesis or imagination), and orientations (classicism, romanticism and modernism) that have marked the history of literary criticism. The paper is designed to present students with the opportunity to study key concepts associated with the names of significant thinkers in this history. The paper comprises two parts, Section I dealing with concepts from Graeco-Roman antiquity and Section II with the early modern, neoclassical, Romantic and Victorian criticism.

Section I: Graeco-Roman Criticism Students will answer 4 questions of 5 marks each or 2 questions of 10 marks each (4x5=20) or (2x10=20) from this section. Texts:  Plato (c. 428/7 – c.348/7): views on poetry, mimesis  Aristotle ( 384 – 322 BC): observations on poetry as being “more philosophical than history”, nature of mimesis, Tragedy ( Plot, Catharsis, Hamartia, Peripetia, Anagnorisis, Hubris)  Horace ( 65 – 8 BC): the classical ideal  Longinus ( 1st or 3rd c BC ): the sublime

Section II: English Criticism : Early Modern to the Victorian

Students will answer 2 questions of 10 marks each (2x10=20) and 4 questions of 5 marks each (4x5=20) from this section

Topics:  Stephen Gosson (1555-1624) and Philip Sidney (1554 – 1586): Poetry - For and Against  Samuel Johnson (1709 – 1784) : views on Shakespeare and the “Three Unities”  William Wordsworth (1770 – 1850) : views on poetry (“spontaneous overflow of powerful feelings”) and the language of poetry, “poetic diction”.  Samuel Taylor Coleridge (1772 – 1834) : imagination and fancy, organic form, poetic genius  John Keats ( 1795 - 1821) : negative capability  Matthew Arnold (1822 – 1888) : criticism and creation, the touchstone method, high seriousness, 21

grand style

Recommended Reading: Abrams, M. H. The Mirror and the Lamp: Romantic Theory and the Critical Tradition. New York: Oxford UP, 1953. 1971. Bennet, Andrew and Nicholas Royle. Introduction to Literature, Criticism and Theory. New Delhi: Pearson, 2007 Bowra, C. M. The Romantic Imagination. Oxford: Oxford UP, 1980. Brown, Marshall (Ed.) The Cambridge History of Literary Criticism: Volume 5, Romanticism. Cambridge: Cambridge University Press: 2000. D.J. Enright and Ernst de Chickera. (eds.) English Critical Texts, Oxford: OUP, 1991 Eaves, M., and M. Fischer, eds. Romanticism and Contemporary Criticism. Ithaca, NY: Cornell University Press, 1986. Engell, James. The Creative Imagination: Enlightenment to Romanticism. Cambridge (MA): Harvard UP, 1981. Habib, M. A. R. A History of Literary Criticism: From Plato to the Present. Oxford: Blackwell, 2005. Kennedy, George Alexander (Ed.) The Cambridge History of Literary Criticism: Volume 1, Classical Criticism. Cambridge: Cambridge University Press, 1990. Kennedy, George Alexander. Classical Rhetoric and Its Christian and Secular Tradition from Ancient to Modern Times. Chapel Hill, NC: University of North Carolina Press, 1980. Nisbet, H. B., and Claude Rawson, eds. The Cambridge History of Literary Criticism, Volume Four: The Eighteenth Century. Cambridge: Cambridge University Press, 1997. Rajan, T. Dark Interpreter: The Discourse of Romanticism. Ithaca, NY: Cornell University Press, 1980 W.K. Wimsatt and Cleanth Brooks. Literary Criticism: A Short History, New Delhi: Oxford & IBH, 1967. 2004 rpt.

PAPER 16 Twentieth Century Criticism and Theory Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This paper introduces students to key ideas and texts that will familiarize students with the intellectual shifts in the reading of culture, language and literature in the 20th century and the emergence of Theory and acquaint them with common concepts and notions that, they are likely to encounter in the reading of theory. The paper has three sections, Section I dealing with ideas and concepts of 20th century criticism, Section II with ideas associated with movements like structuralism, poststructuralism, psychoanalytical criticism, feminism, new historicism and postcolonialism and Section III containing critical overviews.

Section I Students will answer 4 questions of 5 marks each or 2 questions of 10 marks each (4x5=20) or (2x10=20) from this section.

Twentieth Century Criticism 22

 T.S.Eliot (1888 – 1965) - “impersonality” (“Poetry is not the turning loose of emotions ...”), objective correlative, dissociation of sensibility  I.A.Richards (1893 – 1979) – the two uses of language – referential and emotive, statement and pseudo-statement ; tenor and vehicle ; stock-response  F.R.Leavis (1895 – 1978) – Enactment  William Empson ( 1906 - 1984) –Ambiguity  The New Criticism – Allen Tate (1899-1979) - Tension, Cleanth Brooks (1906 – 1994) – Language of Paradox, W.K.Wimsatt (1907-1975 )and Monroe C.Beardsley (1915 – 1985) - Affective Fallacy, Intentional Fallacy

Section II Students will answer 4 questions of 5 marks each or 2 questions of 10 marks each (4x5=20) or (2x10=20) from this section.

 Russian Formalism : Victor Shklovsky (1893 - 1984) – Defamiliarization ; Jan Mukarovsky (1891 - 1975 ) – foregrounding; Mikhail Bakhtin (1895-1975) – dialogism, polyphony, heteroglossia  Structuralism : Ferdinand de Saussure (1857-1913): the sign ; Claude Levi Strauss (1908-2009) – binary structures  Poststructuralism: Jacques Derrida (1930-2004) – signifier/signified, deconstruction difference/difference; Michel Foucault (1926-84) – discourse, power/knowledge  Feminist Criticism: Juliet Mitchell (1940 - ) – psychoanalysis and feminism; Helene Cixous (1937- ) - ecriture feminine  New Historicism: Stephen Greenblatt (1943 - ) - Historicity of the text and the textuality of history  Postcolonialism: Edward Said (1935 – 2003) - orientalism

Section III In this section students will read introductory essays on the development of literary theory and answer two questions of 10 marks each (2x10=20) Texts:  Terry Eagleton (1943 - ): “What is Literature?” [from Literary Theory: An Introduction.]  Jonathan Culler (1944 - ): “What is Theory?” [from Literary Theory: A Very Short Introduction] 23

Recommended Reading:

Buchanan, Ian. A Dictionary of Critical Theory. New York: Oxford University Press, 2010. Cuddon, J. A. The Penguin Dictionary of Literary Terms and Literary Theory (4th Edition). London and New York: Penguin, 2000. Culler, Jonathan. Literary Theory: A Very Short Introduction. London, Oxford University Press: 2000. Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: U of Minnesota Press, 2008. Hawkes, Terence. Structuralism and Semiotics (2nd Edition). New York: Routledge, 2003. Macey, David. Penguin Dictionary of Critical Theory. London: Penguin, 2005. Selden, Raman, Peter, and Peter Brooker. A Reader's Guide to Contemporary Literary Theory (5th Edition). London: Longman, 2005. Sturrock, John (Ed.) Structuralism and Since: From Lévi-Strauss to Derrida. New York: Oxford University Press, 1981. Waugh, Patricia (Ed.) Literary Theory and Criticism: An Oxford Guide. New York: Oxford University Press, 2006. 24

PAPER 17 Nature Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

Ecological literary criticism, or ecocriticism, emerged as a powerful field of study in the early 1990s, and has now become, like race, class and gender, an important dimension of literary and cultural studies. It is “the study of the relationship between literature and the physical environment”, examining literary texts through “an earth-centred approach”. This paper seeks to explore the process through which language and literature – as manifestations of culture – are produced by the interconnections between both nature and culture; it addresses nature not just as a passive background in literary texts but as a central presence determining the dynamic interpretations of the text itself. It seeks to understand and interrogate the representations of nature in literary texts; to examine whether there is a difference between how men and women depict and respond to nature; to ponder over the possibility of characterising nature writing as a completely new genre; to look at ways through which our understanding of and relationship has changed over the centuries as the human race has achieved varying degrees of ‘progress’; and to question the very idea of ‘progress’ itself and its manifestations in the face of a serious environmental crisis. It will also be an attempt to revisit texts generated at various ages in history with a view to re-appraise the relationship between the human and the natural world as reflected in literature. Section I This section will attempt to look at the changing notions of the relationship between humans and nature and between nature and culture over the ages. For example, during the Anglo-Saxon age, nature constituted a synthesis of ‘pagan’ elements (like animism and mother worship) and early Christian notions. A sense of fatalism and resignation to the ways of nature defined the medieval response to nature, while in the Elizabethan age nature was invested with moral attributes. The Enlightenment registered the beginnings of the split between nature and culture. During the later 17th century there were attempts to conquer or mould nature into cultural patterns by rigorous attention to geometrical order and symmetry in the creation of gardens. This trend continued well into the 18th century when gardens registered changing notions of nature (see Pope’s “Epistle to Burlington”). However, that age also saw the emergence of a newer notion of the garden (particularly in England) that tried to recreate the natural environment with its asymmetry within the bounds of the garden itself. Romantic attitudes to nature, Transcendentalism, and later, nature as an irrevocable agent of destruction are trends that defined the 19th century. The 20th century registers a quest for the reinstatement of nature as a positive creative process in the context of modernity and urbanisation. 25

In this section students will study concepts and ideas that have been integral to the understanding of nature in the various ages in England and America and answer 2 questions of 10 marks each or 4 questions of 5 marks each. (2x10 / 4x5)  The Sublime (Burke)  The Picturesque  Landscaping and improvement  Romanticism and Nature  Pastoral  Reason/Nature  Women and nature Section II In this section students will study diverse texts representing attitudes to nature at different points of time in England and America and answer 4 questions of 10 marks each. (4x10) Texts:  Alexander Pope (1688-1744): Epistle to Burlington  Charlotte Smith(1749-1806): Written at the Close of Spring, The Sea View  William Blake (1757-1827): To Spring, To Autumn  William Wordsworth (1770-1850): Selection from The Prelude (The Boat Stealing Episode, Book I, ll. 357-400)  John Clare (1793-1864): The Peasant Poet, The Cat Runs Races With Her Tail  Henry David Thoreau (1817-1862): Selections from Walden [The Ponds]  Emily Dickinson (1830-1886): A Bird Came Down the Walk, A Narrow Fellow in the Grass  Lord Alfred Tennyson (1809-1892): From In Memoriam [Sections 55, 56]  Charles Darwin (1809-1882): From The Origin of Species [‘Struggle for Existence’]  G. M. Hopkins (1844-1889): Spring  Edward Thomas (1878-1917): Rain  D. H. Lawrence (1885-1930): Snake, Pan in America  Dylan Thomas (1914-1953): Fern Hill  Ted Hughes (1930-1998): The Jaguar, Second Glance at a Jaguar  Ernest Hemingway (1899-1961): The Old Man and the Sea  M. S. Swaminathan (1925-): ‘What Should We Do with Genetically Modified Foods in the Twenty-First Century?: India: Resist Them, Unless ...’ in World and I, Vol. 14, Issue 12, December 1999. 26

Recommended Reading Armbruster, Karla, and Wallace, Kathleen (eds.) Beyond Nature Writing: Expanding the Boundaries of Ecocriticism. Charlottesville and London: University Press of Virginia, 2001. Finch, Robert, and John Elder (Eds.) Nature Writing: The Tradition in English. New York: W. W. Norton & Company, 2002. Garrard, Greg. Ecocriticism. Oxfordshire: Routledge, 2004. Gifford, Terry. Pastoral. London and New York: Routledge, 1999. Glotfelty, Cheryl (ed.) The Ecocriticism Reader. Athens and London: The University of Georgia Press, 1996.

PAPER 18

Western Mythology: Introducing Classical & Judeo-Christian Myth

Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

This course is an introduction to the study of Classical and Judeo-Christian myth and their recurrence in later social, historical, cultural and literary contexts. It is expected to provide a gateway to the reception of mythical ideas and images in western art and literary cultures. In the first section the emphasis is on obtaining knowledge of a specific range of myths and mythical characters and their function, and in the second section, we study the presentation of myths in a variety of literary material – in poetry, drama and fiction.

Section I: Introduction to Myth

In a short introduction, students will negotiate with the concept of myth, and will be introduced to western classical antiquity through a selection of figures, stories and episodes from western mythology in order to make them acquainted with their genealogy and symbolism. Students will have to answer 4 short questions of 5 marks each from this section (4x5=20)

 The Greek Pantheon (the Twelve Greek gods) & The Titans (Kronos, Atlas)

 Hercules, Perseus, Icarus (the demigods / heroes)

 Stories / Episodes in brief: Jason and the Golden Fleece; Pandora’s Box; Narcissus and Echo; Apollo and Artemis; Perseus and Medusa, Oedipus

 Judaic-Christian Mythology: Cain and Abel; David and Goliath; Job; Noah’s Ark; The Magi; The Quest for the Holy Grail

Section II: Representative Mythical Narratives In this section, we give the students a taste of a few representative mythical narratives, retold (and translated) by modern classical scholars and authors. Students will have to answer 2 essay-type questions of 10 marks each from this section (2x10=20).

 Seeds of Pomegranates (Hawthorne)

 Sisyphus (Graves)

 The Fifth Labour: the Stables of Augeias (Graves)

Section II: the Myth in Literature In this section, the students will consider myth in its uses in literature and study its allegorical and 28 symbolic manifestation in the following texts; they will answer 2 essay type questions of 10 marks each (2x10=20).

 Leda and the Swan (Yeats)

 Ulysses (Tennyson)

 Adonaïs (Shelley)

 Billy Budd (Melville) Recommended Reading: Armstrong, Karen. A Short History of Myth. Toronto: Knopf, 2006. Frazer, James. The Golden Bough New York: Macmillan, 1922. Graves, Robert. The Greek Myths (1955, Cmb/Rep edition 1993) Penguin. Hamilton, Edith. Mythology (1942, New edition 1998). Back Bay Books. Segal, Robert. Myth: A Very Short Introduction. Oxford: Oxford UP, 2004. Hard, Robin. The Routledge Handbook of Greek Mythology London & NY: Routledge, 2004 Ovid. Metamorphoses (Trans.) A.D. Melville. Oxford: Oxford University Press, 1986. Hughes, Ted. Tales from Ovid London: F&F, 1997

PAPERS 19 AND 20 (Optional Papers)

Option A: Indian English Literature

The two papers in this Option introduce students to the distinctive literature produced in India in the wake of English education, first under British colonial rule and then after independence. Since there has been a distinction made in the study of this literature between pre and post independence concerns, this is an element that should be kept in mind while studying the texts in this paper. At the same time, given the student’s present location in modern India an attempt has to be made to place texts in this context and read them in the light of the historical, cultural and political circumstances of their production. A conception of modern India along with some preliminary knowledge of the politics of British ideas about the entity India is desirable for entry into and understanding of the area that has come to be called Indian English Literature.

It is expected that knowledge of this literature against this particular intellectual backdrop and in its vigorous and idiosyncratic interpretations of modern India, will help students to articulate themselves as individuals, readers and critics, and develop reading positions that will facilitate their engagement with all the literature they will study in the Major Course.

Indeed since the development of a critical position is perceived to be as important as interpreting the literature, the first paper in this Option offers basic readings that address some of the questions relevant to this area. Issues discussed in these readings are expected to give students a foundation in ideas that will help in the readings of literary texts in these papers. Questions in both papers will try and elicit from students their understanding of texts against this background, being both textual and contextual. PAPER 19 Indian English Literature: Intellectual Contexts Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

Section A: Contexts Students will answer 2 questions of 12 marks and 2 short questions of 6 marks each on the argument and the issues raised by the texts prescribed. (2x12 + 2x6) Texts:  Guha, Ranajit (1922 - ): The Small Voice of History (from Subaltern Studies IX)  Romila Thapar(1931 - ): The Antecedents (from A History of India 1)  Sunil Khilnani (n.a.): Who is an Indian? (from The Idea of India) 30

Section B: Non-Fictional Prose Students will answer 1 question of 10 marks and I short question of 5 marks or 3 questions of 5 marks each from the following texts. (10+5 or 5x3) Texts:  M.K. Gandhi (1869-1948): The Gita and Satyagraha (from The Writings of Gandhi edited by Ronald Duncan. New Delhi: Rupa, 1993))  Jawaharlal Nehru (1889-1964):The Indian Philosophical Approach (Chapter 5); The Importance of the National Idea (Chapter 10) (all selections from The Discovery of India)  Amartya Sen (1933 - ): The Argumentative Indian (from The Argumentative Indian: Writings on Indian Culture, History and Identity)

PAPER 20 Indian Poetry, Fiction and Drama

Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

Section A: Poetry In this section, students will answer two short questions (which may be context questions) and one long question which could be on an individual poet, on trends, themes or on the poetry set against a cultural and historical background. For example the poetry of Toru Dutt may be read in the light of the development of early nationalist consciousness as well as in the context of ‘women and nationalism.’ (12+5x2) Texts:  Toru Dutt (1856-1877): Our Casuarina Tree; Sita.  A.K Ramanujan 1929-1933): Self Portrait; Breaded Fish; Love Poems for a Wife1.  Eunice de Souza (1940-): Advice to Women; For Rita’s Daughter; Twice Born.  Aga Shahid Ali (1949-2001): Postcard from Kashmir; Snowmen; The Season of the Plains; Cracked Portraits.

Section B: Fiction Questions here may be on the location of each writer, the development of a ‘narrative world’ in each text, and the modern Indian milieu with its class and caste divisions, social and moral values, and human relationships that each text represents in unique and individual ways. (12+10)  R.K Narayan (1906-2001): The Guide  Anita Desai (1937- ): Fire on the Mountain 31

 Namita Gokhale (1956 -): Shakuntala

Section C: Drama The plays in this section, translated from regional languages into English are deeply embedded in folk and classical dramatic traditions and are expected to be studied against this context. At the same time the adaptation of these traditional forms, themes and conventions to interpret contemporary issues will also be kept in mind. Questions will accordingly address these issues. (12+4) Texts:  Girish Karnad (1938-): Tughlak  Vijay Tendulkar 1928-2008): Kanyadaan (from Collected Plays in Translation)

Recommended Reading: Datta, Amaresh. Chief Editor. The Encyclopedia of Indian Literature. 6 vols. New Delhi: Sahitya Akademi, 2006- Sarkar, Sumit. Modern India: 1885-1947 (2nd Edition) Basingstoke: Macmillan, 1989. Sundar Rajan, Rajeshwari. ed. The Lie of the Land. Delhi: OUP, 1993. Naik, M.K. History of Indian English Literature, New Delhi: Sahitya Akademi, 1980 Naik, M.K. and Shyamala Narayan eds. Indian English Literature 1980-2000: A Critical Survey. New Delhi: Pencraft, 2004. Mukherjee, Meenakshi. The Perishable Empire New Delhi: OUP, 2000. ---, The Twice-Born Fiction. New Delhi: Arnold-Heinemann, 1971 Gopal, Priyamvada. The Postcolonial Novel

Option B: American Literature

Papers 19 and 20 (Option B) introduce students to the distinctive flavour of American Literature. Students will be expected to have a broad overview of the historical development of this literature and study texts against their socio-historical contexts. For example, a novel by Melville will be studied against the panorama of the American Renaissance of the 19th century, which includes the literary- philosophical impetus of Transcendentalism, and it is expected that students will familiarize themselves with other literary experiments of the period.

In keeping with current developments in the approaches to American literature, students will also be expected to consider the axes of race and gender as vital components of literary production.

Therefore, while no attempt is made to be exhaustive, a fair sample of texts produced under varied conditions is required to be studied. Short pieces are prescribed in order to facilitate comprehension. However the large number of texts will in no way provide an opportunity for random omission, since questions may often be cross-referential, or on a cluster of texts, and not necessarily confined to one text or author

PAPER 19 Cultural Documents and Poetry Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

Section A: Cultural Documents In this section students will use the prescribed texts to study the beginnings of the construction of the American self and writer, the issues that vitalize concerns and doubts about themselves, the importance of slavery and the historical erasure of the native American, and of course the confidence and assertions of the American writer. Students will be expected to answer one long question of 12 marks and one short one of 10 marks. (1x12 + 1x10 =22)

Texts:  Cotton Mather (1663 -1728): The Witchcraft Trials in Salem  Thomas Jefferson(1743 – 1826): Notes on the State of Virginia (On North American Indians)  Phillis Wheatley(1753 -1784?): On Being Brought from Africa to America  R.W. Emerson (1803 – 1882): The Poet  H.D. Thoreau (1817-1862): Brute Neighbors (from Walden)

Section B: Poetry

In this section students will try to locate the distinctive American voice that emerges in the poems prescribed for them. They will see how transcendentalism, the American landscape, democracy, industrialism and questions of race shaped American poetry.

Questions in this section will be a blend of the textual and the contextual – Two long questions carrying 14 marks (2x14) and two short ones (2x6). (2x14+ 2x6= 38)

Texts:  Walt Whitman (1819-1892): The Wound Dresser; There was a Child went Forth  Emily Dickinson (1830-1892): A Bird Came down the Walk; This is My Letter to the World; Pain – has an Element of Blank  Robert Frost (1874-1963): Stopping By the Woods on a Snowy Evening; The Oven Bird  Carl Sandburg (1878-1967: Chicago  Langston Hughes (1902-1967): The Weary Blues  Rita Dove (1952 - ): Mississippi; In a Neutral City

Recommended Reading Altieri Charles.The Art Of Twentieth-Century American Poetry: Modernism And After Malden, Massachusetts: Blackwell Publishing Professional, 2006. Bradbury, Malcolm and Ruland, Richard. From Puritanism to Postmodernism: A History of American Literature. London: Routledge, 1991. Elliott, Emory. The Columbia Literary History of the United States. New York: Columbia Univ. Press, 1988 Helbling Mark, The Harlem Renaissance. The One and the Many. Contributions in Afro-American and African Studies, Number 195. Westport, Connecticut :Greenwood Press,1999. Powell, Timothy B. Ruthless Democracy: A Multicultural Interpretation of the American Renaissance Princeton, New Jersey: Princeton University Press, 2000.

PAPER 20 American Fiction, Autobiography and Drama Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

Fiction & Autobiography This paper will introduce students to short examples of fictional and autobiographical writing (a form used most widely to bear witness to race and gender oppressions). A close reading of the texts will be 34 accompanied by an understanding of the larger issues involved. Students will be expected to answer two questions of 14 marks each (14x2 = 28), and one short one of 10 marks. (14x2 + 1x10 = 38)

Texts:  Edgar Allan Poe (1809 –1849): The Fall of the House of Usher  Herman Melville (1819 –1891): Billy Budd  Harriet Jacobs (1813 - 1897): A Perilous Passage in a Slave Girl’s Life (Incidents in the Life of a Slave Girl)  Zitkala Sa (1876-1938): My Mother (from Impressions of an Indian Girlhood)  Richard Wright(1908 –1960): Long Black Song

Drama This section contains two plays and students will be expected to answer one long question of 14 marks and one short question of 8 marks. The plays will be studied in the broad context of developments in American dramatic literature. (1x14 + 1x8) = 22 Texts:  Eugene O’Neill (1888 –1953): Desire Under the Elms  Lorraine Hansberry (1930 –1965): A Raisin in the Sun

Recommended Reading:

Margaret Drabble (ed.) The Oxford Companion to English Literature, Oxford: OUP, 2007 Pramod K. Nayar A Short History of English Literature, New Delhi: Foundation Books, 2009 John Peck and Martin Coyle A Brief History of English Literature Houndmills, Basingstoke: Palgrave, 2002 Andrew Sanders The Short Oxford History of English Literature, 4E Oxford: OUP, 2004

SEMESTER II

PAPER 2 Poetry Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6

(Internal Assessment may be in the form of one objective-type test of 10 marks and a home assignment of 5 marks)

Questions in this paper will be in three parts as given below.

(A) Questions requiring essay type answers 12x4=48 There will be six questions requiring essay type answers on different poets or groups of poets, each carrying 10 marks. Students will answer any five.

(B) Explanations 5x4=20

Six extracts from different poems prescribed for detailed study (* marked) will be given for explanation with reference to the context. Students will be required to attempt any three.

Poems Prescribed:

 William Shakespeare (1564-1616) : Sonnets 19 & 20 (“Devouring Time, blunt thou the lion’s paws” and “A Woman’s face with Nature’s own hand painted”)  John Donne (1572-1631): Song (“Goe and Catch a falling starre”)  John Milton (1608-74): On His Blindness  William Wordsworth (1770-1850): Lines Written a Few Miles Above Tintern Abbey*  S. T. Coleridge (1772-1834): Dejection: An Ode  P. B. Shelley (1792-1822): Ozymandias of Egypt  Lord Tennyson (1809-92): Ulysses  Matthew Arnold (1822-1888): Dover Beach*  W. B. Yeats (1865-1939): The Second Coming *  Siegfried Sassoon (1886-1967): The Rear-Guard  T. S. Eliot (1888-1965): Marina*  W.H. Auden (1907-1973): In Memory of W.B. Yeats  D. H. Lawrence (1885-1930): Snake*  Dylan Thomas (1914-53): Fern Hill  Sylvia Plath (1932-1963): Daddy  Ted Hughes (1930-1998): Hawk Roosting

SEMESTER III

PAPER 3 Drama Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8 (Internal Assessment may be in the form of two objective-type tests of 10 marks each)

Questions in this paper will be in two parts as given below.

(a) Questions requiring essay type answers 15x4=60

There will be seven questions requiring essay type answers on individual playwrights with special reference to the plays prescribed or on the contents of the plays, each carrying 15 marks. Students will have to answer any four.

(b) Explanations 5x4=20

Six extracts from the prescribed plays will be given for explanation with reference to the context. Students will be required to attempt any four.

Plays Prescribed:

 Christopher Marlowe (1564-93): Dr. Faustus  William Shakespeare (1564-1616): The Merchant of Venice  George Bernard Shaw (1856-1950): Candida  Samuel Beckett (1906-89): Waiting for Godot  John Osborne (1929-1994): Look Back in Anger

SEMESTER IV

PAPER 4 Fiction Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

(Internal Assessment may be in the form of 2 objective–type tests each of 10 marks)

Questions in this paper will be in two parts as given below. Section I: Novels (a) Questions requiring essay type answers 15x3=45

Five questions requiring essay type answers will be given here, each carrying 15 marks. Students will have to answer any three. The questions may be on the novels, their social and cultural context and on formal aspects pertaining to point of view, narrator, character representation and episodes.

(b) Short Notes 5x3=15

Short notes will be on episodes and characters, significant statements or utterances by characters in the novels. There will be five such topics given of which students will be required to write short notes on any three.

 Daniel Defoe (c.1659-1731): Moll Flanders  Jane Austen (1775-1817): Persuasion  Charles Dickens (1812-1870): Great Expectations  James Joyce (1882-1941): A Portrait of the Artist as a Young Man  George Orwell (1903-1950): Animal Farm

Section II: Short Stories

Questions in this section will be in two parts as given below.

(a) Questions requiring essay type answers 12x1=12

Questions requiring essay type answers of 12 marks each covering the three prescribed short stories will be given here out of which students will be required to answer any one.

(b) Explanations 4x2 = 8

Three extracts from the three short stories will be given for explanation with reference to the context. Students will have to attempt any one.

 O. Henry (1862-1910): The Romance of a Busy Broker  D. H. Lawrence (1885-1930): The Rocking Horse Winner  Katherine Mansfield (1888-1923): The Garden Party

SEMESTER V

PAPER 5 Non-fictional Prose Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

(Internal Assessment may be in the form of two objective-type tests of 10 marks each)

Questions in this paper will be in two parts as given below. (a) Questions requiring essay type answers 15 x4 = 60

There will be six questions requiring essay type answers on individual essays or essayists, each carrying 15 marks. 56

Students will have to answer any four.

(b) Explanations 10 x 2 = 20

Four extracts from different essays prescribed but not already covered in questions set for part (a) will be given for explanation with reference to the context. Students will be required to attempt any two.

Essays Prescribed:

 Francis Bacon (1561-1626): Of Studies  Izaak Walton (1593-1683): “Donne on his Death Bed” (from The Life of Dr. John Donne)  Jonathan Swift (1667-1745): Gulliver’s Travels: Chapter 3  William Hazlitt (1778-1830): My first Acquaintance with the Poets  Matthew Arnold (1822-1888): Literature and Science  George Bernard Shaw (1856-1950): Freedom  Bertrand Russell (1872-1970): Road to Happiness  George Orwell (1903-1950): Reflections on Gandhi  Graham Greene (1904-1991): The Lost Childhood  V. S. Naipaul (1932-): Columbus and Crusoe

PAPER 6

Written English Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

(Internal assessment may be in the form of a unit test of 10 marks and a short presentation of 10 marks.)

In this paper students will have an opportunity to develop their writing skill through the practise of common forms like the essay, substance of a poem, précis of a prose passage, expansion of ideas, reports, letters and composition of dialogues.

 An essay on a topic of general interest: Three or four topics covering aspects of society, environment, science and technology, some contemporary event, etc. – all of general interest – may be given, of which students will be required to write on any one. 20

 Substance–writing of a poem or an extract of a poem with comments on certain words or expressions underlined in the passage. 10

 Precis-writing of a prose passage with comments on certain words or expressions underlined in the passage 10

 Expansion of ideas: Two or three proverbs or pithy sayings will be given for expanding the ideas given in them. Students will have to choose any one for his/her answer. 10

 Report of a topic with a given outline 10

 Letter writing of various types like business letters, letters to the editor, & Applications 10

 Dialogue writing on a given topic 10

Recommended Reading:

Cameron, David. Mastering Modern English, Hyderabad: Orient Blackswan, 1978 (rpt. 1989, 1993, 1995, 1998) Freeman, Sarah. Written Communication in English, Hyderabad: Orient Blackswan, 1977 (21st Impression, 2007) Singh, Vandana R. The Written Word. New Delhi: Oxford university Press, 2003 (3rd Impression, 2007) Seely, John. Oxford Guide to Effective Writing and Speaking. New Delhi: Oxford University Press, 2000 (4th Impression,2008)

SEMESTER VI

PAPER 7 Nature Marks 100 (80+20) [15 Marks Internal Assessment]. Credits: 8

This paper seeks to explore the process through which language and literature – as manifestations of culture – are produced by the interconnections between both nature and culture; it addresses nature not just as a passive background in literary texts but as a central presence determining the dynamic interpretations of the text itself. It will be an attempt to revisit texts generated at various ages in history with a view to re-appraise the relationship between the human and the natural world as reflected in the literature of their respective ages.

Section A

Pastoral The Picturesque Landscape and landscaping Romanticism and Nature Reason/Nature 58

Women and nature

Section B In this section students will study diverse texts representing attitudes to nature at different points of time in England and America and answer 5 questions of 12 marks each in this section.

Texts Prescribed

Alexander Pope (1688-1744): Epistle to Burlington William Blake (1757-1827): To Spring, To Autumn William Wordsworth (1770-1850): Tintern Abbey Henry David Thoreau (1817-1862): Selection from Walden [“The Ponds”] Emily Dickinson (1830-1886): A Bird Came Down the Walk, A Narrow Fellow in the Grass. Lord Alfred Tennyson (1809-1892): From In Memoriam [Sections 55, 56] Charles Darwin (1809-1882): From The Origin of Species [Struggle for Existence] G. M. Hopkins (1844-1889): Spring D. H. Lawrence (1885-1930): Snake Dylan Thomas (1914-1953): Fern Hill Ted Hughes (1930-1998): The Jaguar, Second Glance at a Jaguar

Recommended Reading:

Armbruster, Karla, and Wallace, Kathleen (eds.) Beyond Nature Writing: Expanding the Boundaries of Ecocriticism. Charlottesville and London: University Press of Virginia, 2001. Garrard, Greg. Ecocriticism. Oxfordshire: Routledge, 2004. Gifford, Terry. Pastoral. London and New York: Routledge, 1999. Glotfelty, Cheryl (ed.) The Ecocriticism Reader. Athens and London: The University of Georgia Press, 1996.

PAPER 8

Other Literatures Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8

The internationalization of disciplines which began with Modernism and increased with globalization and the internet has made it imperative for students of English literature to familiarize themselves with literatures produced in regions other than the Anglo-American. This paper is an attempt to bring to 59 students texts from some of the European languages that are available in translation as well as well as those that have been produced in the wake of colonialism in various parts of the world. By its very intention this is a random selection with attention focusing not on chronology but on location. Texts belonging to several genres are drawn from a number of cultures and it is expected that students will study each text with due attention to the cultures in which they emerge

Kafka (1883-1924): Metamorphosis Chekhov(1860-1904): The Cherry Orchard Wole Soyinka (1934 -): A Dance of the Forests Romesh Gunesekhara (1954 -) Reef

Rainer Maria Rilke (1875 – 1926): “Along the Sun Drenched Roadside”, “Archaic Torso of Apollo”

Margaret Atwood (1939 - ): “Morning in the Burned House”

List of Books (B.A. English Syllabus )

1. Ali, Agha Shahid. The Veiled Suite: The Collected Poems, New Delhi: Penguin, 2010 2. Blake, William. Collected Poems, ed. W. B. Yeats, London and New York: Routledge, 2002 3. Das, Manoj. Selected Fiction, New Delhi: Penguin, 2001 4. Ezekiel, Nissim. Selected Prose, New Delhi: OUP, 1992 5. Fraser, Keath. Worst Journeys: The Picador Book of Travel, London: Picador, 1994 6. Gill, Stephen. ed. William Wordsworth: The Major Works, Oxford: Oxford University Press, 2000 7. Goonetilleke, DCRA. ed. The Penguin Book of Modern Sri Lankan Stories, New Delhi: Penguin, 1994 8. Heaney, Seamus. New Selected Poems 1966-1987, London: Faber and Faber, 1990 9. Ferguson, Margaret. et al. eds. The Norton Anthology of Poetry, New York: Norton, 2004 10. Hughes, Langston. Selected Poems New York: Vintage, 1990 11. Lorca, Federico Garcia. Selected Poems, ed. Christopher Maurer, London: Penguin, 2001 12. Jayanta Mahapatra A Rain of Rites, Athens: U of Georgia Press, 1976 13. Ondaatje, Griffin ed. The Monkey King and Other Stories, London: HarperCollins, 1996 14. Orwell, George. Essays, London: Penguin, 2001 15. Various Contributors. The Swadeshi Movement: A Symposium, Madras: G. A. Natesan and Co., 1917 16. Bhattacharyya, Sabyasachi. The Mahatma and the Poet: Letters and Debates between Gandhi and Tagore 1915-1941. New Delhi: National Book Trust, 1997 17. Russell, Bertrand. Sceptical Essays. London: George Allen and Unwin, 1928.

SYLLABUS FOR ECONOMICS FOR TDC B.A./ B.SC CURRICULUM UNDER CBCS

Course structure for Major in Economics

Year Semester Courses Marks Credits Classes per week First M 104 Microeconomics I 100 8 8 M 105 Macroeconomics I 100 8 8 First Second M 204 Microeconomics II 100 8 8 M 205 Macroeconomics II 100 8 8 Third M 304 Elementary Mathematics for 100 8 8 Economics M 305 The Monetary System 100 8 8 Second Fourth M 404 Mathematical Applications in 100 8 8 Economics M 405 Introduction to Development 100 8 8 Economics Fifth M 501 Elements of Public Finance 75 6 6 M502 Basic statistics (for BA) / 75 6 6 Introduction to Econometrics (for B.Sc) M 503 Introduction to Environmental 75 6 6 Economics M 504 International Trade and Policy 75 6 6 M 505 History Economics Thought I 75 6 6 M 506 Policy and the Indian Economy 75 6 6 Third Sixth M 601 Public Economics 75 6 6 M 602 Applied Statistics (For BA) / 75 6 6 Econometric Methods (For BSc) M 603 Economics of Natural Resources 75 6 6 and Sustainable Development M 604 International Economics 75 6 6 M 605 History of Economics Thought II 75 6 6 M 606 Planning for Development: India 75 6 6 and the Northeast

-Course Structure for Economics (Elective)

Year Semester Courses Marks Credits Classes per week First First E-101Elementary Micro Economics 75 6 6

Second E-201Introductory Macro Economics 75 6 6

Second Third E-303 Money, Banking and Finance 100 8 8 Fourth E-403 Indian Economy with Issues of 100 8 8 North-East. Third Fifth E-503 Public Finance. 100 8 8 E-504 Introduction to Growth and Development Economics. Sixth E-603 International Economics. 100 8 8 E-604 Planning and Development in India.

Detailed Course Content of Economics (Major)

M 104 MICROECONOMICS I

Unit 1: INTRODUCTION The Economic Problem- Scarcity and Choice; Concepts of Equilibrium - Stable and Unstable, Static, Comparative Static, Dynamic, The Basic Market Model; Interfering with the market versus working through the Market.

Unit 2: CONSUMER BEHAVIOUR AND DEMAND Utility: Cardinal versus Ordinal; Indifference Curve - Assumptions and Properties; Consumer’s Equilibrium; Price Effect-Income Effect, Substitution Effect; Engel’s Curve; Derivation of the Demand Curve; Giffen Paradox; Merits and Limitations of Indifference Curve Analysis; Consumer’s Surplus and Applications and Limitations of the Concept.

Unit 3: THEORY OF PRODUCTION AND COST Organisation of Production; Production Function and its related concepts; Total, Average and Marginal Products and the Law of Variable Proportions; Production with two variable inputs- Isoquants; Factor Elasticity of Substitution; Returns to Scale; Least cost input combination; Expansion Path; Contract Curve and the derivation of Production Possibility Curve; Cost of Production; Types of Costs- Money Cost, Real Cost, Explicit Cost, Implicit Cost, Sunk Cost, Opportunity Cost, Private Cost, Social Cost; Cost in the Short Run- Fixed Cost, Variable Cost, Total Cost, Average Cost, Marginal Cost and their interrelation; Derivation of the Long Run Average and Marginal Cost Curves; Economies and Diseconomies of Scale.

Unit 4: OUTPUT DECISIONS AND PROFIT MAXIMIZATION Revenue: TR, AR, MR; Relation between AR, MR, Elasticity of Demand; Comparing Costs and Revenues to maximize Profit.

Recommended books: 1. Karl E. Case, Ray C. Fair, Principles of Economics , Pearson Education Asia 2. Dominick Salvatore, Micro Economics- Theory and Applications , Oxford University Press 3. Koutsoyiannis. A, Modern Micro Economics , ELBS/ Macmillan 4. Sampat Mukherjee, Modern Economic Theory , New Age International Publishers 5. Rahul A. Shastri, Micro Economic Theory , University Press (India) Limited 6. D. N. Dwivedi , Micro Economic Theory and Applications , Pearson Education 7. R. K. Sharma and Shashi K. Gupta, Management Accounting- Principles and Practice , Kalyani Publishers. 8. G S Maddala and Ellen Miller, Micro Economic Theory and Application , Tata Mc Graw- Hill

M 105 MACROECONOMICS 1

Unit 1: NATIONAL INCOME ACCOUNTING : Basic Economic Activities-Production, Consumption, Capital Accumulation; Circular Flow of Income in a two sector economy; Concept of National Income and related aggregates, Approaches to measuring National Income, Components of National Income; National Income and Economic Welfare;

Unit 2 : THEORIES OF OUTPUT AND EMPLOYMENT : Classical Theory, Keynes’ objections to classical theory, Theory of Effective Demand; Simple Keynesian model of Income Determination

Unit 3: CONSUMPTION FUNCTION : Keynesian Consumption Function, Technical attributes of Consumption Function, limitations of Keynesian Consumption Function, Factors affecting consumption function.

Unit 4: INVESTMENT FUNCTION: Meaning of Investment, Marginal Efficiency of Capital, Marginal Efficiency of Investment, Relation between MEC and MEI Determination of volume of investment Accelerator Theory; Theory of Multiplier; Concept of super Multiplier.

Recommended Books : 1. Dornbusch, Fisher, Startz : Macroeconomics , Tata Mcgraw-Hill; Publising Company Ltd. New Delhi 2.Suraj B.Gupta : Monetary Economics , S.Chand and Company Ltd. 3. W.Beckerman : An Introduction to National Income Analysis , Universal Book Stall, New Delhi, 4.Raghabendra Jha : Contemporary Macroeconomic Theory and Policy , Wiley Eastern Ltd., 5. Dudley Dillard : The Economics of John Maynard Keynes ,Vikas Publishing House Ltd. 6. Eugene A. Diulio : Theory and Problems of Macroeconomics , Schaum's Outline Series, Mcgraw Hill Book Company, 1983 7. Rana and Verma : Macroeconomic Analysis , Vishal Publications , Jalandhar , 1998

M 204 MICROECONOMICS II

Unit 1: MARKET STRUCTURE Perfect Competition: Features; Equilibrium of a Firm and Industry; Price Determination; Derivation of the Supply Curves of Firm and Industry; Monopoly: Features; Price-Output Determination; Price Discrimination- Meaning and conditions; Price and Output under Market Segmentation; MR, Output, Profit and Consumer’s Surplus under different Degrees of Price Discrimination; Comparison between Monopoly Equilibrium and Equilibrium of a Competitive Firm. Monopolistic Competition: Features; Product Differentiation; Perceived and Proportionate Demand Curves; Price- Output Determination; Excess Capacity.

