APPENDICES Contents Page No

Home , Inside the Haveli

APPENDICES Contents Page No. Table 2.1 “Theses of the Month” University News (2007-08) 286 Table 2.2 College-wise list of vocational courses for which affiliation is granted by North Maharashtra University, Jalgaon 286 Papers offered for BA (Special English) course study during 1993-94 to 2007-08 287 in the universities selected for present study Table 4.1 Papers offered in the University of Mumbai (UoM) for B.A. English (Major) during 1993-94 to 2006-07) 287 Table 4.2 Papers offered in the University of Pune (UoP) for B.A. (English Special) during 1993-94 to 2007-08 288 Table 4.3 Papers offered in Shivaji University, Kolhapur (SUK) for B.A. English (Special) during 1996-97 to 2006-07) 288 Documents of existing syllabi in the universities selected for present study 289 Papers offered for BA (Special English) course in other universities in 365 Maharashtra, states neighbouring Maharashtra and in other Indian states Table 4.4 B.A. (English) course in other Universities in Maharashtra 365 Table 4.5 B.A. (English) course in Universities from the states neighbouring Maharashtra 366 Table 4.6 (A) B.A. (English) courses in some Indian universities 367 Table 4 (A) The frequency of imperative words used in the objectives of papers offered in the universities selected 368 Table 4 (B) Question pattern of papers IV, VII and VIII offered in TYBA in the UoM 369 Table 4 (C) (i) Question pattern of papers G-II, S-I and S-II offered in SYBA (UoP) 370 Table 4 (C) (ii) Question pattern of papers G-II, S-I and S-II offered in SYBA (UoP) 370 Table 4 (D) Question pattern of papers V, VI and VII offered in TYBA in SUK 371 Table 4 (E) The questions words used in the ten question papers of Special English 372 Table 4 (F) The question words used in the question papers of Special English 373 Questionnaires 1. Questionnaire for Students 374 2. Questionnaire for Teachers of Special English 379 3. Questionnaire for Subject Experts 384 4. Questionnaire for Employers 387 Table 5 (A) Languages known by students 389 Table 5 (B) Students’ observation on teaching methods 390 Table 5 (C) Students’ preferences to career – responses to any other field 391 Table 5 (D) Classification of suggestions from the students 392 Table 5 (E) Teachers preferences to teaching methods 394 Table 5 (F) Classification of the suggestions by the teachers 395 Table 5 (G) Classification of suggestions by the subject experts 396 The colleges mentioned in Table 6.1 a) of Chapter VI and their Code numbers 397 The colleges mentioned in Table 6.1 b) of Chapter VI 398

Shivaji University, Kolhapur B.A. Part I

English for Communication Implemented from June 2007 Communication Skill Section I

Unit 1 : Introducing Yourself and Others. Unit 2 : Talking about Personal Experiences. Unit 3 : Giving Directions and Instructions. Unit 4 : Preparing a C.V. and Writing a Letter of Application. Unit 5 : Telephonic and E-mail Communication. Unit 6 : Note-Making

Reading Comprehension Skill Section II

Unit 7 : How I Taught my grandmother to read -Sudha Murty Unit 8 : Non-Co-operation -M.K. Gandhi Unit 9 : Socrates and Schoolmaster -F.L. Brayne Unit 10 : The Lottery Ticket -Anton Chekov Unit 11 : Interview with Nelson Mandela -from Readers Digest Unit 12 : Women in Media Unit 13 : Where the Mind is without fear -Ravindranath Tagore. Unit 14 : The Jet Age -V.C. Dutt. Unit 15 : O Captain ! My Captain! -Walt Whitman

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Shivaji University, Kolhapur B.Com. Part I English for Business Communication

Implemented from June 2007

Section I: Communication Skills

Unit 1 : Business Communication I Unit 2 : Business Communication II Unit 3 : Writing Business Letters Unit 4 : Preparing a C.V. and Writing a Letter of Application. Unit 5 : English for Consumer Advertising Unit 6 : Notices, Agenda and Minutes Unit 7 : Information Transfer and Interpretation of Data. Unit 8 : Interview for a Job.

Reading Comprehension Skill Section II Unit 9 : A Lickpenny Lover - O’Henry Unit 10 : A Practical Joke -Guy De Maupassant Unit 11 : All About a Dog -A.G. Gardiner Unit 12 : The Search : The one Minute Manager - Ken Blenchard and Spencer Johnson Unit 13 : Smile -Anonymous Unit 14 : Yes ! I Can Do It ! -Shweta Taneja Unit 15 : The Jaguar -Ted Hughes

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Shivaji University, Kolhapur B.Sc. Part I English for Communication

Implemented from June 2007

Section I: Communication Skills

Unit 1 : How to Express Your Views and Opinions. Unit 2 : Talking About Personal Experiences. Unit 3 : Preparing a C.V. and Writing a Letter of Application Unit 4 : Telephonic and E-mail communication. Unit 5 : Making Notes. Unit 6 : Information Transfer.

Reading Comprehension Skill Section II Unit 7 : Forgetting -Robert Lynd Unit 8 : Wife’s Holiday -R.K. Narayan Unit 9 : Man in the Future -Bill Williams Unit 10 : Prafulla Chandra Ray Unit 11 : Public Attitude towards Science -Stephen Hawking Unit 12 : Smart Village : Hansdehar -Archana Binbusar Unit 13 : Entertainment -Nissim Ezekiel Unit 14 : Parachute -Lenrie Peters Unit 15 : Argument with God -Y. S. Chemba

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Shivaji University, Kolhapur B.A. Part I Additional English

Implemented from June 2007

I] Poetry :

1) Let Me Not To The Marriage of True Minds -William Shakespeare 2) To Daffodils - Robert Herrick 3) If We Must Die - Claude Mckay 4) Leisure - W.H. Davis 5) Break Break Break - Tennyson 6) Solitary Reaper – W. Wordsworth 7) Stopping By Woods on a Snowy Evening - Robert Frost 8) Dover Beach – M. Arnold 9) Ode on Solitude – A. Pope 10) Grasshopper and Cricket -Keats

II] Novel That Long Silence – Shashi Deshpande

III] Poetry as a form of Literature

IV] Novel as a form of Literature

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Shivaji University, Kolhapur B.A. Part I Optional English

Implemented from June 2007

I] One Act Plays :

1) The Refund - Fritz Karnithy 2) The Hour of Truth - Percival Wilde 3) Lord Byron’s Love Letter - Tennessee Williams 4) The Bear - Anton Chekhov 5) Getting Married - Moliere

II] Short Stories

1) The Devoted Son -Anita Desai 2) The False Gems -Guy De Maupassant 3) The Sparrows -K.A. Abbas 4) The Night Train at Deoli -Ruskin Bond 5) The Last Leaf -O’ Henry

III] One – Act Play as a Minor Form of Literature

IV] Short – Story as a Minor Form of Literature

5 1

B+ Accredited By NAAC

Faculty of Arts & Fine Arts Revised Syllabus For

Bachelor of Arts ( Part-II)

(Subject to the modifications that will be made from time to time)

Syllabus to be implemented from June 2008 onwards.

Shivaji University, Kolhapur 2

Ordinance and Regulations:- Shivaji University, Kolhapur Revised Syllabus For Bachelor of Arts ( Part-II )

1. TITLE : The degree of shall be titled as Bachelor of Arts (B.A.) Subject English (Optional) under the Faculty of Arts and Fine Arts. 2. YEAR OF IMPLEMENTATION :- Revised Syllabus will be implemented from June 2008 onwards. 3. OBJECTIVES :

4. PATTERN:- Pattern of Examination will be Annual Pattern

5. MEDIUM OF INSTRUCTION : i) The medium of instruction shall be in English or Marathi.

Shivaji University, Kolhapur 3

B+ New/Revised Syllabus For

( B.A. Part II ) (Introduced for the Academic Years 2008-09,2009-10,2010-11) (June 2008 onwards)

Paper – II TITLE OF PAPER – Modern English Literature

Lectures/Contact hours per unit ______hours

Unit wise Syllabus:-

A. Essays:- George Orwell 1. Shooting an Elephant 2. Hanging Aldous Huxley 3. Work & Leisure 4. J.C. Bose E.M. Forster 5. What I Believe 6. Voltaire & Fredrick the Great

B. Drama:- G. B. Shaw :- Pygmalion

C. Poems:-

Thomas Hardy 1. Neutral Tones 2. The Darkling Thrush 3. A Broken Appointment

Robert Frost 4. Stopping by Woods on a Snowy Evening 5. Mending Wall 6. The Road Not Taken

W.B. Yeats 7. A Prayer for My Daughter 8. The Second Coming T.S. Eliot 9. Marina 10. The Love Song of J. Alfred Prufrock

D.H. Lawrence 11. Snake

Shivaji University, Kolhapur 4

B+ New/Revised Syllabus For

( B.A. Part II ) (Introduced for the Academic Years 2008-09,2009-10,2010-11) (June 2008 onwards)

Paper – III TITLE OF PAPER- Indian English Literature

Lectures/Contact hours per unit ______hours

Unit wise Syllabus:- A. Essays : A.P.J.Abdul Kalam 1. India's Needs and Core Competencies (Source India 2020) H.Y. Sharada Prasad 2. Discrimination Begins Early (Source: The Book I Won't be writing and other Essays) P 157 Cronicle Books and an Imprint of DC Publishers, New Delhi Distributor : Orient Longman, 2003 Arfeen Khan 3. Are You Ambitious Enough? Pp. 47-50 (Source you can you will: Its your choice) Macmillan India Ltd. 2004

B. Novel : R.K. Narayan :- The Financial Expert

C. Poetry :

Nissim Ezekiel 1. Goodbye Party for Miss Pushpa T.S. 2. Night of the Scorpion 3. Poet, Lover and Birdwatcher Jayant Mahapatra 4. Dawn at Puri 5. The Exile A.K. Ramanujan 6. The Striders 7. Looking for a Cousin on a Swing 8. A River 9. Ecology Imtiaz Dharkar 10. Purdah I Kamla Das: 11. An Introduction 12. My Grandmother's House Dilip Chitre 13. Father Returning Home 14. The Felling of the Banyan Tree

Shivaji University, Kolhapur 1

Shivaji University Kolhapur B.A. III English (Special) Implemented from June 2009 onwards

Paper No. IV Literary Criticism and Appreciation Revised Syllabus Teaching Years – 2009-10, 2010-11, 2011-12 A) OBJECTIVES :- To acquaint the students with the basic concepts of literary criticism and literature. To study some critical approaches. To introduce the students with a few critical and literary terms. To provide them practical training in literary appreciation. B) TOPICS PRESCRIBED : Unit No. 1 : Introduction to Literature i) The Nature of Literature ii) The Function of Literature. Unit No. 2 : Introduction to Literary Criticism i) The Nature of Criticism ii) The Function of Criticism Unit No. 3 : Approaches to the Study of Literature i) Literature & Biography (Biographical Approach) ii) Literature & psychology (Psychological Approach) iii) Literature & Society (Sociological Approach) Unit No. 4 : Aristotle – Poetics i) Imitation. ii) Catharsis. Unit No. 5 : William Wordsworth : Preface to Lyrical Ballads Unit No. 6 : D. H. Lawrence : Why the Novel Matters. Unit No. 7 : Literary & Critical Terms. i) Figures of Speech - a) Alliteration b) Simile c) Metaphor d) Personification e) Hyperbole f) Onomatopoeia ii) Realism iii) Symbolism iv) Satire v) Paradox Unit No. 8 : Practical Criticism Critical appreciation of a poem with the help of the questions given below it. (A Poem not exceeding 20-25 lines) C) DIVISION OF TEACHING HOURS Total Teaching hours 120 Each Unit – 15 hours = 15 x 8 = 120 D) TEXT BOOKS : For Unit No s. 1&3 : Rene Wellek and Austen Warren : Theory of Literature, Penguin Books / A Peregrine Books, Literature, Criticism – 1985 Part One : Topic Nos – 2 & 3 Part Three : Topic Nos – 7, 8 & 9 For Unit No. 2 : W. H. Hudson : An Introduction to the Study of Literature : London, George G. Harrap & Company Press. Chapter No. – 6 For Unit No. 4 : S. C. Butcher : Poetics For Unit 5 & 6 : D. J. Enright & Chikera, ed. English Critical Texts , London, OUP, 1968. No. 7 : M. H. Abrams : A Glossary of Literary Terms , Prism Books Pvt. Ltd. Banglore. 2 For Unit No. 8 : L. G. Alexander : Prose & Poetry Appreciation for Overseas Students , Longman – Green & Comp. Ltd. London -1966. Praveen T. Thaker, Appreciating English Poetry Orient Longman, Hyderabad (2005) E) REFERENCE BOOKS : 1) Wimsat and Cleanth Brooks : Literaty Criticism, A Short History : Oxford & IBH Publishing Company Pvt. Ltd. New Delhi. 2) Bywater : Aristotle's Poetics 3) R. A. Scott James : The Making of Literature, Mercury Books, London. 4) David Daiches : Critical Approaches to Literature Orient- Longman. 5) I. A. Richards : Practical Criticism : A Study of Literary Judgment, UBS, Publishers, New Delhi, 2002. 6) V. S. Sethuraman C.T. Indra : Practical Criticism, Macmillan India Ltd., & T. Siraman Madras, 1995. 7) Joseph K. Davis, Pathea R. : Literature , Scott, Foresman & comp., Broughton, Michael Wood Glenview, Illinois, 1977. F) THE PATTERN OF QUESTION PAPER Time : 3 hours Total Marks : 100 Q.1 : Objective type Question A) Multiple choice question with four alternatives 10 B) Answer the following questions in one word / phrase / 10 sentence each. (Q.1 A & B to be set on topics covering Unit No. 1 to 7, at least two items to be set on each unit.) Q.2 : Answer the following questions in about 250 words each 16 (Any two out of three) [based on Unit Nos. 1 & 2] Q.3 : Answer the following questions in about 250 words each 16 (Any two out of three) [based on Unit Nos. 3 & 4] Q.4 : Answer the following questions in about 250 words each 16 (Any two out of three) [based on Unit Nos. 5 & 6] Q.5 : Write short notes on the following (Any four out of six) [based on Unit No. 7] 16 Q.6 : Write a critical appreciation of the following poem with the help of 16 the questions given below it.

B.A. III English (Special) Paper No. V Understanding Poetry Revised Syllabus Teaching Years – 2009-10, 2010-11, 2011-12 A) OBJECTIVES : To acquaint and familiarize the students with some lyrical types such as Song, Sonnet, Ode, Elegy and Ballad. To encourage students to make a detailed study of a few masterpieces of POETRY in English from different parts of the world i.e. British, American, Indian, African, Australian etc. 3 To develop among the students the ability to read, appreciate, analyze and evaluate poems independently. To study the prescribed poems in the context of themes such as racial discrimination, crisis of identity and search for self, protest and revolt, alienation, etc.

B) GENERAL TOPICS PRESCRIBED : 1) Lyrical types : Song, Sonnet, Ode, Elegy and Ballad 2) Characteristics of Contemporary Indian Poetry in English 3) Racial Discrimination and Protest in Black Poetry 4) Confessional Element in American Poetry. C) POEMS PRESCRIBED : 1) William Shakespeare : Let me not to the marriage of true minds. 2) William Wordsworth : The Solitary Reaper 3) John Keats : Ode to a Nightingale 4) Alfred Lord Tennyson : From 'In Memoriam' 5) Wilfred Owen : Strange Meeting 6) Edith Sitwell : Still Falls the Rain 7) W. H. Auden : Lay Your Sleeping Head 8) Stephen Spender : Elegy for Margaret VI 9) Nissim Ezekiel : Very Indian Poem in Indian English 10) A. K. Ramanujan : Small – Scale Reflections on a Great House 11) Arun Kolatkar : Irani Restaurant Bomaby 12) R. Parthasarathy : Complaint 13) Gauri Deshpande : The Female of the Species 14) Mamata Kalia : Tribute to Papa 15) Sylvia Plath : Daddy 16) Carl Sandburg : Who can Make a Poem of the Depths of Weariness 17) Jean-Joseph Robearivela : She 18) Mary Gilmore : Never Admit the Pain 19) Edward Braithwaite : Timbuctu 20) Dennis Brutus : Nightsong : City D) DIVISION IF TEACHING HOURS Total Teaching hours – 120 i) General Topics – 20 ii) Poems Prescribed – 100 E) PRESCRIBED POEMS SELECTED FROM : 1) John Hayward, Ed., The Penguin Book of English Verse Penguin (1987) (Poem Nos. 1 to 8) 2) Saleem Peeradina, Ed., Contemporary Indian Poetry in English Macmillan (1987) (Poem Nos. 9 to 14) 3) Sylvia Plath, Ariel (1965) (Poem No. 15) 4) B. N. Sahay, Ed. New horizons : A Verse Anthology Orient Longman (1986) (Poem Nos. 16 to 19) 5) A. M. Pearce, Ed. The Heinemann Book of African Poetry in English (Poem No. 20) F) REFERENCE BOOKS 1) R. J. Rees : Introduction of English Literature. 2) B. Prasad : Background to the Study of English Literature 3) M. K. Naik : A History of Indian English Literature 4 4) Makarand Paranjape : Towards Indian Poetics 5) Meenakshi Mukherjee : The Perishable Empire 6) Peterse & Mundro (Ed.) : Protest and Conflict in African Literature 7) Ray Harvey Pearce : The Continuity of American Literature 8) Leonine Kramev (Ed.) : The Oxford History of Australian Literature, OUP 1981. 9) Hoffman D.G. (Ed.) : American Poetry and Poetics, New York 1962. G) THE PATTERN OF QUESTION PAPER Time : 3 hours Total Marks : 100 Q. 1 : Objective Type A) Multiple choice with four alternative (Ten items) 10 B) Answer in one word/ phrase/ sentence each (Ten items) 10 (Q.1 A & B covering all 20 poems) Q.2 : Write Short Notes (On General Topics) [2 out of 3] 20 Q.3 : Essay-type Question with an internal option based on Poem Nos. 1 to 8. 15 Q.4 : Essay-type Question with an internal option Based on Poem Nos. 9 to 14. 15 Q.5 : Essay-type Question with an internal option Based on Poem Nos. 15 to 20. 15 Q.6 : Short Notes (3 out of 5) covering aspects not covered in question nos. 3 to 5 based on prescribed poems. 15

B.A. III English (Special) Paper No. VI Understanding Drama Revised Syllabus Teaching Years – 2009-10, 2010-11, 2011-12 A) OBJECTIVES : To familiarize the students with the concept of Drama. To acquaint them with the different trends in Drama. To encourage the students to make a detailed study of a few masterpieces of English drama from different parts of the world. To develop among the students an ability of reading and appreciating drama. B) GENERAL TOPICS PRESCRIBED a) Definition of Drama. b) Elements of Drama. c) Shakespearian Tragedy d) Features of Modern American Drama. e) Origin and Development of Indian English Drama. C) TEXTS PRESCRIBED : 1) William Shakespeare : Othello, 2) Arthur Miller : Death of a Salesman 3) Vijay Tendulkar : Silence ! The Court Is In Session D) DIVISION OF TEACHING HOURS Total teaching hours : 120 A) General Topics – 30 B) Plays – 90 (Each play 30 hours) E) REFERENCE BOOKS 1) Nicolas Udoll : British Drama. 2) Keneith Muir : Shakespearean Tragedy. 5 3) G. Wilson Knight : The Wheel of Fire OUP 1930. 4) Willis Wager : American Literature, A World view A. H. Wheeler and Company Allahbad. 5) Charles Feidelson and : Interpretation of American Literature OUP, Paul Brodtkorb Calcutta. 6) Weales Gerald (Ed.) : Arthur Miller : A Death of a Salesman, Text and Criticism. New York (The Viking Press) 7) G. P. Deshpande : Indian Drama, Sahitya Academy Publication. 8) M. K. Naik. : A History of Indian English Literature Sahitya Academy, New Delhi.

9) Kenneth Muir : Shakespeare's Tragic Sequence Hutchinson University, Library London – 1972. 10) Kenneth Muir : The Great Tragedies Longmans Green & Company 1961. 11) Kenneth Muir : Shakespeare's Othello Penguin Books 1968. F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VI Time : 3 hours Total Marks : 100 Q.1 : Objective Type Questions A) Multiple choice with four alternatives (Ten Items) 10 B) Answer in one word / phrase / sentence each (Ten Items) 10 (Q.1 A & B based on dramas prescribed (At least six items to be set from each play prescribed) Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20 Q.3 : Essay-type Question with an internal option A or B (On Othello) 15 Q.4 : Essay-type Question with an internal option A or B 15 (On Death of A Salesman) Q. 5 : Essay-type Question with an internal option A or B (On Silence ! 15 The Court Is In Session) Q. 6 : Short Notes (3 out of 6) (covering aspects not covered under 15 question Nos. 3 to 5) [two short notes based on each play be set]

B.A. III English (Special) Paper No. VII Understanding Novel Revised Syllabus Teaching Years – 2009-10, 2010-11, 2011-12

A) OBJECTIVES : To introduce the students to Literatures in English. To acquaint the students with novels written by different writers from different countries. To study different novels in the context of such themes as Partition, racial segregation, Crisis of identity, diaspora etc.

B) GENERAL TOPICS PRESCRIBED : 1) What is the Novel ? 2) Types of the Novel 6 a) Picaresque b) Historical c) Regional d) Stream of Consciousness 3) Elements of Novel a) Plot b) Character c) Setting d) Point of view 4) Themes of the Novel a) Partition b) Racial Segregation c) Crisis of Identity d) Diaspora

C) TEXTS PRESCRIBED : 1) Conrad, Joseph : Heart of Darkness, Mumbai : Orient Longman Ltd., 1902 / 1994. 2) Paton, Alan : Cry, The Beloved Country, New Delhi : Orient Longman Ltd., 1962 / 1970. 3) Sidhwa, Bapsi : Ice-Candy-Man, New Delhi : Penguin Books, 1988 / 1970.

D) DIVISION OF TEACHING HOURS Total teaching hours – 120 A) General Topics – 30 B) Novels – 90 (Each Novel 30 hours)

E) REFERENCE BOOKS : 1) Foster E. M. : Aspects of the Novel, London, 1949. 2) Brooks and Warren : Understanding Fiction , Prentice Hall, 1959. 3) Kermode, Frank : Sense of an Ending OUP 1967. 4) Lubbock Percy : The Craft of Fiction, London : Janathan Cape, 1965. 5) Walt, Ian : The Rise of the Novel, Penguin, 1957. 6) Edel, Leon : The Psychological Novel : 1900-1950 . Ludhiana : Kalyani, 1997. 7) Bradbury, Malcolm : The Novel Today – Glasgow, F. C. Parebacks 1978, 1982. 8) Kirpal, Vinay (Ed.) : The New Indian Novel in English, Allied Publishers, 1990. 9) Rimmon-Kennan, Shlomith : Narrative Fiction, London and New York : Routledge, 2005. 10) Matz, Jesse : The Modern Novel : A Short Introduction, Oxford : Blackwell, 2004. 11) Rees, R. J. : Introduction to English Literature, London : Macmillan, 1966 / 1968. F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VII Time : 3 hours Total Marks : 100. Q.1 : Objective Types Questions 20 A) Answer in one word/phrase/sentence/each (Ten Items) B) Multiple choice with four alternatives (Ten Items) [Q.1 A and B – At least six items to be set from each novel prescribed] Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20 Q.3 : Essay-type Question with an internal option A or B (On Heart of Drakness) 15 Q.4 : Essay-type Question with an internal option A or B 15 (on Cry, The Beloved Country) Q.5 : Essay-type Question with an internal option A or B (On Ice-Candy-Man) 15 Q.6 : Short Notes (3 out of 6) (covering aspects not covered under 15 questions Nos. 3 to 5) 7 (Two short notes from each novel prescribed be set)

B.A. III English (Special) Paper No. VIII The Structure and Function Of Modern English Revised Syllabus Teaching Years – 2009-10, 2010-11, 2011-12 A) OBJECTIVES : To acquaint the students with : The nature and characteristics of language The basic sounds of English language. The word – formation processes, phrases and clauses The structure of compound and complex sentences in English The nature of semantics B) TOPICS PRESCRIBED : 1) Language i) Definitions ii) Characteristics iii) Human and Animal Communication 2) Phonology i) Speech Mechanism ii) Description of sounds with three-term labels iii) Word transcription with primary stress 3) Morphology i) Morpheme ii) Classification of morphemes iii) Word formation processes 4) Words i) Word Classes : Open and Closed ii) Form and function 5) Phrases i) Classes of phrase ii) Main and subordinate phrase iii) Form and function lables 6) Clauses i) Elements of the clause ii) Classes of clauses iii) Form and function lables 7) Sub-ordination and Co-ordination i) Finite sub-ordinate clauses ii) Non-finite sub-ordinate clauses iii) Direct and Indirect – subordination

8) Semantics i) Definition ii) Synonymy iii) Antonymy iv) Polysemy v) Homonymy 8 vi) Hyponymy

C) DIVISION OF TEACHING HOURS Note : Total teaching hours : 120 15 hours per unit = 15 x 8 = 120

D) REFERENCE BOOKS : 1) Balsubramanian : A Textbook of English Phonetics for Indian Students, Macmillan, 1981. 2) Bansal R. K., Harrison J. B.: Spoken English for India, 1976. Orient Longman Reprint 2006. 3) Hockett C. F. : A Course in Modern Linguistics, Macmillan 1963 4) Hornby A. S. : Oxford Advanced Learner's Dictionary of Current English . 5) Jones Daniel, : English Pronouncing Dictionary, ELBS Edition. 6) Leech et. al : English Grammar for Today : A New Introduction, Macmillan 1982. 7) Lyons John, : Language and Linguistic : An Introduction, Cambridge University Press 1981. 8) Palmar F. R. : Semantics 9) Velayudhan S. & : An Introduction to the Phonetics and Structure Mohanan K. P. of English, Somaiya Pub. Pvt. Ltd., New Delhi, 1977. 10) Verma S.K. and : Modern Linguistics, Oxford University Press 1989 Krishnaswamy N.

E) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VIII Time : 3 hours Total Marks : 100 Q.1 : Objective Type A) Three Terms Lables (Five out of Seven) 05 B) Transcription of words with primary stress (Five out of Seven) 05 C) Identification of word formation process (Five out of Seven) 05 D) Identification of word classes (Five out of Seven) 05 Q.2 : A) Write Short Notes (Two out of Three) On Unit No. 1 10 B) Morphological Analysis (Two out of Five) 05 Q.3 : A) Write Short Notes (Two out of Three) On Unit No. 5 10 B) identification of phrases with form and function labels (5 out of 7) 10 Q.4 : A) Write Short Notes (Two out of Three) On unit no. 6 10 B) Identification of elements of clauses (Five out of Seven) 05 Q.5 : A) Write Short Notes (Two out of three) On Unit No. 7 10 B) Identification of subordinate clauses with form and function lables (Five out of Seven) 10 Q.6 : A) Write Short Notes (Two out of Three) On Unit No. 8 10 9

B.A.III English Compulsory Equivalences of the revised syllabus introduced from June 2009 onwards

Sr No Old Syllabus Sr No New Syllabus 1 B.A.III English 1 B.A.III English Compulsory Compulsory

B.Sc.III English Compulsory Equivalences of the revised syllabus introduced from June 2009 onwards

Sr No Old Syllabus Sr No New Syllabus 1 B.Sc. III English 1 B.Sc. III English Compulsory Compulsory

B.A.III English Special Equivalences of the revised syllabus introduced from June 2009 onwards

Sr No Old Syllabus Sr No New Syllabus 1 Paper No. IV 1 Paper No. IV Literary Criticism Literary Criticism and Appreciation 2 Paper No. V 2 Paper No. V English Literature – Understanding Poetry 1550 - 1750 3 Paper No. VI 3 Paper No. VI English Literature Understanding Drama 1750- 1900 4 Paper VII 4 Paper No. VII 20 th Century English Understanding Novel Literature 5 Paper VIII 5 Paper No. VIII Structure and Function of The Structure and Modern English Function of Modern English

Documents of existing syllabi in the universities selected for present study

University of Mumbai (w.e.f. 2007-08) Page No. Class Paper No. Title of the Paper FYBA English Ancillary I Reading Fiction and Drama 289 SYBA English (Opt) II Reading Poetry 292 English (Opt) III Indian Writing in English and 296 Indian Literature in Translation TYBA English Major IV British Literature (1550-1750) 302 English Major V English Language and Literary Criticism 306 English Major (i) Rhetoric, Composition & Applied Language Skills 309 VI (ii) Theory and Practice of Translation 312 (iii) Popular Culture 314 English Major VII Literature in English (1750-1900) 316 English Major VIII 20th Century Literature in English 319 English Major (i) Postcolonial Perspectives on Texts 322 IX (ii) American Literature (1900-1990) 325 (iii) Film and Literature 328 (iv) Literature and Gender 331

Shivaji University, Kolhapur (w.e.f. 2007-08) FYBA English (Optional) I Introduction to the Minor Forms of Literature 335 SYBA Optional English II Modern English Literature 336 Optional English III Indian English Literature 337 TYBA English(Special) IV Literary Criticism and Appreciation 338 English(Special) V Understanding Poetry 339 English(Special) VI Understanding Drama 341 English (Special) VII Understanding Novel 342 English(Special) VIII The Structure and Function of Modern English 344

University of Pune (w.e.f. 2008-09) FYBA English General I Introduction to Poetry and 346 Minor Forms of Literature SYBA English General II Understanding Fiction 348 Special Paper I Understanding Drama 350 Special Paper II Understanding Poetry 352 TYBA English General III Enriching Oral and Written Communication 355 Special Paper III Introduction to the Study of English Language 358 Special Paper IV Introduction to Literary Criticism and Critical 362 Appreciation Table 2.1 “Theses of the Month” University News (2007-08)

Sr. Volume Month and Year No. of Theses Total No. No. and Literary Language Issue No. studies studies 1 45 (03) January 15-21, 2007 14 03 17 2 45(07) February 12-18,2007 15 06 21 3 45 (11) March 12-18, 2007 10 02 12 4 45(15) April 09-15,2007 14 01 15 5 45 (23) June 04-10,2007 17 01 18 6 45 (27) July 02-08,2007 17 02 19 7 45 (31) July 30-August 05,2007 10 01 11 8 45 (35) August 27-Sept 02, 2007 11 01 12 9 45 (39) September 24-30, 2007 13 02 15 10 45 (43) October 22-28,2007 18 00 18 11 46 (06) February 11-17,2008 11 02 13 12 46(10) March 10-16,2008 18 01 19 13 46 (14) April 07-13, 2008 19 01 20 14 46(22) June 02-08, 2008 12 01 13 15 46 (26) June 30-July 06, 2008 16 02 18 16 46 (28) July 14-20, 2008 14 01 15 17 46 (31) August 04-10, 2008 09 01 10 18 46 (34) August 25-31, 2008 14 02 16 Total 252 (89%) 30 (11%) 282

Table 2.2 College-wise list of vocational courses for which affiliation is granted by North Maharashtra University, Jalgaon

Sr. Name of College Vocational Course No. 1 Rashtriya Arts, Science & Certificate Course in Functional English Commerce College, Diploma Course in Functional English Chalisgaon, Dist. Jalgaon Advanced Diploma Course in Functional English 2 M.J.College, Jalgaon Diploma Course in Functional English 3 SGP Arts, Science & Certificate Course in Communicative English Commerce College, Sakri, Dist. Dhule 4 S S M M Arts Science & Certificate Course in Spoken English Commerce College, Pachora, Dist. Jalgaon 5 GDM Arts SKRN Certificate Course in Communicative & Commerce MDS Science Competitive Skills College, Jamner, Dist. : Jalgaon 6 Arts Science & Commerce Certificate Course in Functional English College Chopda, Dist. : Jalgaon

286 Papers offered for BA (Special English) course study during 1993-94 to 2007-08 in the universities selected for present study

Table 4. 1 Papers offered in the University of Mumbai (UoM) for B.A. English (Major) during 1993-94 to 2006-07)

Class University of Mumbai (UoM) and Paper No. FYBA 1993-94 1997-98 2001-02 P-I English Literature from English Literature from English Literature from 1798 1798 to the 1890s 1798 to 1890 to 1890 SYBA 1994-95 1997-98 2002-03 P-II Indian English Literature Indian English Indian English Literature and and Indian Literature in Literature and Indian Indian Literature in Translation Literature in Translation (1900 to the present) Translation (1900 to the present) (1900 to the present) P-III 20th Century American 20th Century American 20th Century American Literature Literature Literature TYBA 1995-96 1999-2000 2003-04 P-IV Shakespeare and English Shakespeare and Shakespeare and English Literature from 1579 to English Literature from Literature from 1579 to 1660 1660 1579 to 1660 P-V Literary Criticism Literary Criticism Literary Criticism (Theory and Practice) (Theory and Practice) P-VI Description of the Description of the Modern English Structure (i) English Language, and English Language, and and the Art of Writing the Art of Writing the Art of Writing (ii) Creative Writing Popular Culture Popular Culture (iii) Translation of Literary Theory and Practice of Theory and Practice of Texts (from Modern Translation Translation Indian Language to English) (iv) Popular Culture ------P-VII Milton and English Milton and English Milton and English Literature Literature from 1660 to Literature from 1660 from 1660 to 1798 1798 to 1798 P-VIII Modern British Modern British 20th Century British Literature Literature Literature (1900 to the 1970s) (1900 to the 1990) P-IX (i) Drama and Theatre Drama and Theatre Drama and Theatre (ii) Feminist Theory and its Post-colonial Post-colonial Perspectives on Application to Texts Perspectives on Texts Texts (iii) Post-colonial Film and Literature Film and Literature Perspectives on Texts (iv) Literature and Film Women’s Writing and Women’s Writing and Feminist Criticism Feminist Criticism

287 Table 4. 2 Papers offered in the University of Pune (UoP) for B.A. (English Special) during 1993-94 to 2007-08 Class and University of Pune (UoP) Paper No. FYBA 1993-1994 1998-99 2003-04 G-I No title Introducing Poetry and Poetry and Minor Forms Minor Forms of Literature of Literature SYBA 1994-95 1999-2000 2004-05 G-II Modern Drama and Understanding Fiction Understanding Fiction Modern Novel S-I 17th and 18th Century Understanding Drama Understanding Drama English Literature S-II 18th and 19th Century Understanding Poetry Understanding Poetry English Literature TYBA 1995-96 2000-2001 2005-06 G-III No title English Literature from 1798 Poetry and Fiction to 1890 S-III An introduction to Functional English An Introduction to the the study of the Study of English English Language Language S-IV Shakespeare and Introduction to Literary Literary Criticism Literary Criticism Criticism and Critical Appreciation

Table 4.3 Papers offered in Shivaji University, Kolhapur (SUK) for B.A. English (Special) during 1996-97 to 2006-07

Class and Shivaji University, Kolhapur (SUK) Paper No. FYBA 1996-97 1999-2000 2003-04

P-I Study of a Minor -- Introduction to Fiction and Literary Form Drama SYBA 1997-98 2004-05 P-II Introduction to -- Reading Poetry English Literature P-III Indian English -- Introduction to Indian Literature Writing in English TYBA 1996-97 2002-03 2005-06 P-IV Literary Criticism Literary Criticism: Theory Literary Criticism and Practice P-V English Poetry English Poetry English Literature – 1550 - 1750 P-VI The English Drama English Drama English Literature – 1750- 1900 P-VII The English Novel English Novel 20th Century English Literature P-VIII The Structure and The Structure and Function Structure and Function of Function of Modern of Modern English Modern English English

288 1

UNIVERSITY OF PUNE The Revised Course Structure of English Subject(s) for the Following Under- Graduate Classes Will Be Implemented in a Phased Manner as Follows : • F.Y.B.Com. (w.e.f. June 2008) • F.Y.B.A. (w.e.f. June 2008) • S.Y.B.A. (w.e.f. June 2009) • S.Y.B.Sc. (w.e.f. June 2009) • S.Y.B.Sc. (Computer) (w.e.f. June 2009) • T.Y.B.A. (w.e.f. June 2010)

The Revised Course Structure for the Following Post-Graduate Classes in English Will Be Implemented in a Phased Manner as Follows: • M.A. English (Part – I, i.e. Semester I & II) (w.e.f. June 2008) • M.A. English (Part – II, i.e. Semester III & IV) (w.e.f. June 2009)

UNIVERSITY OF PUNE Revised Course Structure for Under-Graduate Classes : F.Y.B.Com. (English) (w.e.f. June 2008) (i) Compulsory English (ii) Additional English

F.Y.B.A. (English) (w.e.f. June 2008) (i) Compulsory English (ii) English General Paper- I : Introduction to Poetry and Minor Forms of Literature

S.Y.B.A. (English) (w.e.f. June 2009) (i) Compulsory English (ii) English General Paper- II : Understanding Fiction (iii) English Special Paper - I : Understanding Drama (iv) English Special Paper - II : Understanding Poetry

S.Y.B.Sc. (Optional English) (w.e.f. June 2009) (i) Enriching Oral and Written Communication

S.Y.B.Sc. (Computer) (Compulsory English) (w.e.f. June 2009) (i) Enriching Oral and Written Communication

T.Y.B.A. (English) Revised Syllabus (w.e.f. June 2010) (i) Compulsory English (ii) English General Paper-III : Enriching Oral and Written Communication (iii) English Special Paper-III : Introduction to the Study of English Language (iv) English Special Paper- IV : Introduction to Literary Criticism and Critical Appreciation. 3

F.Y.B.Com. (English) (w.e.f. June 2008) (i) Compulsory English (a) Objectives 1. To make students aware of the different communicative skills, and to develop among them an ability to effectively communicate in English, both in written and spoken modes. 2. To develop linguistic and pragmatic competence among the students and to prepare them to develop competence for self-learning. 3. To encourage and enable the students to read the various types of texts on their own and discuss them among peers. (b) Course Content Prescribed Text : Reflections I (CUP) 1. A Little Bit of What You Fancy - Desmond Morris 2. The Avenger - Anton Chekov 3. Leave this Chanting and Singing - Rabindranath Tagore 4. To Know When to Say ‘Its None of Your Business’ - Mark McCormack 5. The Second Crucifixion - Larry Collins & Dominique Lapierre 6. Next, Please - Phillip Larkin 7. The Model Millionaire - Oscar Wilde 8. Mirror - Sylvia Plath 9. Refund - Fritz Karinthy 10. Two Gentlemen of Verona - A. J. Cronin 11. The Town by the Sea - Amitav Ghosh 12. Affliction of Margaret - William Wordsworth 13. Uncle Podger Hangs a Picture - Jerome K. Jerome 14. How to Escape from Intellectual Rubbish - Bertrand Russell 15. All the World is a Stage - William Shakespeare 16. The Conjurer’s Revenge - Stephen Leacock 17. Gather ye Rose Buds - Robert Herrick 18. The Boy Comes Home - A. A. Milne

*Course Work for Term – I Units from 1 to 9 along with exercises given below each unit

*Course Work for Term – II Units from 10 to 18 along with exercises given below each unit

evaluation system. Teachers should ensure the participation of learners by using techniques like question-answer sessions, group discussions, role-playing, oral presentations, etc. The classroom activities and exercises should be adopted / modified to suit the needs and competence level of the students. The course is flexible enough to allow experimentation on the part of individual teachers. The teachers should ensure that students become active participants in the teaching- learning process and enjoy it. The ultimate aim is to equip the students with self learning skills, so that they become better and more confident learners of the language.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. There will be an Oral Test for 20 marks before the Final Examination at the End of the Year. The Annual Examination will be for 60 marks. The major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 80% questions shall be based on the pattern of exercises dealing with language skills given below the main reading units.

(e) Question Paper Patterns TERM END EXAMINATION

Question 1 :Textual-Comprehension question (2 out of 4) [2 x 6=12] Question 2 :Textual-Comprehension question (3 out of 5) [3 x 4=12] Question 3 : Writing Activity(Modelled on the exercises in the Text) (2 out of 3) [2 x 6=12] Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12] Question 5 : : Practical Questions on Grammar and Usage (6 out of 9) [6 x 2=12]

ANNUAL EXAMINATION

Question 1 : Textual-Comprehension questions (2 out of 4) [2 x 6=12] Question 2 : Textual-Short answer questions (3 out of 5) [3 x 4=12] Question 3 : Writing Activity(Modelled on the exercises in the Text) (2 out of 4) [2 x 6=12] Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12] Question 5 : Practical Questions on Grammar and Usage (6 out of 10) [6 x 2=12]

* Question 1 will be on the First Term Syllabus. In Question 3 and 5, 50% weightage will be given to the First Term Syllabus.

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(ii) Additional English (a) Objectives 1. To initiate students into the Joy of Reading literary texts. 2. To encourage and enable them to read the various types of texts independently and discuss them among peers. 3. To impart the skill and develop the ability among them to use English language.

(b) Course Content Prescribed Text : The Joy of Reading Literature (OL)

Part A: Short Stories 1. An Astrologer’s Day - R. K. Narayan 2. Between the Mosque and the Temple - Boman Desai 3. The Child - Premchand 4. The Gift of the Magi - O’Henry 5. The Hotel Stefani - J. Millington Ward 6. Marriage is a Private Affair – Chinua Achebe

Part B: Prose 1. Education : Indian and American - Anurag Mathur 2. My Financial Career - Stephen Leacock 3. Speech on Indian Independence - Jawaharlal Nehru 4. A Talk on Advertising - Herman Wouk

Part C: Poetry 1. Bangle Sellers - Sarojini Naidu 2. The Mountain and the Squirrel - R. W. Emerson 3. Where the Mind is Without Fear - Ravindranath Tagore 4. Stopping by Woods on a Snowy Evening - Robert Frost 5. Sonnet 29 - William Shakespeare 6. The World is Too Much With Us - William Wordsworth 7. Success is Counted Sweetest - Emily Dickinson 8. I, Too Sing America - Langston Hughes

*Course Work for Term – I Part A: Short Stories from 1 to 3, Part B: Prose from 1 to 2, and Part C: Poetry from 1 to 4 (along with required exercises.) *Course Work for Term – II Part A: Short Stories from 4 to 6, Part B: Prose from 3 to 4, and Part C: Poetry from 5 to 8 (along with required exercises.)

(c) Suggestions for Teachers The course adopts the approach of teaching English language through literature. Since it is meant for commerce students, the purely literary aspects of the texts may take a backseat in classroom teaching and the language teaching part may be given more focus. Students should be motivated to participate in all the activities pertaining to learning of the language skills. Literature is a source of joy for everybody and the motivation for 6

reading and studying it is almost inbuilt. This joy of reading literature can be fruitfully utilized for learning of communicative skills needed in real life situations.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Annual Examination will be for 80 marks. As far as possible the major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 60% questions shall be based on the pattern of exercises given below the main reading units.

(e) Question Paper Patterns TERM END EXAMINATION

Question 1 : Grammar & Usage ( text based) [12x 1=12] (three components i.e. a, b, c having four marks each) Question 2 :Long answer questions on Prose units (1out of 2) [1 x 12=12] Question 3 : Short answer questions on Prose (2 out of 3) [2 x 6=12] Question 4 : Long answer questions on Poetry (1 out of 2) [1 x 12=12] Question 5 : Short answer questions on Poetry (2out of 3) [2 x 6=12]

ANNUAL EXAMINATION

Question 1 : Grammar & Usage ( text based) (1out of 2) [16 x 1=16] (three components i.e. a,b,c having four marks each) Question 2 :Long answer questions on Prose units of the first term (1out of 2) [1 x 16=16] Question 3 : Long answer questions on Poetry of the first term (1 out of 2) [1 x 16=16] Question 4 : Short answer questions on Prose of the second term (2 out of 4) [2 x 8=16] Question 5 : Short answer questions on Poetry of the second term (2out of 4) [2 x 8=16]

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F.Y.B.A. (English) (w.e.f. June 2008) (i) Compulsory English (a) Objectives 1. To make students aware of the different communicative skills, and to develop among them an ability to effectively communicate in English, both in written and spoken modes. 2. To develop linguistic and pragmatic competence among the students and to prepare them to develop competence for self-learning. 3. To encourage and enable the students to read the various types of texts on their own and discuss them among peers.

(b) Course Content Prescribed Text : Reflections I (CUP)

1. A Little Bit of What You Fancy - Desmond Morris 2. The Avenger - Anton Chekov 3. Leave this Chanting and Singing - Rabindranath Tagore 4. To Know When to Say ‘Its None of Your Business’ - Mark McCormack 5. The Second Crucifixion - Larry Collins & Dominique Lapierre 6. Next, Please - Phillip Larkin 7. The Model Millionaire - Oscar Wilde 8. Mirror - Sylvia Plath 9. Refund - Fritz Karinthy 10. Two Gentlemen of Verona - A. J. Cronin 11. The Town by the Sea - Amitav Ghosh 12. Affliction of Margaret - William Wordsworth 13. Uncle Podger Hangs a Picture - Jerome K. Jerome 14. How to Escape from Intellectual Rubbish - Bertrand Russell 15. All the World is a Stage - William Shakespeare 16. The Conjurer’s Revenge - Stephen Leacock 17. Gather ye Rose Buds - Robert Herrick 18. The Boy Comes Home - A. A. Milne

*Course Work for Term – I Units from 1 to 9 along with exercises given below each unit

*Course Work for Term – II Units from 10 to 18 along with exercises given below each unit

(c) Suggestions for Teachers The present syllabus is a multi-skills course and it aims at developing the students’ proficiency in language and communication skills. The teachers are advised to adopt Interactive approach in dealing with this course instead of solely relying on unidirectional teacher-talk. They can begin with a few stimulating questions to arouse the curiosity of students and motivate them to read the text on their own. The main reading unit and the units dealing with language skills as well as grammar, vocabulary, etc are to be treated as 8 one composite unit and every part of it needs to be dealt with carefully in the class-room and reflected in evaluation system. None of these should be treated as optional. Teachers should ensure the participation of learners by using techniques like question-answer sessions, group discussions, role-playing, oral presentations, etc. The classroom activities and exercises should be adopted / modified to suit the needs and competence level of the students. The course is flexible enough to allow experimentation on the part of individual teachers. The teachers should ensure that students become active participants in the teaching-learning process and enjoy it. The ultimate aim is to equip the students with self learning skills, so that they become better and more confident learners of the language.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Annual Examination will be for 80 marks. The major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 80% questions shall be based on the pattern of exercises dealing with language skills given below the main reading units.

(e) Question Paper Patterns TERM END EXAMINATION

Question 1 :Textual-Comprehension question (2 out of 4) [2 x 6=12] Question 2 :Textual-Comprehension question (3 out of 5) [3 x 4=12] Question 3 : Writing Activity(Modeled on the exercises in the Text) (2 out of 3) [2 x 6=12] Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12] Question 5 : : Practical Questions on Grammar and Usage (6 out of 9) [6 x 2=12]

ANNUAL EXAMINATION

Question 1 : Textual-Comprehension questions (2 out of 4) [2 x 8=16] Question 2 : Textual-Short answer questions (4 out of 7) [4 x 4=16] Question 3 : Writing Activity(Modeled on the exercises in the Text) (2 out of 4) [2 x 8=16] Question 4 : Practical Questions on Vocabulary (8 out of 11) [8 x 2=16] Question 5 : Practical Questions on Grammar and Usage (8 out of 12) [8 x 2=16]

* Question 1 will be on the First Term Syllabus. In Question 3 and 5, 50% weightage will be given to the First Term Syllabus.

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(ii) English General Paper- I : Introduction to Poetry and Minor Forms of Literature (a) Objectives 1. To acquaint the students with the Minor Forms of literature. 2. To initiate students into the first hand experience of reading literary texts. 3. To encourage and enable them to read the various types of texts independently and discuss them among peers. 4. To impart the skill and develop the ability among them to use English language.

(b) Course Content Prescribed Text : Poetry and Minor Forms of Literature, (ed.) Ashok Thorat, Zeenat Merchant, B. S. Valke and Z. N. Patil [Revised Edition] Poems 1. Let Me not to the Marriage of True Minds : William Shakespeare 2. The Invocation : John Milton 3. A Red Red Rose : Robert Burns 4. The Daffodils : William Wordsworth 5. To Autumn : John Keats 6. Stopping by Woods on a Snowy Evening : Robert Frost 7. O What is that Sound : W. H. Auden 8. Night of the Scorpion : Nissim Ezekiel 9. Telephone Conversation : Wole Soyinka

Short Stories 1. The Greedy Old Woman and the Lime Tree : Anonymous 2. The Golden Touch : Nathaniel Howthorne 3. The Diamond Necklace : Guy de Maupassant 4. The Doll’s House : Katherine Mansfield 5. The Eyes Have It : Ruskin Bond

One Act Plays 1. The Professor : Donn Byrne 2. The Dear Departed : Stanley Houghton 3. The Monkey’s Paw : W. W. Jacobs

Essays 1. All About a Dog : A. G. Gardiner 2. On Forgetting : Robert Lynd 3. Hobbies and Interests : C. T. Philip 4. My Financial Career : Stephen Leacock

*Course Work for Term – I Poems from 1 to 5, Short Stories from 1 to 3, One Act Plays 1 and 2, and Essays 1 and 2.

*Course Work for Term – II Poems from 6 to 9, Short Stories from 4 and 5, One Act Play No. 3, and Essays 3 and 4. 10

(c) Suggestions for Teachers The course aims at acquainting the students with minor forms of literature. The distinct nature of each of these minor forms and their formal aspects may be explained at the outset. This background knowledge will help the students to understand and appreciate the prescribed selections better. First hand acquaintance with the prescribed literary texts is absolutely necessary. Teachers should ovoid the temptation of paraphrasing the text and dictating the summaries. Students should be motivated to grapple with the language and the context of each text on their own and discover the joy of reading literature. A few curiosity rousing questions before the teaching of the text followed by discussion- sessions to highlight thematic and linguistic aspects of the literary piece would be a fruitful method of dealing with the texts.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Annual Examination will be for 80 marks. As far as possible the major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 60% questions shall be based on the pattern of exercises given below the main reading units.

(e) Question Paper Patterns TERM END EXAMINATION

Question 1 : On the forms of Literature Short answer questions (7 out of 10) [7 x 2=14] Question 2 : One -Act Plays (2 out of 4) [2 x 4=8] Question 3 : Poetry a- Reference to the Context (2 out of 4) [2 x 4 = 8] b- Practical questions (application oriented) [2 x 5=10] Question 4 : a- Short stories ( 1 out of 2) [1 x 10=10] b- Essays (1 out of 2) [1 x 10=10]

ANNUAL EXAMINATION

Question 1 : A- On the forms of Literature (5 out of 7) [5 x 2=10] B- On Literary Devices (5 out of 7) [5 x 2=10] C- On Poetry (References to the context: 2out of 4) [2 x 5=10] Question 2 : Poetry : each in about 150 words (1 out of 3) [1 x 10=10] Question 3 : Short stories : Each in about 150 words (2 out of 4) [2 x 10=20] Question 4 : A- Essays: Each in about 150 words(1 out of 3) [1 x 10=10] B- One Act Play: Each in about 150 words (1out of 2)[1 x 10=10]

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UNIVERSITY OF PUNE Revised Course Structure for Post-Graduate Courses in English M.A. English (Part - I) (w.e.f. June 2008) Semester One Core Papers Paper – 1.1 : English Literature from 1550-1832 (I) Paper – 1.2 : English literature from 1832 to 1980 (I) Paper – 1.3 : English Language Today (I) Paper – 1.4 : Contemporary Critical Theory (I)

Semester Two Core Papers Paper – 2.1 : English Literature from 1550-1832 (II) Paper – 2.2 : English literature from 1832 to 1980 (II) Paper – 2.3 : English Language Today (II) Paper – 2.4 : Contemporary Critical Theory (II)

M.A. English (Part - II) (w.e.f. June 2009) Semester Three Core Papers Paper – 3.1 : Doing Research (I) Paper – 3.2 : English Language and Literature Teaching (I) Optional Papers (Any two of the following) Paper – 3.3 : Drama (I) Paper – 3.4 : Fiction (I) Paper – 3.5 : Poetry (I) Paper – 3.6 : Linguistics and Stylistics (I) Paper – 3.7 : Pragmatics (I) Paper – 3.8 : Multi-Cultural Discourse in Immigrant Fiction (I)

Semester Four Core Papers Paper – 4.1 : Doing Research (II) Paper – 4.2 : English Language and Literature Teaching (II) Optional Papers (The optional papers will remain the same, i.e., as chosen in semester three) Paper – 4.3 : Drama (II) Paper – 4.4 : Fiction (II) Paper – 4.5 : Poetry (II) Paper – 4.6 : Linguistics and Stylistics (II) Paper – 4.7 : Pragmatics (II) Paper – 4.8 : Multi-Cultural Discourse in Immigrant Fiction (II) 12

M. A. (English) Part -I (w.e.f. June 2008)

Semester One Paper – 1.1 : English Literature (1550 - 1832) - (I) (a) Objectives 1. To acquaint students with major trends in English Literature through a detailed study of specific literary texts. 2. To enable students to read and appreciate the literary texts. 3. To Cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve the linguistic competence along with the literary competence of students.