Unit 2: THEORY OF DISTRIBUTION Personal versus Functional Distribution; Marginal Productivity Theory of Distribution; Wage Determination under Perfect Competition and Imperfect Competition: Monopoly, Monopsony and Bilateral Monopoly; Collective Bargaining; Rent: Differential Surplus Approach; Modern Theory of Rent; Quasi Rent; Profit: Economic Profit; Gross and Net Profits; Innovation Theory: Risk and Uncertainty Bearing Theory.

Unit 3: WELFARE ECONOMICS Basic issues of Welfare Economics; Old Welfare Economics (Pigouvian), Pareto Optimality; Compensation Principle (ideas only)

Unit 4: FINANCIAL MICROECONOMICS Pay Back Period, Average Rate of Return, Net Present Value, Internal Rate of Return,

M 205 MACROECONOMICS-I1

Unit 1: GOODS AND MONEY MARKET EQUILIBRIUM : Liquidity Preference and the rate of interest: Interaction between the rate of interest and income: the IS-LM framework, Policy implications in IS-LM framework.

Unit 2: BUSINESS CYCLE: Meaning, Phases, Characteristics; Theories of Business Cycle –Hawtrey’s Monetary Theory , Hicks’s Multiplier –Accelerator Interaction Theory; . Unit 3: QUANTITY THEORY OF MONEY: Transaction Approach, Cash Balance Approach, Keynes reformulation of the Quantity Theory of Money.

Unit 4: INFLATION: Meaning and Impact, Theories of Inflation- Demand pull (Keynesian and Monetarist), Cost Push; Structural Theories of Inflation-Inflation in developing countries.

M 304 ELEMENTARY MATHEMATICS FOR ECONOMICS

Unit 1: BASIC CONCEPTS Variables, Sets, Functions; Limit and Continuity of a Function; Equations, Identities, Systems of equations; Homogeneous function

Unit 2: MATRIX AND DETERMINANTS Various types of matrices, Matrix operations-addition, subtraction and multiplication; Rank of a matrix, Determinants; Matrix inversion; Solution of Simultaneous equation system; Crammer’s rule; Application to partial equilibrium market model, simple national income model; Structure of input-output table, Static Leontief system

Unit 3: DIFFERENTIAL CALCULUS: Differentiation of a Function; Basic rules of differentiation- Partial and Total Differentiation UNIT 4: INTEFRAL CALCULUS : Integration of a function - basic rules; derivation of total function; definite integral

Recommended Readings: 1. Chiang, A.C. Fundamentals Methods of Mathematical Economics , McGraw Hill 2. Baruah, S. Basic Mathematics and its Economics Applications , MacMillan 3. Henderson, J.M. and Quandt, R.E. Micro-Economic Theory-A Mathematical Treatment , McGraw Hill, 4. Mehta, B.C. and Madnani, G.M. Mathematics for Economists , Sultan Chand & Sons, ND, 2000. 5. Allen, R.G.D. Mathematical Economics , St. Martin’s Press, 1959. 6. Salvatore, D. Mathematics and Statistics , Schaum’s Series, Tata McGraw Hill

M 305 THE MONETARY SYSTEM

Unit 1: MONEY: BASIC CONCEPTS Concept of Money, Money and Near Money. Supply of Money: definition and measures.

Unit 2: COMMERCIAL BANKING : Meaning, functions, assets and liabilities-Balancing liquidity with profitability, process of credit creation by commercial banks.

Unit 3: CENTRAL BANKING: Meaning, Functions, Methods of credit control, Monetary Policy- Objectives. Promotional role of a Central Bank in a developing economy (with reference to RBI)

Unit 4: THE FINANCIAL SYSTEM Financial System-Meaning, constituents, functions and importance of financial system. Money market and Capital Market (concepts only), Stock Market-its role in economic development;, Stock market indices,

Recommended Books: 1. Dornbusch, Fisher, Startz : Macroeconomics , Tata McGraw-Hill 2. Suraj B.Gupta : Monetary Economics , S.Chand and Company Ltd. 4.Raghabendra Jha : Contemporary Macroeconomic Theory and Policy , Wiley Eastern Ltd., 1991 5.Rana and Verma : Macroeconomic Analysis , Vishal Publications , Jalandhar , 1998 6. McDougall and Dernburg: Macroeconomics , Tata McGraw Hill 7. Preeti Singh and Reena Marwah: Monetary Economics , Tata McGraw-Hill

M 404 MATHEMATICAL APPLICATIONS IN ECONOMICS

Unit 1: Calculus in Economics Applications Application to consumer’s and producer’s surplus. Problems relating to investment, capital formation and derivation of simple growth process (Domar) Application to elasticity of demand and supply, derivation of marginal functions, Inter-relationships among total, marginal and average functions, tax yield in competitive market; -application to simple market model, national income model, Production Function and Euler’s Theorem.

Unit 2 MAXIMA AND MINIMA Unconstrained maxima and minima with single explanatory variable-application to cost minimization, revenue maximization, tax revenue maximization, profit maximization and equilibrium of firm- unconstrained maxima and minima with more than one explanatory variables-application to discriminating monopoly, multi-product equilibrium, multi-planned equilibrium, equilibrium of firm with advertisement cost and subsidy

Unit 3: ELEMENTS OF LINEAR PROGRAMMING Inequality Constraint and formulation of a Linear Programming Problem – Graphical Solution

Unit 4: INTRODUCTION TO GAME THEORY Two person zero sum game –Pure strategies with saddle point, games without saddle point- the rules of dominance- solution of games without saddle point – mixed strategies, basic ideas and examples of non zero sum games – Nash equilibrium, Prisoner’s Dilemma and Repeated games.

Recommended Readings: 4. Chiang, A.C. Fundamentals Methods of Mathematical Economics , McGraw Hill 5. Baruah, S. Basic Mathematics and its Economics Applications , MacMillan 6. Henderson, J.M. and Quandt, R.E. Micro-Economic Theory-A Mathematical Treatment , McGraw Hill, 4. Mehta, B.C. and Madnani, G.M. Mathematics for Economists , Sultan Chand & Sons, ND, 2000. 6. Allen, R.G.D. Mathematical Economics , St. Martin’s Press, 1959. 6. Salvatore, D. Mathematics and Statistics , Schaum’s Series, Tata McGraw Hill

M 405 INTRODUCTIONS TO DEVELOPMENT ECONOMICS

Unit 1: Development: Meaning and Measurement – GDP and PCI as indicators of development, HDI - Structural Changes in the Development Process (Kuznet). - Obstacles to Development

Unit 2: Economic Growth: Meaning and Sources of Economic Growth: Population Growth, Capital Accumulation and Technical Progress; the Notion of Capital-Output ratio; Theories of Economic Growth-Classical Approach: Smith and Ricardo, Harrod-Domar’s Theory of Instability of Growth Process.

Unit 3: Development Theories: Theories of Persistence of Underdevelopment: Vicious Circle of Poverty, Cumulative Causation (Myrdal), Strategies for Development; Balanced and Unbalanced Growth Strategy, Development with Unlimited Supply of Labour (Lewis).

Recommended books

1. Todaro and Smith, Economic Development , Pearson Education 2. A P. Thirlwall, Growth and Development , Macmillan Press Ltd 3. M. L. Taneja and R. M. Myer, Economics of Development and Planning , Vishal Publishing Company 4. Mishra and Puri, Growth and Development , Himalaya Publishing House

M 501 ELEMENTS OF PUBLIC FINANCE

Unit 1: NATURE AND SCOPE OF PUBLIC FINANCE Nature and scope of Public Finance; Public Goods and Private Goods; Role of Public Finance; Principles of Public Finance—Principle of Maximum Social Advantage

Unit 2: PUBLIC REVENUE Concepts of Revenue Receipt and Non-revenue Receipt; Sources and Classification Public Revenue; Tax and Non-tax Revenues

Unit 3: PUBLIC EXPENDITURE Public Expenditure; Causes for growth of Public Expenditure(Wagnar's Law); Classification of Public Expenditure; Canons of Public Expenditure; Effects of Public Expenditure on ---Production, Distribution and Economic Stability; Importance of Public Expenditure in Developing Countries

Unit 4: PUBLIC DEBT : Sources of Public Debt--Internal and External Debt; Burden of Public Debt; Redemption of Public Debt; Debt Trap; Role of Public Debt with special reference to developing Countries.

Recommended Books : 1.Dalton, H.: Principles of Public Finance . Routledge and Kegan Paul. 2. Musgrave, R.A.: Theory of Public Finance , McGraw Hill 2 Agarwal, R.C.: Public Finance—Theory And Practice , Lakshmi Narayan Agarwal. 3.Choudhury, R.K.: Public Finance and Fiscal Policy , Kalyani Publishers. 4.Andley K.K & Sundharam, K.P.M.: Public Economics and Public Finance , Rattan Prakashan Mandir. 5. Mithani, D.M.: Modern Public Finance , Himalaya Publishing House.

M 502 BASIC STATISTICS FOR ECONOMICS (For Arts Stream only )

Unit 1: CENTRAL TENDENCY AND DISPERSION Measures of Central Tendency-Arithmetic Mean , Median, Mode and Geometric mean; Measures of Dispersion-Range, Mean Deviation, Quartile deviation, Standard Deviation, Coefficient of Variation,

Unit 2: CORRELATION AND REGRESSION Correlation; Coefficient of linear correlation; Rank Correlation, Partial Correlation; Regression Analysis-Estimation of regression line in a bivariate distribution-Least squares method, properties of regression coefficients.

Unit 3: PROBABILITY Concept, Rules of probability (Addition and Multiplication); Conditional Probability, concept of discrete and continuous Random variables and mathematical expectation (relating to only discrete random variable), Standard Probability distribution: Binomial, Poisson and Normal (basics only).

Recommended Readings: 1. Gupta, S.P. Statistical Methods , Sultan Chand & Sons, 2. Gupta, S.C and Kapoor, V.K., Fundamentals of Applied Statistics , Sultan Chand & Sons, 3. Nagar, A.L and Das, R.K, Basic Statistics , OUP, 4. Yamane, Taro, Statistics: An Introductory Analysis , Harper and Row 5. Salvatore, D. Mathematics and Statistics, Schaum’s Series , Tata McGraw Hill 6. Hazarika Padmalochan Essential Statistics for Economics and Commerce Akansha Publishing House

M 502 ELEMENTARY ECONOMETRICS (For Science Stream only )

Unit 1: THEORETICAL DISTRIBUTION Theoretical frequency Distribution and application of binomial, Poisson and normal Unit 2: STATISTICAL INFERENCE Concepts of sampling distribution and standard error of statistic- methods of estimation: Least square and maximum likelihood, characteristics of a good estimator – testing of hypothesis: type I and type II errors, one tailed and two tailed tests- tests based on standard normal, t and chi-square distribution. Unit 3: LINEAR REGRESSION MODELS Statistical and deterministic relationship; Two variable linear regression model –the linear specification-standard assumptions and ordinary least squares (OLS ) estimations- properties of the OLS estimators decomposition of the sum of square and the co-efficient of determination- tests of hypothesis about regression parameters and their confidence interval- prediction – extension to three variable regression – partial correlation- violation of classical least square assumptions.

- Recommended Books 1. Dougherty, Introduction to Econometrics , OUP, 2005 2. Nagar, A.L and Das, R.K, Basic Statistics , OUP, 3. Gujrathi, D and Sangetha, Basic Econometrics , Tata McGraw Hill, 4 th Edition, 2006. 4. Salvatore, Dominick and Reagle, Darrick, Statistics and Econometrics , Tata McGraw Hill, 2002.

M 503 INTRODUCTION TO ENVIRONMENTAL ECONOMICS

Unit 1: Nature and scope of environmental economics, Economy-environment interaction Unit 2: Market failure, externality, public good-Environment as a public good, Tragedy of Commons Unit 3: Environmental Kuznets's Curve, Pollution Control Policies: Command and control approach, Incentive based approach: Taxes, Liability Law and tradeable permits Unit 4: Global Environmental Issues: Climate Change – Implications and Mitigation

Recommended Readings 1. Hanley, Shrogram and White, Introduction to Environmental Economics , OUP 2. R Bhattacharjee, Environmental Economics , OUP

M 504 INTERNATIONAL TRADE: THEORY AND POLICY

Unit 1: THEORIES OF INTERNATIONAL TRADE Trade Theories-Ricardian Theory of Comparative Cost Advantage; Factor Endowments and Heckscher- Ohlin Theory; Empirical Test of H-O Model- Leontief Paradox; Factor Intensity Reversal Unit 2: TERMS OF TRADE AND GAINS FROM TRADE Concepts of Terms of Trade; Factors affecting Terms of Trade; Gains from Trade; Offer Curves, Distribution of gains from trade in terms of Offer Curves,Trade as an Engine of Growth. Unit 3: INTERNATIONAL TRADE POLICY Free Trade and Protection- Arguments for and against Free Trade and Protection; Tariffs- Classifications of Tariffs, Effects of Tariffs- Partial Equilibrium analysis, Concept of Optimum Tariff and Retaliation; Quotas- Types, Effects; Tariffs versus Quotas.

Recommended Books 1. Dominick Salvatore, International Economics , Wiley India 2. Francis Cherunilam, International Economics , Tata Mc Graw- Hill 3. K. C. Rana and K. N. Verma, International Economics , Vishal Publishing Company 4. Mannur, H.G., International Economics, Theory & Practice, Vikash 5. Bo Sodersten and Geoffrey Reed, International Economics , Macmillan 6. P. T. Ellsworth and J. Clark Leith, The International Economy , Macmillan

M 505 HISTORY OF ECONOMIC THOUGHT I

Unit 1: EARLY PERIOD : Mercantilism: Tenets, Rise & Fall. Physiocracy: Tableau Economique of Quesnay, concept of Natural Order, Produit Net, Taxation, Trade.

Unit 2: CLASSICAL PERIOD : Adam Smith: Views on division of labour, theory of value, capital accumulation, istribution, trade, and economic development; David Ricardo : Main Contributions in brief;Thomas Robert Malthus: Theory of Population, Theory of Glut; J. B. Say: Laws f Market; J. S. Mill: Restatement of the Classical Theory.

Unit 3: SOCIALIST THOUGHTS : Contributions of Karl Marx: Theory of Value, Theory of Surplus, Theory of Economic Development.

Recommended Books: 1. Guide, C. & C. Rist: A History of Economic Doctrine. 2. Roll, Eric.: A History of Economic Thought. 3. Hajela, T.N.: History of Economic Thought. 4. Bhatia, H,L.: History of Economic Thought 5. Vohra, Munish: History of Economic Thought

M 506 DEVELOPMENT POLICY AND THE INDIAN ECONOMY

Unit 1: Basic Features of Indian economy: Trend and Composition of National Income and Per Capita Income, Occupational Distribution, Basic Demographic features, Increasing Importance of the Tertiary Sector: Trend and Composition within the Tertiary Sector.

Unit 2: Poverty, Inequality and Unemployment: Conceptual and Measurement Issues – the Indian Situation

Unit 3: Role of Agriculture in Economic Development: Barriers to Agricultural Growth; Land Reforms in India – Rationale, Measures and Impact; Green Revolution and Indian Agricultural Growth; Food Security and Public Distribution System.

Unit 4: Role of Industries in the Development Process: Large vs. Medium, Small and Micro Enterprises (MSME); An overview of the India’s Industrial Progress – Overview of the Industrial Development Strategy before Reforms, Industrial Policy of 1991 and Liberalization.

Recommended Readings; 1. Todaro and Smith, Economic Development , Pearson Education 2. A P. Thirlwall, Growth and Development , Macmillan Press Ltd 3. R Dutt and K P M Sundharam, Indian Economy 4. Mishra and Puri, Growth and Development , Himalaya Publishing House

M 601 PUBLIC ECONOMICS

Unit 1: TAXATION Canons of Taxation; Principles of Taxation; Benefit Principle and Ability to Pay Theory, Direct Tax and Indirect tax: Meaning and concepts; Rate schedule of taxation Proportionate Tax, Progressive Tax, Regressive tax, Impact, Incidence and Shifting of Tax; Sharing of Tax between Buyers and Sellers; Taxable Capacity; Relative and Absolute Taxable Capacity; Factors determining Taxable Capacity; Effects of Taxation on Production and Distribution; Characteristics of a Good Tax System; Role of Taxation in Developing Countries. Unit 2:GOVERNMENT BUDGET Concept of Government budget ;Classification of Public Budget—Balanced and Unbalanced Budget, Capital and Revenue Budget; Brief Ideas on Performance Budgeting, Zero Base Budgeting. Unit3: FISCAL POLICY Meaning and Objectives; Components of Fiscal Policy; Role of Fiscal policy in a developing economy. Unit 4: FEDERAL FINANCE Meaning; Principles of Federal Finance; Current Finance Commission of India- a brief overview.

M 602 APPLIED STATISTICS (For Arts Stream only )

Unit 1: INDEX NUMBERS Concept, uses of Index numbers, Problems in the construction of Index numbers, Methods of constructing Index numbers-Laspeyres’, Paasche’s and Fisher’s, Chain base Index number, Wholesale price and cost of living index numbers. Unit 2: TIME SERIES ANALYSIS Time Series Analysis-Concept and Components-Measurement of Trend, Graphical Method, Moving average and Least square method, Fitting of linear and exponential trend curves. Unit 3: VITAL STATISTICS Concepts and Measurement of fertility-crude birth rate, general fertility rate, age specific fertility rate, total fertility rate, Net reproduction rate, gross reproduction rate, Measurement of Mortality-

crude death rate, specific death rate, standardized death rate, Life Table (Basic features). Unit4: SAMPLE SURVEY Population, sample, parameter; sample versus complete enumeration; Types of samples-simple random, stratified random and systematic sampling.

Recommended Readings: 7. Gupta, S.P. Statistical Methods , Sultan Chand & Sons, 8. Gupta, S.C and Kapoor, V.K., Fundamentals of Applied Statistics , Sultan Chand & Sons, 9. Nagar, A.L and Das, R.K, Basic Statistics , OUP, 10. Yamane, Taro, Statistics: An Introductory Analysis , Harper and Row 11. Klein, L.R. An Introduction to Econometrics, Prentice Hall of India 12. Salvatore, D. Mathematics and Statistics, Schaum’s Series , Tata McGraw Hill 13. Hazarika Padmalochan Essential Statistics for Economics and Commerce Akansha Publishing House

M 602 ECONOMETRIC METHODS (For Science Stream only )

Unit 1: PROBLEMS IN OLS ESTIMATION Heteroscedasticity(Concept and consequences); Auto correlation (Concept and consequences); Multicollinearity-concept, their consequences, detection and remedies . Unit 2: LAG MODELS AND DUMMY VARIABLES Lags in Econometric models-Concepts, Koyck model; Partial adjustment and adaptive expectation models; qualitative data; seasonal analysis; use of dummy variables. Unit 3: TIME SERIES ANALYSIS Time Series Analysis-Concept and Components-Measurement of Trend, Graphical Method, Moving average and Least square method, Fitting of linear and exponential trend curves.

Recommended Books 5. Dougherty, Introduction to Econometrics , OUP, 2005 6. Gujrathi, D and Sangetha, Basic Econometrics , Tata McGraw Hill, 4 th Edition, 2006. 7. Salvatore, Dominick and Reagle, Darrick, Statistics and Econometrics , Tata McGraw Hill, 2002.

M 603 ECONOMICS OF NATURAL RESOURCES AND SUSTAINABLE DEVELOPMENT

Unit 1: Natural Resources: Types and Characteristics Unit 2: Economics of Non-renewable Resources: Conditions for optimal depletion, Market forms and rate of depletion, Role of a backstop Unit 3: Economics of Renewable Resources: The Idea of sustainable yield, Economically optimal rate of harvest Unit 4: Development-environment Trade-off, Sustainable development- Indicators and policy issues – Integrated economic and environmental accounting

Recommended Readings 1. Hanley, Shrogram and White, Introduction to Environmental Economics , OUP 2. R Bhattacharjee, Environmental Economics , OUP

M 604 INTERNATIONAL ECONOMICS

Unit 1: INTRODUCTION International Economics as a distinct branch of Economics; Its Nature and Scope Unit 2: BALANCE OF PAYMENTS The Structure of BOP; Accounting Principle; Disequilibrium in BOP- Types of Disequilibrium; Causes of Disequilibrium; Adjustment Mechanism- Correction under Fixed and Flexible Exchange Rate regimes Unit 3: FOREIGN EXCHANGE MARKET AND EXCHANGE RATES Functions of Foreign Exchange Market; Determination of Equilibrium Exchange Rate; Concepts of Spot and Forward Rates. Unit 4: ECONOMIC INTEGRATION Forms of Economic Integration; Customs Union- Partial Equilibrium Analysis of Customs Union - Trade Creation and Trade Diversion (concepts only). Unit 5: INTERNATIONAL INSTITUTIONS Objectives and functions of IMF, IBRD, WTO

Recommended Books 5. Dominick Salvatore, International Economics , Wiley India 6. Francis Cherunilam, International Economics , Tata Mc Graw- Hill 7. K. C. Rana and K. N. Verma, International Economics , Vishal Publishing Company 8. Mannur, H.G., International Economics, Theory & Practice, Vikash Publishing House 5. Bo Sodersten and Geoffrey Reed, International Economics , Macmillan Press Ltd 6. P. T. Ellsworth and J. Clark Leith, The International Economy , Macmillan Publishing Inc.

M 605 HISTORY OF ECONOMIC THOUGHT II

Unit 1: SOME FAMOUS SCHOOLS OF THOUGHT: Marginalist school --W.Jevons, J. B. Clark.; Austrian school : C.Menger, Bohm-Bowark, F.Wiser,V. Pareto;Mathmatical school-- L.Walras, W.Leontief, Hicks; Neo-classical economics : Alfred Marshall, Irving Fisher, Wickshell; Welfare economics of A.C. Pigou. Unit 2: KEYNESIAN ECONOMICS : Departure from the Classical School, Aggregate Approach to Economics, Policy Prescriptions. Unit 3: INDIAN ECONOMIC THOUGHT : Main themes of Kautilya’s Arthasashtra; Modern Economic Ideas: Dada Bhai Naoroji, Ranade, Gokhle; M.K. Gandhi’s ideas on —Village, Swadeshi, Khadi, Cottage Industries and place of Machine, Welfare of Labour, Non-violent Economy, Decentralisation, Trusteeship, Sarvodaya.

M 606 PLANNING FOR DEVELOPMENT: INDIA AND THE NORTHEAST

Unit 1: Planning: Concept and Justification, Types of Planning; Overview of Planning Process in India: 1951-90: Strategies, Goals, Achievements and Failures, Planning in the Post-liberalization Period; Planning for Inclusive Growth; Role of the Community and Voluntary Organizations.

Unit 2: India in the Global Economy: Basic Features and Consequences of Economic Globalization; Trend, Composition and Direction of Foreign Trade in India before and after Liberalization; Capital Flows - Foreign Direct Investment (FDI) and Foreign Institutional/Portfolio Investment (FPI).

Unit 3: Economic Problems of North-East India: Comparative Development Experience of North Eastern States vis-à-vis all India Average – Growth Rates, Per Capita Income, Human Development Attainments (Literacy and Health); Specific Problem of Industrialization in the Region and Industrial policies for North-East; Problem of Agricultural Transition in the Hill Areas (Shifting Cultivation to Commercial Crops).

Recommended Readings:

1. Todaro and Smith, Economic Development , Pearson Education 2. M. L. Taneja and R. M. Myer, Economics of Development and Planning , Vishal Publishing Company 3. R Dutt and K P M Sundharam, Indian Economy 4. Government of India, Economic Survey (recent issue), Ministry of Finance (available from http://indiabudget.nic.in ) 5. P Nayak, Growth and Human Development in Northeast India , OUP \

DETAILED COURSE CONTENT ECONOMICS (E LECTIVE )

PAPER -E 101 ELEMENTARY MICROECONOMICS

UNIT 1: Concept of Equilibrium: Stable and unstable, static, comparative static, dynamic.

Unit 2: -CONSUMER BEHAVIOUR : CARDINAL APPROACH INDIFFERENCE CURVES -ASSUMPTIONS AND PROPERTIES , LAW OF DIMINISHING MRS, CONSUMER ’S EQUILIBRIUM , INCOME EFFECT , SUBSTITUTION EFFECT , PRICE EFFECT , DERIVATION OF DEMAND CURVE , GIFFEN PARADOX .

Unit 3: Production and Cost: Law of Variable proportions and Returns to Scale, Isoquants, Iso-cost, Least Cost Combination, Expansion path; Cost of TC, AC, MC and their interrelation; Long run AC Curves, Economics and diseconomies of scale.

Unit 4:Product Pricing: Pricing under Perfect competition, Equilibrium of Firm and Industry, Derivation of Supply curve, Price –Output determination under monopoly, Price Discrimination, (concept only) Price and output under Product Differentiation. Basic idea of Oligopoly.

Unit 5: Factor Pricing: Wage determination under perfect competition, monopsony and bilateral monopoly, Differential, economic and quasi rent; Risk and Uncertainty bearing theories of profit.

Recommended Books: 1. J.K. Mitra: Economics-Micro and Macro, World Press Pvt. Ltd. 2. D.N. DWIVEDI : MICRO ECONOMIC THEORY AND APPLICATIONS , PEARSON EDUCATION . 3. DR. ATUL GOSWAMI : ARTHABIGYANAR MUL TATTWA , STUDENTS EMPORIUM .

E 201 Introductory Macroeconomics

Unit: 1: National Income: Concepts of National Income and related Aggregates, Measurement of National Income, National Income and Economic welare.

Unit: 2: Theories of Output and Employment: An overview of the Classical theory, Keynesian Theory of Effective Demand, Consumption Function and Investment Function, Multiplier, Classical and Keynesian Theories of interest.

Unit: 3: Inflation: Demand – pull and cost push Theories, Effects of Inflation on Production and Distribution.-- Anti Inflationary Policy.

Recommended Books: 1. K.K. Kurihara, Monetary Theory and Public Policy, Kalyani Publications. 2. RANA AND VERMA , MACROECONOMIC ANALYSIS , VISHAL PUBLICATIONS . 3. AGARWALA S.K., NATIONAL INCOME ACCOUNTING , BOOK LAND PUBLISHING CO. -4. ALAM K., HUDA M. AND SHARMA A., SNATAK MAHALAR ARTHATATTVA (2), STUDENTS STORE .

E 303 Money, Banking and Finance

Unit: 1: Quantity Theory of Money: Cash Transactions and cash Balance approaches.

Unit: 2: Commercial Banking: The Process of Credit Creation, Assets and Liabilities.

Unit: 3: Central Banking: Function of the Central Bank.

Unit: 4: Business Cycle: Meaning and Characteristics; Hawtrey’s Theory of Trade Cycle.

Unit: 5: Monetary Policy: Objectives of Monetary Policy with special reference to UDCs.

Unit: 6: Financial System: Meaning, Functions and constituents. Concepts of Money Market, Capital Market and Stock Market.

Books Recommended: 1. Suraj B. Gupdta: Monetary Economics, S. Chand and Co-Ltd. 2. RANA AND VERMA : MACROECONOMIC ANALYSIS , VISHAL PUBLICATIONS.

E 403 Indian Economy with Issues of North-East

Unit: 1: Trend and composition of National Income and Per-Capita Income of India and State Domestic product of North-Eastern States, Increasing importance of the Tertiary sector.

Unit: 2: Role of Agriculture in the Economic development of India and Assam, Problems of Agriculture in India with special reference to North-Eastern States, Impact of Land reform and Green Revolution.

Unit: 3: Industrial progress and Industrial development strategy of India before and after reforms.

Unit: 4: Natural resources of Assam, Demographic features of Assam- Trend of population growth rate, Density of population, Occupational distribution, Literacy.

Unit: 5: Role, Problems and Development of Transport, Power and Communication of Assam.

Recommended Books: 1. Dutta and Sundaram: Indian Economy, S. Chand and Company Ltd. 2. P.K. DHAR : INDIAN ECONOMY - ITS GROWING DIMENSION , KALYANI PUBLISHER . 3. MISHRA AND PURI , INDIAN ECONOMY , S. CHAND AND COMPANY LTD . 4. BORDOLOI AND NEOG , ECONOMY OF THE NORTH -EAST , LBS PUBLICATION . 5. P.K. DHAR , THE ECONOMY OF ASSAM INCLUDING ECONOMY OF NORTH -EAST INDIA , KALYANI PUBLISHER . 6. Statistical Hand Book of Assam (latest issues) NEC Publication.

E 503 Public Finance

UNIT : 1: INTRODUCTION : DISTINCTION BETWEEN PUBLIC FINANCE AND PRIVATE FINANCE , PUBLIC GOODS VS . PRIVATE GOODS .

Unit: 2: Public Revenue: Tax and non-tax revenue, Direct tax vs. indirect tax Ability- to-pay principal of taxation, Shifting and incidence of taxation, Taxable Capacity, Effects of Taxation on Production and Distribution, Rate structure in taxation.

Unit: 3: Public Expenditure: Effects of Public Expenditure on Production, Distribution and economic stability. Role of public Expenditure in Developing Economy.

Unit: 4: Public Debt: Types of public debt, Redemption of public Debt, Burden of public Debt.

Unit: 5: Fiscal Policy: Main objectives.

Unit: 6: Government Budget: Capital and Revenue Budgets—Ideas of fiscal and revenue deficits

Recommended Books: 1. Choudhury, R.K.: Public Finance and Fiscal Policy, Kalyani Publichers. 2. ANDLEY , K.K. AND SUNDARAM , K.P.M: PUBLIC ECONOMICS AND PUBLIC FINANCE RATTAN PRAKASHAN MANDIR .

E 504 Introductions to Growth and Development Economics

UNIT : 1: Growth: Meaning, Sources of Economic Growth. Unit: 2: Development and Underdevelopment: Meaning Difference between Economic Growth and Economic Development, measurement of Economic Development-GDP and PCI as indicators of Development, HDI; causes of Underdevelopment. Unit: 3: Development Theories: Cumulative Causation, balanced Growth and Unbalanced Growth, Lewis Theory of Development with Unlimited Supply of Labour. Unit: 4: Sectoral Development: Role of Agriculture and Industry in Economic Development, Large versus Small Scale Industries. Choice of Technique: LABOUR INTENSIVE VERSUS CAPITAL INTENSIVE TECHNIQUE .

Books Recommended: 1. Todaro and Smisth: Economic Development, Pearson Education. 2. TANEJA AND MYER : ECONOMICS OF DEVELOPMENT AND PLANNING , VISHAL PUBLISHING CO. 3. Mishra and Puri: Growth and Development, Himalaya Publishing House.

E 603 International Economics

Unit: 1: Introduction: Nature and Scope of International Economics, International Economics as a distinct Branch of Economics, Basis of International Trade-Recardo’s Theory of International Trade.

Unit: 2: Terms of Trade: Different Concepts of Trade.

Unit: 3: Balance of Payment: Structure of BoP, Accounting principle, Meaning of Disequilibrium in BoP, Types and Causes of Disequilibrium, Measures sot Correct Disequilibrium.

Unit: 4: Foreign Exchange Rates: Determination of Equilibrium Exchange Rates.

Unit: 5: International Institutions: Objectives of IMF and IBRD.

Books Recommended: 1. Dominick Salvatore: International Economics, Wiley India. 2. FRANCIS CHERUNILAM : INTERNATIONAL ECONOMICS , TATA MC GRAW -HILL .

E 604 Planning and Development in India

UNIT : 1: Basic Features of Indian Economy as a Developing Economy. Concept of Planning, Rationale for Planning, Types of Planning (only concepts), Broad strategies, Goals, Achievements and Failures of Indian Planning, Role of Planning in Post-liberalization period.

Unit: 2: Features and Consequences of Economic globalization, Trend, Composition and Direction of Foreign trade in India, FDI and FPI in India.

Unit: 3: DECENTRALIZED PLANNING IN ASSAM , ROLE OF NEC, LOOK –EAST POLICY .

Unit: 4: POVERTY ALLEVIATION PROGRAMMES IN INDIA .

Recommended Books: 1. Dutta and Sundaram: Indian Economy, S. Chand and Company Ltd. 2. P.K. DHAR : INDIAN ECONOMY –ITS GROWING DIMENSION , KALYANI PUBLISHER . 3. MISHRA AND PURI , INDIAN ECONOMY , S.C HAND AND COMPANY LTD . 4. BORDOLOI AND NEOG , ECONOMY OF THE NORTH -EAST , LBS PUBLICATION . 5. P.K. DHAR , THE ECONOMY OF ASSAM INCLUDING ECONOMY OF NORTH -EAST INDIA , KALYANI PUBLISHER . 6. Statistical Hand Book of Assam (latest issues) NEC Publication.

SYLLABUS : EDUCATION THREE YEAR DEGREE COURSE (TDC) MAJOR AND GENERAL SEMESTER SYSTEM (Credit Based) EFFECTIVE FROM 2011 – 2012 GAUHATI UNIVERSITY

COURSE STRUCTURE TDC SYLLABUS FOR EDUCATION (General Course) W.E.F. August, 2011

Year Semester Paper Title of the Paper Marks Class per Credit Week Foundation of Educational 1st Semester 1.01 75 6 6 1stYear Theories and Principles

Educational Psychology 2nd Semester 2.01 75 6 6

Development of

2nd Year 3rd Semester Education in 100 8 8 3.01 India Sociological Foundations 4th Semester 4.01 of Education 100 8 8

3rd Year Emerging Issues and 5.01 Education 100 8 8

5th Semester Educational Measurement and 5.02 100 8 8 Educational Statistics

Educational Technology 6.01 100 8 8

th 6 Semester Environmental and 6.02 Population Education 100 8 8

750 Total 6 8 60

Foundation of Educational Theories and Principles Paper: 1.01 (Credits-6) (General Course)

Objectives : 1) To be acquainted with scientific and sound principles and theories of education. 2) To understand the concept, nature and scope of education. 3) To gain knowledge about different aims of education. 4) To be familiarized with different dimensions of Education such as the learner, the teacher and the curriculum. 5) To acquire knowledge about the concept of discipline and freedom. 6) To expose the students to modern trends of education – particularly value education.

Unit: 1: Meaning, Concept and Scope of Education  Meaning of Education  Definition of Education  Nature of education-Education as a process and product  Scope of Education

Unit-2: Aims and Objective of Education  Importance of Aims of Education Determinants of aims  Individual and Social aim of Education  Cultural and Vocational aim,  Democratic aims

Unit: 3: Forms of Education  Formal Education: School- Functions and responsibility of School, relation ship between school and society.  Informal education: Educational role of family, Social institution-religious institutions, state.  Non formal Education –Distance and open education.

Unit: 4: Dimensions of education  The Learner–Its innate endowment and environment, Learner-Centered Education  The teacher-Qualities and responsibilities  The Curriculum-Meaning and concept, Need and importance, Principles of curriculum construction, Co-curricular activities-definition, types and importance

Unit: 5: Discipline and freedom –  Meaning, concept and need of discipline,  Discipline and order,  free-discipline,  Maintenance of school discipline-problems and means.

Unit: 6: Value education –  Meaning of human values and their determinants  Different Types of values  Need and Importance of value Education  Realization of values through Education –Role of family, school and teachers

Reference Books : 1) Safaya and Saiyda– Educational Theory and Practice 2) Ross J.S. – The Ground Work of Educational Theory. 3) Banerjee, A — Philosophy and Principles of Education, Kolkatta, B.B. Kundus and Sons. 4) Passi, B.K. and Singh, P — Value Education, Agra, H.P. Bhargava Book House. 5) Âõ1n¸»± ûîÂÏò - ¿úŽÂ±îÂQ, &»±ýÃÃ±éÂÏ ùûþ±äÇ¼ 6) öÂ±á»îÂÏ, ¿òùÏ÷± Õ±1n¸ üýÃÃËû±áÏüßÁù Ð òîÅÂò ¿úŽÂ±îÂQ¼

Educational Psychology Paper: 2.01 (Credits-6) (General Course)

Objectives : 1) To enable the students to understand the relation between education and psychology and different methods of educational psychology. 2) To enable the students to understand learning process, memory, attention, instinct and emotion. 3) To acquaint the students with the concept of personality, type and trait theories. 4) To understand the concept of intelligence - nature and different theories.

Unit-1: Psychology and Education  Educational Psychology -its meaning and definitions.  Relation between education and psychology,  Scope of educational psychology.  Methods of educational psychology –Introspection, observation and experimentation,  Application of educational psychology in teaching and learning process

Unit-2: Learning  Learning –Meaning and nature of learning,  Theories of learning – Connectionism-trial and error & Laws of Learning, Conditioning – classical conditioning and operant conditioning, Gestalt theory-learning by insight,  Motivation and learning

Unit-3: Memory and Attention and Interest  Meaning and types of memory,  Marks of good memory,  Economic methods of memorization,  Forgetting and its causes  Attention-meaning and concept, types and determinants ,  Interest –meaning and conditions.  Educational implication of attention and interest.

Unit-4:- Instinct and emotion  Instinct –Meaning, concept, modification of instinct,  Emotion –meaning and concept,  Place of instinct and emotion in education

Unit-5: Personality,  Meaning of personality  Type and trait theories –type theory -Seldon and Jung  Trait theory-Adler

Unit-6; Intelligence  Meaning of Intelligence , concept, definition, nature,  Theories- two factors theory, Multifactor theory, Group factors theory.

Reference Books : 1) Skinner, Charles E. – Educational Psychology 2) Hunt, M.P. – Psychological Foundations of Education. 3) Whittakar – Introduction to Psychology. 4) Safaya, R.N, Shukla, C.S and Bhatia, B.D. – Modern Educational Psychology 5) Âõ1n¸»±, ûîÂÏò - ¿úŽÂ± ÷Ëò±¿Âõ:±ò¼

Development of Education in India Paper: 3.01 (Credits-8) (General Course)

Objectives : 1) To acquaint the students with the ancient and medieval system of education in India. 2) To help the students to understand the development of education in India during the British Period. 3) To acquaint the students with the development of education in India during post independence period. 4) To acquaint the students with the development of education in Assam. Unit- 1  A synoptic view of ancient and medieval system of education  A synoptic view of educational activities of christian missionaries and East India Company Unit- 2  Charter Act of 1813,  Macaulay Minutes  Bentinck’s Resolution of 1835  Woods Despatch-1854 Unit- 3  Indian Education Commission -1882 and its impact on the subsequent development of education.  Lord Curzon’s Educational Policy-1904-Secondary and University Education.  Growth of national consciousness and National movement and its impact in education with reference to Gokhales Bill. Unit- 4  Saldler Commission Report-1917- Secondary and University Education.  Wardha scheme of education-1937.  Sargent report-1944. Unit--5  Constitutional provision of Indian Education,  Radhakrishnan Commission-1948-Aims of University education and the impact of recommendations on Aims. Unit- 6  Recommendations of Secondary Education Commission (Mudaliar Commission-1953) Organizations, Curriculum, Examination and impact on subsequent development.  Recommendations of Education Commission (Kothari Commission 1964-66) Objectives and structure of Education. Unit- 7  National policy on education 1986–Objectives, main features,  Revision of NPE - Ramamurti Review Committee 1990.  Janardhana Reddy Committee 1991-92. Unit-8  Development of education in Assam.  Primary Education  Secondary Education.  University Education.  Women Education. Reference Books : 1) Nurullah, S and Naik – A Students History of Education in India, Macmillian. 2) Safaya and Saiyda – Development, Planning and Problems of Indian Education, New Delhi – Dhanpat Roy and Sons. 3) Rao, K. Sudha- Educational Policies in India Analysis and Review of Promise and Performance – NUEPA 2009. 4) Âõ1n¸»±, ûîÂÏò - öÂ±1îÂ1Â ¿úŽÂ±1 ý×ÃÃ¿îÂýÃÃ±ü1 ÕñÉûþò, &»±ýÃÃ±éÂÏ ùûþ±äÇÂ¼ 5) ÎðÃ»Ï, Î1íÅ - öÂ±1îÂ1Â ¿úŽÂ± ý×ÃÃ¿îÂýÃÃ±ü¼ 6) Âõ1ðÃÍù, ðÃMÃÃ ÕæÃ™L± - öÂ±1îÂ1Â ¿úŽÂ± ÂõÅ1?Ï, &»±ýÃÃ±éÂÏ ùûþ±äÇÂ¼

Sociological Foundations of Education Paper: 4.01 (Credits-8) (General Course)

Objectives : 1) To acquaint the students with education as a social process. 2) To inculcate the knowledge of Education from the social perspective. 3) To understand education as a determinant of social change and development. 4) To develop social habits and attitudes in the students and to make them socially adjustable.

Unit: 1 Education and Sociology :  Educational sociology-meaning, nature, scope,  Need and importance of sociological approach in education,  Educational sociology and Sociology of education

Unit: 2 Social group and Leadership :  Social group—definitions characteristics and classifications,  Social interactions and their educational implications,  Group dynamics,  Leadership –role of education in leadership training.

Unit: 3— Education and society : Education--  as a social system,  as a socialization process,  as a process of social progress  as a process of social control

Unit: 4 Education and social change :  Education and social change – its meaning and concept,  Agencies of social change,  Education as a factor of social change with special reference to India

Unit: 5 Social Organization-disorganization:  Social Organization-its concept,  Factors influencing social organization-folkways, mores and their educational implications.  Social Disorganization-types, causes, prevention.

Unit: 6 Culture and Education :  Culture – Meaning, definition, nature and importance.  Education and cultural change.  Cultural diffusion and integration

Unit: 7 Education and modernization :  Modernization – Concept and Characteristics.  Education and modernization

Unit: 8: Social problems relating to Education in India :  Equalization of educational Opportunity.  Social Education, Delinquency, Child labour, Drug abuse.

Reference Books:  Brown, F.J. – Educational Sociology, New Delhi – Prentice Hall of India.  Harlambos, M – Sociology, Oxford University Press.  Ogburn, W.F. and Nemkoff – A Handbook of Sociology, New Delhi – Eurasia Publishing House.  Mathur, S.C. — A Sociological Approach of Indian Education  Rao, Shanker — Sociology.

Emerging Issues and Education Paper: 5.01 (Credits-8) (General Course) Objectives : 1) To acquaint the learner with the emerging issues in education. 2) To develop awareness and understanding about different literacy programmes, women empowerment, Human rights, globalization, vocationalization of secondary education. 3) To develop in students basic understanding regarding students indiscipline –its causes and remedies. 4) To acquaint the students about the need and importance of national integration and International understanding and the role of education in promoting them.

Unit: 1 Universalization of primary education for national development  Significance of universalization of primary education,  Nature of universal literacy programme in India,  Need and importance of literacy,  Literacy programmes in India------National Adult Education Programme (NAEP), ----- National Literacy Mission (NLC) -----Total Literacy Campaign (TLC), ----- District Primary Education Programme (DPEP), ------Sarva Shiksha Abhiyan (SSA), ------Right of Children to Free and Compulsory Education Act  Problems and remedial measures

Unit: 2 Education for women’s equality and empowerment:  Problem of woman education with special reference to Assam, –Literacy percentage of women, --Inadequate nutrition and technology, ---Existing prejudices against women,  Women empowerment—Meaning and objectives  Governmental efforts for achieving quality life, equality of opportunities, and social justice in relation to women.  Role of Education in women empowerment  Role of NCERT in women empowerment

Unit: 3 Education and Human Rights  Human Right-- Meaning and concept,  Universal Declaration of Human Rights by U.N.  Human rights and Indian Constitution  Importance of Human Rights in National development  Education and Human Rights- Role of educational institutions in promoting Human Rights

Unit: 4 Education for National Integration and International Understanding  National Integration -- Meaning and concept,  International Understanding – Meaning and concept,  Factors of National Integration and International Understanding  Role of education in promoting National Integration and International Understanding

Unit: 5 Globalization and Education  Globalization – Meaning and perspective.  Causes of Globalization ,  Impact of Globalization in India

Unit: 6 Student Indiscipline  Student Indiscipline Meaning  Causes and remedies

Unit: 7 Vocationalization of Secondary Education  Vocationalization of Secondary Education –Concept  Importance of vocationalization of Secondary Education  Vocationalization of Secondary Education in India – Problems and solutions.

Reference Books : 1) Prashar, M.R. – Education and Human Rights. 2) Singh, M.S. – New Trends in Education. 3) Mohanty, J – Indian Education in the Emerging Society, New Delhi – Sterling Publishers Pvt. Ltd.

Educational Measurement and Educational Statistics Paper: 5.02 (Credits-8) (General Course)

(Educational Measurement) Objectives : 1) To help the students to acquire knowledge of the concept of measurement and evaluation in education. 2) To develop an understanding of different types of educational tests and their uses. 3) To acquaint the students with the characteristics of a good measuring instrument and the procedure of constructing educational and psychological tests. 4) To help the students to be acquainted with the concept and application of statistics in Education. Unit: 1: Measurement and evaluation in education,  Concepts of Educational measurement –Its nature, functions  Evaluation-Its meaning, Characteristics, basic principles,  Relationship between measurement and evaluation,  Test ,Examination and evaluation,  Importance of evaluation in education Unit: 2: Measuring tools  Measuring tools: Educational tests - essay type, objective type and semi objective type – and their classifications,  Errors in measurement,  Characteristics of a good test Unit: 3 Educational Achievement Test  Educational Achievement Test - meaning and classification,  Construction of test,  Teacher made tests and their classification,  Uses of Educational Achievement test Unit: 4: New Trends in evaluation  Reporting Test result –cumulative Record Card,  Grading and continuous evaluation,  Formative and Summative evaluation

(Educational Statistics) Unit: 5: Statistics in education and Measures of central tendency  Meaning and need of Statistics in education and psychology, Different method of statistics  Measures of central tendency and their uses –Mean from ungrouped data and grouped data (Long and Short method) Unit: 6 Measures of variability  Measures of variability –Concept  Quartile deviations,  Standard deviation-(grouped and ungrouped data-short method), Combined S.D Unit: 7 - Coefficient of correlation  Coefficient of correlation – Meaning and types,  Rank difference method and interpretation of result Unit: 8: Graphical presentation of data  Graphical presentation of data - Advantages of graphical presentation of data.  Basic principle of constructing a graph,  Different types of graph – histogram, polygon, Reference Books : 1) Binod, K. Sahu – Statistics in Psychology and Education, New Delhi – Kalyani Publishers. 2) Garrett, H.E. – Statistics in Psychology and Education, Mumbai – Vakils, Feffer and Simons Pvt. Ltd. 3) Mangal, S.K. – Statistics in Psychology and Education, New Delhi – Prentice Hall of India. 4) Asthana, Bipin – Measurement and Evaluation in Psychology and Education, Agra – Vinod Pustak Mandir. 5) Ebel, L. Robert and David, A Frisline – Essentials of Educational Measurement, New Delhi – Prentice Hall of India Private Limited. 6) Goswami, Marami – Measurement and Evaluation in Psychology and Education, Hyderabad, Neel Kamal Publications. 7) Îá±¦¤±÷Ï, ÷1÷Ï - ¿úŽÂ±îÂ Âó¿1÷±Âó Õ±1n¸ ÷ÓùÉ±ûþò, Õü÷ ÂõÅßÁ ¿ëÂËÂó±¼ 8) öÂÓÒÛž±, ÂõÏË1í Õ±1n¸ ÎäÂÌñÅ1Ï, ¿÷òîÂÏ - ›¶±1¿yßÁ Âó¿1üÑàÉ± Â¿Âõ:±ò ¿úŽÂ± Õ±1n¸ ÷ò™¦±¿NßÁ Âó¿1÷±ò, äÂf ›¶ßÁ±ú¼

Educational Technology Paper: 6.01 (Credits-8) (General Course) Objectives : 1) To enable the students to understand the concept and scope and objectives of Educational Technology. 2) To acquaint the students about teaching technology, behavioural technology and instructional technology. 3) To make the students understand about communication process, teaching aids, system approach and use of computer and internet in educational technology.

Unit -1 Educational Technology  Meaning, Nature and, scope of Educational technology  Objectives of educational technology at macro level  Importance of educational technology  Types of Educational technology

Unit -2 Teaching Technology  Meaning and nature of teaching technology  Operation of teaching phases --- preactive, interactive and post active phases

Unit -3 Behavioural Technology  Behavioural technology-meaning and nature.  Micro teaching-meaning and objectives  Different phases of micro-teaching  Merits and demerits of micro-teaching

Unit -4 Instructional technology  Instructional technology –meaning and nature  Programmed instruction – meaning, nature and principles  Types of Programmed instruction – Linear Branching, mathetics and others  Merits and demerits of Programmed instruction

Unit -5 Communication and Interaction  Communication, -Concept and nature  Types of classroom communication – verbal, non-verbal  Classroom communication its barriers and solutions

Unit -6 Teaching Aids  Educational Technology and Teaching aids, --- Importance of Teaching aids, --- Classification of teaching aids, --- Principles of Selection and uses of teaching aids  Multimedia in education - approach in education

Unit -7 System Approach  System approach in educational technology – meaning and definition  Procedural steps in the system approach in educational technology

Unit -8 Computer and Education  Computer –organization and operation,  Computer in Education,  Different uses of computer in education,  Advantages and disadvantages of Computer, Assisted Instruction  Internet and education

Reference Books : 1) Kulkorni, S.S. – Introduction to Educational Technology, New Delhi – Oxford and IBH Publishers Co. 2) Das, R.C – Educational Technology, New Delhi Sterling Publishers. 3) Sharma, R.A. – Technology of Teaching, Meerut – International Publishing House. 4) Skinner, B.F. – The Technology of Teaching, New York – Appleton. 5) Barbora, R.D. & Goswami, Deepali — Educational Technology. 6) Goswami Meena, Kumari — Educational Technology 7) Îá±¦¤±÷Ï ÷1÷Ï - ¦§±îÂßÁ ÷ýÃÃù±1 ¿úŽÂ± ›¶ûÅ¿MÃ¿Âõ:±ò, Õü÷ ÂõÅßÁ ¿ëÂËÂó±¼

Environmental and Population Education Paper: 6.02 (Credits-8) (General Course)

(A) Environmental education Objectives : 1) To enable the students to understand the concept scope and importance of environmental education. 2) To enable the students to understand the programmes of environmental education at different levels of education. 3) To make the students aware of environmental stressors and disaster management education.

Unit -1 Environmental education  Meaning and definition of Environment  Environmental Education – Concept, objective and scope.  Importance of Environmental education.  Relationship between man and environment- ecological perspective  Environmental degradation- Pollution – Types – Preventive Steps

Unit -2 Environmental education at different Levels of Education  Programme of environmental education for -----primary, secondary and higher levels.

Unit -3 Environmental awareness and attitude change  Awareness and attitude change through formal education  Role of formal and non formal education  Role of NGO

Unit -4 Environmental stressors and Disaster Management Education  Environmental stressors –Natural and man-made  Disaster Management Education for coping with the environmental situations

(B)Population Education Objectives : 1) To enable the students to understand the effect of population growth on poverty, health and hygiene. 2) To enable the students to understand the importance of population education in school levels.

Unit -5 –Concept of Population Education  Population education : Concept, objectives and scope  Need and importance of population education

Unit -6 – Population Growth and Population Dynamics in India –  Distribution of population- Age, Sex, Rural-Urban  Causes of population growth  Consequences of population growth

Unit -7 - Population and Quality of life  Population in relation to socio –economic development, health status, heath services, nutrition,  Effect of population growth on natural resources and environment  Population and literacy campaign in India

Unit -8 Population Education and school  Scope of population education in schools,  Teacher role in creating awareness of population problems  Use of Mass media – (Newspapers, Radio, T.V) and Audio-Visual Aids

Reference Books : 1) Sharma, R.A. – Environmental Education, Meerut, Surya Publication 2) Mahapatra, D – Environmental Education, Kalyani Publishers 3) Rao, D.G. – Population Education, Sterling Publishers 4) Kuppuswami B – Population Education, Asia Publishing House.

TDC SYLLABUS FOR EDUCATION : (MAJOR COURSE), G.U, Year Semester Paper Title of the Paper Marks Class per Credit Week Foundation of Educational st 1.01 100 8 8 1 Theories and Principles Semester 1.02 Educational Psychology 100 8 8 st 1 Development of Education in Year 2.01 100 8 8 India 2nd Semester Sociological Foundations of 2.02 100 8 8 Education

3.01 Emerging Issues and Education 100 8 8

rd Measurement and Evaluation in 3 Semester 3.02 Education 100 8 8 2nd Year 4.01 Educational Technology 100 8 8 th 4 Environmental and Population Semester 4.02 100 8 8 Education Philosophy of Education 5.01 75 6 6 Educational Thinkers- Oriental

5.02 and Occidental 75 6 6

5th 5.03 Teacher Education 75 6 6 Semester Teaching –Learning Method and 5.04 75 6 6 Pedagogy

5.05 Statistics in Education 75 6 6 3rd 5.06 Practical paper 75 6 6 Year 6.01 Developmental Psychology 75 6 6 Continuing Education and 6.02 Distance Education 75 6 6

Special Education 6th 6.03 75 6 6 Semester 6.04 Guidance and Counselling 75 6 6 Educational Management and 6.05 75 6 6 Administration

6.06 Project Work 75 6 6 Total 6 20 1700 136

Foundation of Educational Theories and Principles Paper: M 1.01 (Credits-8) (Major Course) Objectives : 1) To be acquainted with ‘scientific’ and sound principles of education. 2) To understand the concept, nature and scope of education 3) To gain knowledge about different aims of education. 4) To be familiarized with different dimensions of education such as the learner, the teacher and the curriculum. 5) To acquire knowledge about the concept of discipline and freedom. 6) To create awareness among the students about the latest trends and current educational thoughts. Unit: 1: Meaning, Concept and Scope of Education  Meaning of Education  Definition of Education  Nature of Education-Education as a process and product  Scope of Education Unit-2: Functions of Education  Functions towards the individual  Functions towards the society Unit-3: Aims and Objective of Education  Importance of Aims of Education, Determinants of aims  Individual and Social aim of Education  Cultural and Vocational aim,  Democratic aims  Objectives of Education –(four fundamental objectives of education in present era ) -----Learning to Know -----Learning to do -----Learning to live together -----Learning to be Unit: 4 Forms of Education  Formal Education: School- Meaning and characteristics, Functions and responsibility of School, relationship between school and society.  Informal Education: Meaning and Characteristics, Educational role of family, Social institution- State, and religious agencies.  Non formal Education – Meaning and characteristics, Agencies of Non formal Education Unit: 5: Dimensions of Education  The Learner–Learner-Centered Education–Meaning, Characteristics.  The teacher-Qualities and responsibilities (General )  The Curriculum-Meaning and concept, Need and importance, Principles of curriculum construction  Co-curricular activities-definition, types and importance Unit: 6: Discipline and Freedom –  Meaning, concept and need of discipline,  Discipline and order,  free-discipline,  Maintenance of school discipline-problems and means. Unit: 7: Value education –  Meaning of human values  Different Types of values (moral .social and Aesthetic)  Need and Importance of value Education  Realization of values through Education –Role of family, Society ,School and Teachers Unit: 8: Education for Leisure  Education for leisure—Concept  Significance of Education for leisure in modern society  Types of leisure time activities –as entertainment, as recreation, as personal development  Organization of leisure time activities at secondary levels of education Reference Books : 1) Banerjee A.- Philosophy and Principles of Education, Kolkata, B.B. Kunda and sons 2) Purkail, B.R. – Principles and Practices of Education 3) Ross, J.S. – The Groundwork of Education of Theory. 4) Safaya, R.N. and Shaiyda, B.D. – Development of Educational Theory and Practice, New Delhi, Dhanpat Rai Publishing Co. 5) Raymont, T – Principles of Education. 6) Passi, B.K. & Singh, P. — Value Education, Agra, H.P. Bhargava Book House. 7) Âõ1n¸»±, ûîÂÏò - ¿úŽÂ±îÂQ¼

Educational Psychology Paper: M.1.02 (Credits-8) (Major Course) Objectives : 1) To enable the students to understand the relation between education and psychology and different methods of educational psychology. 2) To enable the students to understand learning, process, memory, attention, instinct and emotion. 3) To acquaint the students with the concept of personality, type and trait theories. 4) To understand the concept of intelligence - nature and different theories. 5) To understand the nature of creative talent and processes and of creative individuals and the implication for indentifying and nurturing such talent. 6) To enable the students to understand the concept and process of adjustment and mental health and hygiene for promotion of mental health.

Unit-1: Psychology and Education  Educational Psychology -its meaning and definitions.  Relation between education and psychology,  Scope of educational psychology.  Methods of educational psychology –Introspection ,observation and experimentation,  Application of educational psychology in teaching and learning process

Unit-2: Memory and Attention and Interest  Meaning and types of memory,  Marks of good memory,  Economic methods of memorization,  Forgetting and its causes  Attention-meaning and concept, types and determinants ,  Interest –meaning and conditions.  Educational implication of attention and interest.

Unit-3- Instinct and Emotion  Instinct –Meaning, concept, modification of instinct,  Emotion –Meaning and concept, Relationship between instinct and emotion  Place of instinct and emotion in education

Unit-4: Learning  Learning –Meaning and nature of learning,  Learning and maturation  Theories of learning --- Connectionism, trial and error & Laws of learning, --- Conditioning –classical conditioning and operant conditioning, --- Gestalt theory-learning by insight,  Motivation and learning –meaning ,type, techniques for motivation

Unit-5: Personality,  Meaning of personality  Type and trait theories –type theory -Seldon and Jung  Trait theory-Adler and Rogers  Psycho-analytic theory-Freud

Unit-6: Intelligence  Meaning of Intelligence , concept, definition, nature,  Development of I.Q  Theories- two factors theory, Multifactor theory, Group factors theory,

Unit-7: Creativity  Creativity- Meaning and nature  Characteristics of creative person  Relationship between Creativity and Intelligence  Problems of creative child in education  Role of teacher in development of creativity

Unit-8: Adjustment and Mental Health,  Concept,-adjustments  Mechanism adjustment-defense, escape, withdrawal, compensatory,  Meaning and concept of Mental health and hygiene,  Characteristics of mentally healthy person  Principle of mental hygiene-preventive ,constructive, curative measures,  Implication for education

Reference Books : 1) Skinner, Charles. E – Educational Psychology 2) Hunt, M.P. – Psychological Foundations of Education 3) Crow A and Crow A – Educational Psychology 4) Whittakar, J.O. – Introduction to Psychology 5) Woolfolk, Anita – Educational Psychology 6) Mangal, S.K. – Advanced Educational Psychology, New Delhi, Prentice Hall. 7) Âõ1n¸»±, ûîÂÏò - ¿úŽÂ± ÷Ëò±¿Âõ:±ò¼

Development of Education in India Paper: 2.01 (Credits-8) (Major Course)

Objectives : 1) To acquaint the students with the ancient and medieval system of education in India. 2) To help the students to understand the development of education in India during the British Period. 3) To acquaint the students with the development of education in India during post independence period. 4) To enable the students to understand the development of education in Assam. Unit- 1- 8) Special features of development of institutionalized education in India- (a) Vedic (b) Buddhist and (c) Medieval  A synoptic view of educational activities of East India Company and Christian Missionaries in India. Unit-2  Charter Act of 1813, Anglicist – Classicist controversy  Macaulay Minutes, Bentinck’s Resolution 1835  Woods Despatch 1854 Unit-3  Indian Education Commission (Hunter Commission)-1882 and its impact on the subsequent development of education  Lord Curzon’s Educational Policy  Growth of national consciousness, and National movement and its impact in education with reference to Gokhales Bill 1911 Unit-4  Essential features of the Saldler Commission Report-1917,  Hartog committee report,  Wardha scheme of education-1937,  Sargent report-1944 Unit-5  Constitutional provision of Indian Education,  Radhakrishnan Commission-1948-Aims of University education and the impact of recommendations on Aims. Unit-6  Secondary Education Commission 1952-53 Its Recommendation on organizations, curriculum and examination – Impact on subsequent development.  Education Commission 1964-66 – Recommendations on objectives and structure of education. Unit-7  National Policy on Education 1986 –Objectives and Main Features,  Revision of NPE - Ramamurti Review Committee – 1990 - Janardhana Reddy Committee – 1991-92 Unit-8  Development of education in Assam in the field of – Primary Education – Secondary Education – University Education – Women Education Reference Books : 1) Altekar, A.S. – Education in Ancient India 2) Mukherjee, R.K. – Education in Ancient India 3) Zaffar – Education in Muslim Period 4) Nurullah, S and Naik, J.P. – A Students History of Education in India 1800-1973, Macmillan India Ltd. 5) Mukherjee, S.N. — Education in India Today and Tomorrow, Acharya Book Depot. 6) Ghosh, Suresh Chandra — The History of Education in Modern India (1757-1986), New Delhi, Orient Longman Ltd. 7) Âõ1n¸»±, ûîÂÏò - öÂ±1îÂ1Â ¿úŽÂ±1 ý×ÃÃ¿îÂýÃÃ±ü1 ÕñÉûþò, &»±ýÃÃ±éÂÏ ùûþ±äÇÂ¼ 8) Âõ1ðÃÍù, ðÃMÃÃ ÕæÃ™L± - öÂ±1îÂ1Â ¿úŽÂ± ÂõÅ1?Ï, &»±ýÃÃ±éÂÏ ùûþ±äÇÂ¼

Sociological Foundations of Education Paper: 2.02 (Credits-6) (Major Course)

Unit: 1 Educational sociology-concept  Educational sociology-meaning, nature, scope,  Need and importance of sociological approach in education,  Educational sociology and Sociology of education

Unit: 2 Social group and Leadership  Social group—definitions characteristics and classifications,  Social interactions and their educational implications,  Group dynamics,  Leadership –role of education in leadership training.

Unit: 3— Education and society Education--  as a social system,  as a socialization process,  as a process of social progress  as a process of social control

Unit: 4 Education and social change  Education and social change – its meaning and concept,  Agencies of social change,  Education as a factor of social change with special reference to India

Unit: 5- Social Organization-disorganization:  Social Organization-its concept,  Factors influencing social organization educational implications of folkways and mores  Disorganization-types, causes,  Preventions of social disorganizations

Unit: 6 Education and Culture  Culture – Meaning definition and nature  Importance of Education in Culture  Cultural change and Cultural Lag

Unit: 7-Modernization  Modernization – Concept and Characteristics  Modernization Vs Westernisation

Unit: 8- Social problem relating to Education in India  Imbalance in education and Equalization of Educational Opportunity,  Minimum Development Goal (MDG) in regard to education  Child Labour

Reference Books : 1) Brown , F.J. – Educational Sociology, New Delhi – Prentice Hall of India 2) Harlambos, M – Sociology, Oxford University Press. 3) Ogburn, W.F. and Nemkoff, W.F. – A Handbook of Sociology, New Delhi – Eurasia Publishing House. 4) Bhushan Vidya and Sachdeva, D.R. – An Introduction to Sociology. 5) Paraluis, A.P. and Paraluis, R.I. – The Sociology of Education. 6) Mathur, S — A Sociological Approach of Indian Education. 7) Rao, Shankar — Sociology.

Emerging Issues and Education Paper-(M) 3.01 (Credits-8) (Major Course) Objectives : 1) To acquaint the learner with the emerging issues in education. 2) To develop awareness and understanding about different literacy programmes, women empowerment, Human rights, globalization, vocationalization of secondary education. 3) To develop in students basic understanding regarding students indiscipline –its causes and remedies. 4) To acquaint the students about the need and importance of national integration and International understanding and the role of education in promoting them. 5) To acquaint the students with meaning, importance and means of life skill education. 6) To develop understanding about concept, importance, methods and programmmes of Peace Education. Unit: 1 Universalization of primary education for national development  Significance of universalization of primary education,  Nature of universal literacy programme in India,  Need and Importance of Literacy  Literacy programmes in India------National Adult Education Programme (NAEP), ----- National Literacy Mission (NLC) ----- Total Literacy Campaign (TLC), ----- District Primary Education Programme (DPEP), ------Sarva Shiksha Abhiyan (SSA), ------Right of Children to Free and Compulsory Education Act  Problems and remedial measures Unit: 2 Education for women’s equality and empowerment:  Problem of women education with special reference to Assam -- Literacy percentage of women, -- Inadequate nutrition and technology, -- Existing prejudices against women,  Women empowerment—Meaning and objectives  Governmental efforts for achieving quality life, equality of opportunities and social justice in relation to women.  Role of Education in women empowerment  Role of NCERT in women empowerment Unit: 3 Education and Human Right  Human Right-- Meaning and concept,  Universal Declaration of Human Rights by U.N.  Human Rights and Indian constitutions  Importance of human Rights in National development  Child Right and Democratic Education  Education and Human Rights- Role of educational institutions in promoting human Rights Unit: 4 Education for National Integration and International Understanding  National Integration - Meaning and concept,  International Understanding – Meaning and Concept.  Factors of National Integration and International Understanding  Role of education in promoting National Integration and International Understanding Unit: 5 Globalization and Education  Globalization – Meaning and perspective  Causes of Globalization ,  Impact of Globalization in India Unit: 6 Student Indiscipline and Life skill Education  Student Indiscipline - Meaning, causes and remedies  Life skill Education – Meaning, importance and means Unit: 7 Vocationalization of Secondary Education  Vocationalization of Secondary Education –Concept  Importance of vocationalization of Secondary Education  Vocationalization of Secondary Education in India  Problems of Vocationalization and suggestion to solve them Unit: 8 Education for Peace  Education for Peace - Concept and importance  Method and Programmes of Peace Education. Reference Books : 1) Prashar, M.R. – Education and Human Rights 2) Singh, M.S. – New Trends in Education. 3) Mohanty, J – Indian Education in the Emerging Society, New Delhi, Sterling Publishers Pvt. Ltd. 4) Jha, Prabeen Kumar – Educating Human Rights in Psycho, Social Perspective, Agra H.P. Bhargava Book House.

Measurement and Evaluation in Education Paper: 3.02 (Credits-8) (Major Course) Objectives 1) To help the students to acquire knowledge of the concept of measurement and evaluation in education. 2) To develop an understanding of different types of educational tests and their uses. 3) To acquaint the students with the characteristics of a good measuring instrument and the procedure of constructing educational and psychological tests. 4) To acquaint the students about intelligence test, personality test, aptitude, interest and attitude test, and educational achievement test. 5) To enable the students to understand about new trends in evaluation Unit: 1: Measurement and Evaluation in Education,  Concept of Educational Measurement –Its nature, functions  Evaluation-Its meaning, Characteristics, basic principles,  Relationship between measurement and evaluation,  Test ,Examination and evaluation,  Steps of evaluation in education,  Importance of evaluation in education Unit: 2: Test Construction  General Procedure of Test Construction and standardization  Item Analysis Unit: 3: Measuring tools  Different types of Tools  Errors in measurement,  Characteristics of a good test  Validity, Reliability, Objectivity and Norms (Meaning, factors and method of determination types) Unit: 4-: Intelligence Test  Intelligence Test-- meaning  Individual and group test of Intelligence –Binet test ,Army Alpha and Army Beta test,  Uses of Intelligence test, Unit: 5 -Personality Test  Personality test meaning  Questionnaire technique - MMPI,  Rating scale,  Projective tests, Unit: 6 – Aptitude, Interest and Attitude Test  Aptitude test- Types of Aptitude, uses of aptitude test  Measurement of Interest- Kuder interest inventory-  Measurement of attitude -Thurston and Likert scale Unit: 7 - Educational Achievement Test  Educational Achievement Test - meaning and classification,  Construction of test Educational Achievement Test  Different types of Educational Achievement Test  Uses of Educational Achievement Test Unit: 8 - New Trends in evaluation  Normed referenced and criterion referenced test,  Reporting Test result –cumulative record card,  Grading and continuous evaluation,  Formative and summative evaluation Reference Books : 1) Freeman, F.S. – Theory and Practice of Psychological Measurement. 2) Thorndike, R.L. and Hagen, E.P. – Measurement and Evaluation in Psychology and Education, John Wiley and Sons. 3) Binod K. Sahu – Statistics in Psychology and Education, New Delhi – Kalyani Publishers. 4) Garrett, H.E. – Statistics in Psychology and Education Mumbai-Vakil, Feffer and Simons Pvt. Ltd. 5) Guildford, J.P. – Fundamental Statistics in Psychology and Education Mc Graw Hill Book Co. 6) Srivastava, A.B.L. and Sharma, K.K. – Elementary Statistics in Psychology and Education, New Delhi, Sterling Publishers Pvt. Ltd. 7) Mangal, S.K. – Statistics in Psychology and Education, New Delhi, Prentice Hall of India Pvt. Ltd. 8) Asthana, Bipin – Measurement and Evaluation in Psychology and Education Agra, Vinod Pustak Mandir 9) Anastasi, A – Psychological Testing, New York, The McMillian Co. 10) Goswami, Marami – Measurement and Evaluation in Psychology and Education, Hyderabad, Neel Kamal Publications. 11) Îá±¦¤±÷Ï, ÷1÷Ï - ¿úŽÂ±îÂ Âó¿1÷±Âó Õ±1n¸ ÷ÓùÉ±ûþò, Õü÷ ÂõÅßÁ ¿ëÂËÂó±¼ 12) öÂÓÒÛž±, ÂõÏË1í Õ±1n¸ ÎäÂÌñÅ1Ï, ¿÷òîÂÏ - ›¶±1¿yßÁ Âó¿1üÑàÉ± Â¿Âõ:±ò ¿úŽÂ± Õ±1n¸ ÷ò™¦±¿NßÁ Âó¿1÷±ò, äÂf ›¶ßÁ±ú¼

Educational Technology Paper: 4.01 (Credits-8) (Major Course) Objectives 1) To enable the students to understand the concept and scope and objectives of Educational Technology. 2) To acquaint the students about teaching technology, behavioural technology and instructional technology. 3) To make the students understand about communication, process, teaching aids, system approach and use of computer and internet in educational technology. 4) To acquaint the students with innovations in Education through Educational Technology – Team Teaching, E-Learning and E-Library Unit -1-Educational Technology  Concept, Meaning, Nature and Scope of Educational technology  Objectives of Educational Technology at Macro Level and Micro Level  Importance of educational technology in conventional and distance mode of education  Types of Educational Technology Unit -2-Teaching Technology  Meaning and nature of teaching technology,  Operation of teaching – phase pre-active, interactive and post active phases Unit -3 - Behavioural technology :  Behavioural technology-meaning and nature  Micro teaching-meaning and objectives  Different phases of Micro-Teaching  Merits and Demerits of Micro teaching Unit -4 -Instructional technology :  Instructional technology –meaning and nature  Programmed Instruction – meaning, nature and principles  Types of Programmed instruction – Linear, Branching, Mathetics and others  Merits and demerits of programmed instruction Unit -5 Communication and Interaction  Communication - meaning and nature  Types of classroom communication, verbal, non-verbal  Classroom communication its barriers and solutions Unit -6 Teaching Aids :  Educational Technology and Teaching Aids.  Importance of Teaching Aids.  Classification of Teaching Aids.  Principles of Selection and Use of Teaching Aids.  Multimedia Approach in Education. Unit -7 System Approach  System approach in educational technology – meaning and definition.  Procedural steps in the system approach in educational technology.  Flow diagram Unit -8 Computer and Education  Computer –organization and operation,  Computer in Education,  Different uses of computer in education,  Advantages and disadvantages of Computer Assisted Instruction.  Internet and education Unit -9 –Innovations in Education through Educational Technology  Team Teaching, E-learning, E-Library Reference Books: 1) Rao, Usha – Educational Technology 2) Sampath K, Pannerselvan A. Santhanam, S – Introduction to Educational Technology. 3) Sarma, A.R – Educational Technology 4) Kulkarni, S.S – Introduction to Educational Technology, New Delhi, Oxford and IBM Publishers Co. 5) Das, R.C. – Educational Technology, New Delhi, Sterling Publishers 6) Skinner, B.F – The Technology of Teaching, New York, Appleton 7) Sharma, R.A. – Technology of Teaching, Meerut, International Publishing House. 8) Barbora, R.D. & Goswami, Deepali — Educational Technology. 9) Goswami Meena, Kumari — Educational Technology 10) Îá±¦¤±÷Ï ÷1÷Ï - ¦§±îÂßÁ ÷ýÃÃù±1 ¿úŽÂ± ›¶ûÅ¿MÃ¿Âõ:±ò, Õü÷ ÂõÅßÁ ¿ëÂËÂó±¼

Environmental Education and Population Education Paper: M.4.02 (Credits-8) (Major Course)

A) Environmental Education Objectives : 1) To enable the students to understand the concept, scope and importance of environmental education. 2) To enable the students to understand the programmes of environmental education at different levels of education. 3) To make the students aware of environmental stressors and knowledge on disaster management education.

Unit -1 Environmental Education  Concept and definition of environment  Importance of Environmental Education  Relationship between man and environment - Ecological and Psychological perspective;  Environmental degradation- and education for sustainable development

Unit -2 Environmental education at different Levels of Education  Programme of environmental education for -----primary, secondary and higher levels

Unit -3 Environmental awareness and attitude change  Awareness and attitude change through formal education  Role of Formal and Non-Formal education  Role of NGO

Unit -4 Environmental stressors and Disaster Management Education  Environmental stressors –Natural and man-made  Disaster Management Education for coping with the environmental situations  Environmental Education –its problems and prospects with special reference to Assam

(B) Population Education Objectives : 1) To enable the students to understand the effect of population growth on poverty, health and hygiene 2) To enable the students to understand the importance of population education in school levels

Unit -5 –Concept of Population Education  Population education: concept, Nature and scope and objectives  Need and importance of population education

Unit -6 –Population growth and Population Dynamics in India  Causes of population growth in India  Consequence of population growth  Policies and programme of government of India regarding population control

Unit -8- Population Education and Schools  Population Education and Schools-Scope of population education in schools,  Teacher role in creating awareness of population problems  Method and approaches: Inquiry approach, Observation, Self study, Discussion, Assignment  Use of mass media (Newspapers, Radio, T.V) and Audio-Visual Aids Reference Books : 1) Sharma, R.A. – Environmental Education, Meerut – Surya Publications 2) Mahapatra, D – Environmental Education – Kalyani Publishers 3) Rao, D.G. – Population Education, Sterling Publishers 4) Kuppuswami B, Population Education, Asia Publishing House 5) Baldev, K.P. – Population Crisis in India, National

Philosophy of Education Paper: M.5.01 (Credits-6) (Major Course)

Objectives : 1) To make students understand how philosophical ideas have influenced educational ideas. 2) To acquaint with the relationship between philosophy and education. 3) To acquire knowledge about the three major philosophies of education — Idealism, Naturalism and Pragmatism. 4) To familarise with the Indian schools of philosophical thought — Vedic, Buddhist and Islamic thought.

Unit -1: Philosophy and education  Meaning and definition of philosophy, its nature,  Relationship between Education and philosophy,  Importance of philosophy in education.

Unit -2 Western philosophy -1  Naturalism –meaning ,characteristics ,principles,  Education and naturalism,  Its impact on aims, curriculum, methods of teaching, discipline and role of teacher

Unit -3 Western philosophy -2  Idealism- meaning ,characteristics ,principles,  Education and Idealism  Its impact on aims, curriculum, methods of teaching, discipline and role of teacher

Unit -4 Western philosophy -3  Pragmatism- meaning, characteristics, principles,  Education and Pragmatism,  Its impact on aims, curriculum, methods of teaching discipline and role of teacher

Unit -5 Indian schools of philosophy  Vedic Philosophy  Yoga  Buddhist philosophy of education --- Educational Implications of Buddhist philosophy  Fundamental Concepts of Isalamic thought --- Educational Implications of Isalamic thought

Unit – 6 - Social philosophy of education -Democracy  Meaning and significance of Democracy  Basic principles of Democracy  Democracy and Education with reference to – aims, curriculum, discipline, Method of teaching and – role of teacher

Reference Books : 1) Brubachar, J.S. — Modern Philosophies of Education, Mc Graw Hill. 2) Dewey, John — Democracy and Education Free Press. 3) Rusk, R.R. — Philosophical Bases of Education 4) Sutharamu, A.S. — Philosophies of Education 5) Chatterjee, S and Dutta, D.M. — An Introduction to Indian Philosophy 6) Sarma-Mani — Educational Practices of Classical Indian Philosophies, Agra, H.P. Bhargava Book House.

Educational Thinkers - Oriental and Occidental Paper: 5.02 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the philosophy of life of different educational thinkers and their contribution to present day educational thought. 2) To enable the students to learn about the views of the Western and Indian thinkers on aim, curriculum, method of teaching, discipline and role of teacher

Unit: 1- Rousseau  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, Method of teaching and Discipline  Significant contribution to present day educational thought - an appraisal

Unit: 2 – John Dewey  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, Method of teaching and discipline  Significant contribution to present day educational thought - an appraisal

Unit: 3 – John Henrich Pestalozzi  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, method of teaching and Discipline  Significant contribution to present day educational thought - an appraisal

Unit: 4 – Mahatma Gandhi  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, method of teaching and Discipline  Significant contribution to present day educational thought - an appraisal

Unit: 5 – Swami Vivekananda  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, method of teaching and Discipline  Significant contribution to present day educational thought - an appraisal

Unit: 6- Rabindranath Tagore  Philosophy of life  Educational philosophy and his views with special reference to aims, curriculum, Role of teacher, Method of teaching and discipline  Significant contribution to present day educational thought - an appraisal

Reference Books : 1) Mukherjee, K.K. – Some Great Educators 2) Rusk, R – Doctrines of the Great Educators, Mc Millian 3) Chaube, S.P. – Ideals of the Great Western Educators, Neelkamal Publications. 4) Goswami, M.K. — Educational thoughts and Essays, New Delhi, Asian Book Pvt. Ltd.

Teacher Education Paper: 5.03 (Credits-6) (Major Course)

Objectives : 1) To acquaint the learner with the concept, aims, scope and development of teacher education in India. 2) To develop understanding about the different policies and practices and quality assurance in Teacher education along with the needs and importance of in-service training programmes. 3) To acquaint the learner with skilled based and competency based teacher education. 4) To develop understanding about professional ethics and accountability of teacher. 5) To acquainted the learner with different organizations involved in teacher education.

Unit: 1: Teacher education concept and brief history in India  Teacher education – concept ,aims ,and scope  Objective of teacher education  Development of teacher education in India

Unit: 2 Teacher Education for different Levels of Education  Preparation of teachers for --- Pre-primary, --- Primary, and --- Secondary stages (Pre-services)  In-service training programme –its need and importance

Unit: 3: Policies and practices and Quality Assurance in teacher education  A critical appraisal of the present system of teacher education in India-a study of the various Policies and practices in teacher education in post-independence era,  Quality Assurance in teacher education  Present problems of teacher education and suggestions for solution

Unit: 4 Teacher education and Educational Technology  Skill-based and Competency based teacher education  Interaction analysis – Flanders interaction analysis  Simulated Social Skill Training (SSST)

Unit: 5 Teacher’s Role, Professional Ethics and Accountability  Teacher’s Role – --- As a facilitator of learning --- In transaction of curriculum --- As a link between school and society  Role Expectations of Teacher in the Twenty first century  Professional ethics and accountability of teacher

Unit: 6 –Organizations for Teacher Education  District education for Education and Training(DIET),  State Council for Educational Research and Training ( SCERT),  National Council for Educational Research and Training (NCERT),  National Council for Teacher Education ( NCTE),  Central Institution of Educational Technology (CIET),  National University of Educational Planning and Administration (NUEPA)  Regional College of education in India and their functions

Reference Books : 1) Sharma, Sashi Prabha — Teacher Education, Principles, Theories and Practices, New Delhi, Kaniska Publishers. 2) Fhanders, Ned, A — Analysing Teacher Bahaviour London, Wesly Publishing Company. 3) Gurry, P — Education and the training of Teachers, London Longmans, Green and Company. 4) Mukherjee, S.N. — Education of Teachers in India Vol. I and II, New Delhi S. Chand and Company. 5) Bhargava, M. and Saikia, L. Rasul — Teacher in 21st Century-Challenges, Responsibilities, Creditability, Agra, Rakhi Prakashan.

Teaching – Learning Method and Pedagogy Paper: 5.04 (Credits-6) (Major Course)

Objectives : 1) To acquaint the students with the teaching learning process, the principles, maxims fundamental of teaching. 2) To develop an understanding of the various methods and devices of teaching. 3) To acquaint students with levels, strategies and models of teaching. 4) To understand about teaching effectiveness and classroom management. 5) To develop a positive attitude towards the teaching profession.

Unit: 1-- Teaching and learning process  Teaching- meaning / concept ,nature - Teaching as arts and science  Criteria of good teaching  Relation between teaching and learning,  Factors affecting teaching learning process.  Principles of teaching  Maxims of teaching,  Fundamentals of teaching  Taxonomy of Educational Objectives : Cognitive, Affective and Psychomotor

Unit: 2 – Teaching Methods-  Significance of Methods of teaching  Characteristics of good method of teaching  Lecture, demonstration, problem solving and programme instruction  Function of teacher as facilitator, as a counselor, as a researcher

Unit: 3-Teaching Devices-  Narration, Explanation, Illustration and Questioning  Drill and Review as Fixing Devices

Unit: 4—Levels and strategies of Teaching -  Teaching Levels — strategies and models  Teaching strategies- Meaning, nature, Types- autocratic and democratic strategies

Unit: 5 - Teaching effectiveness—  Meaning and Characteristics of teaching effectiveness  Classroom Management—Meaning and Strategies

Unit: 6 – Teaching Models-  Teaching Models- Meaning, functions and types  Model of teaching — Inquiry Training Model — Concept Attainment Model (CAM) — Value Analysis Model (VAM)  Feasibility of Models of Teaching in Classroom.