(b) Course Content 1. Edmund Spenser : i) Epithalamion 2. John Donne : i) Song : Goe and Catche a Falling Star : ii) Ecstasy : iii) Death, be not proud 3. John Milton : i) Lycidas : ii) On His Blindness 4. William Shakespeare : Othello 5. Oliver Goldsmith : The Vicar of Wakefield

(c) Suggestions for Teachers No study of literature can begin without having read the literary texts(s) to be studied. Teachers, therefore, should encourage students and help them go through the prescribed texts. To have the first hand experience of literature teachers should make students interact with the texts so that students develop their own responses rather than depend on the borrowed critical views. It would be good to have at least some silent reading sessions carefully planned and monitored by the teacher. Students should also be given practice in writing answers to the point and should be discouraged from writing vague, round about and repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper understanding of the intended message of the text. (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

Edmund Spenser 1. Arthos, john (1956), On the Poetry of Spenser and the Form of the Romances, London: Allen and Unwin. 2. Berger, Harry (ed.) (1968), Spenser: A Collection of Critical Essays, Englewood Cliffs: Prentice Hall. 3. David, B. C. (1962), Edmund Spenser: A Critical Study, New York: Russell and Russell. 4. Nelson, W. R. (ed.) (1961), Form and Convention in the poetry of Edmund Spenser, New York: Columbia University Press. 5. Shire, Helena (1978), A Preface to Spenser, London: Longman. John Donne 1. Carey, john (1981), John Donne: Life, Mind and Art, London: Faber. 2. Redpath, Theodore (ed.) (1983), The Songs and Sonnets of John Donne, London: Methuen. 3. Roberts, J. R. (ed.) (1975), Essential Articles for the study of John Donne’s Poetry, Brighton: Harvester Press. John Milton 1. Broadbent, John (ed.) (1973), John Milton: Introductions, CUP. 2. Kermode, Frank (ed.) (1960), The Living Milton, London: Routledge. 3. Patrides, C. A. (ed.) (1968), Approaches to Milton, London: Arnold. 4. Alexander Pope 5. Bateson, F. W. (ed.) (1971), Penguin Critical Anthology: Pope, Harmondsworth, Middlesex : Penguin. 6. Dixon, Peter, (1962), The World of Pope’s Satires, London. 7. Mack, Meyhard (ed.) (1968), Essential Articals for the Study of Pope, Camdon. 8. Southall (ed.) (1975), Pope – Selection, London: Macdonald and Evans. William Wordsworth 1. Abrams, M. H. (1953), The Mirror and the Lamp: Romantic Theory and the Critical Tradition, OUP. 2. Abrams, M. H. (ed.) (1972), Wordsworth: A Collection of Critical Essays, Englewood Cliffs: Prentice Hall. 3. Hartmann (1964), Wordsworth’s Poetry, New Haven: Tale. 4. Leavis, F. R. (1936), ‘Wordsworth’ in Revaluation, London. 5. Trilling, Lionel (1950), The Liberal Imagination, New York. P. B. Shelley 1. Foakes, R. A. (1958), The Romantic Assertion, London. 2. Fogle, R. H. (1949), The Imagery of Keats and Shelley, Chapel Hill: N.C. 3. King-Hele, D. (1960), Shelley: His Thought and Work, London. 4. Ridenour (ed.) (1965), Shelley: A Collection of Critical Essays, Englewood Cliffs: Prentice Hall. 14

5. Swinden, Patrick (ed.) (1977), Shelley: Shorter Poems and Lyrics: A Casebook, London: Macmillan. William Shakespeare 1. Norton Critical Edition : Othello (Viva Books) 2. Brown, J. R. (1986), Discovering Shakespeare: A New Guide to the Plays, Macmillan. 3. Draper, R. P. (1980) Tragedy: Developments in Criticism, London: Macmillan. 4. Elliott, G. R. (1953), Flaming Minister, Durham: Duke University Press. 5. Herbage, Alfred (ed.) (1965), Twentieth Century Views on Shakespeare: The Tragedies, Englewood Cliffs: Prentice Hall. 6. Rosenberg, Marvin (1953), The Masks of Othello, Berkley: University of California. 7. Thomson, Peter (1983), Shakespeare’s Stage, London: Routledge. 8. Nicoll, A. (1952), History of English Drama : 1660 – 1900, Vol. – I: Restoration Drama, CUP. William Congreve 1. Bruce, Donald (1975), Topics of Restoration Drama, London. 2. Kelsall, Malcolm (1981), Congreve: The Way of the World, London. 3. Lyons, Patrick (ed.) (1982), Congreve: Comedies, A Casebook, London: Macmillan. 4. Mueshke, Paul (1958), A New View of Congreve’s The Way of the World, Ann Arbor: Michigan Press. 5. Nicoll, A. (1952), History of English Drama : 1660 – 1900, Vol. – I: Restoration Drama, CUP. 6. Muir, Kenneth – Comedy of Manners 7. Dobree, Bonamy – Restoration Comedy Oliver Goldsmith 1. Quintana, R. - Oliver Goldsmith 2. Hirst, D. L. – The Comedy of Manners Jane Austen 1. David, Cecil (Lord) – The Early Victorian Novelists 2. Southam, B. C. – Jane Austen 3. Kumar, Shiv K. (ed.) – British Victorian Literature 4. Lubbock, Percy – The Craft of Fiction

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Paper- 1.2: English literature (1832-1980) - (I) (a) Objectives 1. To acquaint students with major trends and writers in English Literature through detailed study of specific literary works. 2. To enable students to read and appreciate critically the literary works by the major English authors. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content Term - I 1. Tennyson i) The Lady of Shalott ii) Lotos Eaters iii) Ulysses 2. Browning i) My Last Duchess ii) Porphyria’s Lover iii) Patriot 3. W. B. Yeats i) The Second Coming ii) Leda and the Swan 4. E M Forster : A Passage to India 5. G. B. Shaw : Pygmalion

(e) Reading List For Course Material standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc, especially Kermode and Hollander (ed.) (1973), Modern British Literature (Oxford Anthology)

Lord Alfred Tennyson 1. Buckley, J. H. (1960), Tennyson : The Growth of a Poet, Cambridge, Mass: Harvard University Press. 2. Langbaum, Robert (1974), The Poetry of Experience, Harmondsworth: Penguin. 3. Pattison, Robert (1979), Tennyson and Tradition, Harvard. 4. Stevenson, L. (1963), Darwin among the Poets, New York. 5. Tennyson, Hallam (ed.) (1981), Studies in Tennyson, London: Macmillan. Robert Browning 1. Drew, Phillip (1970), The Poetry of Robert Browning: A Critical Introduction, London: Methuen. 2. Drew, Phillip (ed.) (1966), Robert Browning: A Collection of Critical Essays, London: Methuen. 3. Eliot, T. S. (1953) The Three Voices of Poetry, London: Faber and Faber. 4. Jack, Ian (1973), Browning’s Major Poetry, Oxford: Clarendon Press. 5. King, Roma A. (1957), The Bow and the Lyre: The Art of Robert Browning, Ann Arbor: Michigan Press. W. B. Yeats 1. Bloom, Harold (ed.) (1986), W. B. Yeats, New York: Chelsea House. 2. Finneran, R. J. (ed.) (1986), Critical Essays on W. B. Yeats, Boston Hall. 3. Keane, Patric (ed.) (1973), W. B. Yeats: A Collection of Criticism, New York. 4. Uterecker, John (1959), A Reader’s Guide to W. B. Yeats, London: Thames and Hudson. 5. Winters, Yvor (1960), The Poetry of W. B. Yeats, Denver: University of Colorado Press. T. S. Eliot 1. Bagchee, Shymal, Elizabeth Daumer (ed.) (2006), The International Reception of T. S. Eliot. 2. Maxwell, D. E. S. (1952), The Poetry of T. S. Eliot, London: Routledge. 3. Moody, A. D. (ed.) (1994), The Cambridge Companion to T. S. Eliot, CUP. 4. Rees, T. R. (1974), The Technique of T. S. Eliot, Mouton: The Hague. 5. Southam, B. C. (1994), A Student’s Guide to the Selected Poems of T. S. Eliot, London: Faber and Faber. 6. Williamson, George (1953), A Reader’s Guide to T. S. Eliot, New York: The Noonday Press. Ted Hughes 1. Bold, Alan (1976), Thom Gunn and Ted Hughes, Edinburgh: Oliver and Boyd. 2. Sagar, Keith (1972), Ted Hughes, London: Longman. 3. Sagar, Keith (1975), The Art of Ted Hughes, Cambridge: CUP. 4. Sagar, Keith, The Laughter of Foxes: A Study of Ted Hughes 17

5. Skea, Ann (1994), Ted Hughes: The Poetic Quest, University of New England Press.

Thom Gunn 1. Campbell, James (2000), Thom Gunn in conversation with James Campbell, Between the Lines. 2. Dyson, A. G. (ed.), Three Contemporary Poets: Thom Gunn, Ted Hughes and R. S. Thomas, Case Book Series. Phillip Larkin 1. Burns, Robert (ed.) (1988), Spectrum of verse, Madras : Macmillan India Limited E. M. Forster 1. Norton Critical Edition : A Passage to India (Viva Books) 2. Bloom, Harold (ed.) (1987), E. M. Forster. 3. McConley, J. (1957), The Novels of E. M. Forster. 4. Scherer, Judith and Herz (ed.) (1993), A Passage to India. 5. Tambling, Jeremy (ed.) (1995), E. M. Forster, Conemporary Critical Essays, Palgrave: Macmillan. 6. Trilling, Lionel (1943), E. M. Forster. G. B. Shaw 1. Bentley, Eric (1957), G. B. Shaw. 2. Greene, N. (1984), Bernard Shaw: A Critical View, London: Macmillan. 3. Holroyd, M. (ed.) (1979), The Genius of Shaw. 4. Kaufman, R. I. (1965), Shaw: A Collection of Critical Essays, Prentice Hall. 5. Purolom, C. B. (1963), A Guide to the Plays of G. B. Shaw. Graham Greene 1. Allott, K. and M. Farris (1951), The Art of Graham Greene. 2. Atkins, John (1966), Graham Greene, London: Calder and Boyars. 3. Hynes, Samuel (ed.) (1973), Graham Greene: A Collection of Critical Essays, Prentice Hall. 4. Smith, Graham (1986), The Achievement of Graham Greene, Brighton. 5. Spurling, John (1983), Graham Greene: Contemporary Writers Series, London: Methuen. Harold Pinter 1. Begley, Varun (2005), Harold Pinter and the Twilight of Modernism, University of Toronto Press. 2. Esslin, Martin (1982), Pinter: The Playwright, London: Methuen. 3. Ganz, Arthur (ed.) (1972), Pinter: A Collection of Critical Essays, Prentice Hall. 4. Peacock, D. Keith (1997), Harold Pinter and the new British Theatre, Greenwood Press. 5. Raby, Peter (ed.) The Cambridge Companion to Harold Pinter, CUP. ************ 18

Paper-1.3 : English Language Today (I) (a) Objectives 1. To familiarise students with the ideology of Communication, Communication Technology and English language as a means of communication 2. To familiarise students with the phonological, morphological, lexical, and syntactic systems of the English language. 3. To acquaint them with the main geographical, registral and social varieties of English. 4. To focus on situational contextual, social and cultural appropriateness besides grammatical correctness. 5. To acquaint students with the basic concepts in pragmatic theory and give them practice in the application of these concepts.

(b) Course Content I) Phonology a) Phonemes / Sounds of English b) Syllable c) Word Stress d) Sentence Stress e) Intonation II) Morphology a) Structure of words b) Concept of Morpheme / Allomorph c) Types of Morpheme d) Processes of Word Formation III) Syntax a) Elements of Grammar b) Nouns, Pronouns and the Basic NP c) Adjective and Adverb d) Preposition and Preposition Phrases e) The Simple Sentence IV) Semantics a) The Terms ‘Semantics’ and ‘Meaning’ b) Seven Types of Meaning c) Components and Contrasts of Meaning (Synonymy, Antonymy, Hyponymy, Prototypes) d) Lexical Relations (Homonymy, Homophony, Polysemy, Metonymy)

(c) Suggestions for Teachers Keeping in mind the practical nature of the course teaching should be interactive and participatory. It should be leaner centred, learning focused and activity oriented. Basic concepts may be clarified with the help of teacher-talk.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an 19

assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List 1. Quirk, R, S. Greenbaum (1973), A University Grammar of English, London: Longman. 2. Quirk, R (1962), The Use of English, London: Longman. 3. Gimson, A. C. (1996), An Introduction to The Pronunciation of English, a revised edition. 4. Kachru, B. B. (1983), The Indianization of English, The English Language in India, Delhi: OUP. 5. Kachru, B. B. (1986), The Alchemy of English: The spread, functions and models of non- native Englishes, Delhi: OUP. 6. Thorat, Ashok (2008), Discourse Analysis, CUP. 7. Bansal, R. K. and J. B. Harrison (1972), Spoken English for India, New Delhi : Orient Longman 8. Akmajian, et al. (1995), Linguistics: An Introduction to Language and Communication, Prentice Hall of India: New Delhi. 9. Anderson, W. L. and Stageberg, N. C. (1975), Introductory Readings on Language, Holt, Rinehart & Wilson (4th edn.): New York 10. Annamalai, E. (2001), Managing Multiculturalism in India (Sage, Delhi) 11. Balasubramaniam, T. (1981), A Text book of English Phonetics for Indian Students (Macmillan) 12. Brown, G. and G. Yule (1983), Discourse Analysis, Cambridge: CUP. 13. Brown, p. and Levinson, S. C. (1987), ‘Politeness: Some Universals’ in Language Usage, Cambridge: CUP 14. Chomsky (1957), Syntactic Structures, The Hague: Mouton. 15. Chomsky (1965), Aspects of the Theory of Syntax, Cambridge, Mass: MIT Press. 16. Crystal, David (1980 rpt. 1995), Dictionary of Linguistics and Phonetics, Cambridge: Blackwell. 17. Crystal, David (1987), The Cambridge Encyclopaedia of Language, Cambridge: CUP. 18. Crystal, David and Derek Davy, (1969), Investigating English Style, London: Longman. 19. Hudson, R. A. (2003), Sociolinguistics, Cambridge: CUP. 20. Koach, P. (1983), English Phonetics and Phonology (CUP) 21. Krishnaswamy, Verma and Nagarajan (1992), Modern Applied Linguistics (Macmillan) 22. Leech, G. N. (1983), Principles of Pragmatics, London: Longman. 23. Levinson, S. C. (1983), Pragmatics, Cambridge: CUP. 24. Lyons, J. (1977), Semantics, Vols. 1 & 2, Cambridge: CUP. 20

25. Lyons, J. (1981), Language, Meaning and Context, Cambridge: CUP. 26. Mey, Jacob L. (1993), Pragmatics: An Introduction, Oxford: Blackwell. 27. O’Connor, J. D. (1980, rpt. 1992), Better English Pronunciation (New Edition), Universal Book Stall, New Delhi 28. Palmer, Frank – Semantics (CUP) 29. Radford, Atkinson and Others (1999), Linguistics: An Introduction (CUP) 30. Saeed, John I. (1997), Semantics, Oxford: Blackwell. 31. Saussure, Ferdinand De (1974), Course in General Linguistics (with introduction by Jonathan Culler), Fontana: Collins. 32. Sethi and Dhamija (1989), A Course in Phonetics and Spoken English (Prentice Hall of India) 33. Thorat, Ashok (ed.) (2006), Non-Native Phenomenon of English (IASE, Pune) 34. Thorat, Ashok (ed.) (2007), Pragmatics (IASE, Pune) 35. Thorat, Ashok (2008) Discourse Analysis (FCS, Pune) 36. Trask, R. L. (2003), Language : The Basics (Routledge) 37. Verma and Krishnaswamy (1989), Modern Linguistics: An Introduction (OUP) 38. Verscheuren, Jef (1999), Understanding Pragmatics (London: Edward Arnold) 39. Yule, George (1996), Pragmatics (Oxford: OUP).

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Paper – 1.4 : Cotemporary Critical Theory (I) (a) Objectives 1. To acquaint students with different trends in literary criticism – Ancient and Modern. 2. To acquaint students with important schools of literary criticism with the help of representative texts and help them grasp the methods and techniques of interpreting literature. 3. To expose them to the major trends in Contemporary Critical Theory.

(b) Course Content Background of Contemporary Literary Theory I) A survey of Western Critical Thought from classical through the neo-classical to romantic Criticism from mimetic to expressive theories of Literature. 1) Aristotle : The Poetics (Chapters 1-16) 2) Samuel Johnson : From The life of Milton as covered in Ramaswami and Sethuraman (eds.), The English Critical Tradition, Vol. 1 (Macmillan: 1986) 3) William Wordsworth : Preface to Lyrical Ballads

II) Formalist Approach and New Criticism 1) T.S. Eliot : Tradition and the Individual Talent 2) I. A. Richards : Pseudo-Statements 3) Cleanth Brooks : Irony as Principle of Structure. 4) Wimsatt and Beardsley : The Intentional Fallacy.

(c) Suggestions for Teachers Students have already been acquainted with the basic terms and concepts in critical theory and practice at the undergraduate level. Now the focus should be on the theoretic aspects of literary criticism and students be trained in approaching literary texts from various points of view. As far as possible, the theoretical aspects should be explained and illustrated with reference to the literary texts students have studied at various stages

(d) Suggestions for evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

* Weightage of marks will be – 40% for Survey and 60% for Formalist Approach and New Criticism

(e) Reading List 1. Ramaswami and Sethuraman (eds.) (1986), The English Critical Tradition, Vol. 1 (Macmillan) For Samuel Johnson and William Wordsworth. 2. Hardy and Westbrook (eds.) (1974), 20th Century Criticism, (Light and Life Publishers, New Delhi) for T.S. Eliot, I. A. Richards, Cleanth Brooks, Richard Chase, and Ernest Jones. 3. Ramaswami and Sethuraman (eds.) (1986), The English Critical Tradition, Vol. II (Macmillan) for Wimsatt and Beardsley. 4. Lodge, David (1989), 20th Century Literary Criticism (London Longman) For George Lukacs 5. Sethuraman (ed.), Contemporary Criticism: An Anthology, (Macmillan), for Roland Barthes, Stanley Fish, M.H. Abrams, and Elaine Showalter. 6. Ashok Thorat, et al (2001), Spectrum of Literary Criticism, New Delhi: Frank Bros. & Co. 7. Barry, Peter (2007), Beginning Theory : An Introduction to Literary and Cultural Theory, Manchester University Press

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Semester Two

Paper – 2.1 : English Literature (1550 - 1832) – (II) (a) Objectives 1. To acquaint students with major trends in English Literature through a detailed study of specific literary texts. 2. To enable students to read and appreciate the literary texts. 3. To Cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve the linguistic competence along with the literary competence of students.

(b) Course Content 1. Alexander Pope : The Rape of the Lock 2. William Wordsworth : i) Tintern Abbey : ii) Ode on the Intimations of Immortality 3 Shelley : Adonais 4. William Congreve : The Way of the World 5. Jane Austen : Pride and Prejudice

(e) Reading List The same as for Paper 1.1

Paper- 2.2 : English literature (1832-1980) – (II) (a) Objectives 1. To acquaint students with major trends in English Literature through a detailed study of specific literary texts. 2. To enable students to read and appreciate the literary texts. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve the linguistic and literary competence of students.

(b) Course Content 1. T. S. Eliot i) The Love Song of J. Alfred Prufrock ii) Marina iii) Gift of the Magi 2. Ted Hughes i) The Jaguar ii) Hawk Roosting 3. Thom Gunn i) On the Move ii) Considering the Snail 4. Phillip Larkin i) Wants ii) Lines on a Young Lady’s Photograph Album 5. Graham Greene : The Power and the Glory 6. Harold Pinter : The Birthday Party (c) Suggestions for Teachers No study of literature can begin without having read the literary texts(s) to be studied. Teachers, therefore, should encourage students and help them go through the prescribed texts. To have the first hand experience of literature teachers should make students interact with the texts so that students develop their own responses rather than depend on the borrowed critical views. It would be good to have at least some silent reading sessions carefully planned and monitored by the teacher. Students should also be given practice in writing answers to the point and should be discouraged from writing vague, round about and repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper understanding of the intended message of the text. (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination. (e) Reading List The same as for Paper 1.1

Paper-2.3 : English Language Today (II) (a) Objectives 1. To familiarise students with the ideology of Communication, Communication Technology and English language as a means of communication 2. To familiarise students with the phonological, morphological, lexical, and syntactic systems of the English language. 3. To acquaint them with the main geographical, registral and social varieties of English. 4. To focus on situational contextual, social and cultural appropriateness besides grammatical correctness. 5. To acquaint students with the basic concepts in pragmatic theory and give them practice in the application of these concepts.

(b) Course Content I) Language and Society A) Language Variation a) Regional Variation / Dialects b) Social Variation / Sociolects c) Individual Variation / Idiolects d) Stylistic Variation / (i.e. Formal and Informal Styles) B) Language Contact a) Code Switching and Code Mixing b) Pidgins and Creoles c) Borrowing

II) Distinctive Features Of British, American and Indian English a) Phonological Features b) Syntactic Features c) Features of Vocabulary d) Spelling Conventions III) Pragmatics A) Basic Concepts i) Speech Acts ii) Situation and Speech Event iii) Deixis iv) Presuppositions and Implicatures v) The Concept of Discourse vi) Cohesion and Coherence vii) Turn Taking and Adjacency Pairs B) Conversational Principles i) Politeness in Conversation : Face, Power, Solidarity, etc ii) Maxims of Politeness Principle (as given by Lakoff and Leech) iii) Co-operation in Conversation: Maxims of Co-operative Principle (Gricean Maxims as given in G. N. Leech (1983)) iv) Observation and Violation of CP and PP in Conversation

(c) Suggestions for Teachers Keeping in mind the practical nature of the course teaching should be interactive and participatory. It should be learner centred, learning focused and activity oriented. Basic concepts may be clarified with the help of teacher-talk.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List The same as for Paper 1.3

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Paper – 2.4 : Contemporary Critical Theory (II) (a) Objectives 1. To acquaint students with different trends in literary criticism – Ancient and Modern. 2. To acquaint students with important schools of literary criticism with the help of representative texts and help them grasp the methods and techniques of interpreting literature. 3. To expose them to the major trends in Contemporary Critical Theory.

(b) Course Content An introduction to the following contemporary critical approaches / schools / ideas in the light of the essay(s) prescribed for study (Questions could be set on the critical approaches or texts or both.) 1. Archetypal Criticism : Richard Chase - Notes on the Study of Myth 2. Marxist Criticism : George Lukacs - The Ideology of Modernism 3. Psychoanalytic Approach : Ernest Jones - Hamlet :The Psychological Solution 4. Structuralism : Roland Barthes - To Write: An intransitiveVerb ? 5. Reader-Response Theory : Stanley Fish - Is there a Text in this class? 6. Deconstruction :M.H. Abrams - The Deconstructive Angel 7. Feminism :Elaine Showalter - Toward a Feminist Poetics

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A- 4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List The same as for Paper 1.4

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QUESTION PAPER PATTERNS M.A. English Semester-I & II Question Paper Pattern for Paper 1.1, 1.2, 2.1 & 2.2

Question 1 : Reference to Context ( Poetry) (4 out of 6) [4 x 4=16] Question 2 : Short notes on Poetry (2 out of 4) [2 x 8=16] Question 3 : Broad question on Drama (1 out of 2) [1 x 16=16] Question 4 : Broad question on Novel (1 out of 2) [1 x 16=16] Question 5 : Short notes on ; (a)-on Drama (1 out of 2) [1 x 8=8] (b)-on Novel (1 out of 2) [1 x 8=8]

M.A. English Semester-I Question Paper Pattern for Paper 1.3

Question 1: Short answer questions on Phonology (4 out of 6) [4 x 4=16] Question 2 Short answer questions on Morphology (4 out of 6) [4 x 4=16] Question3: Short answer questions on Syntax (4 out of 6) [4 x 4=16] Question 4: Short answer questions on Semantics (4 out of 6) [4 x 4=16] Question 5: Practical questions on all the four components (4 out of 6 on each component) [4 x 4=16]

M.A. English Semester-II Question Paper Pattern for Paper 2.3

Question 1: Short answer questions on Language & Society (4 out of 6) [4 x 4=16] Question 2 Short answer questions on Features of British, American & Indian English (4 out of 6) [4 x 4=16] Question3: Short answer questions on Pragmatics: Basic Concepts (4 out of 6) [4 x 4=16] Question 4: Short answer questions on Conversational Principles (4 out of 6) [4 x 4=16] Question 5: Practical questions on all the four components (4 out of 6 on each component) [4 x 4=16]

M.A. English Semester-I Question Paper Pattern for Paper 1.4

Question 1: Short answer questions on Survey (2 out of 3) [2 x 8=16] Question 2 Short answer questions on Aristotle / Johnson / Wordsworth (2 out of 3) [2 x 8=16] Question3: Short answer questions on Eliot / Richards (2 out of 3) [2 x 8=16] Question 4: Short answer questions on Brooks / Beardsley (2 out of 3) [2 x 8=16] Question 5: Practical question (Application of critical concepts – Passages / examples from prescribed texts of Paper 1.1, 1.2, 2.1 & 2.2 can be given) (2 out of 3) [2 x 8=16]

M.A. English Semester-II Question Paper Pattern for Paper 2.4

Question 1: Short answer questions on Contemporary Critical Approaches / school / ideas (2 out of 3) [2 x 8=16] Question 2: Short answer questions on Chase / Lukacs / Jones (2 out of 3) [2 x 8=16] Question3: Short answer questions on Barthes / Fish (2 out of 3) [2 x 8=16] Question 4: Short answer questions on Abrams / Showalter (2 out of 3) [2 x 8=16] Question 5: Practical question (Application of critical concepts – Passages / examples from prescribed texts of Paper 1.1, 1.2, 2.1 & 2.2 can be given) (2 out of 3) [2 x 8=16]

S.Y.B.A. (English) (w.e.f. June 2009) (i) Compulsory English (a) Objectives 1. To develop the communicative skills of the students and thereby develop their proficiency in English language. 2. To develop competence among the students for self-learning. 3. To encourage and enable the students to read the various types of texts on their own and discuss them among peers.