Reference Books : 1) Passi, B.K. — Becoming Better Teacher, Micro Teaching Approach, Ahmedabad, Sahitya Mudranalaya 2) Singh, Amarjit — Classroom management, New Delhi, Kanishka Publishers. 3) Siddiqui, M.H. — Models of Teaching, New Delhi, APH Publishing Corporation. 4) Krishnamacharyulu, V — Classroom Dynamics, Hyderabad, Neel Kamal Publications Pvt. Ltd. 5) Khan, Sharif and Akbar, Rashid — School Teaching, New Delhi, APH Publishing Corporation. 6) Joshi, A — Models of Teaching, Agra, H.P. Bhargava Book House. 7) Joyce, Bruce and Weil, Marsha — Models of Teaching, New Delhi Prentice Hall of India. 8) Âõ1ßÁ±ßÁîÂÏ, ¿ÂõðÃÉ±òµ - ¿úŽÂ±ðÃ±ò1 ÂóX¿îÂ Õ±1n¸ ÎßÁÌúù¼

Statistics in Education Paper: 5.05 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the basic concept of statistics. 2) To acquaint the students with different statistical procedures used in Education. 3) To give detailed knowledge about Descriptive Statistics 4) To familiarize the students about the Normal Probability Curve and its applications in Education.

Unit: 1- Statistics in education and Measures of central tendency  Statistics- Meaning and Nature  Need of Statistics in education and psychology,  Different method of statistics -- Organization of data (frequency distribution)  Measures of central tendency and their uses – ---Mean from grouped and ungrouped data (long and short method) combined mean, ---Median from ungrouped and grouped data, ---Mode

Unit: 2 Graphical presentations of data 13) Graphical presentation of data -Advantages of graphical presentation of data. 14) Basic principle of constructing a graph, 9) Different types of graph –histogram, polygon, Cumulative frequency percentage curve (Ogive)

Unit: 3-Measures of variability  Measures of variability –Concept, Types and their uses ,merits and demerits  Quartile deviation,  Standard deviation-(grouped and ungrouped data-short method), Combined S.D

Unit: 4- Measures of relative position-  Percentile,  Percentile Rank- calculation from frequency distribution and ordered data

Unit: 5--Measures of relationship- Coefficient of correlation  Coefficient of correlation – Meaning and types,-  Product-moment method and interpretation of result  Rank difference method and interpretation of result

Unit: 6 –Normal Probability Curve, Kurtosis, Skewness  Normal distribution and Normal Probability Curve-meaning and characteristics  Uses of Normal Probability Curve in education  Applications of Normal Probability Curve  Deviation from Normality-Causes and measures- Kurtosis and Skewness

Reference Books : 1) Garrett, H.E. — Statistics in Psychology and Education, Mumbai, Vakils, Feffer and Simons Pvt. Ltd. 2) Binod, K. Sahu — Statistics in Psychology and Education, New Delhi, Kalyani Publishers. 3) Mangal, S.K. — Statistics in Psychology and Education, New Delhi — Prentice Hall of India. 4) Elhance, D.N. — Fundamentals of Statistics Allahabad, Kitab Mahal. 5) Kausal, T.K. — Statistical Analysis, New Delhi, Kalyani Publishers. 6) Goswami, Marami – Measurement and Evaluation in Psychology and Education, Hyderabad, Neel Kamal Publications. 7) Îá±¦¤±÷Ï, ÷1÷Ï - ¿úŽÂ±îÂ Âó¿1÷±Âó Õ±1n¸ ÷ÓùÉ±ûþò, Õü÷ ÂõÅßÁ ¿ëÂËÂó±¼

Practical paper Paper: 5.06 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the concept of experimental psychology. 2) To understand the methods of conducting various psychological experiments and tests. 3) To develop scientific attitude amongst students.

The candidates will be required to perform at least 12 laboratory experiments. Marks for practical examination will be distributed as: A) Psychological practical without apparatus 20 B) Psychological practical with apparatus 20 C) Physiological Drawing 10  Viva-voce 15  Note Book 10 ------Total 75

A. (Psychological Practical without Apparatus)

Unit: 1— Memory- Immediate memory span

Unit: 2--Attention – Division of attention

Unit: 3—Learning -- Whole versus Part Leaning

Unit: 4 – Imagination—Ink Blot Test

Unit: 5 – Association—Free Association Test, Controlled Association test, Free Vs Controlled Association Test

Unit: 6 – Motivation – Knowledge of result on performance

Unit: 7 – Fatigue – Mental work and fatigue

Unit: 8 – Personality – Personality test for introversion and extroversion

B. (Psychological Practical with Apparatus)

Unit: 9 – Mirror Drawing Apparatus- Trial and Error learning and Bilateral transfer

Unit: 10– Punch Board Maze or other Maze -- Maze learning

Unit: 11 – Tachistoscope -- Spans of Attention, Span of Apprehension Unit: 12 – Memory Drum-- Memorization between meaningful materials and nonsense materials

C. (Physiological Drawing) Unit: 13 ---- Human Brain, Unit: 14----- Receptors- Eye and Ear. Unit: 15 ---- Effectors- Endocrine Glands

Reference Books: 1) Woods Worth R.S. and Schlosberg, H – Experimental Psychology, London, Methuen 2) Postman, L and Egan, J.P. – Experimental Psychology, Ludhiana, Harper and Row, Kalyani Publishers 3) Postman Egan – Experimental Psychology – An Introduction Ludhiana, Kalyani Publishers 4) Das, P.C. – Experiment and Measurement in Education and Psychology, Guwahati, ABD 5) Saikia, L.R. – Psychological and Statistical Experiment in Education, Guwahati 6) Meguigam, F.J. – Experimental Psychology, New Delhi, Prentice Hall of India. 7) Fox, Charles — A Text Book of Practical Psychology, New Dehli, Akansha Publishing House. 8) Nataraj, P — Manuals of Experiments in Psychology, Mysore, Srinivasa Publications. 9) Âõ1ßÁ±ßÁîÂÏ, ¿ÂõðÃÉ±òµ - ÷Ëò±¿Âõ:±¿òßÁ ÕöÂÏŽÂ±¼

Developmental Psychology Paper: 6.01 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the basic concepts relating to development. 2) To acquaint the students about heredity and environmental factors affecting pre-natal development 3) To enable the students to understand the development aspects during infancy and childhood. 4) To enable the students to understand the development aspects of adolescence, importance of adolescence period and problems associated with this stage.

Unit -1: Introduction to Development Psychology  Developmental at Psychology – Concept, meaning and scope  Method of Studying Development  Hereditary factors — pre-natal development and its importance  Conditions affecting pre-natal development  Environmental factors and development

Unit -2 Developmental Aspects During Infancy  Characteristics of Infancy  Developmental Aspects — Physical Development — Motor Development — Sensory Development — Emotional Development — Speech Development — Cognitive Development

Unit -3 Development During Childhood  Emotional development — common emotional patterns, emotional control.  Social development during early childhood, influence of family and school in the process of socialization.  Personality development — Influence of family and school on personality development.

Unit -4 Adolescence Psychology  Need and importance of studying adolescent behaviour.  Goals of adolescence  Adolescence— age of transition  Physiological growth and intellectual development during adolescence.

Unit -5 Social Development  Social Development during Adolescence  Influence of family and peer in their social relationships  Social Maturity  Factors affecting social adjustment

Unit – 6 Emotional and Personality Development  Emotional Development during Adolescence  Personality Development during Adolescence  Adjustment problems and Juvenile Delinquency

Reference Books: 1) Bee, H. and Denise Boyd — The Developing Child, Pearson Education Inc. India Edition. 2) Cole, L — Psychology of Adolescence, New York, Rinchart and Winsten. 3) Goswami, G (2008) – Child Development and Child Care, Guwahati, Arun Prakashan. 4) Hurlock, E.B. — Developmental Psychology – A life span approach, Tata Mc Graw Hill Publishing Com. Ltd. 7) Thompson, G.G. — Child Psychology, Bombay, The Times of India Press (Indian reprint) 8) Hurlock, E.B — Child Development, Tata Mc. Graw Hill Publishing Com. Ltd. 9) Âõ1n¸»± ûîÂÏò - ¿úq ¿ÂõßÁ±ú1 1+ÂóË1à±¼

Continuing Education and Distance Education Paper: 6.02 (Credits-6) (Major Course)

Group –A (Continuing Education) Objectives : 1) To enable the students to understand the concept of continuing education and its relevance to the changing society. 2) To acquaint the students with methods and techniques of continuing education. 3) To make the students understand the development of Adult Education in India, Kinds of Adult Education Programme in India and the major problems conformating adult education. 4) To enable the students to understand the meaning, characteristics, merits and demerits of distance education and its growth in India. 5) To acquaint the students with the different forms of instructional strategies in distance education along with the distance mode of learning. Unit: 1 -- Continuing Education  Continuing Education- its meaning and scope  Different aspects of continuing Education – Fundamental Education, Adult Education, Social Education and Extension Education – their meaning and nature.  Agencies of Continuing Education.  Role of University in adult/continuing education.  Significance / importance of Continuing Education Unit: 2 – Continuing Education – Methodologies  Different methods of Continuing Education  Role of Mass Media in Continuing Education  Strategies and devices of Continuing Education.  Methods of Teaching Adults. Unit: 3 -- Adult Education  Development of Adult Education in India  Kinds of adult education programme in India  Functional Literacy programme—Role of National Literacy Mission (NLM) Total Literacy Programme / Campaign  Planning adult education programme in India for rural women  Problems of Adult Education in post independent India and their solutions

Group –B (Distance Education) Unit: 4- Distance Education and its Development  Distance Education-meaning, Characteristics and teaching –learning components  Distinction Education open learning and distance education.  Need and importance of distance education  Structures of IGNOU’s distance learning programmes  Growth of distance education Distance teaching- learning system in India  Distance education and the goals of equality of opportunity  Merits and demerits of distance education Unit: 5- Instructional Strategies in Distance Education  Different forms of instructional materials in Distance Education  Non print media- Radio and Television  Information and Communication Technology (ICT) and their application in Distance Education Unit: 6 – Distance Mode of Learning  The content, methodology of design of student support services in distance education and their management.  Distance Education and rural development  Role of distance education in teacher training programme  Role of distance Education in the promotion of women education. Reference Books : 1) Styler, W.E. — Adult Education in India, London Oxford University Press. 2) Rogers, Alam — Teaching Adults, Sterling Publishers Pvt. Ltd. 3) Thakur, Devendra — Adult Education and Mass Literacy, New Delhi, Deep and Deep Publications. 4) Sharma, Madhulika — Distance Education, Concepts and Principles, New Delhi, Kanishka Publishers. 5) Pramji, S — Distance Education, New Delhi, Sterling Publishers Pvt. Ltd. 6) Ansari, N.A — Adult Education in India, New Delhi, S. Chand and Company Ltd. 7) Saiyadin, M.S. – Challenges in Adult Educations, New Delhi, Macmillian India Ltd. 8) Mohanty, S.B. — Life Long and Adult Education, New Delhi, Ashish Publishing House. 9) Goswami, D — Literacy and Development, Guwahati, DVS Publishers.

Special Education Paper: 6.03 (Credits-6) (Major Course)

Objectives : 1) To help the students to understand the meaning and importance of special education. 2) To acquaint the students with the different government policies and legislations regarding persons with disabilities 3) To familiarise the students with the different types of special children with their behavioural characteristics. 4) To enable the students to know about the different issues, education provisions and support services of special children.

Unit: 1- Special Education  Special Education-Meaning ,scope and objectives  Basic principles of Special Education  Importance of Special Education  Special Education Services  Development of Special Education with reference to India

Unit: 2- Government policies and Programmes and Special Education  Objectives of education for challenged children in the International year of Disabled Persons,1981 with specific reference to India  National Policy on Education 1986  The Integrated Education Scheme 1992 for the Mildly Challenged  Human Rights as per the UN Standard Rules 1994  The Persons with Disabilities (PWD) Act 1995

Unit: 3 Physically Challenged Child  Physically Challenged Child-Definitions and types  Psychological and Behavioural Characteristics  Educational programmes

Unit: 4 - Mentally Retarded and Emotionally Disturbed Child  Mentally Retarded-Definitions and types  Psychological and Behavioural Characteristics  Educational Programmes  Emotionally Disturbed Child-Definitions and Types

Unit: 5 – Child with learning Disability  Child With learning Disability-- Definitions and types  Psychological and behavioural characteristics  Educational programmes

Unit: 6- Educational intervention and issues in Special Education  Nature and objectives of special schools  Support services provided in these schools  Concept of remedial teaching (for LD children)  Role of school, family and community in educating exceptional child  Teacher Education for special schools  Concept of mainstreaming, Labeling Integrated schools, inclusive education, Deinstitutionalization

Reference Books : 1) Bhargava, M — Exceptional Children, Agra H.P. Bhargava Book House 2) Chapman, E.K. — Visually Handicapped Children and Young People, London, Routhedga and Kegan Paul. 3) Kotwal, P. — Special Education, Delhi – Authors Press. 4) Mangal, S.K. — Educating Exceptional Children – An Introduction to Special Education, New Delhi, PHI Pvt. Ltd. 5) Kar, Chintamani — Exceptional Children – Their Psychology and Education, New Delhi, Sterling Publishing Pvt. Ltd.

Guidance and Counselling Paper: 6.04 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the concept, nature, scope, need and importance of guidance. 2) To enable the students to understand the meaning, purpose and functions of different types of guidance. 3) To enable the students to understand about the different types of guidance programmes and their organization. 4) To enable the students to understand the meaning, nature, objectives, need and importance, types, steps, and techniques to counselling. 5) To enable the students to understand the relationship of guidance and counseling, their problems and ways for improvement. 6) To enable the students to understand the role of school counsellor and qualities of a good counsellor Unit: 1 – Concept of Guidance  Guidance – Meaning, nature and scope  Need and importance of guidance in education  Types of guidance  Role of the teacher in guidance Unit: 2 - Educational Guidance  Educational Guidance Meaning purpose and functions  Guidance in Elementary School  Guidance in Secondary School Unit: 3 – Vocational Guidance  Vocational Guidance-- Meaning purpose and functions  Relationship between Educational Guidance and Vocational Guidance  Career and occupational information Unit: 4 Organization of Guidance Programme  Principles of organization  Group guidance  Individual inventory  Information orientation service  Placement services and  Follow up services Unit: 5 - Counselling  Counselling –Meaning, nature and scope  Needs and Importance  Different types  Steps and Techniques  Qualities of a good Counsellor Unit: 6 – Guidance and Counselling  Relationship between guidance and counselling  Problems of guidance and counselling  Ways to improve guidance and counselling  Role of school counsellor in guidance programme.

Reference Books : 1) Crow, L.D.I., Crow, A — An Introduction to Guidance. 2) Bhatia, K.K. — Principles of Guidance and Counselling, Kalyani Publishers, 2009. 3) Agarwal, Rashmi — Educational Vocational Guidance and Counselling; Principles, Techniques and Programmes, Shipra Publication, 2010. 4) Charles Kiruba & Jyothsna, N.G. — Guidance and Counselling, Neelkamal, Publication Pvt. Ltd. First Edition, 2011 5) Madhukar, I — Guidance and Counselling, New Delhi, Authors Press. 6) Mc. Daniel, H.B. — Guidance in the Modern School. New York, Rinechart and Winston. 7) Traxler, A.E. and North, R.D. — Techniques of Guidance, New York, Harper and R.W. 8) Gururani, G.D — Guidance and Counselling, Educational, Vocational and Career Planning, New Delhi, Akansha Publishing House.

Educational Management and Administration Paper: 6.05 (Credits-6) (Major Course)

Objectives : 1) To enable the students to understand the basic concepts of management, organization and administration 2) To provide knowledge on Types, Principles and Functions of Educational Management 3) To infuse knowledge on educational supervision, institutional planning and educational administrative structure of India in general and Assam in particular.

Unit: 1- Concept of Educational Management  Educational management-Meaning nature scope and Objectives  Meaning of school administration and school organization  Difference between educational management, administration and school organization  Educational administration vs. school administration  Characteristics of successful Educational management

Unit: 2 – Principles and Types of Educational Management  General principles of Educational management  Types of Educational Management- -- Centralized and decentralized -- Autocratic, Democratic and Laissez faire -- Participatory management

Unit: 3 Functions of Educational Management  Functions of Educational Management – Planning, Organization, Directing and Controlling  Role of Head of the institution and teacher in Management

Unit: 4 – Educational Supervision  Supervision- meaning, nature and scope  Inspection vs. Supervision  Types of Supervision – academic and administrative  Importance of Supervision

Unit: 5 –Institutional Planning  Institutional Planning – meaning, nature and characteristics  Types of Institutional Planning  Steps in Institutional Planning  Importance of Institutional Planning  Educational planning – School Time table and co-curricular activities

Unit: 6 -Administrative structure of Education India and Assam  Educational structure of education in the Central Government- role of MHRD  Central –State relation in Education in India Statutory/Autonomous Organization  Some problems of Educational Administration  Administration of School Education in Assam

Reference Books : 1) Krishnamacharyulu, V. - School Management and System of Education, Neelkamal Publication PVT. LTD. Hyderabad 2) Sharma, R.A. — Educational Administration and Management Meerut, Surya Publication. 3) Aggarwal, J.C. — Educational Technology and Management, Agra, Vinod Pustak Mandir 4) Harold, J & Elsabree Willard, S — Elementary School Administration and Supervision, Eurasia Publishing House Pvt. Ltd. 5) Mukherji, S.N. — Administration, Planning and Finance (Theory & Practices) Acharya Book Depot, Baroda.

Project Work Paper: 6.06 (Credits-6) (Major Course)

Each candidate is required to complete any one project related to any area of the syllabus to be evaluated by internal and external examiners jointly through viva voce test. The project work will have to be completed according to following —

 Identification of the problem/topic  Formulating the objectives  Review the relevant / related literature (if any)  Writing the hypotheses (wherever possible)  Field identification-scope and delimitations  Nature of information / data required — their sources  Collection and organization of data, analysis and drawing conclusion  Reporting

Submitted by Prof. Lutfun Rasul Saikia Head Department of Education and Chairman, CCS (Under Graduate) Gauhati University Date : 1st February, 2011 GAUHATI UNIVERSITY

Syllabus for T.D.C. (Semester) in Assamese

2010 GAUHATI UNIVERSITY Gopinath Bardoloi Nagar Guwahati - 781 014 Assam : India

T.D.C.

(Semester)

Assamese Syllabus E:PG/MAPGCS2 1 2º ¡ &ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛1 ’¸˜œ˚˛± ø¬ı¯∏˚˛1 ¶ß±Ó¬fl¡ [õ∂Ò±Ú] ¬Û±Í¬…Sê˜ fl¡] º ]õ∂ÀÓ¬…fl¡ õ∂ùü-¬ÛS1 ø¬ı¯∏˚˛ [fl¡±fl¡Ó¬] ’±1n∏ ’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú1 ¬ı±À¬ı fl¡À˜› ·] ]’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú1 ¬ı±À¬ı õ∂øÓ¬‡Ú õ∂ùü-fl¡±fl¡Ó¬1 øÚÒ«±ø1Ó¬ Ú•§1 [ ·] ]¬Û±Í¬…Sê˜ÀÈ¬±Ó¬ ¸¬ı«˜≈Í¬ ‡] ¡ ’¸˜œ˚˛± õ∂Ò±Ú ¬Û±Í¬…Sê˜ Â√±S-Â√±SœÀ˚˛ õ∂Ô˜, ø¡ZÓ¬œ˚˛, Ó‘¬Ó¬œ˚˛ ’±1n∏ ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡1 õ∂øÓ¬ÀÈ¬±ÀÓ¬ fl¡] ¬ıg1 ø√ÚÀ¬ı±1 ¬ı±√ ø√˚˛±1 ¬Û±Â√Ó¬ ¤È¬± ¯∏±ij±ø¸fl¡Ó¬ fl¡À˜› ‡] fl¡1± ∆˝√√ÀÂ√ – ø√ÚÓ¬ fl¡À˜› ˝√√í¬ıº õ∂Ô˜, Ó‘¬Ó¬œ˚˛ ’±1n∏ ¬Û=˜ ¯∏±ij±ø¸fl¡ ‚∞I◊± Ò±˚« fl¡1± ∆˝√√ÀÂ√º ˝√√í¬ı õ∂øÓ¬‡Ú ø˘ø‡Ó¬ õ∂ùü-fl¡±fl¡Ó¬1 ˜”˘…±—fl¡ ˝√√í¬ı ‘¬1700 ∆fl¡ õ∂ùü-¬ÛS1 ø¬ı¯∏˚˛ ’Ò…˚˛Ú fl¡ø1¬ı ˘±ø·¬ıº ¯∏á¬ ¯∏±ij±ø¸fl¡ 100˚75 ‡ÚÕfl¡ õ∂ùü-¬ÛS1 ø¬ı¯∏˚˛ ’Ò…˚˛Ú fl¡ø1¬ı ˘±ø·¬ıº ¬Û=˜ ’±1n∏ ¯∏á¬ ¯∏±ij±ø¸fl¡1 õ∂øÓ¬ÀÈ¬±ÀÓ¬ ø˝√√‰¬±À¬Û Ò±˚« fl¡1± ∆˝√√ÀÂ√º Ú±Ô±øfl¡¬ıº Ó¬±1 ø¬ı¬Û1œÀÓ¬ ¬Û1œé¬±1 ˜”˘…±—fl¡ ˝√√í¬ı ’Ò…˚˛Ú øˆ¬øM√√Ó¬ é≈¬^ ·Àª¯∏Ì± ¬ÛS ’±Ú˝√√±ÀÓ¬ ø¡ZÓ¬œ˚˛ ¬ıÂ√11 ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡1 20˚15 [Œ¸±Ó¬1˙]º õ∂øÓ¬‡Ú fl¡±fl¡Ó¬ ø˘ø‡Ó¬ ’±1n∏ ’±ˆ¬…ôL1œÌ - ¤˝◊√√ ≈√È¬± ˆ¬±·Ó¬ ø¬ıˆ¬Mê√ ˝√√í¬ıº [¤˙ [ø¬ı˙ 250 1 ˜≈Í¬ ˜”˘…±—fl¡ ñññññññññññññññññññ ’±À˘±‰¬Ú± ·‘˝√√ fl¡˜« ’±ˆ¬…ôL1œÌ ¬Û1œé¬± Ê√±Ú≈ª±1œ1 ¬Û1± ˚ ¬Û˚˛¸M√√1]º ¤ÀÓ¬Àfl¡ ¬Û±Í¬…Sê˜ÀÈ¬±1 ˜≈Í¬ ˜”˘…±—fl¡ ˝√√í¬ı [≈√˙ ¬Û=±˙] ‚∞I◊±1 Œ|Ìœ ¬ıø˝√√¬ı [Œ|Ìœ ¬ıÊ«√Ú ’±1n∏ ’±Ò± ¬ıg1 ø√ÚÀfl¡ Òø1]º ˚ Œ¬Û±g1] 20 75 [fl≈¡ø1È¬±] õ∂ùü-fl¡±fl¡Ó¬1 ø¬ı¯∏˚˛ Ô±øfl¡¬ıº õ∂øÓ¬‡Ú ˜”˘…±—fl¡ ˝√√í¬ı ˚ [¬Û˚˛¸M√√1]º ¤˝◊√√ ≈√À˚˛±‡Ú õ∂ùü-fl¡±fl¡Ó¬1 Œfl¡±ÀÚ± ’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú 403 ‰¬Sê fl¡˜«˙±˘± º õ∂ô¶±ªÚ± Ú— fl¡±fl¡Ó¬1 ¬ı±À¬ı Ò±˚« fl¡1± 30 õ∂ô¶Ó¬ – 3 Ê≈√ÚÕ˘ ¬ı…±5 ˝√√í¬ıº Ê≈√˘±˝◊√√ ˜±˝√√ÀÈ¬± ¯∏±ij±ø¸fl¡ ø¬ı1øÓ¬1 ˜±˝√√ 1 fl¡ø1¬ı ˘±ø·¬ıº 80˚60 401 ’±·©Ü1 ¬Û1± 20˚15 ‘ 05˚05 ‘ 10˚15 ‘ 05˚ ñ ‘ ’±1n∏ [’±˙œ

402 T.D.C. 31 100 ˚ øÎ¬À‰¬•§1Õ˘ ’±1n∏ ø¡ZÓ¬œ˚˛, ‰¬Ó≈¬Ô« ¯∏±øÍ¬] ’±1n∏ Ó¬±1 ’±ˆ¬…ôL1œÌ ˜”˘…±—fl¡ Ú— fl¡±fl¡Ó¬ ≈√‡Ú1 õ∂ÀÓ¬…fl¡À1 ø˘ø‡Ó¬ [¬Û“±‰¬¬√ [√˝ √√ [ø¬ı˙

[¬Û“±‰¬¬√ 50 (Semester) [¤˙] ø√Ú Œ|Ìœ ¬ıø˝√√¬ıº ¤˝◊√√ ¤˙ [¬Û=±˙] Ú•§11 ¬ı±À¬ı Œé¬S ˚ 6 ˚ Œ¬Û±g1] ˚ [Â√˚˛]È¬± ¯∏±ij±ø¸ﬂ¡Ó¬ ¸•Û”Ì« ¬Û“±‰¬] ˚ ñ Œ¬Û±g1] 8 60 20˚15

] Assamese × [¯∏±øÍ¬] ø¬ı√…±˚˛Ó¬øÚﬂ¡ 100 ] ¤˝◊√√√À1 ˆ¬±· Ÿ¬

12 Syllabus 6 [Â√‡Ú] × 75 2

T.D.C. √ ^©Ü¬ı… – Â√] (Semester) ¬ õ∂øÓ¬ÀÈ¬± ‰¬] „√√] ¤˝◊√√ ø¬ı¯∏˚˛ øÚÀ«√˙Ú±Ó¬ [¬Û±Í¬…¸”‰¬œÓ¬] õ∂øÓ¬‡Ú õ∂ùüfl¡±fl¡Ó¬1 ø¬ı¬Û1œÀÓ¬ Œfl¡ª˘ ¬ı±ø˝√√…fl¡ [ø˘ø‡Ó¬] ¬Û1œé¬±1 ‚]

¸—‡…± ’±1n∏ È¬± [Â√È¬± ¸—‡…± õ∂øÓ¬‡Ú õ∂ùüfl¡±fl¡Ó¬1 ¬ı±À¬ı ˜≈Í¬ ëŒSêøÎ¬È¬ ¬Û˝◊√√∞I◊í ˝√√í¬ı ¬ı±À¬ı øÚX«±ø1Ó¬ ˜”˘…±—fl¡À˝√√ õ∂√˙«Ú fl¡1± ∆˝√√ÀÂ√º Assamese No. GU/M/TDC Sem/2010/3239-74 dt. 30/06/10. 25 150 ˚ Condition No. 3 of A/R’s letter No. GU/M/AR/2009/4904-48 dt. 14.10.09 45 ’±Í¬È¬±] ¤ÀÚ Œ|Ìœ ø˜ø˘ ëÂ√˚˛ ŒSêøÎ¬È¬ õ∂ùüfl¡±fl¡Ó¬í ˝√√í¬ıº Œfl¡±ÀÚ± ¯∏±ij±ø¸fl¡ÀÓ¬ ˜≈Í¬ 1 [¬Û“ø‰¬˙1] fl¡˜ ˝√√í¬ı ŒÚ±ª±ø1¬ıº ¤ÀÚ√À1

È¬±1 [¤˙ ¬Û=±˙È¬±1] fl¡˜ ˝√√í¬ı ŒÚ±ª±ø1¬ıº [¬Û=ø~Â√] ø˜øÚÈ¬œ˚˛± Œ|Ìœfl¡ Syllabus – 4 1 [¤fl¡] ŒSêøÎ¬È¬ ¬Û˝◊√√∞I◊ ¬ı≈ø˘ Ò1± ˝√√˚˛º õ∂øÓ¬ ¸5±˝√√1 6˚8 6˚8 È¬± [Â√È¬± [Â√˚˛ ˚ ˚ ’±Í¬] ’±Í¬È¬±] ¯∏±ij±ø¸fl¡Ó¬ ˜≈Í¬ ŒSêøÎ¬È¬ 6˚8 E:PG/MAPGCS3 ∂≈~M√·¶±œ– ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ [ø¡ZÓ¬œ˚˛ ‡G] – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± ñ – – õ∂Ù≈¬~ √M√√À·±¶§±˜œ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ [¯∏á¬ ‡G] ø˙ªÚ±Ô ¬ı˜«Ú [¸•Û±ø√Ó¬] – – ’ ñ Œ˝√√±À˜Ú ¬ı1À·±˝√√±ø¤û [¸•Û±ø√Ó¬] – Œ˝√√˜ôL fl≈¡˜±1 ˙˜«± ˜À˝√√ù´1 ŒÚ›· ¸ÀÓ¬…f Ú±Ô ˙˜«± ’¸˜œ˚˛± ø˘ø¬Û – Î¬◊æ√ª ’±1n∏ Sê˜ø¬ıfl¡±˙ øÎ¬À•§ù´1 ŒÚ›· ˙—fl¡1œ ˚≈·1 ¸±ø˝√√Ó¬… – õ∂¸—· ¬Û≈øÔ – – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ õ∂Ô˜ Œ·±È¬ ’Ò…˚˛Ú fl¡ø1¬ı ˘±ø·¬ıº ¬Û±Í¬…Sê˜ÀÈ¬±Ó¬ ¸¬ı«˜≈Í¬ fl≈¡ø1‡Ú õ∂ùü-fl¡±fl¡Ó¬ Ô±øfl¡¬ıº ˜”˘…±—fl¡ ˝√√í¬ı ≈√‡ÚÕfl¡ õ∂ùü-¬ÛS1 ø¬ı¯∏˚˛ ’Ò…˚˛Ú fl¡ø1¬ı ˘±ø·¬ıº ¬Û=˜ ’±1n∏ ¯∏á¬ ¯∏±ij±ø¸fl¡Ó¬ õ∂øÓ¬ÀÈ¬±ÀÓ¬ Â√˚˛‡ÚÕfl¡ ¬ı±À¬ı øÚX«±ø1Ó¬ Ú•§1 [ 75 ‘¬1700 Assignment) Î¬ ’¸˜œ˚˛± õ∂Ò±Ú ¬Û±Í¬…Sê˜1 Â√±S-Â√±SœÀ˚˛ õ∂Ô˜, ø¡ZÓ¬œ˚˛, Ó‘¬Ó¬œ˚˛ ’±1n∏ ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡ [Œ¸±Ó¬1˙]º ˝◊√√˚˛±À1 ñ 05, 20˚15 M-104 Œ‰¬ø˜Ú±1 ] ˝√√í¬ıº ˝◊√√˚˛±fl¡ ¤˝◊√√√À1 ˆ¬±· fl¡1± ∆˝√√ÀÂ√ – ’±ˆ¬…ôL1œÌ ¬Û1œé¬± ñ ’¸˜œ˚˛± õ∂Ò±Ú ¬Û±Í¬…Sê˜ ˘fl ±˝√¬ ñ ñ õ∂±flƒ¡ ˙—fl¡1œ ˚≈·1 ¸±ø˝√√Ó¬… Œ˘±fl¡ ¸±ø˝√√Ó¬… (Assamese Major Course)

18 ∂˜fl±¡¬–’˜˚±¸ø√Ó… ı1œ’1∏øøÛ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ’±1n∏ ø˘ø¬Û ˚ fl¡˜«˙±˘± ñ – ‡Ú õ∂ùüfl¡±fl¡Ó¬1 ø¬ı¬Û1œÀÓ¬ ’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú1 õ∂Ô˜ ¬ı¯∏« – ¯∏±ij±ø¸fl¡ ’¸˜1 Ê√Ú ¸±ø˝√√Ó¬… ’¸˜œ˚˛± ¸±ø˝√√Ó¬…Ó¬ ‘√ø©Ü¬Û±Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¸˜œé¬±Rfl¡ ˝◊√√øÓ¬¬ı‘M√√ Folk Literature of Assam ¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ 05ˇ

– 5

T.D.C. (Semester) (Internal Assignment) (Semester)

10 Assamese 8 , ·‘˝√√ ﬂ¡˜« × 100

1 õ∂øÓ¬ÀÈ¬±ÀÓ¬ Syllabus (Home Ÿ¬ 20 20 20 20 12 80 ×

¡fl ¬ ¬√1˚±– ’¸˜œ˚˛± 1±Ê√ ¬Û±=±˘œ-·œÓ¬ – – ø¬ıù´ø˘ø¬Û1 ˆ”¬ø˜fl¡± fl¡Úfl¡ ‰¬f ‰¬˝√√1œ˚˛± – õ∂±‰¬œÚ ’¸˜œ˚˛± ø˘ø¬Û1 õ∂±?˘ Ò±1± – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ Ú¬ıœÚ ‰¬f ˙˜«± ¿fl‘¡¯û fl¡œM«√√Ú ’¸˜œ˚˛± ø˘ø¬Û – ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ¬ı1± [¸•Û±ø√Ó¬] – øÓ¬˘fl¡ ‰¬f ˜Ê≈√˜√±1 Ú±1±˚˛Ì √±¸ õ∂±‰¬… ˙±¸Ú±ª˘œ Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ – Mahendra Bora – ˜À˝√√ù´1 ŒÚ›· [¸•Û±ø√Ó¬] ’¸˜1 Œ˘±fl¡ ¸±ø˝√√Ó¬ – ¬ÛΩÚ±Ô ø¬ı√…± ø¬ıÀÚ±√ ˆ¬A±‰¬±˚« ø˘ø¬Û ’¸˜œ˚˛± õ∂±‰¬œÚ – M.M. Sarma (Ed.) Œ·±ª±˘¬Û1œ˚˛± Œ˘±fl¡-¸—¶‘®øÓ¬ ’±1n∏ Œ˘±fl¡·œÓ¬ ∆¬ı¯ûª ˚≈·1 ’¸˜œ˚˛± ¸±ø˝√√Ó¬… ˝√√ø1Ú±Ô ˙˜«± √Õ˘ – – T.P. Burma ¸À¬ı«ù´1 ˙˜«± fl¡È¬fl¡œ Œ·±ª±˘¬Û1œ˚˛± Œ˘±fl¡·œÓ¬ ¸—¢∂˝√√ – ˙˙œ ˙˜«± ˆ”¬¬ıÀÚù´1œ ∆¬ı˙… ’¸˜œ˚˛± Œ˘±fl¡ ¸±ø˝√√Ó¬… – ÒœÀ1Ì √±¸ – õ∂ √√±√ fl≈¡˜±1 ¬ı1n∏ª± [¸•Û±ø√Ó¬] – ¬ıœÀ1f Ú±Ô M√√ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ [¸•Û±ø√Ó¬] ¸”˚« fl≈¡˜±1 ˆ”¬¤û± T.D.C.