(b) Course Content Prescribed Text: Reflections II (CUP) Prose 1. A Story of Stanford 2. What is Body Language 3. Glut of Gullibility 4. Chief Seattle’s Letter 5. I Love You Mom 6. People Who Never Took a ‘No’ (1. Akio Morita, and 2. Henry Ford) 7. JRD’s Words of Inspiration to Sudha Murthy 8. When Ideas Make Money - Sharmila Ganesan 9. The Three-Piece Suit - Ali Deb 10. Unity of Mind - A. P. J. Abdul Kalam 11. The Wonder of New Millennium - Michael David 12. After Twenty Years - O’Henry 13. Engine Trouble - R. K. Narayan Poems 1. A Different History - Sujata Bhatt 2. Digging - Seamus Heaney 3. Kindness - Sylvia Plath 4. Punishment in K. Garten - Kamala Das 5. Sunrise - Padma Sachdev 6. Ozymandius of Egypt - P. B. Shelley 7. After Apple Picking - Robert Frost

*Course Work for Term – I Prose units from 1 to 7 and Poetry units from 1 to 3 along with exercises given below each unit *Course Work for Term – II Prose units from 8 to 13 and Poetry units from 4 to 7 along with exercises given below each unit

(c) Suggestions for Teachers This is a continuation of the same multi-skills course as in F.Y.B.A. Compulsory English, and hence the teachers are expected to continue with the interactive approach in teaching. The teachers should use learner-focused and learning oriented teaching methods and help the students in developing the four skills of language. As far as possible the class should consist of relevant tasks or activities on the part of the students, and the teacher-talk should be reduced to the minimum necessary level. There should be considerable interaction between the teachers and

- 1 - students and between or among the students in the form of pair work and group work. The teachers should encourage the students to actively participate in the learning activities related to different skills / aspects of language learning. Wherever the situation permits, activities like discussions, and presentations should be promoted. Only the active interest and participation of learner can ensure the communicative and pragmatic competence of the students in using the language. The main reading unit and the units dealing with language skills as well as grammar, vocabulary, etc are to be treated as one composite unit and every part of it needs to be dealt with carefully in the class-room and reflected in evaluation system.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Year End Examination will be for 80 marks. The major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 80% questions shall be based on the pattern of exercises dealing with language skills given below the main reading units.

Question Paper Format(SY BA Comp)

Term-End Examination Q 1 Text-based comprehension questions (2 out of 3) 12 Q 2 Text-based comprehension questions (2 out of 3) 12 Q 3 Questions on writing activities (2 out of 3) 12 Q 4 Questions on vocabulary (6 out of 8) 12 Q 5 Questions on grammar and usage (6 out of 8) 12

Annnual Examination Q 1 Text-based comprehension questions (2 out of 3) 16 Q 2 Text-based comprehension questions (2 out of 3) 16 Q 3 Questions on writing activities (2 out of 3) 16 Q 4 Questions on vocabulary (8 out of 10) 16 Q 5 Questions on grammar and usage ( 8 out of 10) 16

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- 2 - (ii) English General Paper- II : Understanding Fiction (a) Objectives 1. To acquaint and familiarise the students with the terminology in Fiction Criticism (i.e. the terms used in Critical Analysis and Appreciation of Fiction) 2. To encourage students to make a detailed study of a few sample masterpieces of English Fiction from different parts of the world 3. To enhance student awareness in the aesthetics of Fiction and to empower them to independently venture into reading, appreciation and critical examination and evaluation of Fiction Texts

(b) Course Content A. Theory of Fiction (a) What is Fiction? (b) Elements of Fiction: Story, Plot, Characters, Setting, Narrative Technique, Point of View (c) Types of Novels: Autobiographical Novel, Epistolary Novel, Picaresque Novel, Regional Novel, Detective Novel, Science Fiction [Types of Novels should be discussed with suitable examples]

B. Prescribed Texts: (i) Lord of the Flies : William Golding (ii) Inside the Haveli : Rama Mehta (iii) A Man of the People : Chinua Achebe

*Course Work for Term – I A. Theory of Fiction B. Texts : (i) Lord of the Flies : William Golding

*Course Work for Term – II Texts : (i) Inside the Haveli : Rama Mehata (ii) A Man of the People : Chinua Achebe

(c) Suggestions for Teachers The course consists of three representative samples of British, Indian and Commonwealth fiction. This is an attempt to move away from Eurocentric canons of studying literature. The teacher should begin by acquainting the students with the theoretical background and the basic aspects of fiction as a form of literature. Students should be trained in applying this basic knowledge in understanding individual texts of fiction. They should be encouraged to have detailed first hand acquaintance with the prescribed texts. Instead of relying on the teacher-told meanings and borrowed critical views they should be motivated to interact with the texts and develop their own individual responses, howsoever rudimentary they might be. The fiction texts may be divided into convenient chunks for the purposes of teaching. The teaching need not start with the first chapter. It is possible to begin with the climactic or the most interesting episode in the novel. This may have the benefit of engaging the learners’ attention immediately and motivating them to go through the whole text.

- 3 - marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in question papers for both the Term End and the Annual Examination will be practical, objective, and application oriented.

(e) Reading List 1. Abrams, M. H. – A Glossary of Literary Terms (Latest Edition), (Macmillan) 2. Hawthorn, Jeremy (2005), Studying the Novel (Hodder Arnold) 3. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education) 4. Forster, E. M. – Aspects of Novel 5. Mayhead, Robin – Understanding Literature (Blackie and Sons) 6. Rees, R. J. – An Introduction of English Literature to Foreign Learners 7. Martin, Gray – A Dictionary of Literary Terms (Pearson Education) 8. Boulton, Marjorie – Anatomy of Fiction (Routeledge) 9. Murphy, M. J. –Understanding Unseens 10. Hooper - An Introduction to the Study of Language and Literature 11. Hudson, W. H. - Introduction to the Study of English Literature 12. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English Literature (Sterling, 1984) 13. Lerner - English Literature : An Interpretation for Students Abroad (OUP) 14. Bloom, Harold (2007)– Lord of the Flies, Viva Modern Critical Interpretations (Viva Books)

Question Paper Format(G 2)

Term-End Examination Q 1 Questions on the theory of fiction (3 out of 5) 12 Q 2 Questions on the theory of fiction (3 out of 5) 12 Q 3 Questions on Lord of the Flies (2 out of 3) 12 Q 4 Questions on Lord of the Flies (2 out of 3) 12 Q 5 Practical questions on the application of theory to the novel prescribed (4 out of 6) 12

Annnual Examination

Q 1 Questions on the theory of fiction (3 out of 5) 16 Q 2 Questions on Lord of the Flies (3 out of 5) 16 Q 3 Questions on Inside the Haveli (2 out of 3) 16 Q 4 Questions on A Man of the People (2 out of 3) 16 Q 5 Practical questions on the application of theory to the novels prescribed (4 out of 6) 16

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- 4 - (iii) English Special Paper - I : Understanding Drama (a) Objectives 1. To acquaint and familiarise the students with the terminology in Drama Criticism (i.e. the terms used in Critical Analysis and Appreciation of Drama) 2. To encourage students to make a detailed study of a few sample masterpieces of English Drama from different parts of the world 3. To develop among students the ability to independently read and appreciate as well as critically analyse and evaluate Drama 4. To enhance student awareness in the aesthetics of Drama and to empower them to independently venture into reading, appreciation and critical examination and evaluation of Drama

(b) Course Content A. Theory of Drama (a) What is Drama? (b) Elements of Drama : Theme, Characters, Plot, Dialogue, Stage Properties, The Three Unities, Conflict, Elements of Structure (c) Types of Drama : Tragedy, Comedy, Tragi-Comedy, Problem Plays, Absurd Drama

B. Prescribed Texts : (i) The Importance of Being Ernest : Oscar Wilde (ii) Death of a Salesman : Arthur Miller (iii) Hayavadan : Girish Karnad

*Course Work for Term – I A. Theory of Drama B. Text : (i) The Importance of Being Earnest : Oscar Wilde *Course Work for Term – II Texts : (i) Death of a Salesman : Arthur Miller (ii) Hayavadan : Girish Karnad

(c) Suggestions for Teachers This course is an amalgam of the representative samples of British, American and Indian drama. This is a shift away from the purely Eurocentric literary canon. The teachers should begin by explaining the theoretical background and the basic aspects of dramatic literature. The drama is basically a performing art and the teaching of drama should highlight the theatrical aspects of drama. Techniques like solo/group reading, role-playing; using audio/video cassettes (if available) may be employed to give some idea of live performance. These will also ensure the interest and active participation of the learners. Students should also be guided in carefully examining the text and imaginatively visualizing the performance to get the real idea of the dramatic impact of the text. The resources of spoken language such as stress, intonation, pauses, hesitations, etc are utilised to the fullest extent by the playwrights and hence drama can be an extremely useful tool for the teaching of spoken English. In drama we have the added advantage of contextualizing the teaching points in spoken English and pronunciation.

- 5 - marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in question papers for both the Term End and the Annual Examination will be practical, objective, and application oriented.

(e) Reading List 1. Abrams, M. H. – A Glossary of Literary Terms (Latest Edition), (Macmillan) 2. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education) 3. Boulton, Margorie – Anatomy of Drama (Routledge) 4. Brooks, Cleanth and Heilman - Understanding Drama 5. Eslin, Martin – Anatomy of Drama 6. Mayhead, Robin – Understanding Literature (Blackie and Sons) 7. Rees, R. J. – An Introduction of English Literature to Foreign Learners 8. Martin, Gray – A Dictionary of Literary Terms (Pearson Education) 9. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman) 10. Hooper - An Introduction to the Study of Language and Literature 11. Hudson, W. H. - Introduction to the Study of English Literature 12. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English Literature (Sterling, 1984) 13. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman) 14. Lerner - English Literature : An Interpretation for Students Abroad (OUP) 15. Bloom, Harold (2007) – Death of a Salesman, Viva Modern Critical Interpretations (Viva Books)

Question Paper Format(S 1)

Term-End Examination Q 1 Questions on the theory of drama (3 out of 5) 12 Q 2 Questions on the theory of drama (3 out of 5) 12 Q 3 Questions on Importance of Being Ernest (2 out of 3) 12 Q 4 Questions on Importance of Being Ernest (2 out of 3) 12 Q 5 Practical questions on the application of theory to the drama prescribed (4 out of 6)12

Annnual Examination

Q 1 Questions on the theory of drama (3 out of 5) 16 Q 2 Questions on Importance of Being Ernest (3 out of 5) 16 Q 3 Questions on Death of a Salesman (2 out of 3) 16 Q 4 Questions on Hayavadan (2 out of 3) 16 Q 5 Practical questions on the application of theory to the plays prescribed (4 out of 6) 16

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- 6 - (iv) English Special Paper - II : Understanding Poetry

(a) Objectives 1. To acquaint and familiarise the students with the terminology in poetry criticism (i.e. the terms used in critical analysis and appreciation of poems) 2. To encourage students to make a detailed study of a few sample masterpieces of English poetry from different parts of the world 3. To enhance student awareness in the aesthetics of poetry and to empower them to independently venture into reading, appreciation and critical examination and evaluation of poems

(b) Course Content A. Theory of Poetry (a) What is poetry? (b) Elements of poetry : Rime, Rhythm, Stanza Forms, Figures of Speech, Symbols, Imagery, and other Poetic Devices like Repetition, Contrast. (c) Types of poetry : Elegy, Sonnet, Dramatic Monologue, Lyric, Ode, Ballad.

B. Prescribed Text : Poetry Down the Ages (O. L.) [Only the following Selections from Poetry Down the Ages]

William Shakespeare : 1. A Requiem John Donne : 2. A Valediction: Forbidding Mourning Andrew Marvell : 3. To his Coy Mistress William Blake : 4. The Chimney Sweeper 5. The Tyger William Wordsworth : 6. Lucy Gray 7. Strange Fits of Passion Have I Known Percy Bysshe Shelley : 8. To a Skylark John Keats : 9. Ode on a Grecian Urn Lord Alfred Tennyson : 10. From In Memoriam, LIV- LVI 11. Tears, Idle Tears Matthew Arnold : 12. To Marguerite Robert Browning : 13. The Bishop Orders his Tomb Thomas Hardy : 14. The Darkling Thrush G.M. Hopkins : 15. Felix Randal W.B. Yeats : 16. An Irish Airman Foresees his Death T .S. Eliot : 17. Sweeney Among the Nightingales W.H. Auden : 18. Song Dylan Thomas : 19. And Death shall have no Dominion Philip Larkin : 20. Church Going Nissim Ezekiel : 21. Goodbye Party for Miss Pushpa T. S. Jayanta Mahapatra : 22. The Abandoned British Cemetery at Balasore A.K. Ramanujan : 23. The Last of the Princes R. Parthasarthy : 24. Delhi Walt Whitman : 25. Gods Emily Dickinson : 26. The Wind Tapped Like a Tired Man. Robert Frost : 27. The Road Not Taken

- 7 - R. W. Emerson : 28. Give All to Love Langston Hughes : 29. Ballad of the Landlord 30. I, Too

*Course Work for Term – I A. Theory of Poetry B. Text : Poetry Down the Ages (i) Selected Poems : From William Shakespeare To John Keats

*Course Work for Term – II B. Text : Poetry Down the Ages (ii) Selected Poems : from Lord Alfred Tennyson to Langston Hughes

(c) Suggestions for Teachers The teaching of a poem should begin with reading the poem aloud with proper stress and rhythm. This should be followed by a close and careful analysis of the text. Student participation should be ensured by asking questions on the specific parts/lines/expressions in the text and their answers should be used in analyzing the text. Background/authorial information may be given only when absolutely necessary for the understanding of the text of the poem. The students should be motivated to discover or interpret the poem on the basis of intra-textual linguistic clues. Paraphrasing the poem by teachers kills the students’ initiative and hence it should be avoided. The teachers may explain figures of speech, poetic devices, and poetic forms with concrete examples from the prescribed texts. The distinction between ordinary language and poetic/literary language should be highlighted. Students should be encouraged to form their own opinions rather than merely parroting the critical opinions or teacher-told meanings.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in question papers for both the Term End and the Annual Examination will be practical, objective, and application oriented.

(e) Reading List 1. Abrams, M. A. – A Glossary of Literary Terms (Seventh Edition), (Macmillan) 2. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education) 3. Brooks, Cleanth and Robert Penn Warren – Understanding Poetry 4. Mayhead, Robin – Understanding Literature (Blackie and Sons) 5. Martin, Gray – A Dictionary of Literary Terms (Pearson Education) 6. Murphy, M. J. – Understanding Unseens 7. Rees, R. J. – An Introduction of English Literature to Foreign Learners 8. Wainwright, Jeffrey (2004), Poetry : The Basics (Routeledge) 9. Hooper - An Introduction to the Study of Language and Literature 10. Hudson, W. H. - Introduction to the Study of English Literature 11. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English Literature (Sterling, 1984) 12. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman) 13. Lennard – The Poetry Handbook: Guide Reading Poetry for Pleasure and Criticism (OUP) 14. Lerner - English Literature : An Interpretation for Students Abroad (OUP)

- 8 -

Question Paper Format(S 2)

Term-End Examination Q 1 Questions on the theory of poetry (3 out of 5) 12 Q 2 Questions on the theory of poetry (3 out of 5) 12 Q 3 Reference to context (3 out of 5) 12 Q 4 Questions on the poems prescribed (2 out of 3) 12 Q 5 Practical questions on the application of theory to the poems prescribed (4 out of 6)12

Annnual Examination

Q 1 Questions on the theory of poetry (3 out of 5) 16 Q 2 Questions on the poems prescribed for the first term (3 out of 5) 16 Q 3 Questions on the poems prescribed for the second term (2 out of 3) 16 Q 4 Questions on the poems prescribed for the second term (2 out of 3) 16 Q 5 Reference to context from the poems prescribed for the second term (4 out of 6) 16

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- 9 - S.Y.B.Sc. OPTIONAL ENGLISH (w.e.f. June 2009) (i) Enriching Oral and Written Communication (a) Objectives 1. To acquaint the students with the different modes of Communication in the context of modern life. 2. To make them effective and efficient users of language. 3. To impress upon their minds the importance and value of Communication in personality development and career prospects. 4. To enhance their employment opportunities in communication based careers.

(b) Course Content

*Course Work for Semester I Orientation What is Communication? Formal and Informal Communication Non-verbal Communication Features of Effective Communication Vocabulary Splitting the Fine Senses of Words Literal and Figurative Use of Words Word Parallels and Alternatives Lexical Sets Using a Dictionary/ Activator/ Thesaurus Language Games Oral Communication Word Stress and Sentence Stress Intonation Use of Politeness Markers Making Presentations: Important Features Making Presentations: Preparing, Planning and Performing

*Course Work for Semester II Using Audio-visual Aids (from handouts to computer Graphics) Characteristic Features of an Effective Group Discussion Facing Interviews (Activities/tasks like role playing, group discussion, public speaking, extempore presentation and interviews to be conducted) Written Communication Writing Task : identifying the focus, generating ideas, outlining, etc. Paragraph Structure and Linking Sub-points in a Paragraph Cohesion and unity in a paragraph Minding Punctuation and Proofreading Summarising Reviewing Aspects of Creative Writing (Activities/tasks to be conducted like paragraph writing, essay writing, writing a review of a literary text, writing a summary of a literary text, comprehension and analysis of a literary text, preparing an advertisement, making PowerPoint Presentations)

- 10 -

Technology-enabled Business Communication Telephonic conversation and manners E-mails and e-mail etiquettes Power Point Presentation

(c) Suggestions for Teachers The course is designed to acquaint the students with the basic aspects of communication and help them to become effective communicators by using different modes of communication. Teacher talk may be used for clarification of basic ideas. However, keeping in mind the essentially practical nature of the course, the teachers should engage the students through various tasks, activities, projects and assignments, and offer them guidance about carrying them out effectively. Student involvement can also be enhanced through activities like oral presentations, writing exercises, vocabulary building exercises, role playing, mock interviews, etc. The teacher should play the role of a facilitator, monitor the student activities and provide feedback wherever necessary. The interaction between and among the students needs to be encouraged for effective implementation of the course.

(d) Suggestions for Evaluation The evaluation pattern will be the same as is adopted for other courses in the Semester System. For the First Semester there will be a University Examination carrying 40 marks at the end of the First Semester. There will be a continuous assessment and evaluation of the student’s performance in Oral and Written Communication skills through the First Semester. The marks secured by the students in this Internal Assessment will be reduced in proportion to the value of 10 marks. Similarly, For the Second Semester there will be a University Examination carrying 40 marks at the end of the Second Semester. There will be a continuous assessment and evaluation of the student’s performance in Oral and Written Communication skills through the Second Semester. The marks secured by the students in this Internal Assessment will be reduced in proportion to the value of 10 marks. The major thrust of the evaluation for both Internal Assessment and University Examinations for both the Semesters will be practical, objective, and application oriented. The focus of the evaluation should be on testing the students’ ability to independently construct and properly deliver utterances in different contexts.

(e) Reading List 1. Thorat, A.and Lokhandwala,M.(2009),Enriching Oral and Written Communication [OBS 2. Mohanraj J. and Mohanraj S. (2001), English Online [OBS] 3. Seely (2006), Oxford Guide to English speaking and writing [OUP] 4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in Communication Skills [Foundation Books] 5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP] 6. Goodale, Malcolm (2008), Professional Presentations [CUP] 7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP] 8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and Speaking (Vol. I & II) [Foundation Books] 9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic Communication Skills [Foundation Books] 10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD) 11. Narayanswamy – Strengthen Your Writing (OBS)

- 11 - Question Paper Format(SY B Sc Optional English)

Semester 1 Q1 Application-oriented short-answer questions on ‘Orientation’ (2out of 3) 10 Q2 Practical questions on vocabulary on items 1 to 3 10 Q3 Practical questions on vocabulary on items 4 to 6 10 Q4 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10

Semester II Q1 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10 Q2 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10 Q3 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10 Q4 Application-oriented short-answer questions on ‘Technology-based Business Communication’ (2out of 3) 10

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- 12 - S.Y.B.Sc. (Computer) : Compulsory English (w.e.f. June 2009) (i) Enriching Oral and Written Communication (a) Objectives 1. To acquaint the students with the different modes of Communication in the context of modern life. 2. To make them effective and efficient users of language. 3. To impress upon their minds the importance and value of Communication in personality development and career prospects. 4. To enhance their employment opportunities in communication based careers.

(b) Course Content *Course Work for Semester I Orientation What is Communication? Formal and Informal Communication Non-verbal Communication Features of Effective Communication Vocabulary Splitting the Fine Senses of Words Literal and Figurative Use of Words Word Parallels and Alternatives Lexical Sets Using a Dictionary/ Activator/ Thesaurus Language Games Oral Communication Word Stress and Sentence Stress Intonation Use of Politeness Markers Making Presentations: Important Features Making Presentations: Preparing, Planning and Performing

*Course Work for Semester II Oral Communication Using Audio-visual Aids (from handouts to computer Graphics) Characteristic Features of an Effective Group Discussion Facing Interviews (Activities/tasks like role playing, group discussion, public speaking, extempore presentation and interviews to be conducted) Written Communication Writing Task : Identifying the focus, generating ideas, outlining, etc Paragraph Structure and Linking Sub-points in a Paragraph Cohesion and unity in a paragraph Minding Punctuation and Proofreading Summarising Reviewing Aspects of Creative Writing

- 13 - (Activities/tasks to be conducted like paragraph writing, essay writing, writing a review of a literary text, writing a summary of a literary text, comprehension and analysis of a literary text, preparing an advertisement, making PowerPoint Presentations) Technology-enabled Business Communication Telephonic conversation and manners E-mails and e-mail etiquettes Power Point Presentations

(c) Suggestions for Teachers The course is designed to acquaint the students with the basic aspects of communication and help them to become effective communicators by using different modes of communication. Teacher talk may be used for clarification of basic ideas. However, keeping in mind the essentially practical nature of the course, the teachers should engage the students through various tasks, activities, projects and assignments, and offer them guidance about carrying them out effectively. Student involvement can also be enhanced through activities like Oral presentations, writing exercises, vocabulary building exercises, role playing, mock interviews, etc. The teacher should play the role of a facilitator, monitor the student activities and provide feedback wherever necessary. The interaction between and among the students needs to be encouraged for effective implementation of the course.

(d) Suggestions for Evaluation The evaluation pattern will be the same as is adopted for other courses in the Semester System. For the First Semester there will be a University Examination carrying 40 marks at the end of the First Term. There will be a continuous assessment and evaluation of the student’s performance in Oral and Written Communication skills through the First Semester. The marks secured by the students in this Internal Assessment will be reduced in proportion to the value of 10 marks. Similarly, For the Second Semester there will be a University Examination carrying 40 marks at the end of the Second Term. There will be a continuous assessment and evaluation of the student’s performance in Oral and Written Communication skills through the Second Semester. The marks secured by the students in this Internal Assessment will be reduced in proportion to the value of 10 marks. The major thrust of the evaluation for both Internal Assessment and University Examinations for both the Semesters will be practical, objective, and application oriented. The focus of the evaluation should be on testing the students’ ability to independently construct and properly deliver utterances in different contexts.

(e) Reading List 1. Thorat, A.and Lokhandwala,M.(2009),Enriching Oral and Written Communication [OBS 2. Mohanraj J. and Mohanraj S. (2001), English Online [OBS.] 3. Seely (2006), Oxford Guide to English speaking and writing [OUP] 4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in Communication Skills [Foundation Books] 5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP] 6. Goodale, Malcolm (2008), Professional Presentations [CUP] 7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP] 8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and Speaking (Vol. I & II) [Foundation Books] 9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic Communication Skills [Foundation Books] 10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD) 11. Narayanswamy – Strengthen Your Writing (OBS)

- 14 - Question Paper Format(SY B Sc Computer- Compulsory English)

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- 15 - M. A. (English) Part-II (w.e.f. June 2009)

Semester Three

Core Papers Paper – 3.1 : Doing Research (I) Paper – 3.2 : English Language and Literature Teaching (I)

Optional Papers (Any two of the following) Paper – 3.3 : Drama (I) Paper – 3.4 : Fiction (I) Paper – 3.5 : Poetry (I) Paper – 3.6 : Linguistics and Stylistics (I) Paper – 3.7 : Pragmatics (I) Paper – 3.8 : Multi-Cultural Discourse in Immigrant Fiction (I)

Semester Four

Core Papers Paper – 4.1 : Doing Research (II) Paper – 4.2 : English Language and Literature Teaching (II)

Optional Papers (The optional papers will remain the same, i.e., as chosen in semester three) Paper – 4.3 : Drama (II) Paper – 4.4 : Fiction (II) Paper – 4.5 : Poetry (II) Paper – 4.6 : Linguistics and Stylistics (II) Paper – 4.7 : Pragmatics (II) Paper – 4.8 : Multi-Cultural Discourse in Immigrant Fiction (II)

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- 16 - SEMESTER THREE Paper- 3.1 : Doing Research (I) (a) Objectives 1. To introduce the students to the concept of research and with the terminology associated with research activity. 2. To sensitise them to the requirements of cohesion and coherence in continuous composition. 3. To highlight the significance of systematic planning and execution of research activity. 4. To give the students practice in the use of various tools and techniques of research. 5. To prepare them for undertaking research.

(b) Course Content A) Orientation What is research? Qualities of a Good Researcher Key terms in research: investigation, exploration, examination, analysis, hypothesis data, methods and techniques, results and findings, etc.