(Semester)

Assamese Syllabus – – – fl¡±˜1+¬Û ˙±¸Ú±ª˘œ – √1„√√œ Œ˘±fl¡ ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬Û”Ì« ˝◊√√øÓ¬˝√√±¸ Evolution of Assamese Scripts Inscriptions of Ancient Assam Development of Script in Ancient Kamrupa Aspects of Early Assamese Literature Studies in the Literature of Assam ¬Û‘á¬À¬Û±¯∏fl¡Ó¬±Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… – 6 E:PG/MAPGCS4 ¬≈Ô ·È ±±√Ú˚· ±˝√¬ ñ ñ ñ ’±ª±˝√√Ú ˚≈·1 ¸±ø˝√√Ó¬… ŒÊ√±Ú±fl¡œ ˚≈·1 ¸±ø˝√√Ó¬… – ’1n∏ÀÌ±√˚˛ [ø˜‰¬ÀÚ1œ] ˚≈·1 ¸±ø˝√√Ó¬… Î¬◊M√√1 ˙—fl¡1œ ˚≈·1 ¸±ø˝√√Ó¬… – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ∂˜Œ±¬–õ±¬Ú’˜˚±[Ë∏Û√]fløı¬1Î◊√,øı¡˙’1∏∆ı˙Ü ñ õ∂±‰¬œÚ ’¸˜œ˚˛± [ÒËn∏¬Û√œ] fl¡ø¬ıÓ¬±1 Î¬◊æ√ª, ø¬ıfl¡±˙ ’±1n∏ ∆¬ıø˙©Ü… – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ¬≈Ô ·È ≈·±ı ±˛ À±…1¸øÜ’1∏∆¬±˘ ¬≈√œ ˜È ‡±ñ ≈√·«±¬ı1 – ˜±˚˛± ’À˚±Ò…±1 ¸‘ø©Ü ’±1n∏ ∆‰¬S±ª˘œ ‰¬Ó≈¬«√˙œ1 Œ˜±È¬ Œ‡˘± – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ¬œ ¬ ˜±–’¸˜œ˚˛± ¬Û±=±˘œ ·œÓ¬ ¸=˚˛Ú [¬Û±Ó¬øÚ] – – ˜?≈ Œ·±¶§±˜œ ˜À˝√√ù´1 ŒÚ›· [¸•Û±ø√Ó¬] – Ú¬ıœÚ ‰¬f ˙˜«± ¬Û1œøé¬Ó¬ ˝√√±Ê√ø1fl¡± [¸•Û±ø√Ó¬] À¬fÚÔ˙« – ¬Û≈1øÌ ’¸˜œ˚˛± ±¸ø˝√√Ó¬… – ¸ÀÓ¬…f Ú±Ô ˙˜«± ¬ıœÌ±fl¡±ôL fl¡±fl¡øÓ¬ õ∂¸—· ¬Û≈øÔ ¬Û±Í¬…¬Û≈øÔ – fl¡ø¬ıÓ¬±˜?1œ, &ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛ [‰¬˚«±¬Û√1 ¬ı±À¬ı õ∂¸—· ¬Û≈øÔ ø√˚˛± ∆˝√√ÀÂ√º] ‰¬˚«±¬Û√ [‰¬˚«± Ú— - —¡À√ À±¸ ñ ¿Ò1 fl¡µø˘ – fl¡±ÌÀ‡±ª± ˙—fl¡1À√ª – ÚÀµ±»¸ª ˜±Òª fl¡µø˘ – ø‰¬Sfl”¡È¬1 ø‰¬S ¬ÛœÓ¬±•§1 – ø‰¬SÀ˘‡±1 ¬ÛÈ¬ øÚ˜«±Ì

M-204 M-105 [Î¬◊M√√1 ˙—fl¡1œ ˚≈·1 ¬Û1± ’±ª±˝√√Ú ˚≈·Õ˘] ø‰¬ôL±-õ∂¬ı±˝√√ – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ’±À˘±fl¡ Œ1‡± – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¸˜œé¬±Rfl¡ ˝◊√√øÓ¬¬ı‘M√√ –

õ∂Ô˜ ¬ı¯∏« – ø¡ZÓ¬œ˚˛ ¯∏±ij±ø¸ﬂ¡

õ∂Ô˜ ¬ı¯∏« – ¯∏±ij±ø¸fl¡ ∂˜fl±¡¬–’˜˚±¸ø√Ó… ı1œ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ¡Óœ˛fl±¡¬–õ±¬Ú’˜˚±fløı¬ ˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ õ∂±‰¬œÚ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ‰¬˚«±¬Û√ ’¸˜œ˚˛± fl¡±ø˝√√Úœ-fl¡±¬ı…1 õ∂ª±˝√√ 1 ˘˝√¬±√Ú˜ ¡’ ¬n¬1 ñ ] [˘≈˝◊√√¬Û±√±Ú±˜ƒ – fl¡±’± Ó¬1n∏¬ı1]

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T.D.C. (Semester)

ñ20

Assamese Syllabus 80 80 20 20 20 20 20 20 20

¡Óœ˛Œ±¬–ñ ñ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ – õ∂Ô˜ Œ·±È¬ T.D.C. ¬≈Ô ·È ñ – ‰¬Ó≈¬Ô« Œ·±È¬ À√ù1Œ› ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ [ø¡ZÓ¬œ˚˛ ‡G] – – ’¸ ø˙ªÚ±Ô ¬ı˜«Ú [¸•Û±ø√Ó¬] – Œ˝√√˜ôL ﬂ≈¡˜±1 ˙˜«± ˜À˝√√ù´1 ŒÚ›· ¸ÀÓ¬…f Ú±Ô ˙˜«± øÎ¬À•§ù´1 ŒÚ›· õ∂¸e ¬Û≈øÔ

(Semester) Assamese P¡ô ıfl±¡Ó – Ó‘¬¯û± ¬Û1˜ – 1Pfl¡±ôL ¬ı1fl¡±fl¡øÓ¬ Úø˘Úœ¬ı±˘± Œ√ªœ Œ¸±ÀÌ±ª±˘œ Œ√˙ ’ø•§fl¡±ø·1œ 1±˚˛À‰¬ÃÒ≈1œ Œfl¡ÀÓ¬fl¡œ [õ∂Ô˜ Ó¬1—·] – – fl¡ø¬ı ˚Ó¬œf Ú±Ô ≈√ª1± – 1‚≈Ú±Ô Œ‰¬ÃÒ±1œ ø˝√√ÀÓ¬ù´1 ¬ı1¬ı1n∏ª± ± Õ – ˜≈øÍ¬Õfl¡ fl¡±øÈ¬ ŒÓ¬±1 ŒÏ“¬fl¡œ˚˛±1 ’±„≈√√ø˘ ˜≈øÍ¬ – 1±˜ ·Õ· Úœ˘˜øÌ Ù≈¬fl¡Ú ¬Û˘¸ ø‰¬øÍ¬ ˜˜Ó¬±1 – øÚ˜«˘õ∂ˆ¬± ¬ı1√Õ˘ – ’±ø˜ ≈√ª±1 ˜≈fl¡ø˘ fl¡À1±“ – Úªfl¡±ôL ¬ı1n∏ª± Œ˝√√˜ ¬ı1n∏ª± Œ√ªfl¡±ôL ¬ı1n∏ª±

M-205 ¬Û±Í¬…¬Û≈øÔ – Syllabus ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¸˜œé¬±Rﬂ¡ ˝◊√√øÓ¬¬ı‘M√√ –

¡Óœ˛fl±¡¬–’Òøfl ¸œ˛ ¡¬Ó±˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± õ∂Ô˜ ¬ı¯∏« – ø¡ZÓ¬œ˚˛ ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…Ó¬ ‘√ø©Ü¬Û±Ó¬ fl¡ø¬ıÓ¬± ˜?1œ [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] ˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ø¬ıù´À√±˘Ú – Œ^Ã¬Û√œ – – 8 ø¬ıù´˝√√1Ì Ú√œ ñ20 80 20 20 20 E:PG/MAPGCS5 ¬≈Ô ·È ¸œ˛ ¬¯± ¬¬ˆ±∏ ±n ¸œ˛ ¬¯± s¬G1ñ ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊¬Ûˆ¬±¯∏± ’±1n∏ ˙sˆ¬±G±1 – ‰¬Ó≈¬Ô« Œ·±È¬ ˘¬±¬1∏±–’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 õ∂Ó¬œfl¡ ’±1n∏ ø‰¬Sfl¡ä – fl¡ø¬ıÓ¬±1 ˆ¬±¯∏± ’±1n∏ ’Ú…±Ú… õ∂¬ıg – – ¸≈À1˙ fl≈¡˜±1 ’±˚« [¸•Û±ø√Ó¬] ¬ı1n∏ª± Œ˘±¬Û± ˙˜«± Ú±Ô Î¬◊À¬Ûf fl¡±˜±˘≈øVÚ ’±˝√√À˜√ ‰¬±¬”√1 ¸Ûø√¬ ’ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ·øÓ¬-∆¬ıø‰¬S… – – – – ’‰«¬Ú± ¬Û”Ê√±1œ [¸•Û±ø√Ó¬] ’±Ò≈øÚfl¡ fl¡1¬ıœ ŒÎ¬fl¡± ˝√√±Ê√ø1fl¡± – ¬ı1n∏ª± fl≈¡˜±1 õ∂ √√±√ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬Ûø1‰¬˚˛ ¸±ø˝√√Ó¬…1 ŒÊ√Î¬◊øÓ¬ ÚÀ·Ú ˙˝◊√√fl¡œ˚˛± fl¡ø¬ı Œ‰¬ÃÒ±1œ ’±1n∏ Œ√ª1 fl¡ø¬ıÓ¬± – – – ¬Û”Ì« ˆ¬A±‰¬±˚ fl¡ø¬ıÓ¬±1 fl¡Ô± ¬Û”Ì«±Úµ ˙˝◊√√fl¡œ˚˛± – ˘œ˘± ·Õ˘ [¸•Û±ø√Ó¬] – ¬Û1œøé¬Ó¬ ˝√√±Ê√ø1fl¡± – fl¡˜À˘ù´1 ˙˜«± øÚ˜«˘õ∂ˆ¬± ¬ı1√Õ˘ Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ ˆ¬ª±Úµ √M√√ õ∂¸e ¬Û≈øÔ ‘Óœ˛Œ±¬–’¸˜œ˚˛± ˆ¬±¯∏±1 Ê√ij-fl¡Ô±, ñ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ˆ¬±1Ó¬-˝◊√√Î¬◊À1±¬Ûœ˚˛ ˆ¬±¯∏± ¬Ûø1˚˛±˘1 ‰¬˜≈ ¬Ûø1‰¬˚˛ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ fl¡ø¬ıÓ¬± ’±1n∏ ’±Ò≈øÚfl¡ – « ˆ¬±¯∏±Õ˘ ø¸À¬ı±11 ¬ı1„√√øÌº õ∂‰¬ø˘Ó¬ ’±˚«-øˆ¬iß ˆ¬±¯∏±¸˜”˝√√1 ‰¬˜≈ ¬Ûø1‰¬˚˛ ’±1n∏ ’¸˜œ˚˛± ’¸˜œ˚˛± ˆ¬±¯∏±1 ¸•Ûfl«¡ ñ ’±ø√ ˆ¬±¯∏±1 ø¬ıfl¡±˙1 Ò±1Ì± ’±1n∏ õ∂±fl‘¡Ó¬-’¬Ûw—˙1 ˘·Ó¬ õ∂±‰¬œÚ ˆ¬±1Ó¬œ˚˛ ’±˚« ˆ¬±¯∏±1 ¬Û1± ¬Û±ø˘-õ∂±fl‘¡Ó¬-’¬Ûw—˙ M-304 ¸±ø˝√√Ó¬…-¸—¶‘®øÓ¬ ¬Ûø1Sê˜±º – ø¡ZÓ¬œ˚˛ ¬ı¯∏« – Ó‘¬Ó¬œ˚˛ ¯∏±ij±ø¸fl¡ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’±1n∏ ’Ú…±Ú… ø¬ı¯∏˚˛ ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 fl¡±ø˝√√Úœ ¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ø¬ı‰¬±1-ø¬ıÀù≠¯∏Ì

∂˜fl±¡¬–’˜˚±ˆ±∏ ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ˆ¬±¯∏± ’¸˜œ˚˛± fl¡±¬ı… ’±1n∏ Â√ÀÚÈ¬ – 9

’¸˜ ’±1n∏ ›‰¬1-‰≈¬¬ı≈1œ˚˛± 1±Ê√…

T.D.C.

(Semester) Assamese

ñ20 Syllabus 80 20 20 20

¬À´´ √±√1¡ – – ø¬ıÀù´ù´1 ˝√√±Ê√ø1fl¡± Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ T.D.C. ≈ı¸±˜√ô Î¬◊æ√ªfl¡±˘œÚ ’¸˜œ˚˛± ˆ¬±¯∏± – fl¡±˜1+¬Ûœ Î¬◊¬Ûˆ¬±¯∏± – ¤øÈ¬ ’Ò…˚˛Ú – – ¸≈¬ı±¸Ú± ˜˝√√ôL ø¬ıˆ¬± ˆ¬1±˘œ – √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 [¸•Û±ø√Ó¬] ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ı1± ’±1n∏ ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬ÛÓ¬N ˆ¬œ˜fl¡±ôL ¬ı1n∏ª± – √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 – √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 [¸•Û±ø√Ó¬] – ¬Û‘øÔªœ1 ø¬ıøˆ¬iß ˆ¬±¯∏± ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ı1± – Î¬◊À¬ÛÚ 1±ˆ¬± ˝√√±fl¡±‰¬±˜ 1À˜˙ ¬Û±Í¬fl¡ Í¬±fl≈¡1 ÚÀ·Ú – ’¸˜œ˚˛± ˆ¬±¯∏± ’±1n∏ ¸—¶‘®øÓ¬ ’¸˜œ˚˛± ˆ¬±¯∏±1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 ’±1n∏ ¸±ø˝√√Ó¬…1 ‰¬±ÀÚøfl¡ – – ’¸˜œ˚˛± ¬ı…±fl¡1Ì ’±1n∏ ˆ¬±¯∏±Ó¬N – Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ Ú±Ô±Ú ¬ıË±Î¬◊Ú ¬ı1n∏ª± fl≈¡˜±1 ø¬ıø1ø= Œ√ª±Úµ ˆ¬1±˘œ Œ˜øÒ fl¡±ø˘1±˜ Banikanta Kakati õ∂¸e ¬Û≈øÔ Dimbeswar Neog

(Semester)

Assamese Syllabus – ’¸˜œ˚˛± ˆ¬±¯∏±1 ø¬ıøˆ¬iß ø√˙, ˜Ó¬ ’±1n∏ ø¬ıÓ¬øfl«¡Ó¬ – ’¸˜œ˚˛± ˆ¬±¯∏±1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 – ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊æ√ª, ¸˜‘øX ’±1n∏ ø¬ıfl¡±˙ – õ∂P ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬ÛÓ¬±øNfl¡ ø¬ıÀù≠¯∏Ì – ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊¬Ûˆ¬±¯∏± – ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬Ûfl¡Ô± – – – ˆ¬±¯∏±-øÊ√:±¸± – ’¸˜œ˚˛± ’±1n∏ ’¸˜1 øÓ¬¬ı√ıÓ¬-¬ı˜«œ˚˛ ˆ¬±¯∏± – – ˆ¬±¯∏±-ø¬ı:±Ú – ’¸˜œ˚˛± ˆ¬±¯∏± ˜Ò…˚≈·1 ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊¬Ûˆ¬±¯∏± ’¸˜œ˚˛± ˆ¬±¯∏±1 ˝◊√√øÓ¬˝√√±¸ Studies in Assamese Vocabulary. Assamese Language : Origin and Development Structure of Assamese A Study of Kamrupi – A Dialect of Assamese Grammatical Notes on the Assamese Language The Origin and Growth of the Assamese Language Assamese : Its Formation and Development – 10 E:PG/MAPGCS6 √øÚÔ˙« √˘–˙—fl¡1À√ª1 ¸±ø˝√√Ó¬… õ∂øÓ¬ˆ¬± ¿¿ – – – ¬Û≈1øÌ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… ¬ı±¬Û‰¬f ˜˝√√ôL – ˆ¬ªõ∂¸±√ ‰¬ø˘˝√√± [¸•Û±ø√Ó¬] ˝√√ø1Ú±Ô ˙˜«± √Õ˘ ˜À˝√√ù´1 ŒÚ›· ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ õ∂¸e ¬Û≈øÔ ¬ÀÛ ¬ ˘±n – – Î¬◊À¬Ûf ‰¬f Œ˘‡±1n∏ ˝√√ø1(f ˆ¬A±‰¬±˚« ¬≈Ô ·È fl¡ø¬ıÓ¬± [¬ıœÌ ’±1n∏ ¬ı1±·œ, ÒÚ¬ı1 1Ó¬Úœ, ˜±˘Ó¬œ, w˜ – ‰¬Ó≈¬Ô« Œ·±È¬ ‘Óœ˛Œ±¬– Ó‘¬Ó¬œ˚˛ Œ·±È¬ ¡Óœ˛Œ±¬– ø¡ZÓ¬œ˚˛ Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ¬ı1·œÓ¬ [˜Ò≈1 ¬ı1·œÓ¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ¬≈Ô ·È ÛøÊ±¬˝√ÌÚÈ . ñ ¸±Ò≈fl¡Ô±1 fl≈¡øfl¡ [’±˜±Õ˘ Ú±¬Û±˝√√ø1¬ı, ¶§·«±À1±˝√√Ì, – ¬Û±ø1Ê√±Ó¬ ˝√√1Ì Ú±È¬ ... Œ·±È¬ õ∂Ô˜ ˘ÑœÚ±Ô Œ¬ıÊ√¬ı1n∏ª± – – ‰¬Ó≈¬Ô« Œ·±È¬ ∂˜Œ±¬–flœ«√ ’√ø˘Î◊Û‡±,õ √ ¬1,1¸êÎˇ]ñ fl¡œM«√√Ú [’Ê√±ø˜˘ Î¬◊¬Û±‡…±Ú, õ∂ √√±√ ‰¬ø1S, 1±¸SêœÎ¬ˇ±] – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ˙—fl¡1À√ª – ±n õ˚Ó˜1ŒÃ˚]ñ ’±1n∏ øõ∂˚˛Ó¬˜±1 Œ¸Ãµ˚«] À ±¬˜ ıô]ñ ıÀµ ˜±Ó¬1˜, ¬ı¸ôL] ¬fl‘¡¬Û±¬ı1 ¬ı1n∏ª±1 ›ˆ¬Ó¬øÚ [Î¬◊À¡Z±ÒÚ, ’ªÓ¬±1, ˆ¬±1Ó¬ Î¬◊æ√±1, ¬ ±Ò˜˘¬]ñ ˜±ÕÒ ˜±˘Ó¬œ] ¸≈1øˆ¬ [¬ı±ø¬Û1±˜, ˘±›À‡±˘±, ˆ≈¬1n∏fl¡œ Œ¬ıÃ, ·œÓ¬±, ‰±,Ê˚ôœ ¡…]ñ Œ‰¬±1, Ê√˚˛ôLœ, fl¡Ú…±] ¸±1—· ¬Û±øÌ ¬Û±À˝√√] ... Œ·±¬Û±À˘ øfl¡ ·øÓ¬ ∆fl¡À˘, Ú±1±˚˛Ì fl¡±À˝√√ ˆ¬fl¡øÓ¬, nøÌ √1 ¡¬…..ñ 1n∏ø%Ìœ ˝√√1Ì fl¡±¬ı… ... M-305 ¬ı1·œÓ¬ – ...... ø¡ZÓ¬œ˚˛ ¬ı¯∏« – Ó‘¬Ó¬œ˚˛ ¯∏±ij±ø¸fl¡

˙—ﬂ¡1œ ¸—¶‘®øÓ¬1 ’Ò…˚˛Ú ¸±ø˝√√Ó¬…1Ôœ ˘ÑœÚ±Ô Œ¬ıÊ√¬ı1n∏ª± Œ¬ıÊ√¬ı1n∏ª±1 ¸±ø˝√√Ó¬…-õ∂øÓ¬ˆ¬± – ...... ≈nø¬˜11∏ ≈ ≈ 1¸1 ñ ˜≈1n∏øÓ¬ ˜≈1±1n∏, ¸≈Ú Œ1 ¸≈1, ˙—ﬂ¡1À√ª

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T.D.C.

(Semester) Assamese

˜”˘…±—ﬂ¡ – Syllabus 60 15 15 15 15 15 15 15 15

·1¡ô ·¶±œ–¬ı1·œÓ¬ ¸˜œé¬± – ¸±“ø‰¬¬ÛÓ¬œ˚˛± ¬Û≈øÔÓ¬ ø˘ø‡Ó¬ ¿¿˙—fl¡1À√ª ø¬ı1ø‰¬Ó¬ ¬ı1·œÓ¬ – – – ø·ø1fl¡±ôL Œ·±¶§±˜œ ¿˜ôL ˙—fl¡1À√ª – Ò˜«-√˙«Ú, ˆ¬±¯∏±-¸±ø˝√√Ó¬… ’±1n∏ ¸—¶‘®øÓ¬ – øÓ¬˘fl¡ ‰¬f ˜Ê≈√˜√±1 – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] Œfl¡˙√± ˜˝√√ôL õ∂Ù≈¬~ fl¡È¬fl¡œ ˜À˝√√ù´1 ŒÚ›· T.D.C. ‘Óœ˛Œ±¬–¬…fl1 ¬¬±√Úñ1¬ÓNñ ¬ı…±fl¡1Ì Î¬◊¬Û±√±Ú ñ 1+¬ÛÓ¬N ñ – ’¸˜œ˚˛± ¬ı…±fl¡1Ì1 ˝◊√√øÓ¬˝√√±¸, Œ|Ìœø¬ıˆ¬±· Ó‘¬Ó¬œ˚˛ Œ·±È¬ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ‡À·Ú Œ¸Ú ŒÎ¬fl¡± – ¬ı…±fl¡1Ì – õ∂±‰¬… ’±1n∏ ¬Û±(±Ó¬… ¬ı…±fl¡1Ì – ŒÎ¬fl¡± Œ¸Ú ‡À·Ú √øÙ¬¡ ÛÈøø – ’¸˜œ˚˛± ¬ı…±fl¡1Ì1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 ’¸˜œ˚˛± ¬ı…±fl¡1Ì ’±1n∏ ˆ¬±¯∏±Ó¬N ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì – – ¬ı˝√√˘ ¬ı…±fl¡1Ì – – √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 ’¸˜œ˚˛± ¬ı…±fl¡1Ì – Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ Î¬◊À¬ÛfÚ±Ô Œ·±¶§±˜œ Œ˜øÒ fl¡±ø˘1±˜ ¸Ó¬…Ú±Ô ¬ı1± Œ˝√√˜ ‰¬f ¬ı1n∏ª± õ∂¸e ¬Û≈øÔ

(Semester) Assamese

’±1n∏ ¬ı±fl¡…Ó¬N ñ ¬ı…±fl¡1Ì1 Î¬◊¬Û±√±Ú ñ Ò√ıøÚÓ¬N [¶§1 Ò√ıøÚ, ¬ı…?Ú Ò√ıøÚ] ...... [¬ı‰¬Ú, ø˘—·, õ∂Ó¬…˚˛, fl¡±1fl¡, Ò±Ó≈¬] Syllabus M-401 ˜Ò…˚≈·1 ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì – ø¡ZÓ¬œ˚˛ ¬ı¯∏« – ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡ fl¡±¬ı…Ó¬N1 ‘√ø©ÜÀ1 ˙—fl¡1À√ª1 fl¡Ô± ¸±ø˝√√Ó¬…1Ôœ Lakshminath Bezbaroa the Sahityarathi of Assam ˜Ò…˚≈·1 ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì

∂˜fl±¡¬–’˜˚±¬…fl1 ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¬ı…±fl¡1Ì – 12 75 25 25 25 E:PG/MAPGCS7 ∂˜Œ±¬–’˜˚±Ê±Ó ÍÚ¬õÊ±¬˚ ¬¬±√Úñ ’¸˜Ó¬ ˙±Mê√, ∆˙¬ı – ’¸˜œ˚˛± Ê√±øÓ¬ ·Í¬ÚÓ¬ õ∂Ê√±Ó¬œ˚˛ Î¬◊¬Û±√±Ú – Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ õ∂¸e ¬Û≈øÔ ¬œ ¬ ˜±– ’±1n∏ ·±À1± Ê√ÚÊ√±øÓ¬ Ê√ÚÊ√±øÓ¬ – – 1±ˆ¬± Ê√ÚÊ√±øÓ¬ – ¬ıÀÎ¬ˇ± fl¡Â√±1œ1 ¸˜±Ê√ ’±1n∏ ¸—¶‘®øÓ¬ – Ú¬ıœÚ ‰¬f ˙˜«± ’¸˜1 Œ˘±fl¡-¸—¶‘®øÓ¬ ˜Ê≈√˜√±1 ø¬ı˜˘ – – 1—¬ı— ŒÓ¬1±— 1±ÀÊ√Ú 1±ˆ¬± ˆ¬À¬ıÚ Ú±Ê«√œ ’¸˜œ˚˛± fl‘¡ø©Ü – øÚ˜«˘õ∂ˆ¬± ¬ı1√Õ˘ Œ˚±À·˙ √±¸ Î¬◊Â√ª1 Œˆ¬±·Ê√1± – õ∂À˜±√ ‰¬f ˆ¬A±‰¬±˚« ø¬ı¯≈ûõ∂¸±√ 1±ˆ¬± ’Ó≈¬˘ ‰¬f ˝√√±Ê√ø1fl¡± ’±1n∏ ˘œ˘± ·Õ· [¸•Û±ø√Ó¬] – ˜À˝√√ù´1 ŒÚ›·, ˝√√ø1õ∂¸±√ ŒÚ›· ø¬ıø1ø= fl≈¡˜±1 ¬ı1 õ∂Ù≈¬~ √M√√ Œ·±¶§±˜œ Audrey Cahtiey M-402

∏±–’¸˜1 Œ˘±fl¡-¸—¶‘®øÓ¬ – n∏ª± – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ – ’¸˜œ˚˛± Ê√±øÓ¬ ’±1n∏ ¸—¶‘®øÓ¬1 ¬Ûø1‰¬˚˛˜”˘fl¡ ’Ò…˚˛Ú ˜”˘…±—fl¡ – ˜”˘…±—fl¡ – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ’¸˜œ˚˛± Ê√±øÓ¬ ’±1n∏ ¸—¶‘®øÓ¬1 ¬Ûø1‰¬˚˛˜”˘fl¡ ’Ò…˚˛Ú —‘ø¬ —± ¸1Œ±¡¸¶®Ó ñ ˝◊√√˚˛±1 Î¬◊¬Û±√±Ú, Œ˘±fl¡±‰¬±1, Ê√Úø¬ıù´±¸, Î¬◊»¸ª ¬Û±¬ı«Ì ¸—¶‘®øÓ¬1 ¸—:±, ’¸˜1 Œ˘±fl¡-¸—¶‘®øÓ¬ ñ Œ˘±fl¡-¸—¶‘®øÓ¬ – 1+¬ÛÀ1‡± [¸•Û±ø√Ó¬] Ê√Úfl‘¡ø©Ü1 – Ê√ÚÊ√±øÓ¬ [¸•Û±ø√Ó¬] ’¸˜1 – ’¸˜1 Œ˘±fl¡-Î¬◊»¸ª – Î¬◊Â√ª1 1—‰¬1± – ’¸˜œ˚˛± ¸—¶‘®øÓ¬ – ’¸˜œ˚˛± ˆ¬±¯∏± ’±1n∏ ¸—¶‘®øÓ¬ – – ø¡ZÓ¬œ˚˛ ¬ı¯∏« – ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡ Bihu: Spring Time Festival of Assam The Assamese ’¸˜œ˚˛± Œ˘±fl¡-¸—¶‘®øÓ¬1 ’±ˆ¬±¸ fl¡±ø¬ı« ¸±ø˝√√Ó¬…-¸—¶‘®øÓ¬Ó¬ ¤ˆ≈¬˜≈øfl¡ ’¸˜1 Ê√Úfl‘¡ø©Ü – 13

±n ¬¯ªÒ« Û•1 ñ ’±1n∏ ∆¬ı¯ûª Ò˜«1 ¬Û1•Û1±

T.D.C.

(Semester)

Assamese Syllabus 25 25 25 75

¡À√ ± ¬¡¬–’¸˜1 Œfl¡±‰¬ 1±Ê√¬ı—˙œ Ê√ÚÊ√±øÓ¬ – ø¡ZÀÊ√f Ú±Ô ˆ¬fl¡Ó¬ ¬ı¸ôL √À˘ [¸•Û±ø√Ó¬] ’?ø˘ ˜˝√√ôL 1±˚˛À‰¬ÃÒ≈1œ ’±1n∏ T.D.C. ¬≈Ô ·È ·¬±À√ √j±±ñ ñ ñ Œ·±¬Û±˘À√ª – Ê√ij˚±S± ¿1±˜ ’±Ó¬± – ¸≈ˆ¬^± ˝√√1Ì Ú±È¬ – – ˙—fl¡1À√ª – 1n∏ø%Ìœ ˝√√1Ì Ú±È¬ – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ – – ’¸˜œ˚˛± Ê√±øÓ¬1 ˝◊√√øÓ¬¬ı‘M√√ Î¬◊À¬ÛÚ 1±ˆ¬± ˝√√±fl¡±‰¬±˜ – ’¸˜œ˚˛± Ê√±øÓ¬ ’±1n∏ ¸—¶‘®øÓ¬ ¬Û≈Ó¬˘œ fl¡±˚˛¶ö [¸•Û±ø√Ó¬] – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] ’±s≈Â√ Â√±M√√±1 ’¸˜œ˚˛± ¸—¶‘®øÓ¬ Œfl¡±¯∏ ’¸˜ ¸±ø˝√√Ó¬… ¸ˆ¬± – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] Ú±1±˚˛Ì √±¸ ’±1n∏ õ∂dÓ¬ fl¡ø1¬ı ˘±ø·¬ıº ·Àª¯∏Ì± ¬ÛS1 fl¡À˘¬ı1 ¬Û±¬ı«Ì, Œ˘±fl¡±‰¬±1, Œ˘±fl¡-¬Ûø1Àª˙… fl¡˘±, Œ˘±fl¡-¸±ø˝√√Ó¬…, Œ˘±fl¡ ˆ¬±¯∏± ’±ø√ ø˚Àfl¡±ÀÚ± ¤È¬± ø¬ı¯∏˚˛Ó¬ é≈¬^ ·Àª¯∏Ì± ¬ÛS

¤˝◊√√ fl¡±fl¡Ó¬‡Ú1 ¬ı±À¬ı Â√±S-Â√±SœÀ˚˛ ø¬ıˆ¬±·œ˚˛ ø˙é¬fl¡1 Ó¬N±ªÒ±ÚÓ¬ Œfl¡±ÀÚ± ø¬ıÀ˙¯∏ ¶ö±Ú, Ê√ÚÀ·±á¬œ, Î¬◊»¸ª- (Semester) Assamese

M-501 Syllabus ±ªª–’¡≈¡ ¬ÚÚÈ ñ ˜±ÒªÀ√ª – ’7¡¡≈«¡Ú ˆ¬?Ú Ú±È¬ ’¸˜1 Ê√ÚÀ·±á¬œ – ¤øÈ¬ ¬Ûø1‰¬˚˛ – ’¸˜1 Ê√ÚÊ√±Ó¬œ˚˛ ¸—¶‘®øÓ¬ – ’¸˜1 ø¬ıøˆ¬iß Ê√ÚÀ·±á¬œ1 ø¬ı¬ı±˝√√ ¬ÛXøÓ¬ – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬Û=˜ ¯∏±ij±ø¸ﬂ¡ ø¡ZÓ¬œ˚˛ ¬ı¯∏« – ‰¬Ó≈¬Ô« ¯∏±ij±ø¸ﬂ¡

¬ı1 ’¸˜1 ¬ıøÌ«˘ ¸—¶®‘øÓ¬ ¸—ø˜|ÌÓ¬ ’¸˜œ˚˛± ¸—¶‘®øÓ¬ ∂˜fl±¡¬–¬≈ø ¸œ˛ ±¬¡˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ¬Û≈1øÌ ’¸˜œ˚˛± Ú±È¬fl¡ M-403 4000-5000

– 14 éS’…˛ ˜”˘…±—fl¡ – – Œé¬S ’Ò…˚˛Ú ˙s1 øˆ¬Ó¬1Ó¬ ˝√√í¬ı ˘±ø·¬ıº 15 15 15 15 60 50 E:PG/MAPGCS8 ¬≈Ô ·È ÚÔ√1 ı¬1∏±–¶·À√ n^ø—√ ñ ≈√ª1± ¬ı1¬ı1n∏ª± – ¶§·«À√ª 1n∏^ ø¸—˝√√ ¿Ú±Ô – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – 1‚≈Ú±Ô ˜˝√√ôL 1‚≈Ú±Ô – fl¡Ô±·œÓ¬± [ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ õ∂Ô˜ Œ·±È¬ fl¡±ø˘1±˜ Œ˜øÒ õ∂¸—· ¬Û≈øÔ ±±˛ √¸–˙—fl¡1œ ¸±ø˝√√Ó¬…1 ˆ”¬ø˜fl¡± – – ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ¬ı1± ’¸˜œ˚˛± Ú±È¬fl¡ – ¬Û1•Û1± ’±1n∏ ¬Ûø1ªÓ«¬Ú ˙—fl¡1À√ª1 ¸±ø˝√√Ó¬… õ∂øÓ¬ˆ¬± ’¸˜1 Œ˘±fl¡ Ú±È¬… Ú±1±˚˛Ì √±¸ – – – ˜±ÒªÀ√ª1 ¸±ø˝√√Ó¬… ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] ’¸˜œ˚˛± Œ˘±fl¡Ú±È¬… ¬Û1•Û1± – – ˜?œ Œ·±¶§±˜œ ˆ¬ªõ∂¸±√ ‰¬ø˘˝√√± [¸•Û±ø√Ó¬] – ˝√√ø1Ú±Ô ˙˜«± √Õ˘ Œ·±¶§±˜œ 1±˜ ˆ¬1±˘œ ∆˙À˘Ú – ˝√√ø1(f ˆ¬A±‰¬±˚« ¸ÀÓ¬…f Ú±Ô ˙˜«± ø¬ıø1ø= fl≈¡˜±1 ¬ı1 ∏±–’—fl¡œ˚˛± Ú±È¬ – n∏ª± ¸Ûø√¬ – [¸•Û±ø√Ó¬] M-502 ¬Û±Í¬…¬Û≈øÔ – ¶ß±Ó¬fl¡1 fl¡Ô±¬ı√g [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] Ú±Ô±Ú ¬ıË±Î¬◊Ú – ¿˚≈Ó¬ ‰¬±˝√√±¬ı1 ¬ÛS ’Ê≈√«Ú √±¸ ∆¬ı1±·œ – øS¬Û≈1±Ó¬ ˜√Ú¬Û”Ê√±1 ’±Î¬ˇ•§1 1P±fl¡1 fl¡µø˘ ’±1n∏ —¡À√ fl¡û Û¬«± ñ Œ·±¬Û±˘‰¬1Ì ø¡ZÊ√ – &1n∏-Œ¸ª±-˜±˝√√±R… ˙—fl¡1À√ª – ¿fl‘¡¯û1 ¬Û”¬ı«1±·

¡Óœ˛fl±¡¬–¬≈ø ¸œ˛ ¡±¸ø√Ó… ˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ¬Û≈1øÌ ’¸˜œ˚˛± fl¡Ô±-¸±ø˝√√Ó¬…¡ ¬Û1•Û1±·Ó¬ õ∂±‰¬… Ú±È¬…±øˆ¬Ú˚˛ – ’—fl¡˜±˘± – ’—fl¡±ª˘œ – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬Û=˜ ¯∏±ij±ø¸fl¡ õ∂¬ıg±ª˘œ ø‰¬ôL±-õ∂¬ı±˝√√ ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬…1 øÊ√ø˘„√√øÚ ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬… 1 ˜ ’±1n∏ ±1¬Ú·Úñ – 1±˜1 ¬ıÚ-·˜Ú – 15 2

˛’…˚]ñ ˚˛ ’Ò…±˚˛]

T.D.C.

(Semester)

Assamese Syllabus 15 15 15 15 60

≈≈˜1ŒÚ– ¸≈fl≈¡˜±1 Œ¸Ú õ∂¸—· ¬Û≈øÔ T.D.C. ¬≈Ô ·È ± √¸–fl˘√±L1¬ ±˚fl± õ±¯ÓˆSœÚø˛¡ ñ :±Ú √±¸ – fl¡˘˝√√±ôLø1Ó¬± Ú±ø˚˛fl¡±, Œõ∂±ø¯∏Ó¬ˆ¬S«œ Ú±ø˚˛fl¡± – ‰¬Ó≈¬Ô« Œ·±È¬ —¡œõ¸ ı≈– – ø¬ı√…±¬ÛøÓ¬, ‰¬Gœ√±¸ ’Ú…±Ú… ∆¬ı¯ûª ˜˝√√±Ê√Ú ·œøÓ¬fl¡±1 – ‰¬±1‰¬f ¬ıÀµ±¬Û±Ò…±˚˛ [¸—fl¡ø˘Ó¬] ˙—fl¡1œ õ∂¸±√ ¬ı¸≈ Œ√ªœ√±¸ ˆ¬A±‰¬±˚« √øÚÔ˙« √˘–’¸˜œ˚˛± ·√… ¸±ø˝√√Ó¬…1 ·øÓ¬¬ÛÔ – Sê˜ø¬ıfl¡±˙Ó¬ ’¸˜œ˚˛± fl¡Ô±Õ˙˘œ – – ˆ¬A±À√ª1 Ê√œªÚ ’±1n∏ ¸±ø˝√√Ó¬… ¬¿¿ˆ¬AÀ√ª – – ˝√√ø1Ú±Ô ˙˜«± √Õ˘ ¬Û1œøé¬Ó¬ ˝√√±Ê√ø1fl¡± õ∂Ù≈¬~ fl¡È¬fl¡œ ’¸˜œ˚˛± fl¡Ô± ¸±ø˝√√Ó¬… [¬Û≈1øÌ ˆ¬±·] – Ú±1±˚˛Ì √±¸ &ª±˝√√±È¬œ ¿¿ˆ¬AÀ√ª fl‘¡ø©Ü ø¬ıfl¡±˙ ¸ø˜øÓ¬, ¬ı1n∏ª± fl≈¡˜±1 ø¬ıø1ø= õ∂¸—· ¬Û≈øÔ ∂˜Œ±¬–¬Ë√ªœ’1∏¬Ë√ıø ¬¯± ¬»ÛM√ ñ – – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ¬ıËÊ√±ª˘œ ’±1n∏ ¬ıËÊ√¬ı≈ø˘ ˆ¬±¯∏±1 Î¬◊»¬ÛøM√√, – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜

(Semester) Assamese

¬Û±Í¬…¬Û≈øÔ – ¬ıËÊ√¬ı≈ø˘ ·œøÓ¬&26√ [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] M-503 Syllabus Œ·±ø¬ıµ √±¸ – ’øˆ¬¸±ø1fl¡± Ú±ø˚˛fl¡±, ˜Ú±ôL1 ø˜˘Ú, ¬ı¯∏«±øˆ¬¸±1 ¬…¬ø¬–1Ò1øı˝√ ±≈ ¬1√,¬¯«Ó ¬1√,ñ ø¬ı1˝√√ ø¬ı√…±¬ÛøÓ¬ – 1±Ò±1 ø¬ı1˝√√, ˜±Ô≈1 ¬ı¯∏«±Ó¬ ˜±ÒªÀ√ª – ø‰¬1ôLÚ ˜±Ó‘¬ ˙—fl¡1À√ª – ˜±Ô≈1 ø¬ı1˝√√ [ ø¬ıfl¡±˙ ’±1n∏ ∆¬ıø˙©Ü… ∆¬ı¯ûªœ˚˛ øÚ¬ıg – –

1 ‘Óœ˛fl±¡¬–¬Ë√ıø ±˝√¬1’…˛ ˜”˘…±—fl¡ – – Ó‘¬Ó¬œ˚˛ fl¡±fl¡Ó¬ ¬ıËÊ√¬ı≈ø˘ ¸±ø˝√√Ó¬…1 ’Ò…˚˛Ú 1±˚˛ 1±˜±Úµ – ˜±Ô≈1 ø¬ı1˝√√ Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬Û=˜ ¯∏±ij±ø¸fl¡ ‰¬Gœ√±¸ › ø¬ı√…±¬ÛøÓ¬ ∆¬ı¯ûª ¬Û√±ª˘œ ¸±ø˝√√Ó¬…1 ¬Û(±»¬ÛÈ¬ › Î¬◊»¸ ’±À˘±‰¬Ú± ¸±ø˝√√Ó¬… Chandidas (Sahitya Akademi) History of Brajabuli Literature – 16 1, 2, 3, 4 ]ñ 60 15 15 15 15 E:PG/MAPGCS9 ±±˛ √¸–¬ıËÊ√¬ı≈ø˘ ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… [ø¡ZÓ¬œ˚˛ ˜≈^Ì] ¬ıËÊ√¬ı≈ø˘ ¸±ø˝√√Ó¬… ˜≈fl≈¡1 – – Œõ∂˜Ò˜« ’±1n∏ ∆¬ı¯ûª fl¡±¬ı… – ˆ”¬À¬Ûf 1±˚˛À‰¬ÃÒ≈1œ Ú±1±˚˛Ì √±¸ ¬Û1±· fl≈¡˜±1 ˆ¬A±‰¬±˚« œ±Óœ˙◊√¡˚±¬1 ¸—¶‘®Ó¬-¬Û±ø˘-õ∂±fl‘¡Ó¬ ’±1n∏ ’¸˜œ˚˛± ¬ı…±fl¡1Ì – õ∂±fl‘¡Ó¬-¬Û±Í¬ – ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ¬ı1± Œfl¡˙ª±Úµ Œ·±¶§± Œfl¡˙ª±Úµ Œ√ªÀ·±¶§±˜œ õ∂±fl‘¡Ó¬ ¸±ø˝√√Ó¬… – – ˆ¬œ˜fl¡±ôL ¬ı1n∏ª± ’±1n∏ – ¸ÀÓ¬…fÚ±1±˚˛Ì Œ·±¶§±˜œ – ˆ”¬ªÀÚù´1œ ∆¬ı˙… ÚÀ·Ú Í¬±fl≈¡1 ø¬ıÒ≈À˙‡1 ˆ¬A±‰¬±˚« A.C. Woolner ∂˜Œ±¬–¬±˘õ±‘Ó ±˝√¬1Î◊√ ±n ¬fl± ñ – ¬Û±ø˘-õ∂±fl‘¡Ó¬ ¸±ø˝√√Ó¬…1 Î¬◊æ√ª ’±1n∏ ø¬ıfl¡±˙ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ¬≈Ô ·È ¡Óœ˛’1∏Ó¬¬˚ ·È1’L«¬¬±¬ ±±Ó ñ ø¡ZÓ¬œ˚˛ ’±1n∏ Ó‘¬Ó¬œ˚˛ Œ·±È¬1 ’ôL·«Ó¬ ¬Û±Í¬1 ’±Ò±1Ó¬ ¬ õ∂¸—· ¬Û≈øÔ – ‰¬Ó≈¬Ô« Œ·±È¬ ˜œ [¸•Û±ø√ M-504 fl¡L±ÚÈfl1¯á —¡ œ1’1∏1¬¸¡1ñ ñ fl¡ÀÔ±¬ÛÔÚ , ¸Àµ˙1±¸fl¡ õ∂Ô˜ õ∂fl¡1Ì [ ˙fl≈¡ôL˘± Ú±È¬fl¡1 ¯∏á¬ ’—fl¡1 Òœª1 ’±1n∏ 1é¬œ¸fl¡˘1 fl¡¬Û”«1 ˜?1œ1 õ∂Ô˜ ’—fl¡1 √˝√√È¬± Œù≠±fl¡ ëÒ•ú«¬Û√í1 ’¬Ûƒ¬Û˜±√ [õ∂Ô˜ ’±Í¬È¬± Œù≠±fl¡] Û±ø˘-õ∂±fl‘¡Ó¬ ’¬Ûw—˙-’ª˝√√Í¬ ˆ¬±¯∏±1 ˆ¬±¯∏±Ó¬±øNfl¡ ’Ò…˚˛Ú ¬ ¸Àµ˙1±¸fl¡ – Ó¬]

¬≈Ô ¡flÓ Ûø-∂fl¡¬¸ø√Ó…’1∏¬…fl1 ˜”˘…±—fl¡ – – ‰¬Ó≈¬Ô« fl¡±fl¡Ó¬ ¬Û±ø˘-õ∂±fl‘¡Ó¬ ¸±ø˝√√Ó¬… ’±1n∏ ¬ı…±fl¡1Ì Ò•ú«¬Û√ – õ∂±fl‘¡Ó¬ ¸±ø˝√√Ó¬…1 ’Ò…˚˛Ú – – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬Û=˜ ¯∏±ij±ø¸fl¡ Introduction to Prakrit õ∂±fl‘¡Ó¬ ˆ¬±¯∏±-¸±ø˝√√Ó¬… ¬Ûø1‰¬˚˛ ¬Û±ø˘-õ∂±fl‘¡Ó¬-’¬Ûw—˙ ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… ¬Û±ø˘ õ∂fl¡±˙ – 17

1ñ8 T.D.C.