B) Research Process 1) Research Area and Research Topic 2) Preparing Bibliography for Background Reading 3) Formulating the Research Problem 4) Extensive Survey of Relevant Literature 5) Developing Hypothesis 6) Defining Aims and Objectives 7) Deciding the Scope and Limitations 8) Adopting Appropriate Research Methodology 9) Writing a Research Proposal

C) Practical Work Exercises related to all the nine items under section (B)

(c) Suggestions for Teachers Since research is a do-it-yourself activity, the teacher may initially explain the basic concepts regarding research working interactively with the students. For example, this may be done by floating an idea and eliciting their responses regarding relevant aspects, thus guiding and monitoring the discussion, giving the students an opportunity to think and arrive at answers independently. The students may be given practical assignments related to research procedure. The teacher should work with the students and help them choose the topic, frame the title and the hypothesis, and in general supervise the research activity to be carried out by the students.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 17 - of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading list 1. Chindhade, S. and Thorat, A. (2009), Doing Research, Mumbai: CUP 2. Hunt, Andy (2005), Your Research Project, New Delhi: Foundation Books 3. Abdul Rahim, F. (2005), Thesis Writing: A Manual for Researchers (New Delhi: New Age International) 4. Gibaldi, Joseph (6 th edn. 2003), MLA Handbook for Writers of Research Papers, New York: MLA Association 5. Eliot, Simon and W. R. Owens (4 th edn. 1998), A Handbook to Literary Research, London: Routledge & Open University 6. Miller, R. H. (1995), Handbook of Literary Research, Methuen 7. Lenburg, Jeff (2007), Guide to Research, Viva Books 8. Oakman, Robert L. (1984), Computer Methods for Literary Research, Athens: University of Georgia Press 9. Altick, R. D. (1963), The Art of Literary Research, New York: Norton 10. Harner, James L. (2002), Literary Research Guide: An Annotated Listing of Reference Sources in English Literary Studies, New York: MLA of America 11. Barker, Nancy and Nancy Hulig (2000), A Research Guide for Under Graduate Students: English and American Literature, New York: MLA of America 12. Gupta, R. K. (1971), American Literature Fundamentals of Research, ASRC Hyderabad 13. Mishra, D. S. (1989), A Grammar of Literary Research, New Delhi: Harman Publishing House 14. Rajannan, B. (1968), Fundamentals of Research, ASRC Hyderabad 15. Bateson, F. W. (1972), The Scholar Critic: An Introduction to Literary Research, London: Routledge 16. Adam Sirjohn (2004), Research Methodology: Methods & Techniques, Delhi: New Age International Ltd 17. Caivary, R. & Nayak V. K. (2005), Research Methodology, S. Chand 18. Kothari,C.R. (1985), Research Methodology: Methods & Techniques, Delhi : New Age International Ltd 19. Litosseliti,Lia (2000), Using Focus Groups in Research, British Library Cataloguing 20. Rahim, F. Abdul (1996), Thesis Writing-A Manual for Researchers, New Delhi: New Age International Ltd 21. Rengachari,S. & Rengachari,Sulochna - Research methodology for English Literature, Bareilly : Prakash Book Depot 22. Seliger (2001), Second Language Research Methods, Oxford University 23. Sinha, M.P. - Research Methods in English 24. Winkler, Anthony C. & Accuen, Jo Roy (2003), Writing the Research Paper, Thomson Heinle 25. Brown, James Dean (2006), Understanding Research in Second Language Learning, New York: Cambridge University Press

Question Paper Format (3.1) Q 1 Questions on Section A (2 out of 3) 16 Q 2 Questions on Section B (items 1-3) (2 out of 3) 16 Q 3 Questions on Section B (items 4-6) (2 out of 3) 16 Q 4 Questions on Section B (items 7-9) (2 out of 3) 16 Q 5 Practical Question on Sections A and B (4 out of 6) 16 ************

- 18 - Paper – 3.2: English Language and Literature Teaching (I) (a) Objectives 1. To acquaint the students with different theoretical and practical aspects and components of language and literature teaching 2. To acquaint them with different approaches, methods and techniques of language and literature teaching 3. To sensitize the students to the major issues in ELLT in the Indian context

(b) Course Content 1. The Nature of Language Learning and Language Teaching 2. Language Acquisition and Language Learning 3. Behaviourism, Cognitivism and Their Implications 4. Socio-Linguistic Context of English Language and Literature Teaching in India 5. The Teaching of Language Skills, Study Skills and Presentation Skills 6. The Teaching of Vocabulary and Grammar 7. Teaching Without Lecturing: Use of Audio-Visual Aids and Computers in Language Teaching 8. Curriculum and Syllabus 9. Materials Production for English Language and Literature Teaching 10. Testing and Assessment, Formative and Summative Evaluation, Different Types of Questions 11. Developing Pragmatic Competence

(c) Suggestions for Teachers Many students opting for M.A. English have teaching career in mind. The present course is designed to acquaint them with the basic issues in English language and literature teaching in the Indian context, and to equip them with necessary abilities to become competent teachers of English. The teachers are expected to make the students aware that behind every teaching activity there is some principle at work. Students learn best by doing things on their own; hence their active involvement should be ensured through seminars, group discussions, presentations, etc. The teacher should play the role of a facilitator and monitor the activities of the students.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List 1. Brumfit, C. and R. Carter (1986), Literature and Language Teaching, (OUP) 2. Brumfit, C. and K. Johnson (1979), The Communicative Approach to Language Teaching (OUP) 3. Bagchi, G. (1994), Teaching Poetry in School and Colleges, (T.R. Publications, Madras) 4. Carter, R. and M. N. Long (1991), Teaching Literature (Longman, London)

- 19 - 5. Collie, J. and S. Slater (1987), Literature in the Language Classroom, (CUP, Cambridge) 6. Duff, A. and A. Maley (1990), Literature (OUP) 7. Carter, R. And D. Nunan (2001), Teaching English to Speakers of Other Languages (CUP) 8. , S. (Ed.) (2002), English Language Teaching in India (Orient Longman) 9. Richards, J. C. And T. S. Rodgers (1986), Approaches and Methods in Language Teaching (CUP) 10. Marathe, Ramanan And Bellarmine (1993), Provocations : The Teaching of English Literature in India (Orient Longman) 11. Nagaraj, G. (1996), English Language Teaching: Approaches, Methods and Techniques (Orient Longman) 12. Nolasco, R. And L. Arthur (1988), Large Classes, (Macmillan) 13. Nunan, D. (1988), Syllabus Design (OUP) 14. Prabhu, N. S. (1987), Second Language Pedagogy (OUP) 15. LazarBabu, Prabhakar (1993), Teaching Spoken English in Colleges (CIEFL, Hyderabad) 16. Hill, J. (1986), Using Literature in Language Teaching (Macmillin, London) 17. Hutchinson, T. And A. Waters (1989), English for Specific Purposes: A Learning Centered Approach (CUP, Cambridge) 18. Indra, C.T. (1995), Teaching Poetry at the Advanced Level (T.R. Publications, Madras) 19. Krishnaswamy, N. and T. Sriraman (1994), English Teaching in India, (T. R. Publications, Madras) 20. Krishnaswamy, N. And T. Krishnaswamy (2006), The Story of English in India, (Foundation Books) 21. Kudchedkar, G. (1993), Literature and Language Teaching (Cup) 22. Bassnet, S. And P. Grundy (1993), Language Through Literature (Longman) 23. Corder, S. Pit (1973), Introduction to Applied Linguistics (Penguin) 24. Richards, J. C. (Ed.) (1974), Error Analysis (Longman, London) 25. Tickoo, M. L. (2002), Teaching and Learning English (Orient Longman) 26. Ur, Penny (1996), A Course in Language Teaching: Practice and Theory (Cup) 27. Sarasvati, V. (2004), English Language Teaching: Principles and Practice (O.L.) 28. Widdowson, H. G. (1975), Stylistics and the Teaching of Literature (Longman) 29. Hughes, A. (1989), Testing for Language Teachers (CUP) 30. Allan, J. P. B. And S. Pit Corder (1975), The Edinburgh University Course in Applied Linguistics, Vol. 1,2 and 3 (OUP)

Question Paper Format (3.2)

Q-1 Long Answer Question - 1 to be attempted out of 2 16 Q-2 Long Answer Question - 1 to be attempted out of 2 16 Or Short Answer Question - 4 to be attempted out of 6 Q-3 Short Answer Question - 4 to be attempted out of 6 16 Q-4 Short Notes – 4 to be attempted out of 6 16 Q-5 Task-based practical questions - 1 to be attempted out of 2 16

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- 20 - Paper- 3.3 : Drama (I) (a) Objectives 1. To acquaint students with major trends in English drama and with a few drama texts through detailed study of specific plays. 2. To enable students to read and appreciate critically the drama texts. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to dramatic literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content (i) Theoretical aspects of the study of Drama (ii) Plays 1. Macbeth : William Shakespeare 2. Candida : George Bernard Shaw 3. Endgame : Samuel Beckett 4. The Glass Menagerie : Tennessee Williams

(e) Reading List For Course Materials refer to standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc. General Books on Drama 1. Bentley, Eric (1954), In Search of Theater, New York: Vintage Books. 2. Dawson, S W (1970), Drama and the Dramatic, London: Methuen. 3. Esslin, Martin (1977), An Anatony of Drama, New York: Hill and Wong 4. Kelsall, Malcolm (1983), Studying Drama, London: Macmillan. 5. Salgado, Gamini (1980), English Drama: A Critical Introduction, London: Arnold. 6. Styan, J L (1960), Elements of Drama, Cambridge: C.U.P. 7. Spaldind P. (1985), Drama in Practice: A Guide for Students, London: Macmillan.

- 21 - Shakespeare : Macbeth 1. Bloom, Harold (ed) Macbeth: Viva Modern Critical Interpretations, New Delhi: Viva Books. 2. Bradley, A C, Shakespearean Tragedy, London: Macmillan. 3. Charlton, H B (1968) Shakespearean Tragedy, Cambridge: C.U.P. 4. Knight G Wilson (1961), The Wheel of Fire, London and New York: Rutledge 5. Lerner, Laurence (1968), Shakespeare’s Tragedies: An Anthology of Modern Criticism, harmonds-worth: Penguin 6. Harrison, G B (1915) Shakespeare’s Tragedies, London: Rutledge and Kegan Paul. 7. Wells, Stanley (ed) (1986), The Cambridge Companion to Shakespeare Studies, Cambridge: C.U.P. 8. Norton Critical Edition: Macbeth (Viva Books) 8. Viva Modern Critical Interpretations: Macbeth (Viva Books) G B Shaw : Candida 1. Bentley, Eric (19470, Bernard Shaw, London: Methuen. 2. Huge, Lean (1971), Bernard Shaw: Playwright and Preacher, London: Methuen. 3. Kaufman, R J (1965) Shaw: A Collection of Critical Essays, Englewood Cliffs, New Jersey: Prentice Hall. 4. Whitman, Robert F (1977), Shaw and the Play of Ideas, Ithaca; Cornell University Press. 5. Williams, Raymond (1968) Drama from Ibsen to Brecht, London: Chatto and Windus. 6. Greene N, (1984) Bernard Shaw: A Critical View, London: Macmillan. Samuel Beckett : Endgame 1. Esslin, Martin (1961), The Theater of the Absurd, New York: Penguin. 2. Esslin, Martin (ed) (1965), Samuel Beckett: A collection of Critical Essays, Englewood Cliffs, New Jersey: Prentice Hall. 3. Cohn, Ruby (ed) (1975), Samuel Beckett: A collection of Critical Essays, New York: Mc Graw 4. Fletcher, John and Fletcher Beryl (1978), A Student’s Guide to the Plays of Samuel Beckett, London: Faber. 5. Fletcher, John and Spurling, John (1972), Beckett: A Study of His Plays, London: hill and Wong. 6. Kennedy, Andrew K. (1989), Samuel Beckett, Cambridge: C.U. P. Tennessee Williams : Glass Menagerie 1. Bloom, Harold (ed) (2007) Glass Menagerie: Viva Modern Critical Interpretations, New Delhi: Viva Books. 2. Jackson, Esther Merle (1965) The Broken World of Tennessee Williams, Madison and Milwaukee: Wisconsin University Press. 3. Parker, R B (ed) (1983), The Glass Menagerie: A Collection of Critical Essays, Englewood Cliffs, New Jersey: Prentice Hall. 4. Stanton, Stephen S (ed) (1977) Tennessee Williams: A Collection of Critical Essays, Englewood Cliffs, New Jersey: Prentice Hall. 5. Tickler, Jack (ed) (1965), Tennessee Williams: Rebellious Puritan, New York: The Citadel Press. 6. Thorpe, Jack (ed) (1977), Tennessee Williams: A Tribute, Jackson: University of Mississippi Press.

Question Paper Format (3.3)

Q-1 Long Answer Question theoretical aspect of drama (1 out of 2) 16 Q-2 Long Answer Question on Macbeth (1 out of 2) 16 or

- 22 - Short notes on Macbeth (2 out of 4) Q-3 Long Answer Question on Candida (1 out of 2) 16 or Short notes on Candida (2 out of 4) Q-4 Long Answer Question on Endgame (1 out of 2) 16 or Short notes on Endgame (2 out of 4) Q-5 Long Answer Question on The Glass Menagerie (1 out of 2) 16 or Short notes on The Glass Menagerie (2 out of 4)

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- 23 - Paper- 3.4: Fiction (I) (a) Objectives 1. To acquaint students with major trends in English Fiction and to novelists representing different nationalities through detailed study of specific literary works. 2. To enable students to independently read and critically appreciate Fiction in English. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content (i) Theoretical aspects of the study of Fiction (ii) Novels 1. Wuthering Heights : Emile Bronte 2. Lord Jim : Joseph Conrad 3. The Bluest Eye : Toni Morrison 4. The Catcher in the Rye : J. D. Salinger

(c) Suggestions for Teachers No study of literature can begin without having read the literary texts(s) to be studied. Teachers, therefore, should encourage students and help them go through the prescribed texts. To have the first hand experience of literature teachers should make students interact with the texts so that students develop their own responses rather than depend on the borrowed critical views. It would be good to have at least some silent reading sessions carefully planned and monitored by the teacher. Students should also be given practice in writing answers to the point and should be discouraged from writing vague, round about and repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper understanding of the intended message of the text. (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List For Course Material refer to standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc General Works on Fiction 1. Allen, Walter (1958) The English Novel: A Short Critical History, Harmondsworth: Penguin. 2. Forster, E M (1927) Aspect of the Novel, Pelican. 3. Leavis F R (1948), The Great Tradition, Hammondsport: Penguin. 4. Lodge, David (1966) Language of Fiction, London: Macmillan. 5. Lack, John (1983) How to Study a Novel London: Macmillan. 6. Van Ghent, Dorothy(1972) The English Novel: Form and Function, New York:Harper

- 24 - Wuthering Heights : Emily Bronte 1. Norton Critical Edition: Wuthering Heights (Viva Books) 2. Viva Modern Critical Interpretations: Wuthering Heights (Viva Books) 3. Bloom, Harold (2008) (ed) Wuthering Heights: Viva Modern Critical Interpretations, New Delhi: Viva Books. 4. Allott, Mirian (1970) Emily Bronte: Wuthering Heights, London: Macmillan. 5. Peterson, Linda (1993) Wuthering Heights: Emily Bronte, London: Macmillan (Case Studies in Contemporary Criticism Series) 6. Winnifrith, Tom and Chithan Edward (1989) Charlotte Bronte and Emily Bronte: Literary Lives, London: Macmillan. Lord Jim : Joseph Conrad 1. Norton Critical Edition: Lord Jim (Viva Books) 2. Bloom, Harold (ed) (1986) Joseph Conrad: Modern Critical Views, New York: Chelsea House. 3. Krieger, Murray (1960), The Tragic Vision: Variation on a Theme in Literary Interpretations, New York: Holt, Rinehart and Winston. 4. Moser, Thomas C (1957) Joseph Conrad: Achievement and Decline, London: OUP 5. Stallman, Robert W (ed) (1960) The Art of Joseph Conrad: A Critical Symposium, Michigan University Press. 6. Stape J H (ed) (1996) The Cambridge Companion to Joseph Conrad, London: C U P 7. Tanner T. (1963) Conrad: Lord Jim, London: Arnold. The Bluest Eye : Toni Morrison 1. Christian, Barbara (1980) Black Women Novelists: The Development of a Tradition, Westport: Green Wood Press. 2. Evans, Marie (ed) (1984) Black Women Writer, (1950-1980) : A Critical Evaluation, New York : Anchor Press. 3. Harris, Trudier (1991) Fiction and Folklore: The Novels of Toni Morrison, Knoxville: University of Tennesse Press. 4. Samuel, Wilfred and Hudson Weems, Clenora(1990) Toni Morrison, Boston: Twayne. 5. Tate, Claudia (ed) (1983) Black Women Writers at Work, New York: Continuum. The Catcher in the Rye : J D Salinger 1. Burgess, Anthony (1984) Ninety-nine Novels: The Best in English Since 1939, London: Allison and Busby. 2. Batra, Shakti (2007) The Catcher in the Rye: A Critical Stydy, New Delhi: Surjeet Publication. Question Paper Format (3.4) Q-1 Long Answer Question on Theory of Fiction (1 out of 2) 16 Q-2 Long Answer Question on Wuthering Heights (1 out of 2) 16 or Short notes on Wuthering Heights (2 out of 4) Q-3 Long Answer Question on Lord Jim (1 out of 2) 16 or Short notes on Lord Jim (2 out of 4) Q-4 Long Answer Question on The Bluest Eye (1 out of 2) 16 or Short notes on The Bluest Eye (2 out of 4) Q-5 Long Answer Question on Catcher in the Rye (1 out of 2) 16 or Short notes on Catcher in the Rye (2 out of 4) ************

- 25 - Paper- 3.5 : Poetry (I) (a) Objectives 1. To acquaint students with major trends in English poetry through detailed study of specific poems. 2. To enable students to read and critically appreciate the poems by the major poets of different nationalities. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content (i) Theoretical aspects of the study of poetry

(ii) Poems 1. British Poetry William Wordsworth : (i) Michael S. T. Coleridge : (i) Christabel John Keats : (i) Ode to Nightingale. Lord Alfred Tennyson : (i) Tithonus Robert Browning : (i) Fra Lippo Lippi W. B. Yeats : (i) Byzantium T. S. Eliot : (i) The Waste Land. W. H. Auden : (i) Musee De Beaux Artes. Philip Larkin : (i) Whitsun Weddings. Dylan Thomas : (i) Fern Hill.

2. American Poetry: R. W. Emerson : (i) The Problem Walt Whitman : (i) There Was a Child Went Forth Emily Dickinson. : (i) I’m Nobody ! Who Are You? (ii) I Heard a Fly Buzz When I Died. (iii) I Cannot Live With You. (iv) A Bird Came Down the Walk. Robert Frost : (i) Home Burial (ii) Birches Wallace Stevens : (i) Sunday Morning Sylvia Plath : (i) Lady Lazarus. Robert Lowell : (i) Skunk Hour.

- 26 - (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List 1. Hayward, John : A Penguin Book of English Verse 2. Narasimhaiah, C. D. (Ed.), An Anthology of Commonwealth Poetry (Macmillan) 3. Chindhade, S. and Ashok Thorat (ed), Approved Voices (Dastane & Co, Pune

British Poetry 1. Gingerich Martin E (1977) ‘W.H. Auden: A Reference Guide’, Boston, mass: G.K.Hall. 2. Bayley’John (1975) ‘Twentieth Century Poetry: Critical Essay and Documents’, The open Uni-Press, London. 3. Blair, John G.(1965), ‘The Poetic Arts of W.H. Auden’,Princeton Uni-Press Princeton. 4. Buell, Frederick.(1973) ‘W.H.Auden as a social Poet’,Cornell Uni-Press,London. 5. Farnan, Dorothy J.(1984) ‘Auden in Love’,Simon and Schuster’New York. 6. Williamson’ G (1953), ‘A Reader’s Guide to T.S.Eliot,’New york. 7. Ackroyd Peter (1989), ‘T.S.Eliot,’Cordinal, London. 8. Drew Elizabeth (1970) ‘T.S. Eliot: The Design of His Poetry’, Doaba House, Delhi. 9. Bush, Dauglas (1966), ‘John Keats: his life and Writing,’Macmillan, New York. 10. Evert, Walter (1965), ‘Aesthetic and myth in the Poets of Keats,’ Princeton Uni-Press, Princeton. 11. Ward, Aileen (1963), ‘John Keats: the making of a Poet,’ Viking Press, New York. 12. Bowra, Maurice (1961), ‘The Romantic Imagination’, Oxford Uni-Press, Oxford. 13. Brooke, Stoppard (1985), ‘Tennyson: His Art and Relation to Modern Life’, Aparna Publiction Delhi. 14. Dickstein Morris (1971), ‘Keats and His Poetry A Study in Development,’ Uni. Of Chicago Press, Chicago. 15. Durrant, Geoffrey (1969), ‘William Wordsworth,’Cambridge Uni.Press,Cambridge. 16. Gridley, Roy E (1972), ‘Browning major Poetry’, Clarendon Press, Oxford. 17. Hough, Graham (1967), ‘The Romantic Poets,’ Hutchinson, London. 18. Jack Ian (1973), ‘Browning’s major Poetry,’ Clarendon Press, Oxford. 19. Pattison, Robert (1979), ‘Tennyson and Tradition,’ Harvard Uni.Press, Cambridge. 20. Wilson, F.A.C (1968), ‘W.B.Yeats and Tradition,’ Methuen, London. 21. Garrod H.W. (ed) (1956), ‘The Poetical Works of John Keats,’ Oxford Uni.Press, London. 22. Ricks, Christopher (ed) (1969), ‘The Poem of Tennyson,’ Longman, London. 23. Kuby, Lolette (1974), ‘An uncommon Poet for the Common Man: A Study of Philip Larkin,’ The Hague, Mouton. 24. Timms, David (1973), ‘Philip Larkin,’ Oliver and Boyd, Ediuburg.

American Poetry Required Reading : 1. Beckett, Lucy,Wallace Stevens,Cambrideg : CUP,1974. 2. Boroff,Marie,ed.Wallace Stevens : A Colletion of Critical Essay, Cambridge,CUP,1963.

- 27 - 3. Cook,Reginald,Robert Frost : A Living Voice,Amherst,The Univ. of Mass Press,1974. 4. Cox James M.,ed. Robert Frost : A Collection of Critical Essay, Englewood Cliffs, Prentice, Hall,1962. 5. Crick, J.F., Robert Lowell Edinburg, Oliver and Boyd,1974. 6. Jarrell,Randall, Poetry and the Age,London,Faber and Faber,1955. 7. Kermode,Frank, Wallace Stevens, Edinburgh, London Oliver and Boyd. 8. London, Michael and Boyers R.eds. Robert Lowell : A Portrait of the Artist in His Time, New York,David Lewis. 9. Patke, Rajeev,The Long Poems of Wallace Stevens : An Interpretative Study, Cambridge : CUP, 1986. 10. Pearce, Roy Harvey, The Continuity of American Poetry, Princeton, Princeton, UP,1965. 11. Perloff, Marjorie, The Poetic Art of Robert Lowell, Ithaca, Cornell University Press,1973. 12. Plath, Sylvia, Letters Home,ed. Aurelia S. Plath.London Faber and Faber,1975. 13. Poirier, Richard, Robert Frost : The Work of Knowledge, New York. 14. Potter, James L., The Robret Frost Handbook, University Park and London : The Pennsylvania State University Press,1980. 15. Steiner, Naney Hunter, A close Look AT Ariel : A Memory of Sylvia Plath, London, Faber and Faber, 1974. 16. Vendler, Helen ed. Voices and Visions : The Poet as American, New Delhi, Tata McGraw Hill,1987.

Question Paper Format (3.5)

Q-1 A) Reference to Context (2 out of 4) 08 B) A Question on Theoretical aspect of Poetry (1 out of 2) 08 Q-2 Long Answer Question on British Poetry (1 out of 2) 16 Q-3 Short Answer Question on British Poetry (4 out of 6) 16 Q-4 Long Answer Question on American Poetry (1 out of 2) 16 Q-5 Short Answer Question on American Poetry (4 out of 6) 16

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- 28 - Paper- 3.6 : Linguistics and Stylistics (I) (a) Objectives 1. To acquaint the students with different theoretical and practical aspects and components of linguistics and stylistics. 2. To make students aware of the relation between linguistics and stylistics. 3. To give them practice in the application of the basic concepts in stylistics to literary texts. 4. Application of the basic concepts in Semantics and Pragmatics in stylistic analysis of literary texts.

(b) Course Content 1. Orientation : - Linguistics as a scientific study of language, langue and parole, linguistic competence and linguistic performance; syntagmatic and paradigmatic relations; ordinary language and literary language, free repetition and repetition and parallelism; foregrounding. 2. Phonology and literature : Segmental and suprasegmental features, sound patterns, onomatopoeia and sound symbolism. The importance of the spoken word and pauses in literature. 3. Syntax and literature : Periodic and loose sentence structure, use of the passive voice, direct and indirect speech, free direct speech and free indirect speech, sentence length, types of sentences - declarative, interrogative, imperative and exclamatory; simple, complex and compound. Syntactic cohesion. 4. Lexis and Literature : Content words and function words, lexical sets, collocations and select ional restrictions. Lexical cohesion. 5. Semantics and literature : Synonymy, antonymy, hyponymy, semantic entailments, paraphrase relationship, semantic anomaly, tautology, contradiction, indeterminacy of meaning in literature, figures of speech based on meaning.

(c) Suggestions for Teachers Keeping in mind the application-oriented nature of the course, the teacher should carry out a variety of application-based activities/tasks. Student involvement could be ensured through student activities like doing practical exercises requiring identification of relevant linguistics and stylistic devices and explaining their purpose/relevance or contribution to literary effect / meaning. The students may be given relevant practical assignments, and the teacher may act as facilitator and monitor student activities. The course is basically interactive in nature. Therefore, interaction should be encouraged.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List 1. Austin, J. L. (1962), How to do things with words, Oxford: Clarendon Press.

- 29 - 2. Black, Elizabeth (2006), Pragmatic Stylistics, (Edinburgh) 3. Chatman, Seymour (ed.) (1971), Literary Style : A Symposium, Oxford : OUP 4. Crystal, David – A Dictionary of Applied Linguistics and Stylistics 5. Cummings, M. and R. Simmons (1983), The Language of Literature : A Stylistic Introduction to the Study of Literature, London : Pergamon 6. Elam, K. (1980), The Semiotics of Theatre and Drama, London : Methuen 7. Fowler, Roger (1971), The Language of Literature, London : Routledge and Kegan 8. Freeman, D. C. (1970), Linguistics and Literary Style, New York : Holt Rinehart and Winston 9. Krishnaswamy, N., S. K. Verma and N. Nagarajan (1992), Modern Applied Linguistics, Madras: Macmillan 10. Leech, Geoffrey (1969), A Linguistic Guide to English Poetry, London: Longman 11. Lyons, J. (1981), Language and Linguistics, Cambridge: CUP. 12. Prakasam, V. (1996), Stylistics of Poetry : A Functional Perspective, Hyderabad : Omkar Publishers 13. Thomas, G. Meaning in Interaction, London: Longman 14. Thornborrow and Shan Wareing (1998), Patterns in Language : An Introduction to Language and Literary Style, London : Routledge 15. Welsh, Katie (1989), A Dictionary of Stylistics, London: Longman 16. Wright, Laura and Jonathan Hope (1996), Stylistics : A Practical Course book, London : Routledge in addition to the Reading List given here, the teachers and students may also refer to the relevant reference books stated in the Reading List provided for Paper-III : English Language Today, Paper - XI : Pragmatics, and from standard reference books on Stylistics.

Question Paper Format (3.6)

Q-1 Long Answer Question -1 to be attempted out of 2 16 Q-2 Long Answer Question -1 to be attempted out of 2 16 Q-3 Short Answer Question - 4 to be attempted out of 6 16 Q-4 Short Answer Question - 4 to be attempted out of 6 16 Q-5 Analyzing the Linguistic features of a given (literary) passage 16

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- 30 - Paper- 3.7 : Pragmatics (I) (a) Objectives 1. To make students aware of the primary distinction between language and language use. 2. To give them practice in the application of the basic concepts in pragmatic theory. 3. To acquaint them with the different types of context and their relevance for interpreting different types of texts. 4. To familiarise them with the in-depth knowledge of pragmatic concepts and their application in planning and interpretation of utterances in everyday life and in literature.

(b) Course Content A. Orientation Development of Modern Pragmatics Definitions of Pragmatics Component vs. Perspective Sentence and Utterance Language and Language Use B. The Dynamics of Context Utterer and Interpreter The Mental World The Social World The Physical World Linguistic Context Context and Conversation C. Speech Acts What is Speech Act? Searle and Austin Locutionary, Illocutionary and Perlocutionary Acts Felicity Conditions Indirect Speech Acts D. Deixis Reference and Deictics Time, Place and Person Deixis Discourse and Social Deixis E. Practical Work on Sections A,B,C and D

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 31 - of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List 1. Austin, J. L. (1962), How to do things with words, oxford: Clarendon Press. 2. Brown, G. and G. Yule (1983), Discourse Analysis, Cambridge: CUP. 3. Brown, p. and Levinson, S. C. (1987), ‘Politeness: Some Universals’ in Language Usage, Cambridge: CUP 4. Fowler, Roger – Literature as Social Discourse 5. Grundy, Peter (2000), Doing Pragmatics, London: Edward Arnold. 6. Leech, G. N. (1983), Principles of Pragmatics, London: Longman. 7. Levinson, S. C. (1983), Pragmatics, Cambridge: CUP. 8. Mey, Jacob L. (1993), Pragmatics: An Introduction, Oxford: Blackwell. [Revised edition is available and is preferred.] 9. Mills, Sara - Discourse 10. Schiffrin, D. (1994) Approaches to Discourse, Oxford: Blackwell. 11. Searle, J. R. (1969), Speech Acts, Cambridge: CUP 12. Searle, J. R. (1970), Speech Acts: An Essay in the Philosophy of Language, Cambridge: CUP. 13. Sinclaire & others – Approaches to Discourse 14. Sperber, D. & Wilson, D. (1986), Relevance: Communication and Cognition, Oxford: Basil Blackwell. 15. Thorat, Ashok (2008), Discourse Analysis (FCS) 16. Thorat, Ashok (ed.) (2006), Non-Native Phenomenon of English (IASE, Pune) 17. Thorat, Ashok (ed.) (2007), Pragmatics (IASE, Pune) 18. Verschueren, Jef (1995), Handbook of Pragmatics, Amsterdam: John Benjamins. 19. Verschueren, Jef (1999), Understanding Pragmatics, London: Arnold. 20. Yule, George (1996), Pragmatics, Oxford: OUP. 21. Journal on Intercultural Pragmatics, Eds. Istvan Keckes (Mouton D. Gruyter)

Question Paper Format (3.7)

Q1. Questions on Section A (2 out of 3) 16 Q2. Questions on Section B (2 out of 3) 16 Q3. Questions on Section C (2 out of 3) 16 Q4. Questions on Section D (2 out of 3) 16 Q5. Practical Questions on Sections A, B, C and D (4out of 6) 16

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- 32 - Paper- 3.8 : Multicultural Discourse in Immigrant Fiction (I) (a) Orientation An important phase in the growth of postcolonial writing has been the emergence of significant fiction written by expatriate and immigrant writers. Some of them, especially those of Indian origin, migrated to the countries like Canada, U.S.A. and U.K. and dealt with the themes of alienation, quest for identity and conflict of cultures. History of this kind of writing can be traced in contours of migration. The first generation immigrants from among these writers represent the diasporic, expatriate vision of the clash of human values through their thematic categories. The second generation authors, born and brought up in the host country, talk of assimilation with the new culture and their identity crisis is acute and its resolution has dilemmas and drama. The third wave recent immigrants assimilate and merge with the local culture. The intellectual framework of globalization and multiculturalism has made some of those writers so popular that they have been winning several prestigious awards abroad. It would be relevant to study these writers for their fresh sensibility and linguistic achievement.

(b) Objectives 1. To sensitize and introduce students to some major expatriate and immigrant writers of Indian origin. 2. To make them aware of the major thematic concerns and linguistic strategies utilized by the texts of this kind of fiction. 3. To develop among students a view of the world from the perspective of multiculturalism which connotes ‘positive acceptance, not a negative tolerance’ of the other culture/s. 4. To make them aware of the interdependence of language and culture as seen in the strategies used in these texts for successful intercultural communication. 5. To enable students to read literature as social discourse.

(c) Course Content A) Theoretical perspective : Basic terms and concepts (i) Diaspora, expatriate, immigrant, nationality, assimilation, identity, hybridity, etc. Illustrations to be found from prescribed texts. (ii) The concept of discourse, types of discourse, approaches to discourse, intercultural discourse, literature as social discourse, discourse analysis.

B) Prescribed Texts 1. Bharati Mukherjee : Jasmine (1989) 2. Kiran Desai: The Inheritance of Loss (2005)

(d) Suggestions for Teachers The Teacher should see that students get good grounding in the theoretical background to the expatriate immigrant sensibility by discussing different aspects. The prescribed texts should be studied as samples of multicultural discourse through the perspective of pragmatics. Wherever possible, available videos, films and such multimedia materials may be utilized to make the study meaningful and interesting.

(e) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral

- 33 - presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

For the Semester exam the questions to be set on the following two areas carrying the weightage as stated in brackets: 1. Theoretical perspective (32 Marks) 2. On the prescribed texts (48 Marks)

(f) Reading List A) General Background 1. Ashcroft, Bill, et al (1989), The Empire Writes Back, London : Routledge 2. Ashcroft, Bill, et al (1998), Key Concepts in Postcolonial Studies, London : Routledge 3. Boehmer, Elleke (1995), Colonial and Postcolonial Literatures : Migrant Metaphors, OUP 4. Brah, Avtar (1996), Cartographies of Diaspora : Contesting Identities, London : Routledge 5. Bromley, Roger (2000), Narratives for a New Belonging : Diasporic Cultural Fictions, Edinburgh : Edinburgh University Press 6. Chrisman, Laura and Benita Parry (ed.) (2000), Postcolonial Theory and Criticism, Cambridge : D. S. Brewer 7. Cohen, Robin (2001), Global Diasporas : An Introduction, London : Routledge 8. Dhavan, R. K. and Krishnasastry (ed.) (1994), Commonwealth Writing : A Study in Expatriate Experience, New Delhi : Prestige 9. Gandhi, Leela (1998), Postcolonial Theory : A Critical Introduction, New Delhi : OUP 10. Kaur, Tejinder (ed.) (2005), Perspectives of Diaspora : Indian Fiction in English, Jalandher : Nirman Publishers 11. Kripal, Vinay (1989), The Third World of Expatriation, New Delhi : Sterling 12. Nelson, Emmanuel S. (1992), Reworlding : The Literature of the Indian Diaspora, Greenwood Press 13. Nelson, Emmanuel S. (ed.) (1993), Writers of the Indian Diaspora : A Bio- Bibliographical Critical Soiurcebook, New York : Greenwood Press 14. Rushdie, Salman (1991), Imaginary Homelands, London : Granata Books and Penguin India 15. Suman Bala (ed.) (1994), American Literature Today, New Delhi : Prestige 16. Nayar, Promod K. (2008), Postcolonial Literature : An Introduction, New Delhi : Pearson – Longman 17. Fowler, Roger (1981), Literature as Social Discourse, London: Batsford Academic and Educational Ltd. 18. Blommaert, Jan (2005), Discourse, Cambridge: The Press Syndicate of the University of Cambridge 19. Blommaert, Jan and Verscheuren, Jef (1998) Debating Diversity: Analysing the Discourse of Tolerance, London: Routledge 20. Mills, Sara, Discourse 21. Sinclair, et al, Approaches to Discourse 22. Thorat, Ashok (2008), Discourse Analysis, Pune: Forum for Culture Studies 23. Coulthart, Michael, Discourse Analysis 24. Dijk, Van, Text and Context 26. Nair, Pramod K.(2008), An Introduction to Cultural Studies, Viva Books 27. Watson, C W (2007), Multiculturalism, New Delhi: Viva Books

- 34 -

C) On Prescribed Authors 1. Amar Nath Prasad (ed)(2008) “ New Lights on Indian Women Novelists in English”, Sarup & Sons, New Delhi. 2. Jasbir Jain (ed) (2000) “ Post Coloniality Literature and Politics”, Rawat Publications Jaipur. 3. Jaydipsinh Dodiya (ed) (2006) “Indian Women Novelists in English”, Sarup & Sons, New Delhi. 4. Prasanna S (ed) (2005) “Indian Women writing in English”, Sarup & Sons, New Delhi. 5. Alam, Fakrul (1996), Bharati Mukherjee, New York : Twayne 6. Dhavan, R. K (ed.) (1995), Indian Women Novelists, Vol. 3, New Delhi : Prestige 7. Dhavan, R. K (ed.) (1996), The Fiction of Bharati Mukherjee : A Critical Symposium, New Delhi : Prestige 8. Jain, Jasbir (2003), Writers of the Indian Diaspora, Rawat Publishers 9. Jain, Jasbir (2004), Dislocations and Multiculturalisms, Rawat Publishers 10. Khair, Tabish (2001), Babu Fictions, OUP 11. Kumar, Nagendra (2001), Fiction of Bharati Mukherjee : A Cultural Perspective, New Delhi : Atlantic Publishers 12. Mandal, Somnath (ed.), (2000), Asian American Writing, Vol. II, New Delhi : Prestige 13. Modern Fiction Studies, Summer 2000, Published by John Hopkins University 14. Nelson, Emmanuel S. (1993), Bharati Mukherjee : Critical Perspectives, New York : Greenwood Press 15. Tendon, Sushama (2004), Bharati Mukherjee’s Fiction : A Perspective, New Delhi : Sarup and Sons

Question Paper Format (3.8)

Q 1 Questions on Section A (2 out of 3) 16 Q 2 Questions on Section A (2 out of 3) 16 Q 3 Questions on Jasmine (2 out of 3) 16 Q 4 Questions on The Inheritance of Loss (2 out of 3) 16 Q 5 Short Questions on the novels (2 out of 3) 16

* Question Number 3,4 and 5 to be set keeping the theoretical perspective in mind

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- 35 - SEMESTER FOUR Paper- 4.1 : Doing Research (II) (a) Objectives 1. To introduce the students to the concept of research and with the terminology associated with research activity. 2. To sensitize them to the requirements of cohesion and coherence in continuous composition. 3. To highlight the significance of systematic planning and execution of research activity. 4. To give the students practice in the use of various tools and techniques of research. 5. To prepare them for undertaking research.

(b) Course Content A) Research Process Collecting and Classifying Data Analyzing the Data Arriving at Interpretations and Generalizations Preparing Chapter wise Design B) Presentation of Research 1) Format of the Thesis 2) Logical Writing 3) Introductions and Conclusions 4) Presentation of Findings 5) Guarding Against Plagiarism 6) Quotations and Acknowledging the Sources 7) Footnotes and Endnotes 8) Writing Bibliography Using Standard Style sheets 9) Writing a Short Research Paper 10) Writing a Short Dissertation

C) Practical Work Exercises related to all the items under sections A and B

*The teacher is expected to get the practical work done during teaching hours. Emphasis be given on individual discussions and counseling.

- 36 - Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

The following points to be taken into consideration while assessing the LTP: 1. Hypothesis / Statement of problem : 2. Data collection and analysis : 3. Findings / Results / Implications / Suggestions : 4. Bibliography : 5. Logical presentation : 6. Language :

(e) Reading list

The same as for Paper 3.1

Question Paper Format (4.1)

Q 1 Questions on Section A (2 out of 3) 16 Q 2 Questions on Section B (items 1-3) (2 out of 3) 16 Q 3 Questions on Section B (items 4-6) (2 out of 3) 16 Q 4 Questions on Section B (items 7-10) (2 out of 3) 16 Q 5 Practical Question on Sections A and B (4 out of 6) 16

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- 37 - Paper – 4.2 : English Language and Literature Teaching (II) (a) Objectives 1. To acquaint the students with different theoretical and practical aspects and components of language and literature teaching 2. To acquaint them with different approaches, methods and techniques of language and literature teaching 3. To sensitize the students to the major issues in ELLT in the Indian context

(b) Course Content 1. Error Analysis and Contrastive Analysis 2. Remedial Teaching, Peer Teaching and Micro Teaching 3. English for Specific Purposes 4. The Teaching of Poetry 5. The Teaching of Fiction 6. The Teaching of Drama 7. The Relationship Between Language Teaching and Literature Teaching 8. Relevance of ‘Literatures In English’ in Indian Context 9. Stylistic and Pragmatic Approaches to the Teaching of Literature 10. Major Issues in English Language Teaching in India: Teaching in Large Classes, Role of Mother Tongue in English Language Teaching 11. Lesson Planning for Teaching English Language and Literature

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weight age of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weight age of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List The same as for Paper 4.2

Question Paper Format (4.2)

Q-1 Long Answer Question - 1 to be attempted out of 2 16 Q-2 Long Answer Question - 1 to be attempted out of 2 16

- 38 - Or Short Answer Question - 4 to be attempted out of 6 Q-3 Short Answer Question - 4 to be attempted out of 6 16 Q-4 Short Notes – 4 to be attempted out of 6 16 Q-5 Preparing a Lesson plan for teaching a given topic of language 16 / Literature - 1 to be attempted out of the 4 choices given.

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- 39 - Paper- 4.3 : Drama (II) (a) Objectives 1. To acquaint students with major trends in English drama and with a few drama texts through detailed study of specific plays. 2. To enable students to read and appreciate critically the drama texts. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to dramatic literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content 1. Emperor Jones : Eugene O’Neill 2. The Crucible : Arthur Miller 3. Final Solutions : Mahesh Dattani 4. Doll’s House : Henrik Ibsen

(c) Suggestions for Teachers No study of literature can begin without having read the literary texts(s) to be studied. Teachers, therefore, should encourage students and help them go through the prescribed texts. To have the first hand experience of literature teachers should make students interact with the texts so that students develop their own responses rather than depend on the borrowed critical views. It would be good to have at least some silent reading sessions carefully planned and monitored by the teacher. Students should also be given practice in writing answers to the point and should be discouraged from writing vague, round about and repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper understanding of the intended message of the text. (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List For Course Materials refer to standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc. General Books on Drama 1. Bentley, Eric (1954), In Search of Theater, New York : Vintage Books. 2. Dawson, S W (1970), Drama and the Dramatic, London : Methuen. 3. Esslin, Martin (1977), An Anatomy of Drama, New York : Hill and Wong 4. Kelsall, Malcolm (1983), Studying Drama, London : Macmillan. 5. Salgado, Gamini (1980), English Drama : A Critical Introduction, London : Arnold. 6. Styan, J L (1960), Elements of Drama, Cambridge: C.U.P. 7. Spalding P. (1985), Drama in Practice: A Guide for Students, London: Macmillan.

- 40 - Eugene O’ Neill : Emperor Jones 1. Carpenter, Frederic I (1964), Eugene O’ Neill, New Haren : College and University Press. 2. Gassner, John (1964), O’ Neill: A Collection of Ctitical Essays, Englewood Cliffs, New Jersey: Prentice Hall. 3. Falk, Doris V. (1958), Eugene O’ Neill and the Tragic Tension, New Brunswick: Rutgers. 4. Winther, S K, Eugene O’ Neill: A Critical Study. Arthur Miller : The Crucible 1. Bigsby, Christopher (1999) The Cambridge Companion to Arthur Miller, Cambridge: CUP 1. Bloom, Harold (ed) (2007), The Crucible: Viva Modern Critical Interpretations, New Delhi: Viva Books. 2. Ferres John H. (ed) (1972) Twentieth Century Interpretations of the Crucible, Englewood Cliffs, New Jersey: Prentice Hall. 3. Martine, James J.(1993) The Crucible: Politics, Property and Pretense, New York: Twayne. 4. Weales, Gerald (ed)(1971) The Crucible: Text and Criticism, New York: Viking Press. Henrik Ibsen : Doll’s House 1. Downe Brian W. (1950) A Study of Six Plays of Ibsen, Cambridge : C. U. P. 2. Knight, G Wilson (1962) Ibsen, Edinburgh : Oliver and Boyd 3. Mc Farlane, James (ed) (1970) Henrik Ibsen : A Critical Anthology, Harmondworth : Penguin. 4. Northem, John (1973) Ibsen : A Critical Study, Cambridge : C. U. P. 5. Tennant, P. F. D. (1948) Ibsen’s Dramatic Technique, Cambridge : C. U. P. Mahesh Dattani : Final Solutions 1. Pandey, Sudhakar and Freya Barua (1994) New Directions In India Drama, New Delhi : Prestige. 2. Meherotra, A K (ed) (2003) An Introduction History of Indian /literature in English, (chap 2.2) Delhi : Permanent Black. 3. Bhatta, S Krishna (1987) Indian English Drama : A Critical Study, New Delhi. 4. Naik, M K and Mokashi – Punekar S. (ed) (1977) Perspectives on Indian Drama in English, Madras. Question Paper Format (4.3)

Q-1 Application oriented practical question on Drama 16 (Analysis of passage on the basis of the given points) Q-2 Long Answer Question on Emperor Jones (1 out of 2) 16 or Short notes on Emperor Jones (2 out of 4) Q-3 Long Answer Question on Crucible (1 out of 2) 16 or Short notes on Crucible (2 out of 4) Q-4 Long Answer Question on Final Solutions (1 out of 2) 16 or Short notes on Final Solutions (2 out of 4) Q-5 Long Answer Question on Doll’s House (1 out of 2) 16 or Short notes on Doll’s House (2 out of 4) ************

- 41 - Paper- 4.4 : Fiction (II) (a) Objectives 1. To acquaint students with major trends in English Fiction and to novelists representing different nationalities through detailed study of specific literary works. 2. To enable students to independently read and critically appreciate Fiction in English. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content Term – II 1. Kanthapura : Raja Rao 2. That Long Silence : Shashi Deshpande 3. The Outsider : Albert Camus 4. A House for Mr. Biswas : V.S. Naipaul

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List For Course Material refer to standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc Kanthapura : Raja Rao 1. Desai S K (ed) (1974) Experimentation with Language in Indian Writer in English, a Monograph Published by Shivaji University Kolhapur 1. Nail M K, Raja Rao – (A Twayne World Author Series book), Twayne. 2. Mukherjee Meenakshi (1971) The Twice Born Fiction, New Delhi: Heinemann Educational Books. 3. Narsimhaiah, C D (1973) Raja Rao, New Delhi : Arnold Heinemann

- 42 - 5. Narayan, Shyamale (1988), Raja Rao : Man and His Work, New Delhi : Sterling Publisher That Long Silence: Shashi Deshpande 1. Bharucha, Niloufer and Sarang, Vilas (ed) (1994) Indian English Fiction 1980-90 : An Assessment, New Delhi : B R Publication. 2. Dhawan R K (ed) (1991) Indian Women Novelists, Set – I, Vol. 5, New Delhi: Prestige. 3. Dhawan R K (ed) (1995) Indian Women Novelists, Set – III, Vol. 4, New Delhi: Prestige. 4. Surendersingh J. “Indianized English in Shashi Despande’s That Long Silence” form Asian Quarterly Nol. 5 Issue-2, August2007, P P.25 to 4-1. 5. Sharma, Siddharth (2004) Shashi Despande’s Novels : A Feminist Study, New Delhi : Atlantic. A House for Mr. Biswas : V S Naipaul 1. Boxhill, Anthony (1983) V S Naipaul’s Fiction : In Quest of the Enemy, New Brenswick : York Press. 2. Gilkes, Michael (1981), The West Indian Novel, Boston : Twayne. 3. Mason, Nondita (1986) The Fiction of V S Naipaul, Calcutta : The World Press. 4. Rai, Sudha (1982) V S Naipaul : A Study in Expatriate Sensibility, New Delhi : Arnold Heinemann. 5. Ramchand, Kenneth (1970) The West Indian Novel and its Background, London : Faber and Faber. 6. Walsh William (1973) V S Naipaul, London : Oliver and Boyd. 7. White, Landeg (1975) V S Naipaul : A Critical Introduction, London : Macmillan. The Outsider : Albert Camus 1. Cruikshank, John (1959), Albert Camus and the Literature of Revolt, London : O. U. P. 2. Thody, Philip (1993) Albert Camus London : Macmillan. 3. Bree, Germaine (ed) (1962) Camus : A Collection of Critical Essays, Englewood Cliffs, New Jersey : Spectrum. 4. Bree, Germaine and Guiton, Margaret (1962) The French Novel from Gide to Camus, New York : Harbinger.

Question Paper Format (4.4)

Q-1 Application oriented practical question on Fiction 16 (Analysis of passage on the basis of the given points) Q-2 Long Answer Question on Kanthapura (1 out of 2) 16 or Short notes on Kanthapura (2 out of 4) Q-3 Long Answer Question on That Long Silence (1 out of 2) 16 or Short notes on That Long Silence (2 out of 4) Q-4 Long Answer Question on The Outsider (1 out of 2) 16 or Short notes on The Outsider (2 out of 4) Q-5 Long Answer Question on The House for Mr. Biswas (1 out of 2) 16 or Short notes on The House for Mr. Biswas (2 out of 4)

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- 43 - Paper- 4.5 : Poetry (II) (a) Objectives 1. To acquaint students with major trends in English poetry through detailed study of specific poems. 2. To enable students to read and critically appreciate the poems by the major poets of different nationalities. 3. To cultivate among students a sense of understanding in order to make them better human beings by the exposure to literature. 4. To improve linguistic competence along with the literary competence of students

(b) Course Content 1. Indian Poetry Nissim Ezekiel : (i) Enterprise Jayant Mahapatra : (i) The Lost Children of America Kamala Das : (i) My Grandmother’s House (ii) Spoiling the Name Syed Amanuddin : (i) Don’t Call Me Indo-Anglian Gopal Honnalgere : (i) Of Crows Keki N. Daruwala : (i) Mother (ii) Pestilence Gieve Patel : (i) Naryal Purnima (August 1965) A. K. Ramanujan : (i) Obituary 2. African / Commonwealth Poetry Leopald Sedar Senghor : (i) New York Bernard Daddie : (i) I Thank You God Tsegaye Gabre-Medhin : (i) Home-Coming Son Noemia De Sousa : (i) If You Want to Know Me John Pepper Clark : (i) The Casualities to Chinua Achebe David Diop : (i) Africa George Frederic Cameron : (i) The Future M. Atwood : (i) Journey to the Interior E. Braithwaite : (i) So Long, Charlie Parker Derek Walcot : (i) Ruins of a Great House (ii) A Far Cry from Africa Yasmine Gooneratne : (i) On an Asian Poet Fallen Among American Translators Kishwar Naheed : (i) I am not that Woman

- 44 - (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List Indian Poetry 1. Press John (ed) (1965), ‘Commonwealth Literature’, Heinemann, London. 2.Walsh William (1973), ‘Readings in Commonwealth Literature’, Clarendon Press, Oxoford. 3. Walcott Derek (1969), ‘The Gulf and other Poems Jonathan Cape, London. 4. James Lavis (ed) (1968) ‘The Islands in Between: Essays on West Indian Literature’, O.U.P, London Jayant Mahapatra 1. PRASAD, MADHUSUDAN ed. The Poetry of Jayanta Mahapatra New Delhi:Sterling Publishers,1986. 2. MOHAN DEVINDER .Jayanta Mahapatra New Delhi: Arnold-Heinemann, 1987. 3. DWIVEDI, A.N ed. Student in Contemporary Indo-English Verse Bareilly: Prakash Book Depot, 1984. 4.King Bruce. Modern Indian English Poetry. Delhi: OUP, 1989. Nissim Ezekiel 1. DWIVEDI, SURESH CHANDRA.ed. Perspectives on Nissim Ezekiel New Delhi: K.M.Agencies, 1989 2 “Nissim Ezekiel Special Issue”, JOURNAL of Indian Writing 14.2,1986. 3. WISEMAN, CHRISTOPHER. “The Development of Technique in the Poetry of Nissim Ezekier” in KULSHRESHTHA, CHIRANTAN, ed. Contemporary Indian-English Verse: An Evaluation.New Delhi: Arnold- Heinemann, 1980. 4. DAS, BIJAY KUMAR, “The Search after Reality. A Study of Ezekiel’s Poems” Journal of Indian Writing in English, 10.1&2, 1982. Daruwalla, keki N. 1. KING, BRUCE. “Keki Daruwalla: Outside, Skeptic and Poet” The Indian Literary Review, 4.2, 1986. 2. NAIK, M.K. “ ‘Drama Talk’ The Poetry of K.N. Daruwalla” in Naik Studies in Indian English Literature New Delhi: Sterling, 1987. 3. Prasad, Madhusudhan. “Keki N. Daruwalla: Poet as Critic of His Age” Literary Half-Yearly, January 1987. Ramanujan A.K. 1. DWIVEDI, A.N.A.K. Ramanujan and His Poetry Delhi: Doaba House, 1983. 2. King Bruce. Three Morden Indian English Poets, Delhi: OUP, 1994. 3. DEVY, G. N. “Alienation as Means of Self-exploration: A Study of A.K. Ramanujan’s Poetry:’ Chandrabhaga 6, 1981. 4. REUBEN, ELIZABETH. The Presence of the Past: The Sense of Time in the Poetry of A. K. Ramanujan Journal of Indian Writing in English.17.1.1989. Das, Kamala 1. KOHLI, DEVINDRA. Kamala Das. New Delhi: Arnold –Heinemann, 1975.

- 45 - 2. Rahaman, Anisur. Expressive Form in the Poetry of Kamala Das .New Delhi: Abhinav Pubications, 1989. 3. RADHA, K. Kamala Das. Madras: Macmillan India, 1987. 5. DWIVEDI, A.N. Kamala das and Her Poetry Delhi: Doaba House, 1983. 6. KULSHRESHTHA, CHIRANTAN, ed Contemporary Indian –English Verse: An Evaluation. New Delhi: Arnold – Heinemann, 1980. Gieve Patel 1. NABAR, VRINDA. “Gieve Patel: Poet as Clinician of Feelings “The Indian Liteary Review. 3.3. 1985. 2. SAHA SUBHAS. Gieve Patel On Killing a Tree: An Analysis: in DAS, BLJAY KUMAR, ed. Contemporary Indo – English Poetry. Bareilly: Prakash Book Depot, 1986. 4. SARMA, M.N. The Ambiguous Fate of Being Human: The Poetry of Gieve Patel “SHAHANE, Vasant and SIVARAMAKRISHNA, eds. Indian Poetry in English: A Critical Assessment. Madras: Macmillan, 1980. Amanuddin, Syed 1. DWIVEDI, A.N. Syed Amanuddin: His Mind and Art. New Delhi: Sterling, 1988. 2. DWIVEDI, A.N. “Re- creating The Living Scenes of Contemporary Life: The Poetry of Syed Amanuddin” in DWIVEDI, A.N. ed. Studies in Contemporary Indo – English Verse. Bareilly: Prakash Book Depot, 1984. 3. YASEEN, MOHAMMED. “Syed Ameeruddin’s Poetry: A Critical Appraisal” in DWIVEDI, A.N. ed.Studies in Contemporary Indo – English Verse. Bareilly: Prakash Book Depot, 1984. Honnalgere, Gopal l. SRIDHAR, S.N.” A Note on Honnalgere’ s Zen Tree and Wild Innocents” Journal of Indian Writing in English 3.2, 1975.