]

(Semester)

Assamese Syllabus 60 15 15 15 15

˙˘ ¬±œ–Ú±È¬fl¡ ’±1n∏ ’¸˜œ˚˛± – ¸±ø˝√√Ó¬…1 ¬ı±√-∆¬ıø‰¬S… – – ˆ¬1±˘œ ∆˙À˘Ú ÚÀ·Ú ˙˝◊√√fl¡œ˚˛± – ˝√√œÀ1Ì Œ·±˝√√±“˝◊√√ ¸—¶‘®Ó¬ ¸˜±À˘±‰¬Ú± ˙±¶a1 ø¬ıªÓ«¬Ú ’±1n∏ Ò±1± – Œ˝√√˜ôL fl≈¡˜±1 ˙˜«± [¸•Û±ø√Ó¬] – ˜À˝√√ù´1 ŒÚ›· ’±1n∏ – ˜À˝√√f ¬ı1± ¸ ˙˜«± Ú±Ô ÚÀ1f – Ò√ıøÚ ’±1n∏ 1¸Ó¬N õ∂Ù≈¬~ fl¡È¬fl¡œ – Î¬◊˜±fl¡±ôL ˙˜«± – ˝√√ø1Ú±Ô ˙˜«± √Õ˘ ¬ıœÀ1Ì ¬ı1fl¡È¬fl¡œ ¸±ø˝√√Ó¬… ’±À˘±‰¬Ú± ñ – ˜≈fl≈¡µ ˜±Òª ˙˜«± – ñ 1±˜˜˘ Í¬±fl≈¡1œ˚˛± Œ·±¶§±˜œ ¬Û±(±Ó¬… ¸˜±À˘±‰¬Ú± – Î¬◊¬ÛÚ…±¸, ‰≈¬øÈ¬·ä ∆SÀ˘±fl¡…Ú±Ô ˜ÀÚ±1?Ú ˙±¶aœ ¬Û±(±Ó¬… ¸˜±À˘±‰¬Ú± – fl¡ø¬ıÓ¬±, Ú±È¬fl¡ – õ∂¸—· ¬Û≈øÔ – – ‰¬Ó≈¬Ô« Œ·±È¬ ñ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ – 1¸¬ı±√ [1¸1 ¸”S, ø¬ıˆ¬±Ê√Ú ’±1n∏ õ∂±‰¬…-¸˜±À˘±‰¬Ú± – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ˜”˘…±—fl¡ – T.D.C. (Semester)

Assamese Syllabus Û(Ó…¸±˘‰Ú Ë∏¬±√ ˜…¸ı ±n ñ ’±Ò≈øÚfl¡Ó¬±¬ı±√1 ¸±Ò±1Ì ¬Ûø1‰¬˚˛ ¬Û±(±Ó¬… ¸˜±À˘±‰¬Ú± – ÒËn∏ª¬ı±√, 1˜Ú…±¸¬ı±√ ’±1n∏ õ∂øÓ¬ø¬ıÒ 1¸1 ¸±Ò±1Ì ¬Ûø1‰¬˚˛] M-505 ¸±ø˝√√Ó¬…1 Î¬◊¬ÛSê˜øÌfl¡± – 1˜Ú…±¸¬ı±√ – ¸±ø˝√√Ó¬…-õ∂Àª˙ – ÚµÚÓ¬N – õ∂±‰¬… ’±1n∏ ¬Û±(±Ó¬… – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¬Û=˜ ¯∏±ij±ø¸fl¡ Î¬◊¬ÛÚ…±¸1 ’±Ò≈øÚfl¡ ¸˜±À˘±‰¬Ú± ¸±ø˝√√Ó¬…-¸˜œé¬± ¸±ø˝√√Ó¬… ’±1n∏ ¸—:± fl¡±¬ı…ˆ”¬ø˜ ¸±ø˝√√Ó¬… ø¬ı‰¬±1 ¸±ø˝√√Ó¬… √˙«Ú

– ¬Û=˜ fl¡±fl¡Ó¬ ¸±ø˝√√Ó¬…-¸˜±À˘±‰¬Ú± ±ø˝√√Ó¬…1 ¬ÛÈ¬ˆ”¬ø˜ – 18 15 15 15 15 E:PG/MAPGCS10 ‘Óœ˛Œ±¬–ˆ±∏1øıî +Û–¸Òˆ±∏,Î◊Û¬¯± ˜ˆ±∏,ñ ˆ¬±¯∏±1 ø¬ıøˆ¬iß 1+¬Û – ¸±Ò≈ˆ¬±¯∏±, Î¬◊¬Ûˆ¬±¯∏±, ø˜|ˆ¬±¯∏±, – Ó‘¬Ó¬œ˚˛ Œ·±È¬ √˛Ú ÛÍfl – ¸±ø˝√√Ó¬…, ¸—:± ’±1n∏ ’±—ø·fl¡ – √˚˛±Úµ ¬Û±Í¬fl¡ ˆ¬A±‰¬±˚« ¬Û1±· fl≈¡˜±1 õ∂ √√±√ fl≈¡˜±1 ¬ı1n∏ª± Î¬◊√˚˛ √M√√ ıô ≈˜1Â‰±«–ˆ¬±¯∏± ø¬ı:±Ú-õ∂Àª˙ – – – ¬ı¸ôL fl≈¡˜±1 ˆ¬A±‰¬±˚« Ò√ıøÚ-ø¬ı:±Ú1 ˆ”¬ø˜fl¡± √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 – ˆ¬·ª±Ú ˜1˘ 1À˜˙ ¬Û±Í¬fl¡ Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ Î¬◊À¬ÛfÚ±Ô Œ·±¶§±˜œ Edward Sapir C.A. Hockett H.A. Gleason I.J.S. Taraporewala ¬≈Ô ·È ¬¯±¬øª«Ú ˙–¸œ¬Ú ¬¯˜ˆª,ñ ˆ¬±¯∏± ¬Ûø1ªÓ«¬Ú1 ø√˙ – ¸˜œˆ¬ªÚ, ø¬ı¯∏˜œˆ¬ªÚ, – ñ ‰¬Ó≈¬Ô« Œ·±È¬ ˆ¬±¯∏±1 ¬ı·«œfl¡1Ì – ¬Û‘øÔªœ1 ˆ¬±¯∏±-¬Ûø1˚˛±˘1 ‰¬˜≈ ¬Ûø1‰¬˚˛ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ õ∂¸—· ¬Û≈øÔ – 1±Ê√…ˆ¬±¯∏± – ’±ôL–1±©Ü™œ˚˛ ˆ¬±¯∏± ñ ˆ¬±¯∏±-Ê√±øÓ¬-¸˜±Ê√ ’±1n∏ ¸—¶‘®øÓ¬1 ¬Û±1¶Ûø1fl¡ ¸•Ûfl«¡ ’Ú≈Ú±ø¸fl¡œˆ¬ªÚ, ’±·˜ [¶§1 ’±1n∏ ¬ı…?Ú], ’ø¬ÛøÚø˝√√øÓ¬ ’äõ∂±Ìœˆ¬ªÚ, ˜˝√√±õ∂±Ìœˆ¬ªÚ, ¸À‚±¯∏œˆ¬ªÚ, ˜”Ò«Ú…œˆ¬ªÚ, M-506 Î¬◊¬ÛÚ…±¸ – ‰≈¬øÈ¬·ä – Î¬◊¬ÛÚ…±¸ – ø¬ı‰¬±1 ’±1n∏ ø¬ıÀù≠¯∏Ì – ˆ¬±¯∏±Ó¬N – ˆ¬±¯∏± ¸˜±Ê√ ’±1n∏ ¸±ø˝√√Ó¬… – ˆ¬±¯∏±-ø¬ı:±Ú – – – – – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¬Û=˜ ¯∏±ij±ø¸fl¡ A course in Modern Linguistics An Introduction of Descriptive Linguistics Elements of the Science Language Language Œ¬∏CÀÊ√ø√ – Î¬◊æ√ª ’±1n∏ ø¬ıªÓ«¬Ú ˆ¬±¯∏±Ô« ø¬ı:±Ú ˆ¬±¯∏±-ø¬ı:±Ú1 ˆ”¬ø˜fl¡±

∏¬fl±¡¬–ˆ±∏1¶1¬ ˜”˘…±—fl¡ – – ¯∏á¬ fl¡±fl¡Ó¬ ˆ¬±¯∏±1 ¶§1+¬Û

– 19

T.D.C.

(Semester)

Assamese Syllabus 60 15 15 15 15

¬≈Ô ·È ¬M√ ınª ˝√± ñ Ú±È¬fl¡ ñ – ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬… – ¸Ó¬…õ∂¸±√ ¬ı1n∏ª± Î¬◊M√√˜ ¬ı1n∏ª± – Œ˝√√—√±— ¸ÀÓ¬…fÚ±Ô ˙˜«± õ∂¸—· ¬Û≈øÔ – õ∂¬ıœÌ Ù≈¬fl¡Ú – ˜øÌ1±˜ Œ√ª±Ú – – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ T.D.C. fl¡Úfl¡ ‰¬f ‰¬˝√√1œ˚˛± – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ø¬ı‰¬±1 ’¸˜œ˚˛± – ’¸˜œ˚˛± Œ˘±fl¡Ú±È¬… õ∂Ù≈¬~ fl≈¡˜±1 ¬ı1n∏ª± ŒÊ√…±øÓ¬-’Ài§¯∏Ì – – ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ¬ı1± [¸•Û±ø√Ó¬] ’¸˜œ˚˛± Œ˘±fl¡Ú±È¬… ¬Û1•Û1± – Úø˜Ó¬± ŒÎ¬fl¡± ’±1n∏ fl¡Úfl¡ ‰¬f ‰¬˝√√1œ˚˛± ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± Œ·±¶§±˜œ 1±˜ ’¸˜œ˚˛± Ú±È¬fl¡ – ¬Û1•Û1± ’±1n∏ ¬Ûø1ªÓ«¬Ú ˆ¬1±˘œ ∆˙À˘Ú – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] √¬—¡ 1 Î¬◊¬Ûˆ¬±¯∏± ø¬ı:±Ú – √œ¬Û—fl¡1 ˜1˘ ‡À·˙ Œ¸Ú ŒÎ¬fl¡± Ú·ÀÚ Í¬±fl≈¡1 ’±1n∏ ∂˜Œ±¬–’Òøfl ¸œ˛ ±¬¡ ±±ñ ’¸˜œ˚˛± Ú±È¬fl¡1 Ò±1± ’±Ò≈øÚfl¡ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ (Semester) ¸Ûø√¬ – [¸•Û±ø√Ó¬]

¬ı1± [¸•Û±ø√Ó¬] Assamese Ê…ø¬∂±√’·ª˘ +Û˘˜ñ ŒÊ√…±øÓ¬õ∂¸±√ ’±·1ª±˘± – 1+¬Û±˘œ˜

M-601 Syllabus ŒÊ√…±øÓ¬õ∂¸±√1 Ú±È¬ﬂ¡ – õ∂¬ıg±ª˘œ –

∂˜fl±¡¬–’Òøfl ¸œ˛ ±¬¡˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± Ú±È¬fl¡ ˆ¬±¯∏±-ø‰¬ôL± ø¬ıø‰¬S± Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡ ’±1n∏ ’øˆ¬Ú˚˛ õ∂¸—· – 20 60 15 15 15 15 E:PG/MAPGCS11 ∂≈~flÈflœ–Sê˜ø¬ıfl¡±˙Ó¬ ’¸˜œ˚˛± fl¡Ô±Õ˙˘œ – – ¬ı±Ìœfl¡±ôL ‰¬˚˛øÚfl¡± [¬Û±Ó¬øÚ] ñ – ˜À˝√√ù´1 ŒÚ›· [¸•Û±ø√Ó¬] ˝√√ø1‰¬f ˆ¬A±‰¬±˚« ñ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ – ¬ÛøGÓ¬1 ˆ”¬˜±¶Û‘˝√√± õ∂Ù≈¬~ fl¡È¬fl¡œ õ∂¸—· ¬Û≈øÔ – – ñ Œ˝√√˜‰¬f Œ·±¶§±˜œ – ø˙é¬±1 ˝◊√√øÓ¬˝√√±¸ ’±1n∏ Â√±S – ‰¬Ó≈¬Ô« Œ·±È¬ – Œ˝√√˜‰¬f ¬ı1n∏ª± – ’±R-Ê√œªÚ ‰¬ø1Ó¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ¬≈Ô ·È ¬¬Ú± ñ ñ ñ Î¬◊¬ÛÚ…±¸ ñ – Î¬◊¬ÛÚ…±¸ ñ – ‰¬Ó≈¬Ô« Œ·±È¬ ñ ·ä ñ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ¸±ø˝√√Ó¬… Ò±1±1 ¸±Ò±1Ì ¬Ûø1‰¬˚˛ – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ M-602 M-603 ¬¬Û±Í¬…¬Û≈øÔ – ¶ß±Ó¬fl¡1 fl¡Ô±¬ıg [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] Ó¬œÔ«Ú±Ô ˙˜«± – 1±˜-Úª˜œ Ú±È¬fl¡ ñ Úœ˘˜øÌ Ù≈¬fl¡Ú – Œ¸Ãµ˚«À¬ı±Ò ˘ÑœÚ±Ô Œ¬ıÊ√¬ı1n∏ª± – ¿fl‘¡¯û Ó¬N ˘À•§±√1 ¬ı1± – ’±Úµ1±˜ ¬ı1n∏ª± ¬Û±Ó¬øÚ &Ì±øˆ¬1±˜ ¬ı1n∏ª± – Œ¸Ã˜±1-w˜Ì Ù¬Ìœù´1 Ú±Ô Œ1Ì≈ – ˜˚˛˘± ’±‰¬˘ ˜±øÌfl¡ ¬ıÀµ±¬Û±Ò…±˚˛ – ¬ÛΩ± Ú√œ1 ˜±øÁ¡ ˜≈kœ Œõ∂˜‰¬±µ – fl¡Ù¬Ú 1¬ıœfÚ±Ô Í¬±fl≈¡1 – Œ¬Û±©Ü ˜±©Ü±1 [’¸˜œ˚˛±, ¬ı±—˘±, ø˝√√µœ ¸±ø˝√√Ó¬…1 ø¬ıÀ˙¯∏ Î¬◊ø~‡Ú¸˝√√]

¡Óœ˛fl±¡¬–’Òøfl ¸œ˛ ¡±¸ø√Ó…˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡Ô±-¸±ø˝√√Ó¬… – Ó‘¬Ó¬œ˚˛ fl¡±fl¡Ó¬ – ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ¸±ø˝√√Ó¬… ’Ò…˚˛Ú ˜”˘…±—fl¡ – ˜”˘…±—fl¡ – Ó‘¬Ó¬œ˚˛ fl¡±fl¡Ó¬ ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ¸±ø˝√√Ó¬… ’Ò…˚˛Ú Œ¬ıÊ√¬ı1n∏ª±1 ¸±ø˝√√Ó¬… õ∂øÓ¬ˆ¬± Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡ Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡

– 21

T.D.C.

(Semester)

Assamese Syllabus 60 15 15 15 15 15 15 15 15 60

œ±√±˜√ô ¬Ê¬1 Ó≈¬˘Ú± 1¬ıœfÚ±Ô ’±1n∏ ’¸˜œ˚˛± ‰≈¬øÈ¬·ä – – – ¬Û1±· fl≈¡˜±1 ˆ¬A±‰¬±˚« [¸•Û±ø√ ¬ı±—˘± Î¬◊¬ÛÚ…±À¸1 fl¡±˘±ôL1 ¬Û1˜±Úµ 1±Ê√¬ı—˙œ ’±1n∏ – Úœ1±Ê√Ú± ˜˝√√ôL Œ¬ıÊ√¬ı1± ø˝√√µœ Î¬◊¬ÛÚ…±¸ Œõ∂˜‰¬±µ fi1 Î¬◊Úfl¡± ˚≈· – ¬Û1±· fl≈¡˜±1 ˆ¬A±‰¬±˚« – ’±Ò≈øÚfl¡ ˆ¬ – õ∂Ù≈¬~ fl¡È¬fl¡œ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¸˜œé¬±Rfl¡ ˝◊√√øÓ¬˝√√±¸ Œ¬ıÚ±Ê«√œ ¿fl≈¡˜±1 – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± – ø˙ªÚ±1±˚˛Ì ¿¬ı±ô¶ª – 1±˜ ø¬ı˘±¸ ˙˜«± ∆˙À˘Ú ˆ¬1±˘œ ¸ÀÓ¬…fÚ±Ô ˙˜«± ˜À˝√√ù´1 ŒÚ›· ¸≈fl≈¡˜±1 Œ¸Ú Delhi) New (Sahitya Akademi, K.M. George (Ed.) õ∂¸—· ¬Û≈øÔ – T.D.C. ¬≈Ô ·È ¬¬Ú± ñ ñ Î¬◊¬ÛÚ…±¸ ñ – ‰¬Ó≈¬Ô« Œ·±È¬ ’¸˜œ˚˛± ‰≈¬øÈ¬·ä1 Ò±1± – – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜

(Semester) Assamese ≈ø¬äññ ‰≈¬øÈ¬·ä ñ – M-604 ¬Û±Í¬…¬Û≈øÔ – ’¸˜œ˚˛± ‰≈¬øÈ¬·ä õ∂¬ı±˝√√ [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛]

¬ ˆ¬±1Ó¬œ˚˛ ¸±ø˝√√Ó¬…1 ’Ò…˚˛Ú – Ó¬] Syllabus ¸œ˛ ¬¬Ú±1Ò1 ñ ˜±˜øÌ 1˚˛Â√˜ Œ·±¶§±˜œ – ˜±˜À1 Ò1± Ó¬À1±ª±˘ õ∂¬ıœÌ± ˙˝◊√√ﬂ¡œ˚˛± – ’ø¬ıÚ±˙œ ¶§õü ˘ÑœÚµÚ ¬ı1± – ¸‡± √±À˜±√1 ˘ÑœÒ1 ˙˜«± – ¬ı…Ô«Ó¬±1 √±Ú ’¸˜œ˚˛± Î¬◊¬ÛÚ…±¸1 Ò±1±

¬≈Ô ¡flÓ ¸œ˛ ≈ø¬ä’1∏Î◊Û…¸˜”˘…±—fl¡ – – ‰¬Ó≈¬Ô« fl¡±fl¡Ó¬ ’¸˜œ˚˛± ‰≈¬øÈ¬·ä ’±1n∏ Î¬◊¬ÛÚ…±¸ – ¬ı±—˘±-¸±ø˝√√Ó¬…1 ˝◊√√øÓ¬˝√√±¸ Modern Indian Literature Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡ ˜”˘fl¡ ˆ¬±1Ó¬œ˚˛ ¸±ø˝√√Ó¬… ±1Ó¬œ˚˛ ¸±ø˝√√Ó¬… – 22 15 15 15 15 60 E:PG/MAPGCS12 √øÚÔ˙« √˘–¸±ø˝√√Ó¬… õ∂Àª˙ – ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 Â√µ – ¸±ø˝√√Ó¬…, ¸—:± ’±1n∏ ’±—ø·fl¡ – ’¸˜œ˚˛± Â√µ-ø˙ä1 ˆ”¬ø˜fl¡± – ˝√√ø1Ú±Ô ˙˜«± √Õ˘ ˆ¬A±‰¬±˚« ¬Û1±· fl≈¡˜±1 – – ˜À˝√√f ¬ı1± Úªfl¡±ôL ¬ı1n∏ª± Œ¸±Ì±¬ÛøÓ¬ Œ√ª˙˜«± ñ Ó¬œÔ«Ú±Ô ˙˜«± øÚø«√©Ü ˙s±˘—fl¡±1 – ’Ú≈õ∂±¸, ˚˜fl¡, Œù≠¯∏, ¬ıÀSê±øMê√ õ∂¸—· ¬Û≈øÔ – – fl¡±¬ı…Ó¬ – ‰¬Ó≈¬Ô« Œ·±È¬ ñ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ Â√µ1 ¸±Ò±1Ì ¬Ûø1‰¬˚˛ – ’é¬1, ˜±S±, ˚øÓ¬, ¬Û±√ ¬ı± – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ÀÚÍ±≈1[•±Ó]–¤˙ ¬ıÂ√11 ’¸˜œ˚˛± Î¬◊¬ÛÚ…±¸ ·ä õ∂¸—· ’±1n∏ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… – – – Î¬◊¬ÛÚ…±¸ ’±1n∏ ’¸˜œ˚˛± – ÚÀ·Ú Í¬±fl≈¡1 [¸•Û±ø√Ó¬] ’±Ò≈øÚfl¡ ·ä ¸±ø˝√√Ó¬… ¬Û1±· fl≈¡˜±1 ˆ¬A±‰¬±˚« – õ∂ √√±√ fl≈¡˜±1 ¬ı1n∏ª± ˙˜«± õ∂¸±√ Œ·±ø¬ıµ ∆SÀ˘±fl¡…Ú±Ô Œ·±¶§±˜œ õ∂¸—· ¬Û≈øÔ – øÚø«√©Ü ’Ô«±˘—fl¡±1 – Î¬◊¬Û˜±, 1+¬Ûfl¡, w±øôL˜±Ú, Î¬◊»À¬Ûé¬± ˝◊√√˚˛±1 Œ|Ìœ ø¬ıˆ¬±· [¸±Ò±1Ì ¬Ûø1‰¬˚˛] Â√ø¬ı, Œ˘‰¬±ø1, Á≈¡Ú±, Á≈¡˜≈1, fl≈¡¸≈˜˜±˘±, ˜≈Mê√fl¡ Â√µ ñ ’¸˜œ˚˛± ø¬ıøˆ¬iß Â√µ1 ¬Ûø1‰¬˚˛ [¸—:±] – ¬Û˚˛±1, ≈√˘Î¬ˇœ, ‰¬1Ì, ’ôL…ø˜˘ M-605 fl¡ø¬ıÓ¬±1 Œ√˝√√-ø¬ı‰¬±1 – ˘fl±1õÀ˛ÊÚ˚Ó±’1∏ñ ’˘—fl¡±11 õ∂À˚˛±Ê√Úœ˚˛Ó¬± ’±1n∏ ¸±ø˝√√Ó¬…1 ¸±Ê√ ¸±ø˝√√Ó¬…-ø¬ı√…± ¬Ûø1Sê˜± ’¸˜œ˚˛± ‰≈¬øÈ¬·ä1 ’Ò…˚˛Ú Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡

Û˜fl±¡¬–Âµ’—¡1˜”˘…±—fl¡ – – ¬Û=˜ fl¡±fl¡Ó¬ Â√µ-’˘—fl¡±1

– 23

T.D.C.

(Semester)

Assamese Syllabus 15 15 15 15 60

¬ÀÛ ±¬ √±¡‰± – Î¬◊À¬ÛÚ 1±ˆ¬± ˝√√±fl¡±‰¬±˜ ˆ¬±¯∏±-ø¬ı:±Ú õ∂Àª˙ – ˆ¬±¯∏±Ô« ø¬ı:±Ú √œ¬Û—fl¡1 ˜1˘ – ‡À·˙ Œ¸Ú ŒÎ¬fl¡± [¸•Û±√fl¡] ÚÀ·Ú Í¬±fl≈¡1 ’±1n∏ ¬ı¸ôL fl≈¡˜±1 ˆ¬A±‰¬±˚« √œø5 Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 ˆ¬·ª±Ú ˜1˘ T.D.C. ¡Óœ˛Œ±¬– ø¡ZÓ¬œ˚˛ Œ·±È¬ ‘Óœ˛Œ±¬–˙±«øı±,¬±¡ÓNñ ñ Î¬◊¬Ûˆ¬±¯∏± ø¬ı:±Ú ’±1n∏ ¸˜±Ê√ ˆ¬±¯∏±-ø¬ı:±Ú ˙s±Ô« ø¬ı:±Ú, ¬ı±fl¡…Ó¬N – õ∂¸—· ¬Û≈øÔ – – ñ ‰¬Ó≈¬Ô« Œ·±È¬ ˆ¬±¯∏±-ø¬ı:±Ú1 ø¬ıøˆ¬iß ˙±‡± – ‹øÓ¬˝√√±ø¸fl¡, Ó≈¬˘Ú±˜”˘fl¡, Ó‘¬Ó¬œ˚˛ Œ·±È¬ – Œ·±È¬ õ∂Ô˜ À˙¬±¬¡– Ò√ıøÚ-ø¬ı:±Ú1 ˆ”¬ø˜fl¡± – 1À˜˙ ¬Û±Í¬fl¡ Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ H.A. Gleason C.A. Hockett

(Semester)

Assamese Syllabus √ø ¬:Ú ∂fl¡Ó ¬:Úñ Ò√ıøÚ ø¬ı:±Ú, õ∂±fl‘¡øÓ¬ ø¬ı:±Ú ø¬ıÀ1±Ò˜”˘fl¡, ¬ıÌ«Ú±˜”˘fl¡º ¬ı…ª˝√√±ø1fl¡ Ò√ıøÚ ø¬ı:±Ú – Î¬◊¬Ûˆ¬±¯∏±-ø¬ı:±Ú – ˆ¬±¯∏±-ø‰¬ôL± ø¬ıø‰¬S± – ˆ¬±¯∏±Ó¬N – ¬ı…±fl¡1Ì ’±1n∏ õ∂±fl‘¡øÓ¬ ø¬ı:±Ú – – – ˆ¬±¯∏± ¸˜±Ê√ ’±1n∏ ¸±ø˝√√Ó¬… – ˆ¬±¯∏±-ø¬ı:±Ú – M-606 ˆ¬±¯∏±-ø¬ı:±Ú1 ˆ”¬ø˜fl¡± A Course in Modern Linguistics An Introduction to Descriptive Linguistics Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬¯∏á¬ ¯∏±ij±ø¸fl¡

– ˆ¬±¯∏±-ø¬ı:±Ú1 ¬Ûø1‰¬˚˛ ˜”˘…±—fl¡ – ˜”˘…±—fl¡ – ˆ¬±¯∏±-ø¬ı:±Ú1 ¬Ûø1‰¬˚˛ – 24 20 20 20 20 80 E:PG/MAPGCS13 ¬≈Ô ·È ˜˘ ınª ¬õª ñ – ¬Û≈1øÌ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… – ˆ¬¬ı±Úµ √M√√ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ ’˜”˘… ¬ı1n∏ª± – ø¬ıõ≠ªœ õ∂¸—· ¬Û≈øÔ – ‰¬Ó≈¬Ô« Œ·±È¬ ∂˜Œ±¬–˙fl1ª–˙»¬ÌÚ ñ ˘ÑœÚ±Ô – – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ˙—fl¡1À√ª – ˙1» ¬ıÌ«Ú± – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ 10 05ˇ ¬Û1œé¬± õ∂À˚±Ê√… ˝√√í¬ıº ø˚ø¬ı˘±fl¡ fl¡±fl¡Ó¬1 ˜≈Í¬ ˜”˘…±—fl¡1 [√˝√√], ·‘˝√√ fl¡˜« ñ Œé¬SÓ¬ õ∂À˚±Ê√… ˝√√í¬ıº ø˚ø¬ı˘±fl¡ fl¡±fl¡Ó¬1 ˜≈Í¬ ˜”˘…±—fl¡1 (Written Test) Î¬ ı±Ò…Ó¬±˜”˘fl¡ fl¡±fl¡Ó¬Àfl¡˝◊√√‡Ú ’¸˜œ˚˛± õ∂Ò±Ú ’±Ò≈øÚfl¡ ˆ¬±1Ó¬œ˚˛ ˆ¬±¯∏± [’¸˜œ˚˛±] øÓ¬øÚ ¬ıÂ√1œ˚˛± ¶ß±Ó¬fl¡ ˜˝√√˘± [¯∏±ij±ø¸fl¡]1 ¬ı±Ò…Ó¬±˜”˘fl¡ 05 ñ [¬Û±“‰¬]º 10 ¬Û±Í¬…¬Û≈øÔ – fl¡ø¬ıÓ¬± ˜?1œ [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] ˝√√œÀ1Ú ˆ¬A±‰¬±˚« – Œ˜±1 Œ√˙ ’ø•§fl¡±ø·1œ 1±˚˛À‰¬ÃÒ≈1œ – ·Ï¬ˇ± fl¡ø1 Œ˜±fl¡ Á¡±1n∏√±1 ¡˘fl±LÂ‰±«–¬±√1Ìñ ‰¬ffl≈¡˜±1 ’±·1ª±˘± – øÚ˚˛1 fl¡˜˘±fl¡±ôL ˆ¬A±‰¬±˚« – ¬Û±˝√√1øÌ ˜±ÒªÀ√ª – ŒÓ¬Ê√À1 fl¡˜˘±¬ÛøÓ¬ ø¬ı¯∏˚˛1 ¬Û±Í¬…Sê˜ ’±1n∏ ¬Û±Í¬…¬Û≈øÔ , Œ‰¬ø˜Ú±1 E-103 õ∂Ô˜ ¬ı¯∏« – ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 fl¡±ø˝√√Úœ

¬Ê¬1∏±–˜˘¬ ñ Œ¬ıÊ√¬ı1n∏ª± – ˜±˘Ó¬œ ∂˜fl±¡¬–’˜˚±fløı¬ ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± (Seminer) 20 Ú•§1 ’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú ˝√√í¬ı Ó¬±1 ø¬ıˆ¬±Ê√Ú ¤ÀÚ – (Major) – 25 ñ (MIL) 15 ’±1n∏ ‹ø26√fl¡ 05 ’±ˆ¬…ôL1œÌ ˜”˘…±—fl¡Ú ¤ÀÚ – ø˘ø‡Ó¬ ¬Û1œé¬± ñ [MIL (Assamese)]

, ’±1n∏ ·‘˝√√-ﬂ¡˜« T.D.C.

(Elective) (Semester) (Home Assignment)

’¸˜œ˚˛± ø¬ı¯∏˚˛1 Œé¬SÀÓ¬±

Assamese Syllabus Î¬ ø˘ø‡Ó¬ 15 15 15 15 60 ñ

≈À«´ ˜±–’¸˜œ˚˛± ¸±ø˝√√Ó¬… ¸˜œé¬± ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ·øÓ¬-∆¬ıø‰¬S… – – ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 øÓ¬øÚÈ¬± ô¶1 – ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ˜±ø˘Úœ Œ·±¶§±˜œ [¸•Û±ø√Ó¬] – ¬ı1n∏ª± fl≈¡˜±1 õ∂ √√±√ ’ – ≈√À·«ù´1 ˙˜«± fl¡1¬ıœ ŒÎ¬fl¡± ˝√√±Ê√ø1fl¡± ¸=˚˛Ú [¬Û±Ó¬øÚ] ’‰«¬Ú± ¬Û”Ê√±1œ [¸•Û±ø√Ó¬] – ˜À˝√√ù´1 ŒÚ›· [¸•Û±ø√Ó¬] T.D.C. ≈≈˘‰Sª«œ–&1n∏ ‰¬ø1Ó¬ fl¡Ô±1 ’Ò…˚˛Ú – Sê˜ø¬ıfl¡±˙Ó¬ ’¸˜œ˚˛± fl¡Ô±Õ˙˘œ – ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬Ûø1‰¬˚˛ – ñ ’¸˜œ˚˛± fl¡Ô± ¸±ø˝√√Ó¬… [¬Û≈1øÌ ˆ¬±·] – ˜≈fl≈¡˘ ‰¬SêªÓ«¬œ ñ ˘œ˘± ·Õ· [¸•Û±ø√Ó¬] õ∂Ù≈¬~ fl¡È¬fl¡œ ¬ı1n∏ª± fl≈¡˜±1 ø¬ıø1ø= Œ¬ıÌ≈Ò1 ˙˜«± – ˜øÌ1±˜ Œ√ª±Ú1 Ù¬±“‰¬œ õ∂¸—· ¬Û≈øÔ – ¸Ó¬…Ú±Ô ¬ı1± – Ê√œªÚ1 ’ø˜˚˛± – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ ∂˜Œ±¬–flÔ&n ¬1¬–&n-˙∏1˜Ìfl±Ú¸À± ñ fl¡Ô±&1n∏ ‰¬ø1Ó¬ – &1n∏-ø˙¯∏…1 ˜øÌ-fl¡±=Ú ¸—À˚±· – Œ·±È¬ õ∂Ô˜

(Semester) Assamese

¬Û±Í¬…¬Û≈øÔ – ¶ß±Ó¬fl¡1 fl¡Ô±¬ıg [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] Syllabus ÚÒø¬±◊√Ù±1À˘–ñ ˜À˝√√ù´1 ŒÚ›· – ¸±ø˝√√Ó¬…1 ¸±ÒÚ± ’±È«¬ ’±1n∏ 1n∏ø‰¬ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ – Ú±˜À‚±¯∏± ˘À•§±√1 ¬ı1± – ¸√±Úµ1 fl¡˘± ‚≈˜øÈ¬ Ú·¤û± Œ^±˝√√œ Œ˘±fl¡1 ‰¬ø1S ¬ı˜«Ú øÚøÒ ø˘¬ı±˝◊√√ Ù¬±À1±Àª˘ – ∆¬ıfl≈¡FÚ±Ô ˆ¬A±‰¬±˚« – ¸—Àé¬À¬Û fl‘¡¯û˘œ˘± E-203 ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… – õ∂Ô˜ ¬ı¯∏« – ø¡ZÓ¬œ˚˛ ¯∏±ij±ø¸fl¡

¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ø¬ı‰¬±1-ø¬ıÀù≠¯∏Ì ¡Óœ˛fl±¡¬–’˜˚±·√ ˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ·√… – 26 15 15 15 15 60 E:PG/MAPGCS14 ¬≈Ô ·È ‰Ú ñ ñ ñ 1‰¬Ú± – Î¬◊¬ÛÚ…±¸ ñ – ‰¬Ó≈¬Ô« Œ·±È¬ ‰≈¬øÈ¬·ä ñ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ – õ∂Ô˜ Œ·±È¬ fl˙±µŒ√ ·¶±œ–’—fl¡˜±˘± ¬Û±(±Ó¬… Ú±È¬… õ∂¸—· – – Ú±È¬fl¡ ’±1n∏ ’¸˜œ˚˛± – Ú±È¬fl¡ Œfl¡˙ª±Úµ Œ√ª Œ·±¶§±˜œ – ’¸˜œ˚˛± Ú±È¬fl¡ – ¬Û1•Û1± ’±1n∏ ¬Ûø1ªÓ«¬Ú ñ ¬Û1±· fl≈¡˜±1 ˆ¬A±‰¬±˚« – – ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬… ñ ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] – ˆ¬1±˘œ ∆˙À˘Ú ¸Ó¬…õ∂¸±√ ¬ı1n∏ª± ’±˘œ ˝√√±˝◊√√√1 – ¤øÈ¬ À‰¬±˘±1 fl¡±ø˝√√Úœ ˝√√ø1(f ˆ¬A±‰¬±˚« ¸ÀÓ¬…fÚ±Ô ˙˜«± ¬ı1Í¬±fl≈¡1 ˜À˝√√f – õ∂¸—· ¬Û≈øÔ – ˙—fl¡1À√ª – fl¡±˘œ˚˛ √˜Ú – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ E-408

¬≈Ô ¡flÓ ¸œ˛ ≈ø¬ä ¬¬Ú± ±n ‰Ú ˜”˘…±—fl¡ – – ‰¬Ó≈¬Ô« fl¡±fl¡Ó¬ ’¸˜œ˚˛± ‰≈¬øÈ¬·ä, Î¬◊¬ÛÚ…±¸ ’±1n∏ 1‰¬Ú± ≈ø¬äññ 1Ê√Úœfl¡±ôL ¬ı1√Õ˘ – øÚ˜«˘ ˆ¬fl¡Ó¬ ’øÌ˜± √M√√ – ’ª·±˝√√Ú ˘ÑœÚ±Ô Ù≈¬fl¡Ú – Î¬±Mê√1 ÚÀ·f Ú±1±˚˛Ì Œ‰¬ÃÒ≈1œ – ˆ¬±·-¬ı±ÀÈ¬±ª±1± ˘ÑœÚ±Ô Œ¬ıÊ√¬ı1n∏ª± – ŒÒ±“ª± Œ‡±ª± ‰≈¬øÈ¬·ä ñ ≈·±∂±√˜Êµ1¬1∏±–˜√1 ñ ≈√·«±õ∂¸±√ ˜øÊ√µ±1 ¬ı1n∏ª± – ˜˝√√1œ E-308 ¬Û±Í¬…¬Û≈øÔ – ’¸˜œ˚˛± ‰≈¬øÈ¬·ä õ∂¬ı±˝√√ ø¡ZÓ¬œ˚˛ ¬ı¯∏« – Ó‘¬Ó¬œ˚˛ ¯∏±ij±ø¸fl¡ ø¡ZÓ¬œ˚˛ ¬ı¯∏« – ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬…1 øÊ√ø˘„√√øÚ

‘Óœ˛fl±¡¬–’˜˚±ÚÈfl ˜”˘…±—fl¡ – – Ó‘¬Ó¬œ˚˛ fl¡±fl¡Ó¬ ’¸˜œ˚˛± Ú±È¬fl¡ ’±1n∏ ’øˆ¬Ú˚˛ õ∂¸—· –˙1&1‰±Û1ñ – ˙í1±&ø1 ‰¬±¬Ûø1

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T.D.C.