African/Commonwealth Poetry

Recommended Reading: 1. Booth,James, Writers and Politics in Nigeria, London, Hodder and Stoughton,1981. 2. Brown, Lloyd,West Indian Poetry, Boston, Twayne, 1978.Brydon, Diana and Tiffin, Helen, eds. 3. Decolonising Fichian, AARHUS, Dangaroo, 1992. 4. Coetzee, J.M.White Writing on the Culture of Letters in South Africa, Johansburg, Radix, 1988. 5. Gilroy, Paul, The Black Atlantic, Modernity and Double,Consciousness,London and New York Verso,1993. 6. .Harri’s Wilson, The Womb of Space, The Cross-Culture Imagination, Westport, Conn., Greenwood,1983. 7. King Bruce, West Indian Literatures, London Macmillan, 1980. 8. King Bruce, The New English Literatures, London Macmillan, 1979. 9. Ramchand, Kenneth, An Introduction to the Study of west Indian Literatures, London, Nelson, 1976. 10. Soyinka, Wole,Myth,Literature and the African World, Cambridge, Cambridge University Press. 11. Moor, Gerald, The Chosen Tongue, English Writing in the Tropical World (Harlow, Longman, 1969). 12. Ngugi Wan Thiong’o,Decolonising the Mind Heinemann,1986. 13. Nkusi, Lewis,Home and Exile Harlow, Longman,1983. 14. Walsh, William, Commonwealth Litrature, Oxford, UP, 1973. 15. Bill Asheriff,Gareth Griffiths and Helen Tiffin, The Empire strikes, Back Theory and Practice in Post-colonial Literatures,1989,London,Routledge.

- 46 - 16. Hutcheon Linda, The Canadian Postmodern, A study of Contemporary English Canadian Fiction, Toronto OUP, 1988. 17. Keith W.J., Canadian Literature in English, London, Longman, 1985. 18. New,W.H. A History of Canadian Literature, London, Macmillan, 1989. 19. Toye Willam ed. The Oxford Companion to Canadian Literature Toronto, OUP, 1983, Wilde,William H. Hooton Joy. 20. Atwood, Manager, Survival, a Thematic Guide to Canadian Literature, Toronto, Anansi, 1972. 21. Ojinmah,Umelo, With Ihimaera A Changing Vision( Dunedin, University of Otago Press,1993).Woodcock, George. 22. The World of Canadian Writing, Critiques and Recollections Vancouver Danglas and me Dntyro, 1980. 23. Klinck. History of Canadian Literature. 24. Marshall Tom, Harsh and Lovely Land, the University of British Columbia, 1979. 25. Pacey, Desmond, Power above Power, 4 Essays, Canadian Literature in English, Mysore, The Centre for Commonwealth Literature and Research, 1979. 26. Mcauley James (1975), ‘A Map of Australian Verse’ Oxoford Uni.Press, Melbourne

Question Paper Format (4.5)

Q-1 A) Reference to Context (2 out of 4) 08 B) An Application Oriented Question on Poetry (1out of 2) 08 Q-2 Long Answer Question on Indian Poetry (1 out of 2 ) 16 Q-3 Short Answer Question on Indian Poetry (4 out of 6) 16 Q-4 Long Answer Question on African/Commonwealth 16 Poetry (1 out of 2) Q-5 Short Answer Question on African /Commonwealth 16 Poetry (4 out of 6)

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- 47 - Paper- 4.6 : Linguistics and Stylistics (II) (a) Objectives 1. To acquaint the students with different theoretical and practical aspects and components of linguistics and stylistics. 2. To make students aware of the relation between linguistics and stylistics. 3. To give them practice in the application of the basic concepts in stylistics to literary texts. 4. Application of the basic concepts in Semantics and Pragmatics in stylistic analysis of literary texts.

(b) Course Content 1. Orientation : The relationship between linguistics and stylistics, the relationship between literature and stylistics, practical criticism and stylistics. The nature and scope of stylistics, the stages in stylistic analysis, linguistic stylistics and literary stylistics. The strengths and limitations of stylistics. 2. The stylistics of poetry : The concept of poetic diction, creativity in the use of language, poetic license, music in poetry, metre, ambiguity, obscurity and indeterminacy. 3. The stylistics of drama : Theatre and drama, dramatic mode, dramatic text and performance text, the use of proximal deixis in drama, dramatic dialogues and speech act theory, the cooperative principle and the politeness principle, turn taking and adjacency pairs, dramatic dialogues and everyday conversations. 4. The stylistics of fiction : Fiction as a narrative form of discourse, narrative strategies, point of view, universe of discourse, the use of distal deixis in fiction.

(c) Suggestions for Teachers Keeping in mind the application-oriented nature of the course, the teacher should carry out a variety of application based activities/tasks. Student involvement could be ensured through student activities like doing practical exercises requiring identification of relevant linguistics and stylistic devices and explaining their purpose/relevance or contribution to literary effect / meaning. The students may be given relevant practical assignments, and the teacher may act as facilitator and monitor student activities. The course is basically interactive in nature. Therefore, interaction should be encouraged.

(d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List The same as for Paper 3.6

- 48 - Question Paper Format (4.6)

Q-1 Long Answer Question -1 to be attempted out of 2 16 Q-2 Long Answer Question -1 to be attempted out of 2 16 Q-3 Short Answer Question - 4 to be attempted out of 6 16 Q-4 Short Answer Question - 4 to be attempted out of 6 16 Q-5 Stylistic analysis of a poem or an extract from a play / novel 16

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- 49 - Paper- 4.7 : Pragmatics (II) (a) Objectives 1. To make students aware of the primary distinction between language and language use. 2. To give them practice in the application of the basic concepts in pragmatic theory. 3. To acquaint them with the different types of context and their relevance for interpreting different types of texts. 4. To familiarise them with the in-depth knowledge of pragmatic concepts and their application in planning and interpretation of utterances in everyday life and in literature. (b) Course Content A. Pragmatic Principles Principles and Rules The Cooperative Principle The Politeness Principle Trade off Relationship between Cooperative Principle and Politeness Principle Relevance Theory B. Implicature What is Implicature? Implications and Implicatures Conventional Implicature Conversational Implicature C. Conversation Analysis Turns and Turn taking Cohesion and Coherence Adjacency Pairs Conversation and Speech Acts D. Applications of Pragmatics Pragmatic Competence Reading as Pragmatic Act Pragmatics and Machine Translation Natural Language Processing E. Practical Work on Sections A,B,C and D

(c) Suggestions for Teachers Keeping in mind the application oriented nature of the course, the teacher should carry out a variety of relevant problem-solving activities/tasks. Student involvement could be ensured through student activities. The students may be given relevant practical assignments, and the teacher may act as facilitator and monitor student activities. The course is basically interactive in nature. Therefore, interaction should be encouraged. (d) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination. (e) Reading List The Same as for Paper 3.7

- 50 - Question Paper Format (4.7)

Q 1. Questions on Section A (2 out of 3) 16 Q 2. Questions on Section B (2 out of 3) 16 Q 3. Questions on Section C (2 out of 3) 16 Q 4. Questions on Section D (2 out of 3) 16 Q 5. Practical Questions on Sections A, B, C and D (4 out of 6) 16

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- 51 - Paper- 4.8: Multicultural Discourse in Immigrant Fiction (II) (a) Orientation An important phase in the growth of postcolonial writing has been the emergence of significant fiction written by expatriate and immigrant writers. Some of them, especially those of Indian origin, migrated to the countries like Canada, U.S.A. and U.K. and dealt with the themes of alienation, quest for identity and conflict of cultures. History of this kind of writing can be traced in contours of migration. The first generation immigrants from among these writers represent the diasporic, expatriate vision of the clash of human values through their thematic categories. The second-generation authors, born and brought up in the host country, talk of assimilation with the new culture and their identity crisis is acute and its resolution has dilemmas and drama. The third wave recent immigrants assimilate and merge with the local culture. The intellectual framework of globalization and multiculturalism has made some of those writers so popular that they have been winning several prestigious awards abroad. It would be relevant to study these writers for their fresh sensibility and linguistic achievement.

(c) Course Content A) Prescribed Texts 1. Chitra Banerjee Divakaruni : Arranged Marriage (1995) (Entire collection) 2. Jhumpa Lahiri : The Namesake (2007)

B) Discourse Analysis Analysis of the texts prescribed.

(e) Suggestions for Evaluation The Semester Examination will be for 80 marks. The Internal Assessment will have the weightage of 20 marks. As a part of Internal Assessment, students will write an assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 52 - of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office at least fifteen days before the commencement of the Semester Examination.

For the Semester Examination the questions to be set on the following two areas carrying the weightage as stated in brackets: 1. On the prescribed texts (48 marks) 2. Discourse analysis of passages selected from the texts with a view to bringing out their pragmatics. (32 marks)

(f) Reading List

The Same as for Paper 3.8

Question Paper Formats (4.8)

Q 1 Questions on Discourse Analysis of Arranged Marriage (2 out of 3) 16 Q 2 Questions on Discourse Analysis of The Namesake (2 out of 3) 16 Q 3 Questions on Arranged Marriage (2 out of 3) 16 Q 4 Questions on The Namesake (2 out of 3) 16 Q 5 Short Questions on the novels (2 out of 3) 16

* Question Number 3,4 and 5 to be set keeping the theoretical perspective in mind ************

- 53 - T.Y.B.A. (English) (w.e.f. June 2010) (i) Compulsory English (a) Objectives 1. To develop the communicative skills of the students and thereby develop their proficiency in English language. 2. To develop competence among the students for self-learning. 3. To encourage and enable the students to read the various types of texts on their own and discuss them among peers.

(b) Course Content Text : Reflections III (CUP) [Term wise distribution of units will be communicated later]

(c) Suggestions for Teachers The ultimate aim of all compulsory English courses is to make the learners more competent and confident users of language. This can be achieved by making the learner participate in the language learning activities and equipping them with the self-learning skills. The teachers should provide maximum opportunities for using language through classroom activities like discussions, role-playing and interactive sessions of different kinds. The main reading unit and the units dealing with language skills as well as grammar, vocabulary, etc are to be treated as one composite unit and every part of it needs to be dealt with carefully in the class-room and reflected in evaluation system. The tasks and exercises should be appropriate to the needs of students and their level of competence at this stage of learning. Teachers need to guide the students, monitor their activities, and provide feedback on student performance every now and then. The success of the teacher lies in making the students independent learners and confident users of language.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Year End Examination will be for 80 marks. The major thrust of the question papers will be practical, objective, and application oriented. In question papers for both the Term End and the Annual Examination 80% question shall be based on the exercises dealing with language skills given below the main reading units.

Question Paper Format

1 Annnual Examination Q 1 Text-based comprehension questions (2 out of 3) 16 Q 2 Text-based comprehension questions (2 out of 3) 16 Q 3 Questions on writing activities (2 out of 3) 16 Q 4 Questions on vocabulary (8 out of 10) 16 Q 5 Questions on grammar and usage ( 8 out of 10) 16

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2 (ii) English General Paper-III: Enriching Oral and Written Communication (a) Objectives 1. To acquaint the students with the different modes of Communication in the context of modern life. 2. To make them effective and efficient users of English language. 3. To impress upon their minds the importance and value of Communication in personality development and career prospects. 4. To enhance their employment opportunities in communication based careers.

(b) Course Content *Course Work for Term – I Orientation What is Communication? Formal and Informal Communication Non-verbal Communication Features of Effective Communication

Vocabulary Splitting the Fine Senses of Words Literal and Figurative Use of Words Word Parallels and Alternatives Lexical Sets Using a Dictionary/ Activator/ Thesaurus Language Games

Oral Communication Word Stress and Sentence Stress Intonation Use of Politeness Markers Making Presentations: Important Features Making Presentations: Preparing, Planning and Performing

*Course Work for Term – II Using Audio-visual Aids (from handouts to computer Graphics) Characteristic Features of an Effective Group Discussion Facing Interviews (Activities/tasks like role playing, group discussion, public speaking, extempore presentation and interviews to be conducted)

Written Communication Writing Task : identifying the focus, generating ideas, outlining, etc. Paragraph Structure and Linking Sub-points in a Paragraph Cohesion and unity in a paragraph Minding Punctuation and Proofreading Summarising

3 Reviewing Aspects of Creative Writing (Activities/tasks to be conducted like paragraph writing, essay writing, writing a review of a literary text, writing a summary of a literary text, comprehension and analysis of a literary text, preparing an advertisement, making PowerPoint Presentations) Technology-enabled Business Communication Telephonic conversation and manners E-mails and e-mail etiquettes PowerPoint Presentation

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. There will be an Oral Test for 20 marks. It will be conducted by the concerned teacher/s before the Final Examination at the End of the Year. The Year End Examination will be for 60 marks. The major thrust of the question papers for both the Term End Examination and the Year End Examination will be practical, objective, and application oriented. The focus of the evaluation should be on testing the students’ ability to independently construct and properly deliver utterances in different contexts.

(e) Reading List 1. Thorat A and Munira Lokhandwala (2009), Enriching Oral and Written Communication in English [Orient Blackswan] 2. Mohanraj J. and Mohanraj S. (2001), English Online [O.L.] 3. Seely (2006), Oxford Guide to English speaking and writing [OUP] 4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in Communication Skills [Foundation Books] 5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP] 6. Goodale, Malcolm (2008), Professional Presentations [CUP] 7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP] 8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and Speaking (Vol. I & II) [Foundation Books]

4 9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic Communication Skills [Foundation Books] 10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD) (CUP) 11. Narayanswamy – Strengthen Your Writing 12. Thorat, Ashok, Sridhar Gokhale and Madhuri Gokhale (2008), Towards Better English (FCS)

Question Paper Format

Term-End Examination Q.1 Short-answer question on Orientation’ (3 out of 5) 12 Q.2 Practical question on Vocabulary items 1 to 3 (3 out of 5) 12 Q.3 Practical question on Vocabulary items 4 to 6 (3 out of 5) 12 Q.4 Application-oriented question on Oral Communication item 1&2 (2 out of 3) 12 Q.5 Application-oriented question on Oral Communication item 3 to 5 (2 out of 3) 12

Annual-Examination Q.1 (a) Short-answer questions on Orientation’ (3 out of 5) 06 (b) Practical questions on Oral Communication items covered in term I (3 out of 5) 06 Q.2 (a) Practical questions on Vocabulary items (3 out of 5) 06 (b) Practical questions on Vocabulary items (3 out of 5) 06 Q.3 Application-oriented questions on Oral Communication items Covered in term II (2 out of 3) 12 Q.4 Application-oriented questions on Written Communication (2 out of 3) 12 Q.5 (a) Questions on written communication (2 out of 3) 06 (b) Application-oriented questions on Technology-enabled Business Communication (2 out of 3) 06

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5 iii) English Special Paper-III: Introduction to the Study of English Language (a) Objectives 1. To familiarise the students with the basics of English language 2. To make them aware of the phenomena of World Englishes 3. To sensitize them to English used in India 4. To make them aware of the significance of Context in language use

(b) Course Content A) Introduction to Three Components of Language Study 1) Morphology What is Morphology? Concepts of morpheme & allomorph, Types of morpheme, Word formation Processes: prefixation, suffixation, compounding, blending, clipping. 2) Phonology Physiology of speech production, Consonants & Vowels in English, Accent in words & Connected Speech, Weak & Strong forms, Tone groups, Placement of Nucleus, Intonation patterns. 3) Syntax ‘Section A – Concepts’ from Part Three [Grammar in use] of A Communicative Grammar of English (1975, rpt. 1992) By Leech, Geoffrey and Jan Svartvik B) Sociolinguistics 1) Language Contact and Language Variation Nativization of English, Bilingualism, Multilingualism, Code-Switching, Code- mixing, Pidgins, Creoles, Dialects, Registers, Styles 2) Language in Use Language & Language Use, Sentence and Utterance, Speech Acts, Deixis (Person, Place & Time), Observance & Violation of Conversational Principles, (CP & PP only) 3) Major Varieties of English British English, American English, and Indian English: Major characteristics

*Course Work for Term – I A) Introduction to Three Components of Language Study 1) Morphology What is Morphology? Concepts of morpheme & allomorph, Types of morpheme, Word formation Processes. 2) Phonology Physiology of speech production, Consonants & Vowels in English B) Sociolinguistics 1) Language contact & Language Variation Nativization of English, Bilingualism, Multilingualism, Code-Switching, Code- Mixing, Pidgins, Creoles 2) Language in Use

6 Language & Language Use, Sentence and Utterance, Speech Acts

*Course Work for Term – II A) Introduction to Three Components of Language Study 2) Phonology Weak & Strong forms, Accent in words & Connected Speech, Tone groups, Intonation patterns. 3) Syntax Section A – ‘Concepts’ from Part Three [Grammar in use] of A Communicative Grammar of English, By- Leech, Geoffrey and Jan Svartvik (1975, rpt. 1992) B) Sociolinguistics 1) Language Contact and Language Variation Dialects, Registers, Styles 2) Language in Use Deixis (Person, Place & Time) Observance & Violation of Conversational Principles, (CP & PP only) 3) Major Varieties of English British English, American English and Indian English: Major characteristics.

(c) Suggestions for Teachers The basic concepts and terms will have to be made clear by offering precise definitions, concrete and familiar examples and by using devices of comparison and contrast. However, the teacher talk alone is not enough. Student participation should be ensured by giving them practical exercises related to the topics in the syllabus. Attempt should be made to link teaching of the topic with real life contexts and uses of language, and hence the examples given should be as authentic as possible. The teaching should aim at acquainting the learners with the core concepts in the study of language in general and English language in particular. Students should be able to cope with varied uses of language in various situations of life with the help of the insights gained through this course.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in question papers for both the Term End and the Annual Examination will be practical, objective, and application oriented.

(e) Reading List 1. Balasubramaniam, T. (1981, rpt 1995), A Textbook of English Phonetics for Indian Students (Macmillan) 2. Bansal, R. K. and J. B. Harrison (1972), Spoken English for India, New Delhi : Orient Longman 3. Cutting, Joan (2008), Pragmatics and Discourse, Routledge

7 4. Kachru, Braj B. (1986), The Alchemy of English, OUP 5. Kachru, Braj B. (1983), The Indianisation of English, OUP 6. Ford & Others (-- ), Linguistics: An Introduction, CUP 7. Leech, Geoffrey and Svartvik, Jan (1975, rpt. 1992), A Communicative Grammar of English, Longman 8. Hudson, R.A. (2003), Sociolinguistics, CUP 9. Jones, Daniel (5 th Indian reprint 1992), The Pronunciation of English, Universal Book Stall, New Delhi 10. Krishnaswamy, Verma and Nagarajan (1992), Modern Applied Linguistics, (Macmillan) 11. Moody, H. L. B. (1970), Varieties of English, London: Longman 12. Nihalani, p., Tongue, R. K., and Hosali, P. (1979), Indian and British English: A Handbook of Usage and Pronunciation, OUP 13. O’Connor, J. D. (1980, rpt. 1992), Better English Pronunciation (New Edition), Universal Book Stall, New Delhi 14. Quirk, et al (1985), The Comprehensive Grammar of the English Language, Longman 15. Richards, Pratt, Weber (ed.), Longman Dictionary of Applied Linguistics 16. Robins, R. H. (1996, 3 rd edn.),General Linguistics, Longman 17. Sethi & Dhamija (1989), A Course in Phonetics & Spoken English, Prentice Hall of India 18. Strevens, Peter (1992), ‘English as an International Language’ in Braj B. Kachru, ed. (1992), The Other Tongue, OUP 19. Thorat Ashok (2008), Discourse Analysis (FCS) 20. Verma and Krishnaswamy (1989), Modern Linguistics: An Introduction (OUP) 21. Yule, George (1985), The Study of Language: An Introduction (CUP) 22. Yule, George (2000), Pragmatics (OUP) 23. Trudgil, Peter – Sociolinguistics

Question Paper Format

Term-End Examination Q.1 Short-answer questions on Morphology (4 out of 6) 12 Q.2 Short notes on Phonology (2 out of 4) 12 Q.3 Short notes on Language Contact and Language Variation (2 out of 4) 12 Q.4 Short notes on Language in Use (2 out of 4) 12 Q.5 Practical questions on each of the following (3 out of 4) 12 (a) Morphology (b) Phonology (c) Language Contact and Language Variation (d) Language in Use

Annual Examination Q.1 Short-answer questions on Morphology and Phonology (First Term topics) (4 out of 6) 16 Q.2 Short notes on Sociolinguistics (First Term topics) (4 out of 6) 16 Q.3 Short notes on Phonology and Syntax (Term II) (4 out of 6) 16 Q.4 Short notes on Sociolinguistics (Term II topics) (4 out of 6) 16 Q.5 (a) Short-answer questions on Major Varieties of English (2 out of 3) 08 (b) Practical questions one each on the following (4 out of 5) 08 (a) Morphology (b) Phonology (c) Syntax (d) Language Contact and Language Variation (e) Language in Use

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9 (iv) English Special Paper IV: Introduction to Literary Criticism and Critical Appreciation. (a) Objectives 1) To introduce students to the rudiments of Literary Criticism. 2) To acquaint the students with the commonly used literary terms and concepts and to enable them to independently apply this knowledge while responding to literature. 3) To create among the students an awareness of language used in Literature. 4) To introduce students to devices employed in poetry and prose so as to enable them to appreciate literature better. 5) To train them to read literature closely and to help develop their critical insight.

(b) Course Content *Course Work for Term – I (A) : Principles of literary Criticism i) What is Criticism? - Definition and principles. ii) Fine Arts and Useful Arts, Literature as Fine Art - definition and characteristics. iii) Theory of Imitation iv) Poetic Truth and Historic Truth. v) Qualifications of a good critic.

(B) : Critical Approaches to literature Biographical, Sociological and Psychological approaches.

(C) : Contribution / theories of some selected critics i) Philip Sidney : Superiority of poetry over other Sciences/Disciplines (From Apology for Poetry ) ii) Samuel Johnson: Defence of Shakespeare’s intermingling of the tragic and the Comic in drama (From Preface to Shakespeare ) iii) William Wordsworth: Definition of poetry; Language of Poetry & objects of poetry. (From Preface to Lyrical Ballads ) iv) Matthew Arnold: Three kinds of estimates of poetry; the Touchstone method of evaluating poetry. (From Study of Poetry ) v) T. S. Eliot : Concept of Tradition, historical sense. (From Tradition and Individual Talent )

*Course Work for Term – II (D) : Literary and Critical Concepts and Terms 1. Allusion 2. Ambiguity, Connotation and Denotation 3. Simile, Metaphor, Onomatopoeia, Symbol, Imagery; Conceit 4. Wit and Humour 5. Irony, Sarcasm, Satire, Paradox 6. Genre 7. Interior Monologue and Stream of Consciousness

10 8. Setting 9. Classicism, Romanticism, the Absurd, Modernism, 10. Allegory and Personification 11. Asides, Soliloquies 12. Comic Relief 13. Poetic Justice 14. Intentional Fallacy 15. Round and Flat Characters

(E) : Applied or Practical Criticism Analysis of poems to be demonstrated in the class

(c) Suggestions for Teachers The teaching of this paper may begin by exposition of the basic principles and aspects of literary criticism and then acquainting the students with important critical approaches to literature. Students also need to be acquainted with the contribution/theories of some important critics. These seminal ideas need to be expounded by the teacher in a lucid and learner friendly manner. The same approach needs to be adopted while explaining the critical concepts and terms as well. Teacher talk, contextualisation and illustration of ideas, question-answer sessions, discussions, etc will be useful in dealing with the content of this paper.

(d) Suggestions for Evaluation There will be a Term End Examination for 60 marks at the end of the First Term. The marks secured by the students in this examination will be reduced in proportion to the value of 20 marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in question papers for both the Term End and the Annual Examination will be practical, objective, and application oriented.

(e) Reading List 1. Abrams, M. H. – A Glossary of Literary Terms (Seventh Edition) 2. Bertens, Hans – Literary Theory Basics 3. Brooks and Wimsatt - A Short History of Literary Criticism 4. Butcher, S.H. - Aristotle’s Poetics 5. Chickera, Ernest – English Critical Texts 6. Eliot, T.S. - Tradition and the Individual Talent 7. Hamer, Enid - Metres of English Poetry (Chapter 1) 8. Hudson, W.H. -Introduction to the study of Literature 9. Humphrey House - Aristotle’s Poetics 10. Lucas, F.L. - Tragedy 11. Martin, Gray – A Dictionary of Literary Terms (Pearson Education) 12. Monfries, Helen - Critical appreciation 13. Prasad, Brijeshwar - Introduction to Literary Criticism 14. Schreiber - Introduction to Literary Criticism 15. Scot, Wilbur - Five Approaches to literature 16. Scott -James - Making of Literature

11 17. Sethuraman - Practical Criticism 18. Thorat, Ashok and others (2001), A Spectrum of Literary Criticism (Frank Bros) 19. Worsfold, Basil - Judgement of Literature 20. For Philip Sidney, Samuel Johnson, William Wordsworth, Mathew Arnold (Standard and authentic editions of the texts published by the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and Unwin, etc)

Question Paper Format Term-End Examination Q 1 Questions on Section (A) items 1 and 2 (3 out of 5) 12 Q 2 Questions on Section (A) items 3 to 5 (3 out of 5) 12 Q 3 Questions on Section (B) (2 out of 3) 12 Q 4 Questions on Section (C) items 1 and 2 (2 out of 3) 12 Q 5 Questions on Section (C ) items 3 to 5 (2 out of 3) 12

Annual Examination Q 1 a) Questions on Section (A) (2 out of 3) 08 b) Questions on Section (B) (2 out of 3) 08 Q 2 Questions on Section (C) (4 out of 6) 16 Q 3 Questions on Section (D) items Allusion to Genre (4 out of 6) 16 Q 4 Questions on Section (D) items Interior Monologue onwards (4 out of 6) 16 Q 5 Practical Criticism of a poem (8 sub-questions out of 11) 16

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12 F.Y.B.A Paper 1- Reading fiction and Drama.

1) Reading Fiction

A) Short stories

a) Selection from the Mahabharata

Draupadi stories (select any two stories)

1) Draupadi's Swayambar 2) Imperial Indraprastha 3) The Gambling Match 4) The year in Hiding

Karna – Eklavya Stories (Select any two stories)

1) The birth of Karna 2) The pandava princess 3) Karna faces Arjuna

b) Tales from 1001 Arabian Nights

Select any two forms: the Voyages of Sinbad the Seaman

Alibaba and the forty thieves

c) Select any four of the following stories

1) Premchand : shroud 2) Tagore : the home coming 3) Anton Chekhov : the Lady with the Toy Dog 4) O’Henry : the poet and the Peasant 5) Basher : Birth Day 6) Kusumavati Deshpande : Wet and Shine 7) Mulk Raj Anand : The golden Water 8) Maupassant : Martins Girl

B] Any one novel to be studied :

1) George Orwell : animal farm 2) Raja Rao : kanthapura 3) Hemingway : Old man and the Sea

II Term

C] Reading drama One drama from each group to be studied :

Group A :

Bernard Shaw : Pygmalion Sudrak : Mrichchhakatik Bhasa : Swapnavasavdatta

Group B :

Vijay Tendulkar : Ghasiram Kotwal Luigi Pirandello : Six Characters in Search of an Author Gohn Galsworthy : Strife

UNIVERSITY OF MUMBAI No.UG / 208 of 2007 CIRCULAR :-

A reference is invited to the Ordinances, Regulations and syllabi relating to the Bachelor of Arts (B.A.) degree course under the revised pattern vide this oflice Circular No.UG/07 of 1997 dated 3rd January 1997 and the Principals of the affiliated colleges in Arts and Professor-cum-Director, Institute of Distance Education are hereby informed that the recommendation made by the Board of Studies in English at its meeting held on 2nd February,2007 has been acccplcd by, the Academic Council at its meeting held on l3th April,2007 vide Item No 4.8 and that in accordance therewith the syllabus in the subject of English (Optional) Papers-II and III at the S.Y.B.A. examination is revised as per Appendix and that the same will be brought into force with effect from the academic year 2007-2008.

MUMBAI-400 032

th 18 May,2007 ------for I/c. REGISTRAR

To, The Principals of affiliated colleges in Arts, and Professor-Cum- Director, Institute of Distance Education.

A.C./4.8/13.04.2007 ------No.UG/ 208- A of 2007, MUMBAI-400 032 18th May,2007

Copyforwardedwithcomplimentsforinformation to: 1) The Dean. Faculty of Arts

2) The Chairman, Board of Studies in English

-7, for I/c. REGISTRAR

WaghVIIi4 1/18507

Enclosure to item No :-4.8 Date:-13-4-2007

UNIVERSITY OF MUMBAI

Syllabus in the Subject of English ( Optional ) Paper II at the S.Y.B.A. examination

( With effect from the academic year 2007-2008)

list)

S.Y.BA. Revised Syllabus

Paper II Reading Poetry Objective:- . 1. To introduce the student to various forms of poetry through the detailed study of lyric, satire, elegy, ode and he dramatic monolgue. 2. To make the student aware, conceptually of the other forms such as epic, pastoral, ballad the experimental and modern free verse poetry, Narrative poetry, Epistolary. 3. To train the student to some basic c oncepts in the Scansion of a poem.

Please note while selecting poems care shewd be taken to set only one poem by one poet. First Term:

A] 1:- All Lyric (select any six from the following list) i) At Night Fall : Meera ii) Night Cancels the Business of Day: Rumi iii) Knowledge is conventional : Rumi iv) Song : John Donne v) Delight in Disorder: Robert Herrick vi) A poison Tree: William Blake vii) Pied Beauty : G.M. Hopkins viii) Futility : Wilfred Owen ix) Law Like Love: W.H. Auden x) Missing Dates: William Empson xi) Urban : Nissim Ezekiel xii) For a Child Expected: Anne Ridler xiii) Stopping by Woods on a Snowy Evening: OR Mowing: Robert Frost xiv) Haikus from various Japanese Poets

A] 2: Dramatic Monologue: (Select any three from the list)

list)

i) The Portrait: Robert Browning ii) Porphyria s Lover : iii) Soliloquy of the Spanish Cloister iv) Dover Beach : Mathew Arnold v) The Forsaken Merman: vi) Feeding the Poor at Christmas : Eunice Desouza vii) Telephone Conversation: Wole Soyinka viii) Prufiock : T.S. Eliot

AJ 3: Ode: Select any 3 from the list:

i) Ode on Solitude : Pope ii) Ode to Evening : Collins iii) Ode of Autumn: Keats iv) Ode on a Grecian Urn : v) Ode to the West Wind : Shelley vi) Kind of an ode to Duty : Ogden Nash vii) Ode to Clothes: Pablo Neruda

B] Conceptual Study of Epic and Pastoral poetry.

C] Basic concepts of Stress, Rising a iid falling feet and Rhyming Scheme.

Second Term:

A] 4 : Satire (Select any Six from the list) i) Wife of Bath: Chaucer ii) Chief of Domestic Knights and Errants from Hudibras Part I Canto I Sairiuci Butler iii) Epistle to Arbuthnot : Alexander Pope (Select a passage of not more than 25 lines) iv) Stella s Birthday : Jonathan Swift v) A Description of the Morning: vi) A Beautiful Young Nymph: vii) Belinda s Toilet Scene from the Rape of the Lock--Alexander Pope viii) Elegy on the Death of a Mad Dog = Oliver Goldsmith ix) The Station Master : from Jejuri = Kolatkar

list)

x) Ajamail and the Tigers: Arun Koltakar xi) Catholic Mother: Eunice Desouza xii) Indeed tis True: Wendy Cope

A] 5: Sonnet (Select any four from the list)

i) Not marble : Shakespeare ii) When to sessions of ..: Shakespeare iii) Batter My Heart, John Donne iv) The Token : John Donne v) If I Leave All for Them: Elizabeth Browning vi) Grand Grandeur : G.M. Hopkins vii) Sonnets from China: in Times of War : W.H. Auden viii) Sonnets from China : Here War is Harmless : ix) For My Mother : George Barker x) Leda and the Swan: W. B. Yeals xi) Love Sonnet: N. Ezekiel xii) Landscape Painter: Dom Moraes

A] 6:Elegy (Select any Two)

i) Break Break Break: Tennyson ii) A Refusal to Mourn Death ..: Dylan Thomas iii) On the Death of W.B. Yeats: W.H. Auden iv) 0 Captain! My Captain !: Walt Whitman v) Elegy for Margaret : Stephen Spender vi) A Mid Term Break : Seamus Heany

B] Conceptual Study of Ballad, Narrative Poetry;, Epistolary, Experimental and Modern Free Verse poetry.

C] Scansion of poems (only easier passages, avoid mixed metre as and where possible)

Books to Refer:

1. Richard Dutton : introduction to Literacy Criticism 2. John Fuller : The Sonnet

list)

3. T.W.H. Crosland : The English Sonnet

4. Peter Sacks : The English Elegy

5. Pollard Arthur : The Satire

6. Geoffrey Leech : A Linguistic Guide to English Poetry

7. Elizabeth Drew: Understanding Poetry

8. Marjori Boulton: The Anatomy of Poetry

9. Shipley : Dictionary of Literary Terms

10. M.H. Abrahms: Literary Ternis

11. Prerninger Alex : An Encyclopeadia of LiteraryTerms

12. Blackstone : Practical English Prosody

13. R.N. Bose & T.S. Sterling : Elements of English Rhetoric & Prosody.

14. Praveen K. Thaker : Appreciating English Poetry. Paper Pattern: (1st Term)

Q.1 Critical appreciation of any two poems from the prescribed poems. (20) Q.2 Scansion of two passages of 4/6 lines. (10) Q.3 Essay type question on each type of poem 3 options any two to be answered (20)

2ndTerm:- Q.1 Objective type covering section B (10) Q.2 Explain 4 passages with reference to context from the prescribed poems. (20) Q.3 Essay type questions on each type: 2 out of 3. (20)

Revised syllabus drafted by:

1) Smt. Meghna Sant (convener) 2) Dr. Anjali Bhelande 3) Shirin Vakil 4) Laxmi Muthukumar 5) Balirani Pawar.

list)

REVISED SYLLABUS FOR THE S.Y.B.A - ENGLISH LiTERATURE PAPER IIL IND!AN WRITING IN ENGLISH AND INDIAN

LITERATURE IN TRANSLATION

BackgroundTopics:

1). Dcvelopment of social and political consciousness: The Pre independence period and its influence on Indian writing with reference to Raja Ram Mohun Roy. .Mahadev Govind Ranade. Sir Pherozeshah Mehta. Mahatma Gandhi, and Dr. B.R.. Ambedkar and their influence on the works of writers like Mulk Raj Anand, Raja Rao and others.

2). Dalit Literature :

protest against caste: creation of new social order with reference to the writings of Dr. B.R. Ambedkar and his influence on the works of writers like Shankarrao Kharat. Baburao Daya pawar. Namdeo Dhasal. Dr. Narendra .ladhav and others.

3). The Literature of Partition :

Comunal divide : psychic and physical trauma: ultimate assertion of faith in the indivisibility humanity as seen in the works of Khushwant Sing Attia Hosain.Bhisham Sahani. S. H. Manto and others. 4) Post 80s development in the Indian English Novel :

i) Post- modernism and the novel : Questioning of the canon and grand narratives. both literary and political alternative strategies: Salman Rushdie. Amitav Ghosh. Kiran Nagarkar and others.

ii) Perspectives in women s fiction : Status of women gender inequality:role of wonien: opportunities for change as seen in works of Attia Hasain. Anita Desai

list)

iii) Shashi Deshpande, Arundhati Roy. Gita Hariharan and others iv) The Literature of the diaspore : immigration and exile :dislocation :fractures identity confusion as seen in works of Salman Rushdie, Rohinton Mistry and others. th 5. i) Brief introduction to 20 century pre- independence poetry : patriotism : nationalism : spiritualism: Rabindranath Tagore. Aurobindo. Sarojani

Naidu and others.

ii) Post Independence trend: 1950 and after : modernist experimentation and theurban shift : Nissim Ezekiel. Dom Moraes. Arun Kolatkar. Dilip Chitre and others.

iii) The works of women Poets : Question of position of women: the double bind of minority women: religion and gender. Kamala [)as. lmtiaz Dharkar. Eunice de Souza and

others. 6. Brief introduction to drama : Sanskrit drama Folk thratre traditions : Realism and Naturalism in modern theatre : the problem play : symbolism and expressionism : stanislavsky and ~method theatre: Brecht and epic theatre: thatre of the Absurd : theatre of cruelty and its impact on modern dramatists like Badal sircar. GirishKarnad. Satish

Alekar. \/ijay Tendulkar and others.

7. The problems of Indian writer English and the debates on Indianness in Indian writing. The adoption of netivistposition and its critiqule.

Note : Though individual writers have been mentioned no single writer \\ ill be focused upon in the background questions.

list)

List of prescribed Texts

First Term

II Novel

Mahasweta Devi : Rudali, translated by Ajum Katyal, Seagull Books Pvt. Ltd. Calcutta ISBN 81-7046-138-3

Gopinath Mohanti : Paraja. OUP.

Rohinton Mistrv : Such a Lone Journey. 1990

Ill. Poetry

1 . Arun Kolatkar : Any eight poems to be studied. Jejuri. Published

by Clearing House. Following poem to be studied :- The Bus

Heart of Rijin. . Chaitanva , A 1.Low Temple.The Pattern.

Thc Horseshoe Shrine Manohar , Chaitanya , The

Butterfly , A Scratch~. Chaitanya Beetween

.Jejuri and The Railway Station.

Dilip Chitre : Any eight poems to be studied. Says Tuka.Sontheimer Cultural Association.plot no.235. Surver no.51. Bhairavnagar. Dhanori Road . Pune-411015.

Following l)oeiIl to be StII(lied: 6. 10, 37-38, 80, 88, 109, 157,182,185, and 223.

Second Term

IV. Ayyappa Panikar : Modern Indian poetry in English. Sahitya Akademi, 1991 ISBN 81-7201-123-7.

list)

Any eight poems to be studied: - Keki N. Daruwalla : Gulzaman s Son

Kamala Das : The Stone Age

Gauri deshpande : The Female of the Species

Nissim Ezekiel : Very-Indian Poem in Indian English

Adil Jussawalla : To the Tune of a swing in the Municipal Park

Shiv K. Kumar : Indian Woman

Dom Moraes : Gardener

Gieve Patel : On Killing a Tree

A.K. Ramanujan : Epitaph on a Street Dog

Meena Alexander : To Li Ch ing- Chao

V. Drama

Girish Karnad : The Fire and the Rain. Oxford University Press. I 998 ISBN 0-19-564443-3 OR Satish Alekar : The Dread Departure.

Seagull Books Pvt.Ltd.. Calcutta. OR Mahesh Dattani : Tara. Collected Plays. Penguin Books. New Delhi. VI. Recommended Reading

1. K. R.S. lyengar. Indian Writing in English. Bombay. 1962

2. M. K. Nai k.A History of Indian English Literature. Sahitya Akademi Delhi. 1982.

list) 3. Vasant Shahane and Shiv ram Krishnan(eds). Indian Poetry in English : A critical Assessment, Macmillan. Madras, 1982 4. Bruce King, Modern Indian Poetry in English, Oxford University l~ress, Delhi, 1987 5. Vinay Kirpal. The New Indian Novel in English, Allied Publishers. [)elhi.1990 6. Rangrao Bhongle (ed). The Inside View Nati~ e Responses to Contemporary Indian English Novel. Atlantic Publishers Delhi.2003 7. Vinay K irpal (ed). The Postmodern Indian English Novel . Allied l~ubIishers. 1996 8. NiIu(~r F. Bharucha and Vikas Sar~ng (eds), Indian English Fiction. I )80-199() An Assessment. B.R. Publishers.Delhi, 1994 9. Nilulhr Li. I3harucha and Vrinda Nabar(eds), Mapping Cultural Spaces: Posteol mial Indian Literature in English, Essays in Hon our of Nissim Ezekiel. Vi~h n Books. Delhi. 1998 10. Malashri Lal . The Law of i]ireshold Women Writer in I iidiaii I ~n.t~lisli Indian Institute ot Advanced Study. 1995 11. Meenashi Mukherjuee. Realism and Reality: The Novel and Soeiet\ ill India. 01 ?. l)elhi. 1985 1 2. (i.N . 1)c~ ~ . A I~er Amnesia : Iradition and Change in Literary Criticism. Orient I ongman. Ni umba i. I 993. I 3. N lakaran~ lUiran~ape( ed ). Nauivisms : Essays in Criticism. Sahiu\ a Akademi.l)elhi. I 997. 14. (i~iuri Vish~ anathan. Masks of ( onquest : Literary 1 1 istorv of British Rule in India. Faher. I 990. 15. G.N.Devy (ed) . Indian I Iterarv (i riti cism, Orient Longman. 2004. 16. Kapil Kapoor and A~adhesh Kumar Singh (eds). Indian V a r ~ Sx stem. Vol. I &2. Indian Institute of Advance Study. Shimla. 2005

ISIIN 81-7201-123-7

17. Mohan Ramanan(ed), Ninteenth Century Indian English Prose, Sahitya Akademi, New Delhi, 2004

18. Since critical books in English on Indian writers may not be readily available, students are advised to

refer to Indian Literature, Sahitya Akademi s Bi- Monthly Journal which carries regular articles on

Indian writers and on the problems related to Indian Literature. -

19. Video- films on eminent Indian writers by Sahitya Akedemi

Question Paper Pattern

I Term end Examination 1.Bakground 15 Marks 2. Poetry 15 Marks 3. Novel 20 Marks

II Term-end Examination 1. Background 15 Marks 2. Poetry 15 Marks 3. Drama 20 Marks Each question should have two internal options. One of the options may consist of short notes with a choice of 2 out of 3. Question could also combine poets of the same period.

ISIIN 81-7201-123-7 ISIIN 81-7201-123-7 TYBA PAPER IV

Texts prescribed :

1) William Shakespeare : A Mid Summer Nights Dream 2) William Shakespeare : Romeo and Juliet 3) William Wycherley : The Country Life 4) Selected verse from the Elizabethan, Jacobean and Restoration Periods.

Elizabethan Period :

a) Edmund Spenser from the ‘The Shepherds Calendar’ March Eclogue December Eclogue

b) William Shakespeare : from The Sonnets No 2 “When forty winters shall besiege they brow” No.26 “ Lord of my love, to whom in vassalage” No.116 “Let me not to the marriage of true minds” No 141 “ In faith, I do not love thee with mine eyes”

Jacobean Period :

a) John Donne : “The flea” “The Anniversarie”

Holy Sonnets: “This is my playes last scene” “A hymn to the God the Father”

b) George Herbert : “ Mortification” “Love”

Restoration Period :

a) John Milton “Lycidas” “On his Blindness”

b) Alexander Pope : “The Proper Study of Mankind”

c) John Dryden From Absalom and Acidophil from “Of these the false Achitophel was first…(line 150) to Drawn from the Mouldy Rolls of Noah’s Ark”

Background topics : The teachings of the background topics should be related the major literary works of the period. Students are expected to be acquainted with these works to use them as illustration when answering questions.

The Elizabethan Age (1550-1600)

A i) The Renaissance : the beginnings : its manifestations in the literature and culture of the period with special focus on humanism. ii) The Reformation.

B) A survey of the drama, poetry and prose of the period including the literary movements with which the following are associated. Drama : The University of Wits Poetry : The Epic (Spencer), the Pastoral, the Sonnet Sequence. Prose : Sidney, Lyly and Greene

The Jacobean and Caroline Age ( 1601-1650)

A) The temper of the age : The shift from the Elizabethan sensibility : the impact of this shift in the literature of the period.

B) A survey of the poetry, drama and prose of the period, including the literary movement with which the following are associated :

Drama : Ben Johnson, John Webster and Cyril tourneur Poetry Metaphysical and Puritan Poetry Bacon, Bnyan, Sir Thomas Browne

The Restoration ( 1660 Onwards)

A) The re establishment of the monarchy after the fall of the Protectorate : the first appearance of women on the English stage : The comedy of Manners

B) A survey of the poetry drama and prose of the period, including the literary movements with which the following are associated. Drama : William Wycherly, William Congreve, John Dryden, George Etherege Poetry : Neop Classical poetry, Dryden, Alexander Pope. Prose : Rise of periodical essay – Joseph Addesions Tatler, Richard Steele’s Spectator.

English Paper V English Language and Literary Criticism

I History of English Language :

a) Influence and development from Anglo Saxon to Modern times. b) Modern Influences up to 21st century. i) Non European languages ii) Technological influences

II Structure of English Language :

a) Origin b) Morphology, phonology c) Sounds of English – intonation, Accent d) Socio – linguistics e) Varieties of English – Dialects – Southern, Northern, Pidgins and Creole. Register/Jargon/Slang. f) English as Lingua-Franca – Bi-lingual and Multi lingual.

III The theory of Literature :

The nature and function's of Literature : Theory of Mimesis – The Plato – Aristotle debate Literature and Emotion Literature and Imagination – Critique of Romanticism

IV The Nature and Function of Criticism

Who is a critic? A review of his qualifications – explication, evaluation analysis and theorizing

V Critical Approaches to Literature with Particular reference to :

Sociological Psychological Feminist Marxist Formalist

PAPER VI : POPULAR CULTURE

I Definition and History :

1) Definition of popular culture. Term examined with the help of semantic history. Distinction between popular and fold culture/ 2) Academic Justification for the study of poplar culture. Study for popular culture as a kind of political intervention. Development seen literary theory and the questioning of old paradigms and canons. The shift from literary to cultural studied 3) 19th century debates on culture and the attempt to valorize minority culture. Consideration on the binaries between high and low culture, a look at ideological bias implicit in the formulation of canons.

II : A Detailed Study of Some Underlying Ideologies of Popular Culture.

1) Marxist accounts of ideology. The view of culture found in Marx Gramsci, Althusser, Raymond William, Walter Benjamind. 2) Semiotic analysis of culture. The work of Rolan Barthes/ 3) Feminist readings of popular culture. 4) Structuralist approaches

III Application of Theories

1) Rise of best sellers, comic strips, popularity of detective fiction, spy thrillers and the horror genre, science fiction, romances, fantasies. An examination of narrative patters, certain stereotypes in these genres and their ideological underpinnings. 2) An examination of the globalization of media and the changing features in advertising, TV serials, films, music videos and other popular forms.

IV Analysis of Passages :

1) An analysis of a passage from advertising or journalism for its underlying biases and semiotic character. 2) A discussion of a passage illustrative of one of the genres listed in III above. The question would require acquaintance with representative readings listed in the reading list.

PAPER VII : LITERATURE IN ENGLISH ( 1750-1900)

1 BACKGROUND :

A] Romantic Age : Impact of the French revolution and the American Revolution, the Romantic concept of Imagination, Classicism vs. Romanticism, the novel, poetry, prose in the Romantic age.

B] Victorian Age Impact Of Industrialization and Carlyle’s response; the Reform Acts and the process of democratization, Scientific thought, the age of Faith and Doubt; the novel, poetry, prose and drama in the Victorian Age.

C] Utilitarianism, Pre Raphaelitism, Aestheticism, Oxford Movement.

2 ROMANTIC POETRY

Robert Burns : A Red, Red Rose ; John Anderson my Jo William Blake : Lamb; Tiger William Wordsworth : To a Skylark; Ode: Intimations of Immortality S.T. Coleridge : Kubla Khan P.B. Shelley : Ozymandias ; Loves’ Philosophy John Keats : Ode to a Nightingale ; On Looking into Champman’s Homer. Lord Byron : All for Love ; She walks in Beauty.

3 VICTORIAN POETRY

Tennyson : Tears; Idle Tears; O’Swallow; Flying South ; Crossing the Bar.

Browning : Prospice ; The Patriot

Elizabeth Barret Browning ; How Do I Love Thee?

Matthew Arnold : To Marguerite Poems

DG Rossetti : The Blessed Damozel

Christina Rossetti : Sleeping at Last

Hopkins : Spring; I wake and feel

Emily Bronte : Remembrance

4] NOVEL Thomas Hardy : The Return of the Native

5 ] NON FICTIONAL PROSE

Charler Lamd : Dream Children

William Hazlet : The Indian Jugglers

John Ruskin : Work

Thomas Carlyle : The Hero as a poet ; Dante, Shakespeare.

PAPER VIII : 20th CENTURY LITERATURE IN ENGLISH

I A ] Background :- The Russian Revolution, the two World wars, imperialism and decolonization, the Indian National Movement and Independence; Globalization.

B] Freudian thought, existentialism, feminism; modernism and post modernism ; new developments in fiction and drama; the rise of new literature in English with special reference to Indian Writing in English.

II POETRY

T. S Eliot - The Love Song of J Alfred Prufrock The Hollow Men

W.B. Yeats – Sailing to Byzantium The Second Coming

Dylan Thomas – Fern Hill On His Birthday

Wilfred Owen – Strange Meeting Arms and the Boy

Emily Dickenson – Nature is What We See Nature is the Gentlest Mother

Nissim Ezekiel – The Visitor Night of the Scorpion

III A] NOVEL

J.D Salinger : Catcher in the Rye OR Amitav Ghosh : The Shadow Lines

B] SHORT STORY

O Henry :The Higher Pragmatism The Last Leaf The Gift of Magi The Green Door

Poe : The Cask of Amontillado The fall of the House of Usher The Black Cat The Gold Bug

Shashi Deshpande : It was Dark The Legacy

IV] DRAMA

GB SHAW : The Apple Cart OR Bertalt Brecht : Mother Courage and Her Children OR Ratan Thiyam : Chakravyuha ( Pretext and performance text by Kavita Nagpal)

V ] NON FICTIONAL PROSE

1) Kapil Kapoor : Indian knowledge Systems : Nature philosophy, Character

2) Powar K.B : Quality : The Concept.

3) Amartya Seen : Reason Before Identity.

PAPER IX – POST COLONIAL PERSPECTIVES ON TEXTS

Background Topics:

1) The definition, scope and importance of Postcolonial Theory. The need to define the concepts not just as a period concept but also as one involving a motion of an colonial resistance. i) the reasons for change from the study of Commonwealth literature to Postcolonial Literature ii) The need to understand Postcolonialism as an emacipatory project. ( see essays such as ‘interrogating Post colonialism’ by Meenakshi Mukherji in interrogating Post Colonialism edited by Harish Trivedi and Meenakshi Mukherji and books such as Postcolonial Theory : A Critical Introduction, by Leela Gandhi.

2) Postcolonial Interrogation of Orientalism : i) 19th Century Project of Ryanization of the Indian past. The mystification of the Orient and the notion of Africa as the Dark Continent. ii) Postcolonial critiques of excoticisation of the non Western worlds. iii) Examination of canonical and popular western texts such as the Heart of Darkness and the Raj Quartet. ( see the works of Edward Said such as Orientalism and Culture and Imperialism, essays by Salman Rushdie in Imaginary Homelands.

3) Interrogation and critique of western literary and critical traditions and their Universality assumptions. Examination of the ideology underlying western canons and institutions. The processes that have led to the rise of English studied both in Britain and India. ( see chapter of “Rise of English” in Literary Theory by Terry Eagleton and The lie of the Land edited by Rajeshwari Sunder Rajan and The masks of Conquests by Gauri Vishwanathan.)

4) An exploration of the creative and critical resistance to colonist thinking. The decolonization of the English language and the countering of the cultural hegemony. Consideration of creative works ranging from Mulk Raj Anand’s Untouchable, Raja Rao’s Kanthapura to more recent works such as Rushdie’s Midnights Children or African writing like Achebe’s Things Fall Apart. i) Critical analysis of Western assumptions of novel writing, the emphases on an individual protagonist, archetypal motifs such as the quest myth, the tradition of Bildungsroman. The post colonial emphases on the cultural specificities as against universals in the liberal humanist tradition. ii) The implications of the concepts such as subject position in post colonial theory iii) Neo-colonialism and the problems of internal colonization. The questioning of grand narratives of nation and state : writing by Dalit writers, Rushdie, Amitav Ghosh, Mahashweta Devi and anthologies on women’s writing, such as the edited by Susie Tharu and K. Lalitha.

5) Nativist positions considered as resistance to dominant western frameworks. A critical consideration of such frameworks. The need to look at the pluralistic nature of traditions and to be on guard against internal hegemonies. ( look at Makrand Paranjape’s Nativism).

6) Disaporic interventions in post colonial debates. To what extent are they valid? Are they suspect because they emerge from privileged locations in the West? E.g. the work of Spivak, Bhabha, Rushdie. Is the ideological location of the writer more important than the geographic one?