(Semester)

Assamese Syllabus 15 25 20 20 20 20 20 20 60 80

˜”˘…±˚˛Ú ¤ÀÚÒ1Ì1 ñ T.D.C. ‘Óœ˛Œ±¬–˙fl1 ≈1¸ø√Ó…ñ ñ ’¸˜œ˚˛± ø˘ø¬Û1 Î¬◊æ√ª ’±1n∏ Sê˜ø¬ıfl¡±˙ ˙—fl¡1œ ˚≈·1 ¸±ø˝√√Ó¬… – õ∂¸—· ¬Û≈øÔ – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ ÎÀ§´ Ú·–’¸ – øÎ¬À•§ù´1 ŒÚ›· T.P. Burma 1Ê√ ¤˙ ¬ıÂ√11 ’¸˜œ˚˛± Î¬◊¬ÛÚ…±¸ ’¸˜œ˚˛± Î¬◊¬ÛÚ…±¸1 ˆ”¬ø˜fl¡± – – – – ÚÀ·Ú Í¬±fl≈¡1 [¸•Û±ø√Ó¬] ¬Û1œøé¬Ó¬ ˝√√±Ê√ø1fl¡± ¸ÀÓ¬…fÚ±Ô ˙˜«± ˜À˝√√ù´1 ŒÚ›· ∆SÀ˘±fl¡… Ú±Ô Œ·±¶ õ∂¸—· ¬Û≈øÔ – ’±1n∏ Œ‰¬ø˜Ú±1 Mahendra Bora M.M. Sarma (Ed.) ¡Óœ˛Œ±¬–õ∂±flƒ¡˙—fl¡1œ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ õ∂Ô˜ Œ·±È¬ Î (Semester) õ∂øÓ¬‡Ú fl¡±fl¡Ó¬1 ˜≈Í¬ ˜”˘…±—fl¡ [ (Seminer) ‹ø26√fl¡ ’¸˜œ˚˛±

±œ–’±Ò≈øÚﬂ¡ ·ä ¸±ø˝√√Ó¬… – §±˜œ Assamese ¬ ø˘ø‡Ó¬ ¬Û1œé¬± ñ

E-101 Syllabus 05ˇ ˘fl-±˝√¬ ñ Œ˘±fl¡-¸±ø˝√√Ó¬… [’±1yøÌ1 ¬Û1± ˙—fl¡1œ ˚≈·Õ˘] ’±1n∏ ø˘ø¬Û – – –

∂˜fl±¡¬–’˜˚±¸ø√Ó… ı1œ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ 100 ˚ 75 õ∂Ô˜ ¬ı¯∏« – ¯∏±ij±ø¸fl¡ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… Evolution of Assamese Scripts Inscriptions of Ancient Assam Development of Script in Ancient Kamrup (Written Test) Úœfl¡±ôL¬ ¬ı1√Õ˘1 Î¬◊¬ÛÚ…±¸ ˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ≈1¸ø√Ó…ñ ˚≈·1 ¸±ø˝√√Ó¬… ]1 (Advance Assamese) – 28 20 ˚ 15 ñ ’±ˆ¬…ôL1œÌ ˜”˘…±˚˛Ú1 ¬ı±À¬ı øÚÒ«±ø1Ó¬º 10, ·‘˝√√-fl¡˜« (Home Assignment) ñ 60 15 15 15 15 05 E:PG/MAPGCS15 À¬fÚÔ˙« ’ – ¸ÀÓ¬…f Ú±Ô ˙˜«± ∂≈~√√ ·¶±œ–’¸˜œ˚˛± Ê√Ú ¸±ø˝√√Ó¬… – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± – ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ [ø¡ZÓ¬œ˚˛ ‡G] – – õ∂Ù≈¬~√M√√ Œ·±¶§±˜œ ø˙ªÚ±Ô ¬ı˜«Ú [¸•Û±ø√Ó¬] Œ˝√√˜ôL fl≈¡˜±1 ˙˜«± ˜À˝√√ù´1 ŒÚ›· ∂≈~fl¡± ± – – ø¬ıù´ø˘ø¬Û1 ˆ”¬ø˜fl¡± – õ∂±‰¬œÚ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 õ∂±?˘ Ò±1± – õ∂Ù≈¬~ fl≈¡˜±1 Ú±Ô ’¸˜œ˚˛± ø˘ø¬Û ˚Ó¬œÚ Œ·±¶§±˜œ – øÓ¬˘fl¡ ‰¬f ˜Ê≈√˜√±1 ’¸˜œ˚˛± Œ˘±fl¡-¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± õ∂±‰¬… ˙±¸Ú±ª˘œ – Ú±1±˚˛Ì √±¸ ø˘ø¬Û ’¸˜œ˚˛± õ∂±‰¬œÚ ’¸˜1 Œ˘±fl¡-¸±ø˝√√Ó¬… – – – Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ ˜À˝√√ù´1 ŒÚ›· [¸•Û±ø√Ó¬] Œ·±ª±˘¬Û1œ˚˛± Œ˘±fl¡-¸—¶‘®øÓ¬ ’±1n∏ Œ˘±fl¡·œÓ¬ ∆¬ı¯ûª ˚≈·1 ’¸˜œ˚˛± ¸±ø˝√√Ó¬… ¬ÛΩÚ±Ô ø¬ı√…± ø¬ıÀÚ±√ ˆ¬A±‰¬±˚« – – ’¸˜1 Œ˘±fl¡-¸±ø˝√√Ó¬… – ¸À¬ı«ù´1 ˙˜«± fl¡È¬fl¡œ ·Õ· ˘œ˘± Œ·±ª±˘¬Û1œ˚˛± Œ˘±fl¡-¸—¶‘®øÓ¬ ’±1n∏ Œ˘±fl¡·œÓ¬ ∆¬ı¯ûª ˚≈·1 ’¸˜œ˚˛± ¸±ø˝√√Ó¬… ˙˜«± ˙˙œ – – ˆ”¬¬ıÀÚù´1œ ∆¬ı˙… ÒœÀ1Ì √±¸ Œ·±ª±˘¬ – ˙˜«± ˙˙œ ˆ”¬¬ıÀÚù´1œ ∆¬ı˙… ’¸˜ – ÒœÀ1Ì √±¸ – õ∂ √√±√ fl≈¡˜±1 ¬ı1n∏ª± [¸•Û±ø√Ó¬] – – ¬ıœÀ1fÚ±Ô √M√√ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ [¸•Û±ø√Ó¬] ¸”˚« fl≈¡˜±1 ˆ”¬¤û± ˝√√ø1Ú±Ô ˙˜«± ¬ı1√Õ˘ – fl¡±˜1+¬Û ˙±¸Ú±ª˘œ – Aspects of Early Assamese Literature Studies in the Literature of Assam Folk Literature of Assam ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ‘√ø©Ü¬Û±Ó¬ ¬Û≈1øÌ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ˝◊√√øÓ¬˝√√±¸ ’¸˜œ˚˛± ø˘ø¬Û1 ˝◊√√øÓ¬˝√√±¸ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬Û”Ì« ˝◊√√øÓ¬˝√√±¸ ¸˜œ˚˛±-¸±ø˝√√Ó¬…1 ¸˜œé¬±Rfl¡ ˝◊√√øÓ¬¬ı‘M√√ œ˚˛± Œ˘±fl¡-¸±ø˝√√Ó¬… Û1œ˚˛± Œ˘±fl¡·œÓ¬ ¸—¢∂˝√√

– 29

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(Semester)

Assamese Syllabus

¬≈Ô ·È ¸œ˛ ¬¯± ¬¬ˆ±∏ ±n ¸œ˛1˙ˆ±± ñ ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊¬Ûˆ¬±¯∏± ’±1n∏ ’¸˜œ˚˛±1 ˙sˆ¬±G±1 – ‰¬Ó≈¬Ô« Œ·±È¬ T.D.C. ·À±¡‰fŒ±§˜ – Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ – øÎ¬À•§ù´1 ŒÚ›· ñ õ∂¸—· ¬Û≈øÔ ’¸˜œ˚˛± ˆ¬±¯∏±1 Ê√ijfl¡Ô±, ‰≈¬¬ı≈1œ˚˛± 1±Ê√…Ó¬ õ∂‰¬ø˘Ó¬ – ñ Ó‘¬Ó¬œ˚˛ Œ·±È¬ ˆ¬±1Ó¬-˝◊√√Î¬◊À1±¬Ûœ˚˛ ˆ¬±¯∏±-¬Ûø1˚˛±˘1 ¸±Ò±1Ì ¬Ûø1‰¬˚˛ – – ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ À˙¬±¬¡– ¬Û‘øÔªœ1 ø¬ıøˆ¬iß ˆ¬±¯∏± – – Î¬◊À¬ÛÚ 1±ˆ¬± ˝√√±fl¡±‰¬±˜ 1À˜˙ ¬Û±Í¬fl¡ Í¬±fl≈¡1 ÚÀ·Ú ø¬ıÀù´ù´1 ˝√√±Ê√ø1fl¡± – – ’¸˜œ˚˛± ˆ¬±¯∏± ’±1n∏ ¸—¶‘®øÓ¬ ’¸˜œ˚˛± ˆ¬±¯∏±1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 ’±1n∏ ¸±ø˝√√Ó¬…1 ‰¬±ÀÚfl¡œ – – ’¸˜œ˚˛± ¬ı…±fl¡1Ì ’±1n∏ ˆ¬±¯∏±Ó¬N – Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ Ú±Ô±Ú ¬ıË±Î¬◊Ú ¬ı1n∏ª± fl≈¡˜±1 ø¬ıø1ø= Œ√ª±Úµ ˆ¬1±˘œ Œ˜øÒ fl¡±ø˘1±˜

(Semester)

Assamese Syllabus ˆ¬±¯∏±Õ˘ ˝◊√√˝“√√Ó¬1 ¬ı1„√√øÌ ’±˚«-øˆ¬iß ˆ¬±¯∏±-¬Ûø1˚˛±˘1 ¬Ûø1‰¬˚˛ ’±1n∏ ’¸˜œ˚˛± Ó¬±1 ˘·Ó¬ ’¸˜œ˚˛± ˆ¬±¯∏±1 ¸•Ûfl«¡ ñ ’¬Ûw—˙ ’±ø√ ˆ¬±¯∏±1 ø¬ıfl¡±˙1 Ò±1Ì± ’±1n∏ õ∂±‰¬œÚ ˆ¬±1Ó¬œ˚˛ ’±˚« ˆ¬±¯∏±1 ¬Û1± ¬Û±ø˘-õ∂±fl‘¡Ó¬- E-201 – ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊æ√ª, ø¬ıfl¡±˙ ’±1n∏ ¸˜‘øX – ’¸˜œ˚˛± ˆ¬±¯∏± ’±1n∏ Î¬◊¬Ûˆ¬±¯∏± – õ∂P ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬ÛÓ¬±øNfl¡ ø¬ıÀù≠¯∏Ì – ’¸˜œ˚˛± ’±1n∏ ’¸˜1 ˆ¬±¯∏±-Î¬◊¬Ûˆ¬±¯∏± – ’¸˜œ˚˛± ’±1n∏ ’¸˜1 øÓ¬¬ı√ıÓ¬-¬ı˜«œ˚˛ ˆ¬±¯∏± – õ∂Ô˜ ¬ı¯∏« – ø¡ZÓ¬œ˚˛ ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± ˆ¬±¯∏’±1 ˝◊√√øÓ¬˝√√±¸ ˆ¬±¯∏± ø¬ı:±Ú Assamese Language : Origin and Development Structure of Assamese A Study of Kamrupi - A Dialect of Assam Gramatical Notes on Assamese Languages The Origin of the growth Assamese Language

∂˜fl±¡¬–’˜˚±ˆ±∏ ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ˆ¬±¯∏± – 30 15 15 15 15 60 E:PG/MAPGCS16 ¬ˆ±ˆ1˘ õ∂¸—· – ’¸˜œ˚˛± ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… – ø¬ıˆ¬± ˆ¬1±˘œ √¬—¡ 1 Î¬◊¬Ûˆ¬±¯∏± ø¬ı:±Ú – ’¸˜œ˚˛± ˆ¬±¯∏±1 Î¬◊¬Ûˆ¬±¯∏± √œ¬Û—fl¡1 ˜1˘ – √œø5 Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 [¸•Û±ø√Ó¬] ∂˜Œ±¬–’¸˜œ˚˛± ¬ı…± – õ∂Ô˜ Œ·±È¬ ‘Óœ˛Œ±¬–’˜˚±ˆ±∏11¬ÓNñ ’¸˜œ˚˛± ˙s ˆ¬±G±1 ’±1n∏ ¬ı±fl¡…Ó¬N1 ‰¬˜≈ ’±ˆ¬±¸ñ ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬ÛÓ¬N – ’ – – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Ó˘¡‰f˜≈˜√1–õ∂±‰¬œÚ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 õ∂±?˘ Ò±1± ∆¬ı¯ûª ˚≈·1 ’¸˜œ˚˛± ¸±ø˝√√Ó¬… – – – ñ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 1+¬ÛÀ1‡± – ñ – øÓ¬˘fl¡ ‰¬f ˜Ê≈√˜√±1 ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¸˜œé¬±Rfl¡ ˝◊√√øÓ¬¬ı‘M√√ ñ – ˆ”¬¬ıÀÚù´1œ ∆¬ı˙… ’ ñ – ø˙ªÚ±Ô ¬ı˜«Ú Œ˝√√˜ôL fl≈¡˜±1 ˙˜«± ˜À˝√√ù´1 ŒÚ›· ’±ª±˝√√Ú ˚≈·1 ¸±ø˝√√Ó¬… ¸ÀÓ¬…fÚ±Ô ˙˜«± øÎ¬À•§ù´1 ŒÚ›· ŒÊ√±Ú±fl¡œ ˚≈·1 ¸±ø˝√√Ó¬… – õ∂¸—· ¬Û≈øÔ ’1n∏ÀÌ±√˚˛ ˚≈·1 ¸±ø˝√√Ó¬… – Î¬◊M√√1 ˙—fl¡1œ ˚≈·1 ¸±ø˝√√Ó¬… – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ E-304 E-403 ˜˚±ˆ±∏1ÒıÚ¬ ñ ¸˜œ˚˛± ˆ¬±¯∏±1 Ò√ıøÚÓ¬N [Î¬◊M√√1 ˙—fl¡1œ ˚≈·1 ¬Û1± ’±ª±˝√√Ú ˚≈·Õ˘] fl¡±˜1+¬Ûœ Î¬◊¬Ûˆ¬±¯∏± – ¤øÈ¬ ’Ò…˚˛Ú –

∂˜fl±¡¬–’˜˚±¸ø√Ó… ı1œ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ø¡ZÓ¬œ˚˛ ¬ı¯∏« – Ó‘¬Ó¬œ˚˛ ¯∏±ij±ø¸fl¡ ø¡ZÓ¬œ˚˛ ¬ı¯∏« – ‰¬Ó≈¬Ô« ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ [ø¡ZÓ¬œ˚˛ ‡G] ’¸˜œ˚˛± ¸±ø˝√√Ó¬…Ó¬ ‘√ø©Ü¬Û±Ó¬

¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬ı≈1?œ ∂˜fl±¡¬–’˜˚±¬…fl1 ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ¬ı…±fl¡1Ì ¡Ì ◊√Ó˝√¸ñ fl¡1Ì1 ˝◊√√øÓ¬˝√√±¸

– 31

T.D.C.

(Semester)

Assamese Syllabus 20 20 20 20 20 20 20 20 80 80

¬≈Ô ·È ª¡ô ınª ±˜√± ≈¡˘flÀ± ñ Œ√ªfl¡±ôL ¬ı1n∏ª± – ’±ø˜ ≈√ª±1 ˜≈fl¡ø˘ fl¡À1±“ ñ – 1‚≈Ú±Ô Œ‰¬ÃÒ±1œ – Œfl¡ÀÓ¬fl¡œ [õ∂Ô˜ Ó¬1—·] ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ T.D.C. ∂˜Œ±¬–‰¬˚«±¬Û√ Ú— – õ∂Ô˜ Œ·±È¬ – ’¸˜œ˚˛± ˆ¬±¯∏±1 1+¬ÛÓ¬N – – 1À˜˙ ¬Û±Í¬fl¡ ˘œ˘±ªÓ¬œ ˙˝◊√√fl¡œ˚˛± ¬ı1± √œø5Ù≈¬fl¡Ú ¬Û±È¬ø·ø1 ¡Óœ˛Œ±¬–¬ÛœÓ¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ À˙ŒÚŒ¬¡ ¬ı…±fl¡1Ì õ∂±‰¬… ’±1n∏ ¬Û±(±Ó¬… – ŒÎ¬fl¡± Œ¸Ú ‡À·˙ ’¸˜œ˚˛± ˆ¬±¯∏±1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 ’±1n∏ ¸±ø˝√√Ó¬…1 ‰¬±ÀÚfl¡œ – – ’¸˜œ˚˛± ¬ı…±fl¡1Ì ’±1n∏ ˆ¬±¯∏±Ó¬N ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì ¬ı˝√√˘ ¬ı…±fl¡1Ì – – – ’¸˜œ˚˛± ¬ı…±fl¡1Ì Œ·±À˘±fl¡ ‰¬f Œ·±¶§±˜œ – Œ√ª±Úµ ˆ¬1±˘œ – Î¬◊À¬Ûf Ú±Ô Œ·±¶§±˜œ Œ˜øÒ fl¡±ø˘1±˜ ¸Ó¬…Ú±Ô ¬ı1± Œ˝√√˜‰¬f ¬ı1n∏ª± Ú±Ô±Ú ¬ıË±Î¬◊Ú õ∂¸—· ¬Û≈øÔ

(Semester)

Assamese Syllabus ¬Û±Í¬…¬Û≈øÔ – fl¡ø¬ıÓ¬± ˜?1œ [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] øÚ˜«˘õ∂ˆ¬± ¬ı1√Õ˘ – Œ^Ã¬Û√œ Úªfl¡±ôL ¬ı1n∏ª± – ¬Û˘¸ Úø˘Úœ¬ı±˘± Œ√ªœ – ¬Û1˜Ó‘¬¯û± ˚Ó¬œf Ú±Ô ≈√ª1± – Œ¸±ÀÌ±ª±˘œ Œ√˙ ø¬ıÀù´ù´1 ∆¬ı√…±øÒ¬Û – 1—¬Û≈1 Ú·11 ¬ıÌ«Ú± 1±˜ ¸1¶§Ó¬œ – Ò‘Ó¬1±©Ü™-ø¬ı≈√1 ¸—¬ı±√ ¿Ò1 fl¡µø˘ – fl¡±ÌÀ‡±ª± ˙—fl¡1À√ª – ÚÀµ±»¸ª E-503 ’¸˜œ˚˛± ¬ı…±fl¡1Ì1 Œ˜Ãø˘fl¡ ø¬ı‰¬±1 – •1–ø¬À‡1¬È Ú«Ìñ ±•§1 – ø‰¬SÀ˘‡±1 ¬ÛÈ¬ øÚ˜«±Ì Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¬Û=˜ ¯∏±ij±ø¸fl¡ ˜Ò…˚≈·1 ’¸˜œ˚˛± ˆ¬±¯∏±1 ¬ı…±fl¡1Ì Studies in Assamese Vocabulary. Structure of Assamese Grammatical Notes on Assamese Language

∂˜fl±¡¬–’˜˚±fløı¬ ˜”˘…±—fl¡ – – õ∂Ô˜ fl¡±fl¡Ó¬ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± 1 [≈◊√Û±±ƒñfl±±Ó1∏ı .]ñ [˘≈˝◊√√¬Û±√±Ú±˜ƒ ñ fl¡±’± Ó¬1n∏¬ı1 ...] – 32 20 20 20 20 80 E:PG/MAPGCS17 ? ·¶±œ– – ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±Ó¬ õ∂Ó¬œfl¡ ’±1n∏ ø‰¬Sfl¡ä – ’ – ˜?≈ Œ·±¶§±˜œ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ·øÓ¬-∆¬ıø‰¬S… fl¡±˜±˘≈øVÚ ’±˝√√À˜√ – – – ’‰«¬Ú± ¬Û”Ê√±1œ [¸•Û±ø√Ó¬] Œ‰¬ÃÒ±1œ ’±1n∏ Œ‰¬ÃÒ±1œÀ√ª1 fl¡ø¬ıÓ¬± fl¡ø¬ı – ¬ı1n∏ª± Œ˘±¬Û± fl¡ø¬ıÓ¬±1 fl¡Ô± fl¡1¬ıœ ŒÎ¬fl¡± ˝√√±Ê√ø1fl¡± – ¬ı1n∏ª± fl≈¡˜±1 õ∂ √√±√ – – ÚÀ·Ú ˙˝◊√√fl¡œ˚˛± ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ’±À˘±fl¡ Œ1‡± – ˙˜«± fl¡˜À˘ù´1 øÚ˜«˘õ∂ˆ¬± ¬ı1√Õ˘ ¸±ø˝√√Ó¬…1 ŒÊ√Î¬◊øÓ¬ Î¬◊¬ÛÀfÚ±Ô Œ·±¶§±˜œ ’¸˜œ˚˛± fl¡±ø˝√√Úœ fl¡±¬ı…1 õ∂¬ı±˝√√ – ˆ¬¬ı±Úµ √M√√ – ¬Û≈1øÌ ’¸˜œ˚˛± ¸±ø˝√√Ó¬… ˙˜«± ‰¬f Ú¬ıœÚ – ¬Û1œøé¬Ó¬ ˝√√±Ê√ø1fl¡± ¸ÀÓ¬…fÚ±Ô ˙˜«± ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ õ∂¸—· ¬Û≈øÔ ‘Óœ˛Œ±¬–1˜Œ±§˜ ±√ ñ ñ ñ ø¬ıø1ø= fl≈¡˜±1 ¬ı1 ˆ”¬¤û± – ˝√√±Ó¬œ ’±1n∏ Ù¬±µœ ˜≈ÚœÚ fl¡±ø˘1±˜ Œ˜øÒ 1±˜ Œ·±¶§±˜œ – ˜±√˘ – õ∂¸—· ¬Û≈øÔ – ˙—fl¡1À√ª – 1±˜ø¬ıÊ√˚˛ – ‰¬Ó≈¬Ô« Œ·±È¬ – Ó‘¬Ó¬œ˚˛ Œ·±È¬ ø¡ZÓ¬œ˚˛ Œ·±È¬ Œ·±È¬ õ∂Ô˜ ∏±–’—fl¡œ˚˛± Ú±È¬ – n∏ª± Ê…ø¬∂±√’·ª˘ ø¬¬ ñ ŒÊ√…±øÓ¬õ∂¸±√ ’±·1ª±˘± – ˘øˆ¬Ó¬± E-504 ‰¬˚«±¬Û√ – ’—fl¡±ª˘œ – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¯∏á¬ ¯∏±ij±ø¸fl¡ ø‰¬ôL±-õ∂¬ı±˝√√ ’±Ò≈øÚfl¡ ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’¸˜œ˚˛± fl¡ø¬ıÓ¬± ’±1n∏ ’Ú…±Ú… ø¬ı¯∏˚˛ ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… [¸±ø˝√√Ó¬… ˆ¬±·] ’¸˜œ˚˛± fl¡ø¬ıÓ¬±1 fl¡±ø˝√√Úœ ¸˜œ˚˛± fl¡ø¬ıÓ¬±1 ø¬ı‰¬±1-ø¬ıÀù≠¯∏Ì

¡Óœ˛fl±¡¬–’˜˚±ÚÈfl ˜”˘…±—fl¡ – – ø¡ZÓ¬œ˚˛ fl¡±fl¡Ó¬ ’¸˜œ˚˛± Ú±È¬fl¡

– 33

T.D.C.

(Semester)

Assamese Syllabus 20 20 20 20 80

fl˙±µŒ√À±§˜ ’—fl – – Œfl¡˙ª±Úµ Œ√ªÀ·±¶§±˜œ ˝√√ø1(f ˆ¬A±‰¬±˚« ¸ÀÓ¬…f Ú±Ô ˙˜«± T.D.C. Ó…∂±√¬1∏±–Ú±È¬fl¡ – Ú±È¬fl¡ – õ∂±‰¬œÚ ’±1n∏ ’±Ò≈øÚfl¡ – ¸Ó¬…õ∂¸±√ ¬ı1n∏ª± ’¸˜œ˚˛± Ú±È¬fl¡ – ¬Û1•Û1± ’±1n∏ ¬Ûø1ªÓ«¬Ú Ú±Ô fl≈¡˜±1 õ∂Ù≈¬~ – ¬Û1˜±Úµ 1±Ê√¬ı—˙œ [¸•Û±ø√Ó¬] ? ·¶±œ–ø‰¬ôL± õ∂¬ı±˝√√ – ˜?≈ Œ·±¶§±˜œ ·øı ∂±√˙« Ê√œªÚœ ’±1n∏ ’¸˜œ˚˛± ¬ı±Ìœfl¡±ôL ‰¬˚˛øÚfl¡± [¬Û±Ó¬øÚ] – – Sê˜ø¬ıfl¡±˙Ó¬ ’¸˜œ˚˛± fl¡Ô±Õ˙˘œ – ñ ˙˜«± õ∂¸±√ Œ·±ø¬ıµ ˜À˝√√ù´1 ŒÚ›· ñ õ∂Ù≈¬~ fl¡È¬fl¡œ ¬ı±Ìœfl¡±ôL fl¡±fl¡øÓ¬ – ¸±ø˝√√Ó¬…Ó¬ fl¡1n∏Ì 1¸ ø¬ıø1ø= fl≈¡˜±1 ¬ı1n õ∂¸—· ¬Û≈øÔ – Œ˝√√˜‰¬f ¬ı1n∏ª± – ’±R-Ê√œªÚ ‰¬ø1Ó¬ – ‰¬Ó≈¬Ô« Œ·±È¬ Ó‘¬Ó¬œ˚˛ Œ·±È¬ – ø¡ZÓ¬œ˚˛ Œ·±È¬ ∂˜Œ±¬–˙fl1ª–¿‘¯1¬”ı-± ñ ˙—fl¡1À√ª – ¿fl‘¡¯û1 ¬Û”¬ı«-1±· – Œ·±È¬ õ∂Ô˜ (Semester)

ª ’¸˜œ˚˛± ﬂ¡Ô±-¸±ø˝√√Ó¬… [¬Û≈1øÌ ˆ¬±·] – ∏ª± Assamese E-603

¬Û±Í¬…¬Û≈øÔ – ¶ß±Ó¬fl¡1 fl¡Ô±¬ıg [&ª±˝√√±È¬œ ø¬ıù´ø¬ı√…±˘˚˛] Syllabus ¸ÀÓ¬…f Ú±Ô ˙˜«± – ’—fl¡œ˚˛± Ú±È¬1 1¸-ø¬ı‰¬±1 ñ ˘ÑœÚ±Ô Œ¬ıÊ√¬ı1n∏ª± – ¬ı1¬ı1n∏ª±1 ø¬ı˜±Ú-ø¬ı˝√√±1 ’±1n∏ Œ˜±È¬ Œ‡˘±1 Œfl¡ÃÓ≈¬fl¡ ’7¡¡≈«¡Ú √±¸ ∆¬ı1±·œ – øS¬Û≈1±Ó¬ ˜√Ú ¬Û”Ê√±1 ’±Î¬ˇ•§1 1P±fl¡1 fl¡µø˘ ’±1n∏ 1‚≈Ú±Ô ˜˝√√ôL – 1±˜1 ¬ıÚ ·˜Ú ∆¬ıfl≈¡FÚ±Ô ˆ¬A±‰¬±˚« – ø¬ıù´1+¬Û √˙«Ú

‘Óœ˛fl±¡¬–’˜˚±·√ ø¬«ø¬¬1¬± ˜”˘…±—fl¡ – – Ó‘¬Ó¬œ˚˛ fl¡±fl¡Ó¬ ’¸˜œ˚˛± ·√… [øÚ¬ı«±ø‰¬Ó¬ 1‰¬Ú±] ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬… – ’—fl¡˜±˘± – ’—fl¡˜±˘± – Ó‘¬Ó¬œ˚˛ ¬ı¯∏« – ¯∏á¬ ¯∏±ij±ø¸fl¡ ’¸˜œ˚˛± Ú±È¬… ¸±ø˝√√Ó¬…1 øÊ√ø˘„√√øÚ ¡œ˚˛± ˆ¬±›Ú± ’±1n∏ ’øˆ¬Ú˚˛ õ∂¸—· – 34 80 20 20 20 20

E:PG/MAPGCS18

T.D.C.

(Semester)

Assamese Syllabus T.D.C.PROGRAMME IN HISTORY UNDER SEMESTER SYSTEM

MAJOR COURSE

FIRST SEMESTER

Paper No. 101 Introduction to History 102 History of India (up to A. D. 300)

SECOND SEMESTER

203 History of India (300-1200 A. D.) 204 History of Ancient Civilizations of the World

THIRD SEMESTER

305 India under the Turko-Afghans 306 History of Assam (5th Century A. D. to 1228)

FOURTH SEMESTER

407 India Under the Mughals 408 History of Europe (1453-1789)

FIFTH SEMESTER

509 India under the East India Company 510 History of Assam (1228-1826) 511 History of Europe (1789-1870) 512 History of Science and Technology in Pre-Colonial India 513 History of Great Britain (1485-1820) 514 History of China (1839-1949)

SIXTH SEMESTER

615 India under the Crown 616 History of Assam (1826-1947) 617 History of Europe (1871-1945) 618 World since 1945 619 History of Japan (1853-1941) 620 Project

1 T.D.C.PROGRAMME IN HISTORY UNDER SEMESTER SYSTEM

GENERAL COURSE

FIRST SEMESTER

1.1 Early India up to 1200 A.D.

SECOND SEMESTER

2.2 Early Assam up to 1228 A. D.

THIRD SEMESTER

3.3 History of India (1206-1526) 3.4 History of Assam (1228-1826)

FOURTH SEMESTER

4.5 History of India (1526-1757) 4.6 History of Europe (1453-1815)

FIFTH SEMESTER

5.7 History of India (1757-1857) 5.8 History of Europe (1815-1945)

SIXTH SEMESTER

6.9 History of India (1857-1947) 6.10 History of Assam (1826-1947)

GUIDELINES OF SYLLABUS FOR TDC IN HISTORY UNDER SEMESTER SYSTEM

1. The Under-Graduate course in History is of six semesters covering three calendar years.

2. There are a total of 20 courses in Major and 10 courses in General in the six semesters. The 1st, 2nd, 3rd & 4th Semester courses of Major are of 100 marks, 5th & 6th Semester courses are of 75 marks [ Total marks: 1700 (100 X8) =800 + (75X 12) =900] In General course ,1st & 2nd Semester courses are of 75 marks each, 3rd & 4th semester courses of 50 marks each and 5th & 6th semester courses of 100 marks each.

3. There will be continuous assessment of students throughout the semester. The evaluation of the performance of the students will be based on both internal and external examinations. The internal examination will cover 20% of the marks and the remaining 80% will be covered by the external examination.

4. There are 8 credits per course of 100 marks each, 6 credits for 75 marks each and 4 credits for 50 marks each.

5. Each course of 100 & 75& 50 marks will have 2 & 1& 1 credit respectively, earmarked for internal assessment and the remaining credits for external examination.

6. The internal assessment of each course, of Major & General, of 100/75/50 (other than the Academic Project mentioned below) will be evaluated on the basis of the following components:

Unit Test:  There will be two unit tests of 12 /10/10 marks each. The average of the two will be counted. Assignment:  There will be a Home Assignment of 8 /5 marks.

In courses of 50 marks each students shall be assessed on the basis of unit test only, and there shall be no home assignment

The answer scripts and marks will be submitted to the Head of the Department of History of the concerned college for onward transmission to the University.

7. As per the UGC guidelines, a minimum of 75% attendance is required for appearing in any semester examination.

ACADEMIC PROJECT

 The subject matter of the Project/ Projects will be selected by the Department of the respective

colleges

 The themes could be of national, regional or local interest relating to the discipline of History

 The Project Report must be between 4000 and 5000 words

 The Report should be neatly typed in double space and in A-4 size paper , 12 font, Times New

3 Roman

 The students must be informed about the themes of the Project by the beginning of the Sixth

semester.

 The Report should include names of reference books and other sources consulted.

 It must be submitted on a date to be fixed by the Department of the respective colleges.

 The component of the Internal Evaluation will include 10 (ten) marks for presentation of

the Report and 5 marks for a viva-voce examination.

 The viva voce examination will be conducted by a Board of at least 3 members. Members of

the Board will comprise of the teachers of the Department of the college and may include

teachers from the History faculty of other colleges.

* * * * *

DETAILS OF PAPERS

MAJOR COURSE

PAPER-101 Marks-100 (80+20) Credit- 8 (6 + 2) INTRODUCTION TO HISTORY

Unit I: Meaning and scope of History: i) Collection and selection of data ii) Objectivity in History

Unit II: Categorization of History:

i) Economic ii) Social iii) Political iv) Literary v) Intellectual vi) Diplomatic vii) Universal viii) Legal

Unit-Ill:History and other Disciplines i) Archaeology ii) Geography iii) Sociology iv) Economics v) Political Science vi) Philosophy vii)Literature

Unit IV: Traditions of Historical writing: i) Greco- Roman Traditions ii) Chinese Tradition iii) Early Indian Historiography iv) Medieval Indian Historiography v) Modern Indian Historiography

Reading list:

Sheikh Ali, History: Its Theory and Methods

E. Sreedharan, A Textbook of Historiography 500B BC to AD 2000,

N.Subramaniam, Historiography

E.H.Carr, What is History?

PAPER 102 Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF INDIA (UPTO A.D.300)

Unit-I: Introduction: i) Geographical background ii) Survey of sources- Literature, Archaeology, Epigraphy, and Numismatics Pre-History Phases: i) Paleolithic, ii) Mesolithic, iii) Neolithic

Unit II: Proto-History: Harappan Culture Vedic Culture: i) Polity ii) Society iii) Economy vi) Religion

Unit III: State formation in 6th century B.C.: Janapadas and Mahajanapadas Rise of new religious movements in Northern India: Buddhism and Jainism I Mauryan Empire -- Economy, Society and Religion,and Art.

Unit IV: Post-Mauryan Invasions and their impact

i) Bactrian Greeks, Scytho-Parthians, Kushanas ii)Economic development-Land grants, Urban growth, Crafts, Trade and Trade routes, Coins and Currency, Indo-Roman Trade. Sangam Age: Literature, Society, Economy

Reading List:

R.Thapar Early India

R.S.Tripathi : History of Ancient India

A.L.Basham : The Wonder that was India

D.D.S.Kosambi : The Culture and Civilization of Ancient India in Historical Outline

H.C.Roychoudhury : Political History of Ancient India

N. Shastri : A History of South India

R.Thapar : A History of India, Vol. I K. A N.Shastri : A Comprehensive History of India Vol. II

R.K.Mookherjee : The Gupta Empire

6 R.C.Mazumder (ed) : The History and Culture of the Indian People Volumes I-IV

PAPER 203

Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF INDIA (300 AD -1200 A.D.)

Unit I: Age of the Guptas: i) Emergence and consolidation of Gupta power ii) State and Administrative Institutions iii) Socio-Economic changes, Agrarian structure, Trade and Commerce.

iv) Cultural developments: Art and Architecture, Literature

Unit-II: Post-Gupta period: i)Harshavardhana ii) Polity, Society, Economy

Unit-III: Rise of Regional powers: i) Pratiharas ii) Rastrakutas iii) Cholas

Unit-IV: Foreign Invasions: i) Hunas ii) Arabs iii) Ghaznavids & Ghorids

Reading List:

R.S.Tripathi : History of Ancient India

A.L.Basham : The Wonder that was India

D.D.Kosambi : The Culture and Civilization of Ancient India in Historical Outline

H.C.Roychoudhury : Political History of Ancient India

N.Shastri : A History of South India

R.Thapar : A History of India, Vol. I

RS.Tripathi : History of Kanauj to the Muslim Conquest

K. A N.Shastri : A Comprehensive History of India Vol. II

R.C.Mazumdar (ed) : The History and Culture of the Indian People Volumes I-IV

7 S. K. Altekar : The Rastrakutas and their Times K. N. Shastri : The Cholas J. C. Harle : Art & Architecture of the Indian Subcontinent

PAPER 204 Marks-100 (80+20) Credit- 8 (6+2)

HISTORY OF ANCIENT CIVILIZATIONS OF THE WORLD

Unit I: Ancient Egypt:

i)The Old Kingdom-Egyptian writing, building of Pyramids. ii) The Middle Kingdom-Imperial Egypt, Egyptian Art & Architecture. iii) The New Kingdom – Emergence and Decline.

Unit II: Ancient Mesopotamia: i)Early Sumer, ii)Sumerian writing, iii)System of irrigation, iv)City states of Sumer v)Temples and Religion, vi)Hammurabi's Code of Laws.

Unit III: Chinese Civilization: i)Early dynastic; Classical literature; ii)Confucius iii)Han Dynasty iv)Tang Dynasty v)Chinese Trade vi)Chinese Art

Unit IV: Ancient Greece:

i) Rise of city- states; ii)Athenian Democracy iii)Art; Literature, Philosophy & Science

8 Ancient Roman: i) Rise of City States

ii) Roman Empire iii) Trade and Commerce

Reading list:

: Encyclopedia Britannica of Social Sciences C. J. H. Hayes & P. T. Moon : Ancient and Medieval History (Relevant Chapters) W. N. Weech :History of the World H. S. Lucus :A Short History of Civilization C. E. Van Sickle :A Political and Cultural History of the Ancient World C. E. Robinson :A History of Rome

C. E. Robinson :A History of Greece

PAPER 305 Marks-100 (80+20) Credit- 8 (6+2)

INDIA UNDER THE TURKO-AFGHANS

Unit I: Survey of sources

Unit-II :Foundation and Consolidation of the Sultanate,

i)Causes of the success of the Turks ii) Expansion under the Khaljis: Conquest, Administration and Economic reforms. iii) Tughluqs: Muhammad-bin Tughluq and Firoze Shah Tughluq.

Unit-III: Fragmentation of the Sultanate and Rise of Provincial Kingdoms:

i)Bahmani and Vijaynagar Kingdoms

ii) Kingdoms of Gujrat and Bengal iii) Rise of Afghans: Shar Shah Unit IV: State, Society and Economy i)Central and Military organization, Iqta, ii)Bhakti and Sufi movements iii)Agriculture, Trade and Commerce

Reading list

R.C.Mazumdar : The Delhi Sultanate (Bharatiya Vidya Bhawan) V.A.Smith : Oxford History of India (Relevant Chapters) Iswari Prasad : Medieval India K.M.Ashraf : Life and Conditions of the People of Hindustan (1200-1550 A.D.) Mohammad Habib : Comprehensive History of India Vol. I-V & K.A.Nizami (ed) J. L. Mehta : Advanced study in History of Medieval India Vol. I K.N.Choudhury : Trade and Civilization in the Indian Ocean : An Economic History from the Rise of Islam to 1750 P. Jackson : The Delhi Sultanate Satish Chandra : Medieval India: From Sultanate to the Mughals Part I, Delhi Sultanate (1205-1526)

PAPER 306 Marks-100 (80+20) Credit- 8 (6+2)

HISTORY OF ASSAM (5th CENTURY A.D. TO 1228)

UNIT-I: Brief survey of sources i) Literary sources: Indigenous, Foreign ii) Archaeological sources: Epigraphic, Numismatic, Material remains

Unit-II: Ancient Assam: A Brief Outline i) Society ii) Economy iii) Religion

Unit-III: Ruling Dynasties and Political institutions: i) Varmanas, Salastambhas, Palas ii) Administrative system: Form of Govt., Central and Provincial administration, Judiciary, Sources of Revenue

Unit-IV: Post Pala Political Condition: i) Invasions from the West: Palas of Bengal; Sultans of Bengal ii) Emergence of petty Chieftains: Western Assam, Eastern Assam.

Reading list

K.N.Barua : Early History of Kamrupa E.A.Gait : A History of Assam P.C.Choudhury : The History of Civilization of the people of Assam S.L.Barua : A Comprehensive History of Assam H.K.Barpujari (ed) : The Comprehensive History of Assam, Vol. I R.G.Basak : History of North-East India N.N.Basu : Social History of Kamrupa Volumes I-III

PAPER 407 Marks-100 (80+20) Credit- 8 (6+2) INDIA UNDER THE MUGHALS

Unit-I: i) Advent of the Mughals and struggle for existence ii) Consolidation and territorial expansion: Akbar, Jahangir, Shahjahan, Aurangzeb

iii) Mughal Administration and Institutions- Administrative structure, Land- Revenue system, Mansabdary system, Zamindari and Jaigirdari systems.

Unit-II: State and Religion: i) Religious policy of Akbar and Aurangzeb. ii) Society and Economy iii) Trade and commerce under the Mughals.

Unit-III: Rise of the Maratha Power under Shivaji, Administrative structure, Revenue system, Disintegration of the Maratha power

Unit-IV: Decline of the Mughal Empire and the advent of the Europeans.

Reading list

V.A.Smith : Oxford History of India (Relevant Chapters) Iswari Prasad : Medieval India Mohammad Habib : Comprehensive History of India Vol.I-V & K.A.Nizami (ed) R.C.Mazumdar : The Mughal Empire (Bharatiya Vidya Bhawan) : Advanced study in History of Medieval India Vol.I & II S.R.Sarma : Mughal Government and Administration K.N.Choudhury : Trade and Civilization in the Indian Ocean : An Economic History from the Rise of Islam to 1750 J.N.Sarkar : Mughal Administration W.A.Moreland : Akbar to Aurangzeb Stuart Gordon : The Marathas 1600-1818 G.S.Sardesai : A New History of the Marathas I.S.Quresi : The Administration of Mughal Empire

PAPER 408 Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF EUROPE (1453-1789)

Unit I: Transition from Medieval to Modern Age i) Feudalism ii) Beginning of the Modern Age iii) Renaissance and its impact on Europe iv) Reformation and its impact. Martin Luther. Peace of Augsburg , Zwingli and Calvin v) Counter Reformation and its effects.

Unit II: i)Thirty Years War: Causes and effects.

ii) Rise of Nation-States in Western Europe. iii)The Edict of Nantes; Henry IV; Richelieu; Mazarin's contribution iv)France under Louis XIV.

Unit III: i) Rise of Prussia and Austria: Frederick the Great and MariaTheresa; War of Austrian Succession, Seven Years War ii)Enlightened despotism- Joseph II, Maria Theresa iii)Making of Modern Russia: Peter the Great, Catherine II and Warm Water Policy, iv)Partition of Poland

Unit IV: i) Genesis and growth of Capitalism, Imperialism, Mercantilism and World Conflict ii) Evolution World Politics, The Maritime ascendancy of Holland and its collapse iii) The Anglo- French struggle; triumph of British imperialism.

Reading list

Meenaxi Phukan : Rise of the Modern West C.J.H.Hayes, : History of Europe (Relevant Chapters) M.W.Baldwin and C.W.Cole H.A.L.Fisher : History of Europe Book II and Book III (Relevant Chapters) Euan Cameron (ed) : Early Modern Europe: An Oxford History T.C.W.Blanning (ed) : The Short Oxford History of Europe: The Eighteenth Century

PAPER 509

Marks- 75( 60 + 15) Credit- 6 (5+1)

INDIA UNDER THE EAST INDIA COMPANY

Unit-I: i) Background: Political, Social and Economic changes in mid eighteenth century

:ii) Tools of British expansion: War and diplomacy: Bengal, Mysore, Marathas, North-East Rohillas, Oudh, Central India, Sindh and Punjab, Subsidiary Alliance and Doctrine of Lapse.

Unit -II: Consolidation of British rule: i) Administrative system-Central, Provincial, District and Judicial administrative system. ii) Land Revenue settlements- Permanent settlement, Ryotwari settlement and Mahalwari settlement.

Unit-III: Impact of Colonial Rule on Rural Economy: i) Commercialization of agriculture and its effects ii) Decline of Cottage industries iii) Rural indebtedness

Unit IV: Popular resistance to Company's rule: i) Peasant and Tribal movements ii) Revolt of 1857: causes, nature, and results

Reading list

P.E.Roberts : History of British India Percival Spear : The Oxford History of India S.Gopal : British Policy in India R.C.Mazumdar (ed) : British Paramountcy and Indian Renaissance Sumit Sarkar : Modern India M.H.Fisher ed. : Politics of the British Annexation of India 1757-1857 Ranajit Guha : Elementary Aspects of Peasant Insurgency in Colonial India : Rule of Property for Bengal: An Essay on the Idea of Permanent Sattlement

PAPER 510

Marks- 75 (60 + 15) Credit- 6 (5+1) HISTORY OF ASSAM (1228-1826)

Unit I: Sources:

i) Literary sources: Indigenous, Foreign; Archaeological sources: Epigraphic, Numismatic, Material remains ii) Political Condition of the Brahmaputra Valley at the beginning of the 13th Century-- Foundation and consolidation of Ahom Rule , The kingdom of Kamrup-Kamata, Rise and decline of the Kock kingdom

Unit-II: Mughal invasion and Ahom resistance i) Abu Bakr ii) Mir Jumla iii)Ram Singh

Unit III: Zenith of the Ahom Rule and Internal Dissension: i) Rudra Singha ii) Rajeswar Singha iii) Momarian Rebellion iv) Burmese invasions v) Dissension in Western Assam

Unit-IV: Political institutions, Society, Economy and Religion: i)Ahom and Koch administrative systems ii)Ahom Tribal Relations iii)Brief outline of Society, Economy and Religion:

Reading list

E.A.Gait : A History of Assam S.L.Barua : A Comprehensive History of Assam L.Devi : Ahom Tribal Relations P.Gogoi : The Tai and Tai Ahom Kingdoms (Relevant Chapters) H.K.Barpujari : The Comprehensive History of Assam, Vol. II-III R.G.Basak : History of North-East India N.N.Basu : Social History of Kamrupa Volumes I-III S.K.Bhuyan : Anglo-Assamese Relations

PAPER 511

Marks-75 (60 + 15) Credit- 6 (5+1)

HISTORY OF EUROPE (1789-1870)

Unit I: The French Revolution i)Crisis of the Ancient Regime ii) Intellectual Currents, iii)Participation of the Social Classes.

Unit II: i) Rise and Fall of Napoleon: Internal Reforms, Napoleonic Wars and Continental System, Fall of Napoleon, The Congress of Vienna

ii)The European State System after Napoleon, Concert of Europe, Revolutions of 1830 and 1848 and their repercussions

Unit III: i)Eastern Question ii) Napoleon III : Foreign Policy

Unit IV: The Unification of Italy and Germany

Reading list

C.D.Hazan : Europe Since 1815 Lipson C.J.H.Hayes, : Eurupe in the 19th Century M.W.Baldwin & : History of Europe (Relevant Chapters) C.W.Cole Carlton J.H.Hayes : Contemporary Europe since 1870 D. Thompson : Europe since Napoleon H .A.L.Fisher : History of Europe, Book III C.D .M.Ketelbey : A History of Modern Times from 1789 J.A.R.Marriott : A History of Europe from 1815 to 1939 T.C.W.Blanning (ed) : The Short Oxford History of Europe: the Nineteenth Century

PAPER 512

Marks-75(60 +15) Credit- 6 (5+1)

HISTORY OF SCIENCE AND TECHNOLOGY IN PRE-COLONIAL INDIA

Unit I: i) Stone Age technology: Paleolithic, Mesolithic, Neolithic . ii) Bronge Age technology, Tools, Metallurgy and crafts

Unit-II: Iron Age culture: Use of iron and its impact. Painted gray ware (PGW) and Northern Black polished ware (NBPW) cultures

Unit-III: Early developments in science and technology:' Aryabhatta, Varahmihira, Brahmagupta, Bhaskara I, Charaka.

Unit IV: Technological developments in Medieval period. Persian wheel, Agro. industries, metal technology, gun-powder, textiles, bridge-building

Reading list:

1. A. Roy and S. K. Bagchi (eds) Technology in Ancient and Medieval India,

2. D. P. Chattapadhya, History of Science and technology in Ancient India, 3. D. D. Kosambi, An Introduction to the Study o fIndian History, 4.RS. Sharma, Material Culture and Social Transformation in Ancient India, 5. Irfan Habib, Pre-history, People’s History series, 6. T. Raychoudhury & Irfan Habib (eds) Cambridge Economic History of Indian Vol. I. X. 1200C 1750.

PAPER 513

Marks- 75(60 + 15) Credit- 6 (5+1)

HISTORY OF GREAT BRITAIN (1485-1820)

Unit-I: England under the Tudors:

i)Transformation from feudalism to absolute monarchy ii) The Renaissance and Reformation in England iii) Colonial and Commercial development

Unit-II: England under the Stuarts:

i) Conflict between the Crown and Parliament ii) The Establishment of the Commonwealth and Protectorate under Cromwell iii) The Restoration of monarchy

Unit-III: Constitutional Developments:

i) Bill of Rights ii) Act of Settlement iii) Evolution of Cabinet system of government under the Hanoverians

U nit-IV: Industrialization and its Social impact.

Reading list S.t.Warner, : The New Groundwork of British History (Relevant Chapters) C.H.K. Marten : A Shorter History of England and Great Britain D.E.Muir AD. Cross : A Shorter History of England and Great Britain RMuir : A short History of British Commonwealth G.RElton : England under the Tudors G.M. Trevelyan : England under the Stuarts G.M. Trevelyan : English Social History

PAPER 514

Marks-75 (60 + 15) Credit- 6 (5+1)

HISTORY OF CHINA (1839 - 1949)

Unit-I:i) China in the 19th Century: Condition of China before the advent of the imperialist powers, Canton commercial system ii) Opening of China: Opium Wars, treaties with the imperialist powers; struggle for concession in China , Increasing Western economic interest

Unit-II : Popular and Reform Movements:

i)Taiping; self- strengthening and reforms in the Chinese states ii)Boxer Rebellion and its consquence

Unit-III: Emergence of Nationalism in China: i) Revolution of 1911, Sun Yet Sen, ii)Emergence of the Republic

Unit-IV: Growth of Communism in China: i) Political crisis in the 1920’s ii) Communist movement of 1928-1949, Mao Tse Tung.

Reading list H.M. Vinacke : A History of the Far East in Modern Times P.H.Clyde B.F.Beers : The Far East John Fairbank et al : East Asia: Traditional and Transformation LiChien-Mung : The Political History of China (1840-1928)

PAPER 615

Marks-75(60 +15) Credit- 6 (5+1) INDIA UNDER THE CROWN

Unit-I: British administrative changes after the Revolt of 1857: i)Act for the Better Government of India (1858) ii)Queen’s Proclamation. Iii) Provincial administration iv)Local Bodies v)Changes in the Army

Unit-II: Cultural Awakening in the 19th century: i) Spread of Western Education-Emergence of Intelligentsia, Growth of Press ii)Social Reform Movements: Arya Samaj, Brahma Samaj, Prarthana Samaj, Theosophical Society, Aligarh Movement, Ramakrishna Mission

Unit-III:i) Indian Nationalism: Emergence of the Indian National Congress, Moderates and Extremists, Partition of Bengal and Swadeshi Movement

ii) National Movement under Gandhi : Non-Co-Operation Movement, Growth of Revolutionary activities, Communal consciousness, Civil Disobedience Movement

Unit-IV: Towards Independence: i) Quit India Movement ii) Partition of India iii) Women’s participation in the Freedom Struggle

Reading list

P.E.Roberts : History of British India Percival Spear : The Oxford History of India S.Gopal : British Policy in India R.C.Mazumdar (ed) : British Paramountcy and Indian Renaissance R.C.Mazumdar : Struggle for Freedom Bipan Chandra : India’s Struggle for Independence Sumit Sarkar : Modern India Bipan Chandra : Rise and Growth of Economic Nationalism A. R. Desai : Social Background of Indian Nationalism

20 J. Krishnamurti ed. : Women in Colonial India. Essays of Survival, Work and the State

PAPER 616

Marks-75( 60 + 15) Credit- 6 (5+1)

HISTORY OF ASSAM (1826-1947)

Unit I: Advent of the British i) Administrative Reorganization under David Scott. ii) Annexation of Lower Assam iii) Anti-British uprisings (1826-1830) iv) Annexation of Upper Assam v) Repercussions of the Revolt of 1857.

Unit II: Territorial Expansion: Cachar, Manipur, Jayantia Hills, Khasi Hills, Garo Hills, Naga Hills, Lushai Hills.

Unit-III: Changes in the Economic structure:

i)Agrarian System ii) Growth of modem industries- Tea, Coal and Oil iii) Development of Transport and Communication

Unit IV: i) Political Awakening: Education, Press, Public Associations

ii) National Movement in Assam-Swadeshi Movement, Non-Cooperation movement, Civil- Disobedience movement, Quit India movement,Role of women

Reading list

H.K.Barpujari : Assam in the Days of the Company H.K.Barpujari (ed) : Political History of Assam, Vol. I A.C.Bhuyan and : Political History of Assam Vol. II & III S.Dey (ed) H.K.Barpujari (ed) : The Comprehensive History of Assam Vol. IV & V P.Goswami : Assam in the Nineteenth Century; Industrialization and Colonial Penetration K.N.Dutta : Landmarks of the Freedom Struggle in Assam E.A.Gait : A History of Assam

PAPER 617

Marks-75(60 + 15) Credit- 6 (5+1)

HISTORY OF EUROPE (1871-1945)

Unit I: i) Internal developments in France: The Republican Constitution of 1875, Relations between the State and the Church ii) Internal Developments in Germany and Italy: Kulturkamph, Economic Developments in Germany, Socialism and the German Reich, Internal Developments in Italy

Unit Il: Internal problems of Russia up to 1917:

i)Revolution of 1905 iv) Revolutions of 1917

Unit III: World War I and aftermath

i) Factors responsible for the World War I

ii) Peace settlement iii)The League of Nations: Achievements and Failures

Unit IV: World War II: Origin, Entry of U S A, Defeat of the Axis Power

Reading list

C.D.Hazen : Europe Since 1815 E. Lipson : Europe in the 19th and 20th Centuries M.W.Baldwin & : History of Europe (Relevant Chapters) C.W.Cole C. J.H.Hayes : Contemporary Europe since 1870 C.D .M.Ketelbey : A History of Modern Times from 1789 J.A.R.Marriott : A History of Europe from 1815 to 1939 T.C.W.Blanning (ed) : The short Oxford History of Europe: the Nineteenth Century J. Evans : The Foundation of a Modern State in 19th Century Europe James Joll : Origin of the First World War Anthony Wood : History of Europe 1815-1960

PAPER 618

Marks-75( 60 + 15) Credit- 6 (5+1)

WORLD SINCE 1945

Unit I: i) UNO- Structure, Difference with the League of Nations, Peace-keeping and other activities of UNO ii) Cold War

Unit-II: Conflict in the Middle-East: i) Arab- Israel Conflict, Suez Crisis of 1956, ii) Iran-Iraq war,The gulf war (1970-91)

Unit-III: China, Korean War, Vietnam.

Unit IV: Africa after Decolonization- Problems of the African states: i) Ghana ii) South Africa.

Reading list

W. C. Langsam : The World since 1919 (Relevant Chapters) F. Lee Benns : Europe since1914 in its World Setting (Relevant Chapters) Geir Lundestad : East, West, North, South: Major Development in International Politics S. N. Dhar : International Relations and world Politics since 1919 (Relevant Chapters) A. C. Roy : International Relations since 1919 (Relevant Chapters) M. G. Gupta : Foreign Policies of Major World Powers Lewis Gaddis : The United States and the Origins of the Cold War, 1941-1947

PAPER 619 Marks-75 (60 + 15) Credit- 6 (5+1) HISTORY OF JAPAN (1853-1941)

Unit-I: i) Tokuguwa Shogunate: End of Isolation, Commodore Perry and the Treaty of Kanagawa (1854), The Harris Treaty Unit-II: i) Meiji Restoration: Processes of modernization, Social, Military and Economic, and Political ii) End of Feudalism

iii) Meiji constitution

Unit-III: Emergence of Japan as a world power: i) Sino-Japanese Relations ii) Anglo-Japanese Alliance iii) Russo-Japanese war

Unit-IV: Japan between the two world wars:,

i) Washington Conference

ii) Rise of Militarism

iii) Manchurian crisis and aftermath

Reading list H.M. Vinacke : A History of the Far East in Modern Times P.H.Clyde B.F.Beers : The Far East John Fairbank et al : East Asia: Traditional and Transformation C.Yanaga, : Japan since Perry

PAPER-620

Marks-75 (60 + 15)

24 Credit- 6 (5+1) PROJECT

T.D.C.PROGRAMME IN HISTORY UNDER SEMESTER SYSTEM

GENERAL COURSE

PAPER 1.1 Marks-75 (60+15) Credit- 6(5+1) EARLY INDIA UPTO 1200 AD

Unit-I: Ancient Civilizations

i) Harappan Culture ii) Vedic Civilization

Unit-II: Condition of India in the 6th century B.C.: i) Rise of Janapadas and Mahajanapadas ii) Buddhism, Jainism . Unit-III: Emergence of Territorial States & Foreign invasions i) Greek invasion of Alexander the Great and its effects, ii) The Mauryas: State & Administratioin iii) Post Mauryan period: Sungas, Western Kshatrapas, Satavahanas & Kushanas iv) Chieftains of the Chera, Pandyas in the Far South v) The Gupta Empire and its contemporaries

Unit-IV: Rise of Regional Powers in the Post Gupta period: i) The Pusyabhutis & Harshavardhana ii) The Cholas, iii) The Pallavas, iv)TheChalukyas,

Unit-V: Post Harshavardhana Polity: i)North India: Gurjara- Pratiharas, Palas & Senas ii) Deccan: Rashtrakutas & their contemporaries iii) Invasions of the Arabs, Ghaznavids & Ghorids and their impact

Reading list:

R.S.Tnpathi : History of Ancient India R.C.Majumdar, : An Advanced History of India H.C.Raychoudhury : Political History of Ancient India M. Wheeler : Indus Valley Civilization D. D. Kosambi : The Culture and Civilization of Ancient India an Historical Outline

PAPER 2.2 Marks-75(60+15) Credit- 6 (5+1)

EARLY ASSAM UPTO 1228 AD.

Unit-I: A brief survey of the sources: i)Literary ii) Archaeological

Unit-II: Ancient Assam: i)Society ii) Economy iii)Religion

Unit-III: Political dynasties: i)Varmana ii)Salastambha iii) Pala

Unit-IV: Political Institutions: i)Central and Provincial administration ii) Judicial administration iii)Revenue administration,

Unit-V: Political condition of Assam in the Post-Pala period.

Reading list

E. A.Gait : A History of Assam K. L. Baruah : Early History of Kamrupa P. C. Choudhury : The History Civilization of the People of Assam S. L. Barua : A Comprehensive History of Assam H. K. Barpujari : The Comprehensive History of Assam Vol. I

PAPER 3.3 Marks-50(40 + 10) Credit- 4(3+1)

HISTORY OF INDIA (1206-1526)

Unit I: Survey of Sources

Unit-II: Foundation and consolidation of the Sultanate Unit-III: Expansion of the Delhi Sultanate i)Khaljis ii)Tughluqs:

Unit-IV: The Rise of Provincial kingdoms: i)Gujrat ii)Bengal ii)Bahmani iii)Vijaynagar

Unit-V: State, Society and Economy: i)Central Military organization, Iqta ii) Bhakti & Sufi Movements iii)Agriculture, Trade and Commerce

Reading list Ishwari Prasad : A Short History of Muslim Rule in India R. C.Majumdar et.al. : An Advanced History of India V. Smith (Revised : Oxford History of India and edited by AL Bashan et.al) Satish Chandra : Medieval India: From Sultanate o the Mughals, Part-I Delhi Sultanate

PAPER 3.4 Marks-50(40 + 10) Credit- 4(3 +1) HISTORY OF ASSAM (1228-1826 AD.)

Unit-I: Rise of Territorial States: i)Foundation and consolidation of the Ahom kingdom ii)The kingdom of Kamrup-Kamata iii)Emergence of the Koch power Unit-II: Ahom-Mughal Conflicts- i) Pratap Singha ii) Jayadhwaj Singha iii) Chakradhwaj Singha iv) Gadahar Singha

Unit-III: Zenith of the Ahom rule:

i)Rudra Singha ii) Siva Singha iii) Rajeswar Singha

Unit-IV:Decline and downfall of the Ahoms:

i) Moamaria uprising-factors and consequences ii) Burmese invasions and its repercussion

Unit-V: Political Institutions, Society and Economy: i)Outline of the administrative systems of the Ahom and Koch kingdoms ii)Society in medieval Assam iii)Economy medieval Assam

Reading list

E. A.Gait : A History of Assam S. L. Barua : A Comprehensive History of Assam H. K. Barpujari : The Comprehensive History of Assam Vol. II P. Gogoi : The Tai and Tai Kingdoms (Relevant Chapters) R. G. Basak : History of North East India N. N. Basu : Social History of Kamrupa Vols I-III

PAPER 4.5 Marks-50(40 + 10) Credit- 4(3+1) HISTORY OF INDIA (1526-1757AD.)

Unit-I: Advent of the Mughals and territorial expansion:

i) Babur,

ii) Akbar

iii) Jahangir

iv) Aurangzeb

Unit-II: Rise of the Afghans under Sher Shah Sur and his administration

Unit-III: Mughal administration: i)Mansabdari System ii) Central and Provincial administration iii)Land revenue system

Unit-IV: Rise and disintegration of the Maratha power

Unit-V: Advent of the Europeans: i)Portuguese ii) Dutch iii) French iv) English

Reading list: Ishwari Prasad : A Short History of Muslim Rule in India R. C.Majumdar et.al. : An Advanced History of India I.S.Quresi : The Administration of Mughal Empire J. F.Richards ed. : New Cambridge History of India: The Mughal Empire

PAPER 4.6 Marks-50(40+10) Credit- 4(3+1) HISTORY OF EUROPE (1453-1815)

Unit-I: Transition from medieval to Modern Age: i) Renaissance and its impact on Europe ii)Reformation and its impact-Martin Luther, Zwingli and Calvin;Counter Reformation

Unit-II: Thirty Years’ War i)Causes ii)Effects

Unit-III: The French Revolution: i)Causes ii)Effects

Unit-IV: Napoleon: i)Rise of Napoleon ii)Napoleon’s reforms iii)Continental system iv) Downfall of Napoleon

Unit-IV: Congress of Vienna

Reading list C.J.H.Hayes et.al. : History of Europe (Relevant Chapters) C.J.H.Hayes : Modern Europe to 1870 Meenaxi Phukan : Rise of Modern West H.A.L.Fisher : history of Europe

PAPER 5.7 Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF INDIA (1757-1857)

Unit-I: Background i)Political condition ii)Society

Unit-II: Establishment and consolidation of the British as a political power:

i) Anglo French Rivalry ii) Battle of Plassey iii)Dual Government iv) Battle of Buxar

Un!t-III: Administrative Policies and Reforms: i) Warren Hastings: Administration ii) Cornwallis:Permanent Settlement; Judicial Administration, iii) Bentinck:Reforms

Unit-IV: British expansionist policies: i) Lord Wellesley: Subsidiary Alliance ii) Lord Hastings: Relations with Gurkhas, Sikhs, Rajputs, and Pindaris iii) Lord Dalhousie: Doctrine of Lapse iv)Anglo-Mysore relations v) Anglo-Maratha relations.

Unit-V: Revolt of 1857: i)Factors ii) Consequences

Reading list

R. C.Majumdar et.al. : An Advanced History of India Pervical Spear : The Oxford History of Modern India Bipan Chandra : India’s Struggle for Independence P. E. Roberts : History of British India Sumit Sarkar : Modern India

PAPER 5.8 Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF EUROPE (1815-1939)

Unit- I: i) Concert of Europe ii) Revolution of 1830 iii) Revolution of 1848

Unit-II: i) Unificatiion of Germany ii)Unificatioin of Italy

Unit-III: i) Formation of Triple Alliance and Triple Entente ii) Russian Revolutions of 1917

Unit-IV: i) Causes of the First World War ii) League of Nations-Achievements and failure

Unit-V: i) Rise of Fascism and Nazism ii) Circumstances leading to the Second World War.

Reading list

C.J.H.Hayes et.al. : History of Europe (Relevant Chapters) C.J.H.Hayes : Modern Europe to 1870 C.D.Hazen : Europe since 1815 C. D.M. Ketelbey : A History of Modern Times from 1789 J. A. R. Marriott : A History of Europe from 1815-1939

PAPER 6.9 Marks-100 (80+20) Credit- 8 (6+2) HISTORY OF INDIA (1858-1947)

Unit-II: Administrative reforms: i)Lord Ripon ii)Lord Lytton iii)Lord Curzon

Unit-III: Socio-Religious Reforms: i)Arya Samaj ii) Brahmo Samaj iii)Prarthana Samaj iv)Aligarh Movement v)Theosophical Society

Unit-IV: National Awakening: i)Rise of Indian Nationalism ii)Emergence of Indian National Congress iii) Partition of Bengal and Swadeshi Movement

Unit-V:National Movement under Gandhi: i)Non-Co-Operation Movement ii) Civil Disobedience Movement iii) Quit India Movement iv) Partition of India

Reading list

R. C.Majumdar et.al. : An Advanced History of India Pervical Spear : The Oxford History of Modern India Bipan Chandra : India’s Struggle for Independence Sumit Sarkar : Modern India S. Gopal : British Policy of India

PAPER 6.10 Marks-100 (80+20) Credit- 8 (6+2) MODERN ASSAM (1826-1947 AD.)

Unit-I: Advent of the East India Company and administrative changes: i) David Scott ii) Jenkins

Unit-II: Resistance to British Rule: i)Anti British uprisings (1826-1830) ii)Revolt of 1857 and Assam

Unit-III: British territorial expansion: i) Assam ii)Cachar and Manipur ii)Jayantia Hills, Khasi Hills, Garo Hills, Naga Hills and Lushai Hills

Uni -IV: New awakening: i) Educatioin ii) Press iii)Political Associations

Unit-V: Highlights of the National Movement in Assam: i) Swadeshi movement ii) Non-co-operation Movement iii)Civil Disobedience Movement iv) Quit-India Movement

Reading list

E. A.Gait : A History of Assam S. L. Barua : A Comprehensive History of Assam H. K. Barpujari(ed.) : The Comprehensive History of Assam Vol. IV & V H. K. Barpujari : Assam in the Days of the Company R. G. Basak : History of North East India K. N. Dutta : Landmarks of the Freedom Struggle of Assam

35 B.A. - POLITICAL SCIENCE (PASS COURSE)

Course outline and syllabus

FIRST SEMESTER SECOND SEMESTER

1. Political Theory -I 1. Political Theory -II THIRD SEMESTER FOURTH SEMESTER

1. International Relations -I 1. International Relations-II 2. Politics in India-I 2. Politics in India -II FIFTH SEMESTER SIXTH SEMESTER

1.Public Administration -I 1.Public Administration-II 2.Select Constitutions-I 2.Select Constitutions-II

First Semester Paper -1 Political theory-1

Unit-1--Concept and Approaches to the study of Political Science---  Politics & Political Science  Philosophical approach  Legal-Institutional approach  Behavioural & Post-Behavioural approach Unit-2--- Power, Authority and Legitimacy  Power and its various forms  Authority and its forms  Legitimacy and its different forms Unit-3---Major Concepts in Political Theory  Rights  Citizenship  Justice  Liberty Unit-4--- State: Concept & Perspectives on State  Liberal  Marxist

Readings:

Bhargava, Rajeev & Ashok Acharya (ed.): Political Theory: An Introduction, New Delhi: Pearson Education, 2008

Bhargava, Rajeev, What is Political Theory and Why do We need it, New Delhi: OUP, 2010

Gauba, O. P. An Introduction to Political Theory, New Delhi: Macmillan, 1981

Ramaswamy, Sushila, Political Theory: Ideas and Concepts, New Delhi: Macmillan, 2003

Held, David, Political Theory and the Modern State, London: Polity, 1994

------(ed.) Political Theory Today, Cambridge: Polity Press, 1991

Barry, Norman P., An Introduction to Modern Political Theory, London: Macmillan, 1988 Kymlicka, Will, Contemporary Political Philosophy: An Introduction, Oxford: Clarendon, 1990

Hacker, Andrew, Political Theory- Philosophy, Ideology and Science Toronto:Macmillan, 1961,

Leftwich, Adrian (ed.) What is Politics: The Activity and its Study, Oxford: Basil Blackwell, 1984

Laski, Herold J, The State in Theory and Practice, London: George Allen & Unwin, 1935

Bottomore, T. B., Classes in Modern Society, London: George Allen & Unwin, 1965

Second Semester

Paper 1 Political theory -II

Unit-1---Ideology: Concept of Ideology  Liberalism  Marxism. Unit-2 ----Democracy: Meaning & Theories  Liberal  Elitist  Pluralist  Marxist

Unit-3--- Development : Meaning& Views on Development:  Sustainable Development  Human Development  Gandhian view on Development

Unit-4---Moral Values in Politics  Non-Violence  Swaraj

Readings:

Bhargava, Rajeev & Ashok Acharya(ed.) Political Theory: An Introduction, New Delhi: Pearson Education,2008

Gauba, O. P. An Introduction to Political Theory, New Delhi: Macmillan, 1981

Dahl, Robert A., Democracy and its Critics, New Delhi: Orient Longman, 1991

Macpherson, C. B., Democratic Theory: Eassys in Retrieval, Oxford: Clarendon Press, 1973

Pantham, Thomas, Political Theory and Social Reconstruction, New Delhi: Sage, 1995

Kothari, Rajni, Rethinking Development: In Search of Humane Alternatives, Delhi: Ajanta, 1988

------(ed.) State and Nation Building: A Third World Perspective, Bombay: Allied Publishers, 1976

Haynes, Jeffrey, Third World Politics: A Concise Introduction, Blackwell Publications, 1997

Iyer, Raghavan, The Moral and Political Thought of Mahatma Gandhi, OUP,1978

Parekh, Bhikhu, Gandhi’s Political Philosophy, Delhi, Ajanta, 1989

Third Semester Paper -1 International Relations-I

Unit 1: Introduction to International Relations  Evolution  Nature & Scope Unit 2: Approaches to the study of International Relations  Liberalism  Realism  Systems theory Unit 3: Basic concepts in International Relations  Balance of power & Collective security  National Interest Unit 4: World in 20th Century  Second World War: Causes and Consequences  Cold War: Phases and Impact

Readings: Aneek Chatterjee, International Relations Today: Concepts and Applications, Pearson Education 2008

John Baylis, Steve Smith and Patricia Owens (Edited), The Globalization of World Politics, Fourth Edition, OUP, USA 2008

John Baylis, J.Wirtz, C.Gray, Strategy in Contemporary World, OUP, UK, 2010

John W. Young and John Kent, International Relations since 1945 A Global History, OUP, USA 2004 Joshua S. Goldstein, International Relations,8/e, Pearson Education 2008

Mahendra Kumar, Theoretical Aspects of International Politics, Agra: Shiva Lal Agarwala, 1967

Paul R.Viotti and Mark V.Kauppi, International Relations and World Politics: Security, Economy, Identity, 3/e, Pearson Education 2007

Peu Ghosh, International Relations, PHI Pvt. Ltd., New Delhi, 2010

V N Khanna, International Relations, Vikas Publishing House,2008 ......

Paper-2

Politics in India-I

Unit-1: Legacies of Indian Political System  Colonial Legacies  Legacies of the Indian Freedom Struggle

Unit-2: Formation of the Indian Constitution  Development of the Constitution  Government of India Acts of 1909, 1919 & 1935.

Unit-3: Basic features of Indian Constitution  Preamble of the Indian Constitution  Fundamental Rights

Unit-4: Indian Federalism  Nature of Indian Federalism  Centre-State Relation  Role of the Governor

Readings:

Basu, D.D.: Introduction to the Constitution of India, Prentice Hall of India, 1999.

Granville, Austin: Working a Democratic Constitution, the Indian Experience, OUP Delhi.

Jones, Morris: Government and Politics in India, Oxford University Press, N. Delhi, 1998.

Noorani, N.V.: Constitutional Question in India, the President, Parliament and the State, Oxford University Press, N. Delhi, 2000.

Manor, James(ed): Nehru to Nineties the Challenging Office of Prime-Minister of India, Delhi, Viking, 1994.

Pylee, M.V.: An Introduction to Constitution of India, New Delhi, 1998.

Singh, M.P. and Ray, H. (ed): Indian Political System: Structure, Policies, Development- Jnanada Prakashan, 1995.

FOURTH SEMESTER Paper -1 International Relations-II

Unit 1 : Basic concepts in International Relations  Foreign policy and diplomacy  Non-alignment

Unit 2: United Nations  Formation , charter and objectives  UN and Millennium Development Goals.

Unit 3: Security and disarmament  Concept of security- traditional and non-traditional  Disarmament and arms control

Unit 4: Introduction to Global Economy  Colonialism and Neocolonialism  IMF, World Bank, WTO

Readings: Aneek Chatterjee, International Relations Today: Concepts and Applications, Pearson Education 2008

John Baylis, Steve Smith and Patricia Owens (Edited), The Globalization of World Politics, Fourth Edition, OUP, USA 2008

John Baylis, J.Wirtz, C.Gray, Strategy in Contemporary World, OUP, UK, 2010

John W. Young and John Kent, International Relations since 1945 A Global History, OUP, USA 2004

Joshua S. Godstein, International Relations,8/e, Pearson Education 2008

Mahendra Kumar, Theoretical Aspects of International Politics, Agra: Shiva Lal Agarwala, 1967

Paul R.Viotti and Mark V.Kauppi, International Relations and World Politics: Security, Economy, Identity, 3/e, Pearson Education 2007

Peu Ghosh, International Relations, PHI Pvt. Ltd., New Delhi, 2010

V N Khanna, International Relations, Vikas Publishing House, 2008

......

Paper -2 Politics in India-II

Unit-1: Parliamentary Form of Government  Union Government: President, Prime Minister, Parliament.  State Government: Governor, Chief Minister, State Legislature.

Unit-2: Judicial system of India  Composition and Function of Indian Judicial System  Supreme Court of India  High-Courts of India  Judicial Review and Judicial Activism

Unit-3: Political Parties in India  National Political Parties  Regional Political Parties

Unit-4: Pressure Groups in India  Concept and forms of Pressure Groups  Role of the Pressure Groups

Readings:

Brass, Paul: The Politics in India since Independence, Cambridge University Press, 1999.

Basu, D.D.: Introduction to the Constitution of India, Prentice Hall of India, 1999.

Granville, Austin: Working a Democratic Constitution, the Indian Experience, OUP Delhi.

Jones, Morris: Government and Politics in India, Oxford University Press, N. Delhi, 1998.

Noorani, N.V.: Constitutional Question in India, the President, Parliament and the State, Oxford, UP, 2000.

Manor, James (ed): Nehru to the Nineties: the Challenging Office of Prime-Minister of India, Delhi, Viking, 1994.

Pylee, M.V.: An Introduction to Constitution of India, New Delhi, 1998.

Singh, M.P. and Ray, H. (ed): Indian Political System: Structure, Policies, Development- Jnanada Prakashan, New Delhi, 1995.

FIFTH SEMESTER Paper 1

Public Administration-I

UNIT 1: Introduction  Concept, Nature and Importance of Public Administration  Growth and Evolution of Public Administration as a Discipline  Interaction between Public and Private Administration

UNIT 2: Administrative Theories  Scientific Management Theory  Bureaucratic Theory

UNIT 3: Principles of Organization  Hierarchy -- Span of control  Centralization – Decentralization  Ethics and Values in Public Administration

UNIT 4: Structure of Organization  Line and Staff  Chief executive – Types and Role  Department- Public Corporations

Readings: Avasthi and Maheswari: Public Administration, Laxmi Narayan ,2009

Maheswari, S.R.,: Administrative Theory, Macmillan India Ltd.

Tyagi, A.R.: Public Administration, Atma Ram and Sons, Delhi

Fadia B.L., and Kuldeep,: Public Administration, Sahitya Bhawan Publication, Agra, 2008

Bhattacharya Mohit: Public Administration, World Press, 2007

Chakrabarty, Bidyut Bhattacharya Mohit: Public Administration: A Reader, Oxford University Press,2003

Basu, Rumki: Public Administration: Concepts and Theories, Sterling Publishers Pvt. Ltd, 2004

Hazarika, N., Snatak Lok-Prasasan (Assamese), Students’ Stores, Guwahati, 2001.

Sapru R.K. : Administrative Theories and Management Thought, Prentice Hall of India Pvt. Ltd., 2008

Baghel C.L., Kumar,Y., Public Administration (two volumes), Kanishka Publishers, New Delhi, 2005 ......

Paper 2 Select Constitutions-I

Unit I: Constitution and Constitutionalism  Constitution - Meaning and Importance  Constitutionalism - Concept

Unit 2: United Kingdom  The British Political Tradition  Parliamentary Government— (i)Monarchy (ii) Cabinet (iii)Parliament  Rule of Law and the Judicial System

Unit 3: United States of America  Making of the American Constitution  The Federal System.  National Government— (i) The President (ii) Congress (iii) Supreme Court

Unit 4: Comparative Study of UK and US Constitutions:

 British Prime Minister vs US President  House of Lords vs Senate

Readings: Almond and Powell, Comparative Politics: A development Approach, Prentice Hall, 1979 Finer, H, Theory and Practice of Modern Government, Mituban, 1965 Dahl, Robert, Theory and Practice of Modern Government, Prentice Hall, 1978 Ray, S. N., Comparative Political Systems, Prentice Hall, 1997 Willoughby, Westel Woobdury , The American Constitutional System; An Introduction to the Study of the American State, General Books LLC, 2009 Elster, Jon & Slagstad(Ed), Constitutionalism and Democracy, Cambridge University Press, 1993 Alexander, Larry, Constitutionalism: Philosophical Foundation, Cambridge University Press, 2001 Rosenbaum, S. Alan, Constitutionalism: The Philosophical Dimension, Greenwood Press, 1988 ...... SIXTH SEMESTER Paper 1 Public Administration -II

UNIT-- 1. Personnel Administration:  Importance of Civil Service in modern State  Recruitment – Promotion  Public Service Commissions

UNIT-- 2. Financial Administration  Concept and Principles of Budgeting  Principles of Budgeting  Budgetary Process

UNIT-- 3. Development Administration  Concept of Development Administration  Contribution of Fred W. Riggs,  Bureaucracy and development

UNIT-- 4. Citizen and Administration  Concept of Accountability  Control over administration: Legislative, Executive  Redressal of public grievances

Readings: Avasthi and Maheswari: Public Administration, Laxmi Narayan ,2009

Maheswari, S.R.,: Administrative Theory, Macmillan India Ltd.

Tyagi, A.R.: Public administration, Atma Ram and Sons, Delhi

Fadia B.L., and Kuldeep,: Public Administration, Sahitya Bhawan Publication, Agra, 2008

Bhattacharya Mohit: Public Administration, World Press, 2007

Chakrabarty, Bidyut Bhattacharya Mohit: Public Administration: A Reader, Oxford University Press, 2003

Basu , Rumki: Public Administration: Concepts and Theories, Sterling Publishers Pvt. Ltd, 2004

Hazarika, N., Snatak Lok-Prasasan (Assamese), Students’ Stores, Guwahati, 2001.

Sapru R.K. : Administrative Theories and Management Thought, Prentice Hall of India Pvt. Ltd., 2008

Sapru R.K., Development Administration, Sterling Publishers Pvt. Ltd, 1994

......

Paper 2 Select Constitutions -II

Unit 1: Peoples Republic of China- I  Revolutionary Legacy: Communist Revolution  Structure of Government:  National Peoples Congress  The President and the State Council  Peoples' Courts and Peoples' Procuratorates

Unit 2: Peoples Republic of China- II:

 Rights and Duties of Citizens  Role of the Communist Party

Unit 3: Switzerland- I

 Swiss Political Tradition  Structure of Federal Government:  Legislature  Executive  Judiciary

Unit 4: Switzerland- II

 Swiss Federalism  Direct Democracy

Readings:

Almond and Powell, Comparative Politics: A Development Approach, Pearson Education, 1979

Finer, H, Theory and Practice of Modern Government, Mituban, 1965

Dahl, Robert, Theory and Practice of Modern Government, Prentice Hall, 1978 Ray, S. N., Comparative Political Systems, Prentice Hall, 1997 Longford, W. John & Brownsey, K. Lorne, The Changing Shape of Government in the Asia Pacific Region, IRPP, 1988 ...... Undergraduate Course Structure in Political Science, GU Department of Political Science, GU

The following is the course structure and syllabus for BA (Major) in Political Science

First Semester Second Semester 1. Political Theory-I 1.Political Theory-II 2.Politics in India-I 2.Politics in India-II

Third Semester Fourth Semester 1. International Relations-I 1. International Relations-II 2.Public Administration-I 2.Public Administration-II

Fifth Semester Sixth Semester 1. Western Political Thinkers 1. Indian Political Thinkers 2. Select Constitutions-I 2. Select Constitutions-II 3A. Politics in North-East India 3C. Politics in North-East India OR OR 3B. General Sociology-I 3D. General Sociology-II 4A. Contemporary Political Issues 4C. Contemporary Political Ideologies OR OR 4B. Women and Politics 4D. Women and Politics in India 5A. Rural Local Governance 5C. Urban Local Governance OR OR 5B. Political Sociology-I 5D. Political Sociology-II 6A. Democracy in India-I 6C. Democracy in India-II OR OR 6B.Human Rights 6D. Human Rights in India

FIRST SEMESTER

Paper 1 POLITICAL THEORY-1

Unit I: Politics and Political Theory.  Importance and Usefulness of Political Theory  Approaches to the study of Political Science  Traditional Approaches: Philosophical, Historical, Institutional and Legal  Contemporary Approaches: Behavioural and Post-Behavioural

Unit II: Concept of Power  Concept of Power, Authority and Legitimacy  Forms of Power: Political, Economic and Ideological  Relation between Power, Authority and Legitimacy

Unit III: Concept of Ideology  Liberalism  Marxism  End of Ideology Debate

Unit IV :Concept of State  Different Perspectives on State: Liberal, Marxist  Gandhian perspective of the state  Globalisation and State's Sovereignty

Readings:

Bhargava, Rajeev & Ashok Acharya(ed.) Political Theory: An Introduction, New Delhi: Pearson Education,2008

Bhargava, Rajeev, What is Political Theory and Why do We need it, New Delhi: OUP, 2010

Gauba, O. P. An Introduction to Political Theory, New Delhi: Macmillan, 1981

Ramaswamy, Sushila, Political Theory: Ideas and Concepts, New Delhi: Macmillan, 2003

Held, David, Political Theory and the Modern State, London: Polity, 1994

------(ed.) Political Theory Today, Cambridge: Polity Press, 1991

Barry, Norman P., An Introduction to Modern Political Theory, London: Macmillan, 1988

Kymlicka, Will, Contemporary Political Philosophy: An Introduction, Oxford: Clarendon, 1990

Hacker, Andrew, Political Theory- Philosophy, Ideology and Science,Toronto: Macmillan, 1961

Leftwich, Adrian (ed.) What is Politics: The Activity and its Study, Oxford: Basil Blackwell, 1984

Laski, Harold J, The State in Theory and Practice, London: George Allen & Unwin, 1935

Bottomore, T. B., Classes in Modern Society, London: George Allen & Unwin, 1965 ......

Paper 2

POLITICS IN INDIA – I

Unit I : Indian Constitution: its Evolution  Colonial Legacies: Acts of 1909, 1919 & 1935.  Legacies of National Movement: Non Cooperation Movement & Quit India Movement 1942

 Constitutional Developments during freedom movement: Nehru Report & Lahore Congress Resolution Unit II: Basic features of Indian Constitution .  Preamble  Fundamental Rights & Duties.

 Directive Principles of State Policy Unit III :Union & State Executive and Legislature

 President and Prime Minister

 Parliament : Lok Sabha, Rajya Sabha  Governor and Chief Minister

 State legislature: Legislative Assembly and Legislative Council Unit IV : Judiciary  Supreme Court and High Court

 Judicial Review  Judicial Activism Readings: Neera Chandhoke & Praveen Priyadarshini (edited): Contemporary India: Economy, Society, Politics, Pearson 2009 Hoveyda Abbas et al: Indian Government and Politics, Pearson 2010 D.D. Basu: An Introduction to the Constitution of India, New Delhi, Prentice Hall : 2008. M. V. Pylee- Constitutional Government in India, Bombay, Asia Pub. House, 1977.

M. V. Pylee – An Introduction to Constitution of India, New Delhi, Vikas, 1998. S. K. Chaube : Constituent Assembly of India – Springboard of Revolution, New Delhi, Peoples’ Publishing House, 1973. G. Austin: Working a Democratic Constitution – The Indian Experience, Delhi, Oxford University Press, 2000. Subhash C. Kashyap: Constitution of India: Review and Reassessment, New Delhi, Universal Law Publishing Co. Pvt., 2010. S. P. Sathe: Judicial Activism in India, Oxford University Press, 2001. T. R. Andhyarujina: Judicial Activism and Constitutional Democracy in India, Bombay, N. P. Tirupathi, 1992 N .V. Normani: Constitutional Question in India. The President, Parliament and the State, Oxford University Press, 2000. SECOND SEMESTER

Paper 1 POLITICAL THEORY II Unit I: Democracy  Concept of Democracy: Classical and Liberal  Types of democracy: Direct and indirect  Contemporary Theories of Democracy: Elitist, Pluralist and Marxist

Unit II: Understanding Development  Meaning of Development  Liberal and Marxist perspectives on Development  Alternative Views of Development: Sustainable Development, Human Development and Gandhian Model of Development

Unit III: Justice and Multiculturalism  Concepts of justice and multiculturalism  Distributive justice  Multiculturalism and social justice

Unit IV : Political Theory and Third World  Nature of State in Third World  Neo-Colonialism: Basic features  Dependency Theory: Views of Andre Gunder Frank